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A literature review of 28 data literacy, education articles from 2010 to 2018 was conducted to gain a better understanding of the current state of data literacy research.

A systematic literature review of ERIC, Education Source, and JSTOR was conducted. Articles were included in this literature review if they focused on “data literacy” for K-12 teachers or leaders.

Results demonstrated that the concept of data literacy has become more concrete, but there is still disagreement about the parameters of the construct. While data literacy was shown to be gaining in importance, training from schools of education were focused heavily on assessment literacy. Four recommendations are made as follows: (1) create skill-focused educator prep programs, (2) encourage opportunities for collaboration, (3) model data use from both quantitative and qualitative sources and (4) investigate the role of technology and big data on data literacy.

The scope of this literature review was very narrow and, as such, does not fully encapsulate data-driven decision-making in K-12 education overall.

Data literacy is important for both teachers and leaders, as educational environments strive to better understand individual learners and improve learning outcomes. This literature review looks to pull together the current status of data literacy research with hopes of inspiring more targeted research that influences training practices for both teachers and leaders.

The purpose of this study is to develop a reliable test metric that can ascertain health literacy as it relates to hypertension in the population of Thailand.

One thousand five hundred patients from hypertension clinics in hospitals under the Ministry of Public Health, Thailand were recruited to this study. The test was developed and divided into three latent variables and four observed variables for health literacy concepts. Indexes of Item-Objective Congruence (IOC) from seven experts and Cronbach’s alpha coefficient of the entire questionnaire were evaluated for content validity and reliability. The Confirmatory Factor Analysis with LISREL also analyzed for construct validity.

The result illustrates that the Item-Objective Congruence was 0.68, and Cronbach’s alpha coefficient was 0.87. The result also shows that Barlett’s Test of Sphericity was 3129.31 (p < 0.01), and the Kaiser-Meyer-Olkin measure of sampling adequacy was 0.83. The model was fit to empirical data (Chi-square = 0.02).

This study concludes that the Thai Hypertension Health Literacy Assessment Tool (THHLA) created as a result of the study is valid and reliable. The test can be used to evaluate health literacy for hypertension patients in Thailand.

The purpose of this research is to assess the current level of systems literacy of air force logisticians in Nigeria.

This research undertook an assessment of the knowledge of air force logistics officers on systems thinking with the aid of a qualitative questionnaire. The questionnaire featured questions on the level of literacy and application of systems thinking by air force logisticians in Nigeria.

The research finds that the majority of the air force logistics officers have very low levels of knowledge and training in systems thinking.

The research is a unique effort to ascertain the level of systems thinking literacy and training in air force logistics in Nigeria. The study presents a baseline and justification for intervention through an improvement of the logistics curricula used in air force training institutions in Nigeria.

This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).

We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.

Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.

This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.