Data Literacy and Education: A Science Mapping Study

Year 2024, Volume: 11 Issue: 3, 220 - 243, 02.05.2024

Çağrı Demirtaş

https://doi.org/10.17275/per.24.43.11.3

Abstract

Nowadays, large amounts of data are produced in every field, and these data have become a strategic asset for individuals, businesses, states, and societies. Data literacy involves the skills of using these data effectively. The first aim of the current study is to determine in which years and in which periods more research has been conducted on education and data literacy, reveal the trends in this field over time, and understand what is at the forefront in education and data literacy by analyzing changes in research trends. The second aim of this study is to understand which topics have a wider impact in the field by examining the content of the most cited studies, and to evaluate the potential for collaboration by analyzing the collaborative tendencies and main topic focuses of authors and organizations. This study adopted a science mapping method to examine the relationship in the field of education and data literacy and reveal a general condition of the research on this subject. Data for this study were collected through the Web of Science (WoS) database. As a result of the analysis, an apparent increase in research on education and data literacy since 2011 was examined, and a trend that peaked in 2020 but rose again in 2022 was identified. It was shown that technology and big data-oriented studies have gained importance in thematic evolution. This analysis provides a valuable resource for understanding the current state in the field of education and data literacy and identifying strategies for potential areas of future development.

Keywords

Data Literacy, Social Studies, Education, İnformation Age, Digital

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