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Developing the DALI Data Literacy Framework for critical citizenry
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DOI：10.5944/ried.27.1.37773.png)
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Abstract
En 中文
In the current postdigital age, where data has become increasingly ubiquitous, the management of data has emerged as a vital aspect of digital literacies, particularly for active citizenry. This article introduces a Data Literacy framework that emphasizes the importance of an ideological emancipatory vision of data literacy for critical citizenry. The framework provides a comprehensive perspective on the key elements of data literacy and their interrelationships. Grounded Theory served as the foundation for conducting a three-and-a-half round Delphi study involving experts from diverse fields such as data, education, and literacy, across four countries. The outcome of this study is the DALI Data Literacy framework, which encompasses four primary elements. Three of these elements are interconnected and sometimes overlapping: (1) Understanding Data, (2) Acting on Data, and (3) Engaging Through Data. Additionally, there is a cross-cutting element, (4) Ethics & Privacy, which permeates the other three. The DALI framework is flexible and scalable, making it suitable for adaptation across various international, organizational, and educational contexts. Furthermore, the article's conclusions reflect on how the DALI framework can support pedagogical initiatives aimed at promoting data literacy among adults. Its adaptability and scalability make it well-suited for addressing the diverse needs and contexts found within different educational settings and organizations internationally. By incorporating the DALI framework, digital education can evolve to foster critical data literacy skills and empower individuals to navigate and participate meaningfully in the postdigital age.
Keywords:
information and communication technologies
literacy
citizen participation
information processing
model
Journal
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IF:
2.4
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227
Citations:
584
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