Vilnius University is coordinating a new project named Data Literate: Digital Data Literacy for Education, in a Consortium composed by four countries: Lithuania, Portugal, Spain and Italy.
This project has a well-defined and very specific mission to capacitate educators in Digital Data Literacy, through continuous professional development initiatives and hands-on, collaborative approach which will allow not just teachers, but also school leaders and students to increase their Digital Competences, in particular those related with digital data literacy for education.
Having to transition to distance learning from day to night, schools have faced the pandemic as a quintessential adaptive and transformative challenge which highlighted previously deep-rooted existing gaps. On one side, it showed sharply the importance of digital learning and the need for high-quality teachers’ continuous professional development (CPD) in ICT. On the other side, COVID19 called renovated attention to specific digital competences, including Digital Data Literacy (DDL).
Even before the pandemic, it was already well set that is impossible not to recognize that data is essential for everyday life, since nearly everything is digital, and those digital things produce and consume data. Simply put, and addressing the abovementioned needs, Data Literate project has a mission to capacitate educators in DDL. Aligned to such mission, the specific objectives are:
- To raise awareness of DDL relevance in an increasingly digital world.
- To build capacity on DDL applied to educational purposes.
- To create a CPD course under the DDL topic for educators.
- Build digital education readiness (trough DDL) and thus mitigate the impact of COVID19 in education.
- Ensure that teachers know how to communicate, marshal resources, and tailor practice to student needs, especially in a digital context.
- Promote, support, and motivate quality, ongoing teachers’ CPD that is based on DDL use to improve instruction.
- Contribute to a cultural change at the participating institutions regarding attitudes towards DDL and openness.
- Significantly increase teachers’ and student’s data competencies and thus increase their academic success and qualify them for a successful career by adapting to the growing needs for DDL competencies in the increasingly data-driven job markets.
- To strengthen the capacity of school leaders to deepen understanding of student and school data.