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The aim of this study was to determine data literacy (DL) training needs of researchers at South African public universities. The outcome of this study would assist librarians and researchers in developing a DL training programme which addressed identified needs.

A survey research method was used to gather data from researchers at these universities by convenience. Online questionnaires were distributed to public universities through library directors for further distribution to researchers.

The results indicate low levels of DL training at the respondent South African public universities with most researchers indicating that they had not received any formal training on DL. A few researchers indicated that they would welcome DL training.

This study was exploratory in nature and data was received from eight universities, which is not representative of all the 26 public universities in South Africa. Nonetheless, the low DL confirmed by the majority in the realised sample is indicative of the need to further investigate the subject.

Librarians and research support personnel should collaborate on the development of DL training courses, workshops and materials used by researchers at institutions of higher learning to enhance DLs on campus.

This study may be novel in South Africa in investigating the DL training needs of researchers at several universities and contributes to the growing body of literature on research data management

This paper discusses early childhood classrooms as powerful spaces for identity work and, more specifically, as a place (or not) for supporting early STEM identity development. It makes the case for educators and researchers alike to promote an expanded role of early childhood STEM education in the daily lives of young children.

This paper uses a qualitative interpretive methodology, drawing from a wide array of research and theoretical literature from early childhood and STEM education and developmental psychology, as well as public policy.

Today, both research and interventions aimed at fixing the “leaking STEM pipeline” and theory/research on STEM identity development focus on children in middle school and above. Yet, children's attitudes about STEM and about themselves as STEM learners are formed early, and identity work is a task of early childhood. This suggests a need to focus on young children's engagement with STEM education as a means of nurturing their early STEM identity development.

This paper synthesizes previous research to outline the need for expanding STEM education in early public schooling. It proposes a conceptualization of early STEM academic identity development (based on the premise that middle school is too late to fix the leaking STEM pipeline).