Citation analysis of global research on data literacy

Abstract The analysis of citation patterns in the scholarly landscape of data literacy using data collected from Scopus and analysed using Vosviewer reveals significant findings. Initially, 997 documents were identified, averaging 52 per year, but a criterion of 10 citations per document narrowed down the subset to 205 documents, indicating substantial scholarly attention. Among these, only 81 interconnected documents were found, suggesting their pivotal role in shaping discourse. Notably, Prado’s (2013) work on integrating data literacy into education emerged as highly influential. Key journals and conference proceedings such as the ACM International Conference Proceeding Series and Teachers College Record were identified as influential sources. Co-citation analysis highlighted notable authors like Mandinach, d’Ignazio, and Koltay, underlining their contributions. Seminal works by Mandinach and Gummer on educator preparation underscored the interdisciplinary nature of data literacy. Implications for policy and practice include advocating for integrating data literacy into curricula, designing educator training programs, promoting interdisciplinary collaboration, and supporting open access to literature. However, potential biases and dataset limitations must be acknowledged in interpreting the findings.