Discourses of data literacy: A critical literature review. An Annual Review of Information Science and Technology (ARIST) paper
这篇综述通过系统检索2000至2025年的文献，批判性地分析了数据素养在不同语境下的概念化、框架化和评估方式，梳理了其演变、当前解释及理论基础，并指出了未来研究方向。
Abstract Data literacy has gained significant momentum as an essential lifelong learning competency to address challenges arising from growth in the availability and accessibility of data. Much work has been done to address the data literacy gap, including both conceptual and empirical pieces from a wide range of disciplines. This paper critically reviews the literature on data literacy to provide a deeper understanding of how it is conceptualized, framed, and assessed across different contexts. Through a systematic search of the literature from various academic fields published from 2000 to 2025, relevant works in this area were identified and evaluated. By adopting a critical review approach, we conducted a conceptual analysis of data literacy by tracing its evolution, examining current interpretations, and exploring the theoretical frameworks that underpin it, including competency‐based models, critical theory approaches, and learning‐centered perspectives. The review also discusses emerging perspectives and gaps in the conceptual understanding of data literacy, highlighting areas for future research and scholarly inquiry.