Centering complexity in ‘educators’ data literacy’ to support future practices in faculty development: a systematic review of the literature

ABSTRACT

As algorithmic decision-making and data collection become pervasive in higher education, how can educators make sense of the systems that shape life and learning in the twenty-first century? This paper outlines a systematic literature review that investigated gaps in the current framing of data and faculty development, and explores how these gaps prevent the formulation of potential pathways and principles for fostering educators’ data literacy. The analysis of 137 papers through classification by relevant categories and key word mapping shows that there is little attention on higher education teachers. It also makes clear that most approaches to educators’ data literacy address management and technical abilities, with less emphasis on critical, ethical and personal approaches to datafication in education. The authors conceptualize this situation as a ‘complicated’ approach to data literacy in the academic profession, as opposed to a complex vision which would bundle management and technical skills together with a critical, systemic approach to professional learning and data.

KEYWORDS:

• Data literacy
• educators
• faculty development
• complexity

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Juliana E. Raffaghelli http://orcid.org/0000-0002-8753-6478

Bonnie Stewart http://orcid.org/0000-0001-9576-1037

Additional information

Funding

This work was supported by Ministerio de Ciencia y Educación de España [grant number Ramón y Cajal Programme, RYC-2016-19589].