Unpacking teachers' data literacy: A conceptual review

Datafication within and outside education has inspired researchers to conceptualise teachers’ data literacy, which is typically defined to describe the abilities teachers need when using data in their work. However, increased interest has led to divergence in the definitions of the concept, and no consensus on the definition has been reached. In this conceptual review, we abductively explore the conceptual dimensions of teachers’ data literacy, prioritising the scrutiny of conceptual structures and understanding. Following the analysis of 45 peer-reviewed research articles, we present a comprehensive view of what is referred to by a) data and b) literacy in teachers' data literacy and describe the c) purposes of the concept as a result. First, we found that the teachers' data literacy covered different types of data. Although data are not always clearly defined, in cases where it is explicated, it refers to its technical, contextual, and content dimensions. Second, we identified two orientations of data literacy: mastery (i.e. data literacy as an ability to analyse data) and action (i.e. data literacy as a process to follow). Third, we found that the purpose of teachers’ data literacy is to change the epistemological grounding for teaching, develop education at different levels, and critically approach datafication, both within and outside the school. The results of the review help us situate data literacy conceptualisations in relation to the wider theoretical debate on literacy, particularly in relation to cognitive and sociocultural research traditions. We also identify conceptual gaps in data literacy and suggest future research directions.