Abstract
To meet the challenges of a data-driven society, high school students need new arrays of literacy skills. In the United States, school librarians, who work across disciplines, are well-positioned to help students improve their data practice, but they first need new domain knowledge. This article presents findings from an evaluating survey and session evaluation data from a virtual data literacy conference, which were part of a federally-funded project to develop data literacy skills among high school librarians and educators. Findings indicated a noticeable shift in participant perceptions of the need and urgency for data literacy instruction across content areas and grade levels concurrent with implementation of content-area data literacy standards. While the conference was geared toward high school educators and librarians, participants represented a broad audience of K-12 educators and K-20 librarians. The findings provide a valuable snapshot of shifting educational standards and priorities, along with needed pedagogical support and resources.
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This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Fontichiaro, K., & Johnston, M. P. (2020). Rapid shifts in educators’ perceptions of data literacy priorities. Journal of Media Literacy Education, 12(3), 75-87. https://doi.org/10.23860/JMLE-2020-12-3-7
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