Up to date there exists no unifying and accepted definition of neither the concept of data literacy nor about the competencies a data literate person should have. Rather, different communities of practice use slightly different terminologies. Within the ERASMUS+ Project DaLiCo we saw the need to define core competencies a data literate person in the field of higher education should have and the terms (labels) used to describe them. For this purpose the DaLiCo Dimensions describe a number of interconnected dimensions of data literacy. The DaLiCo Dimensions are informed by existing frameworks. As our main inspiration served three frameworks on data literacy, from Ridsdale, et al. (2015), Sternkopf and Mueller (2018) and Schüller (2020).  In order to describe behavior and competences in the field of data literacy verbs are used to mark relevant activities related to basic data literacy competencies and skills. The actual phrasings of the dimensions are based on a study by Guido Ongena (DaLiCo partner from Utrecht) on employee's data literacy.

Sources:

Ongena, Guido (2022). Data Literacy: Conceptualization, measurement, and nomological validity. ...

Ridsdale, C., Rothwell, J., Smit, M., Ali-Hassan, H., Bliemel, M., Irvine, D., . . . Matwin, S. W. (2015). Strategies and Best Practices for Data Literacy Education: Knowledge Synthesis Report. Halifax: Dalhouse University

Schüller, K. (2020). Future Skills: A Framework for Data Literacy – Competence Framework and Research Report. Working Paper Nr 53. Hochschulforum Digitalisierung, Berlin

Sternkopf, H., & Mueller, R. (2018). Doing Good with Data:Development of a Maturity Model for Data Literacy in Non-governmental Organizations. Proceedings of the 51st Hawaii International Conference on System Sciences, (pp. 5045–5054). Waikoloa Village, Hawaii

Up to date there exists no unifying and accepted definition of neither the concept of data literacy nor about the competencies a data literate person should have. Rather, different communities of practice use slightly different terminologies. Within the ERASMUS+ Project DaLiCo we saw the need to define core competencies a data literate person in the field of higher education should have and the terms (labels) used to describe them. For this purpose the DaLiCo Dimensions describe a number of interconnected dimensions of data literacy. The DaLiCo Dimensions are informed by existing frameworks. As our main inspiration served three frameworks on data literacy, from Ridsdale, et al. (2015), Sternkopf and Mueller (2018) and Schüller (2020).  In order to describe behavior and competences in the field of data literacy verbs are used to mark relevant activities related to basic data literacy competencies and skills. The actual phrasings of the dimensions are based on a study by Guido Ongena (DaLiCo partner from Utrecht) on employee's data literacy.

Sources:

Ongena, Guido (2022). Data Literacy: Conceptualization, measurement, and nomological validity. ...

Ridsdale, C., Rothwell, J., Smit, M., Ali-Hassan, H., Bliemel, M., Irvine, D., . . . Matwin, S. W. (2015). Strategies and Best Practices for Data Literacy Education: Knowledge Synthesis Report. Halifax: Dalhouse University

Schüller, K. (2020). Future Skills: A Framework for Data Literacy – Competence Framework and Research Report. Working Paper Nr 53. Hochschulforum Digitalisierung, Berlin

Sternkopf, H., & Mueller, R. (2018). Doing Good with Data:Development of a Maturity Model for Data Literacy in Non-governmental Organizations. Proceedings of the 51st Hawaii International Conference on System Sciences, (pp. 5045–5054). Waikoloa Village, Hawaii