Abstract

This talk discusses the need to develop data literacy of the general learner population, not just upper-end students who may be expected to specialize in data science and in statistics-related careers. I argue that there is a need to prepare all school graduates for effective functioning as critical and empowered consumers of, and participants in, data-based services, products, and systems in modern societies and economies. In the talk, I will raise several arguments in this regard.

Mainly, I will point out that the development of cohesive educational curricula and interventions focused on promoting general data literacy faces many challenges, which may be running ‘under the radar’ or ignored by education systems (K-12) and decision makers. I will review several key challenges and threats in this regard, which range in severity and scope. Among other things, the talk will refer to: problems in infusing statistics in general and statistical literacy in particular into current curricula in school mathematics; conceptual fuzziness regarding the meaning and nature of data literacy; issues associated with recognizing the role both of cognitive components and dispositional components of data literacy; challenges associated with developing the criticality aspects of statistics instruction; and teachers’ knowledge and attitudes towards statistics and data-related topics. These and related issues require careful attention by policy makers and researchers, and actions by all stakeholders hoping to develop data-literate societies. Implications for policy, research, advocacy initiatives and educational interventions will be outlined.