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As society increasingly recognises the value of data, proficiency in using and understanding data has become crucial. However, there is no universal consensus on the definition of data literacy. Therefore, this study provides the first extensive, mixed methods scoping review of the topical evolution of data literacy within social and educational sciences from 2011 to 2023. By identifying key themes and research trends, this review offers a comprehensive understanding of the dynamic nature of data literacy. Our sample consists of 210 English-language, peer-reviewed articles from Scopus and Web of Science. The findings reveal a field that is evolving alongside media and digital literacy discussions, with notable growth in publications, particularly in 2019, 2020, and 2023, thus highlighting data literacy’s recognition as a distinct paradigm. Data literacy is shifting beyond traditional frameworks, with increasing attention to issues of equity and accessibility—areas still underexplored in current literature. Notably, the research demonstrates a shift from simply developing individual data skills to fostering a socially aware form of data literacy that empowers citizens to critically engage with data and navigate a datafied society actively and responsibly. This review emphasises the need for a nuanced, context-specific approach to data literacy, much like digital literacy, as different demographics and contexts encounter varying needs and challenges. As a dynamic, ever-evolving concept, future research and programs must address these diverse levels of engagement and expertise, ensuring that data literacy is inclusive, adaptable, and supported by social structures.

Objective: Evaluate and examine Data Literacy (DL) in the supported disciplines of four liaison librarians at a large research university. Methods: Using a framework developed by Prado and Marzal (2013), the study analyzed 378 syllabi from a two-year period across six departments—Criminal Justice, Geography, Geology, Journalism, Political Science, and Sociology—to see which classes included DLs. Results: The study was able to determine which classes hit on specific DLs and where those classes might need more support in other DLs. The most common DLs being taught in courses are Reading, Interpreting, and Evaluating Data, and Using Data. The least commonly taught are Understanding Data and Managing Data skills. Conclusions: While all disciplines touched on data in some way, there is clear room for librarians to support DLs in the areas of Understanding Data and Managing Data.

Successful nonprofit agencies prepare their employees to utilize performance data to shape program delivery and improve services for the individuals they serve. In practice, however, many program managers are not trained to understand performance data and others consider data reporting and analysis as secondary to program operations. In this article, we present several strategies and accessible resources that nonprofit program leaders and managers can use to overcome common barriers to using data in everyday practice. We define and explain strategies using real-world examples and case studies from a large child welfare organization. Using a mixed methods evaluation, we found that program managers' participation in these strategies improved their understanding of performance data and attitudes toward using data in their work with staff and stakeholders. We discuss recommendations for translating data and statistics and for developing a supportive organizational culture that promotes the constructive use of data. [ABSTRACT FROM AUTHOR]