Beyond Numeracy, a Data Literacy Topical Scoping Review (2011-2023)

Abstract

Individuals' proficiency in using and understanding data becomes crucial due to society increasingly recognising the importance and value of data. However, there is not one agreed upon definition for data literacy. This study therefore addresses the topical evolution of data literacy within social and educational sciences from 2011 to 2023. The review focuses on the key themes and areas of research interest and the trends in the discourse around data literacy. We synthesise the body of literature on data literacy, whilst discerning consensus definitions and core themes associated with this competence cluster. Using the Scopus and Web of Science databases, we selected 210 English-language, peer-reviewed, and open and early access articles on data literacy. Our findings reveal a dynamic field, with the evolution of data literacy mirroring past discussions on media and digital literacy. There has been a substantial increase in attention to data literacy, particularly in 2019 and 2020, underscoring its recognition as a distinct competence cluster from media literacy. The scoping review identifies diverse competences and highlights a growing recognition of data literacy as a crucial component in educational settings, with attention on data analytics and data usage skills. However, we see a move towards topics like 'critical thinking' and 'awareness' in the discourse. Notably, within social sciences publications, our findings indicate a growing interest in the societal implications of data literacy, emphasising how individuals and communities engage with and understand data.