«Datificación» y Educación Superior:  Hacia la construcción de un marco  para la alfabetización en datos del  profesorado universitario

Juliana  Elisa Raffaghelli

doi:10.15332/1efyz295

Vol. 13 No. 1 (2020)

Published 2025-10-27

license

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Los autores mantienen los derechos sobre los artículos y por tanto son libres de compartir, copiar, distribuir, ejecutar y comunicar públicamente la obra bajo las condiciones siguientes:

Reconocer los créditos de la obra de la manera especificada por el autor o el licenciante (pero no de una manera que sugiera que tiene su apoyo o que apoyan el uso que hace de su obra).

RIIEP está bajo una licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)

La Universidad Santo Tomás conserva los derechos patrimoniales de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia anteriormente mencionada.

ARTICLES PRODUCT OF THE INVESTIGATION

«Datification» and Higher Education: Towards the construction of a framework for data literacy of university teaching staff

DOI: https://doi.org/10.15332/1efyz295

Juliana Elisa Raffaghelli Universitat Oberta de Catalunya

PDF (Spanish)

Abstract
References

The datification of processes and services is an emerging phenomenon, which is creating a new form of digital divide (Kitchin, 2014). The abundance of data generated and available from the web and mobile applications requires specific skills for their exploitation. In addition, new concerns have arisen, such as the problem of surveillance and the inability to understand the power and control behind data tracking and the characteristics of the algorithms applied to exploit such data (Kennedy, Poell, & van Dijck, 2015). Data literacy in general and for educators in particular would be a means to achieve active and critical appropriation of the wealth provided by the data, curbing even the most negative edges of the phenomenon (Dunlap & Piro, 2016; Markham, 2018; Raffaghelli, 2017, 2018). This paper aims at introducing a conceptual framework supporting educators’ data literacy to empower them as education professionals, as well as their students, to thrive in the datafied society. The study is based on a review of the literature and it is part of an initial stage of a broader research project. Data literacy frameworks, including the DIGCOMPEDU Redecker & Punie, 2017) as framework for educators' digital competence which includes data literacy, are analyzed and discussed, aiming at creating a synthesis of basic components and its implications for research and practice.

keywords: Data Literacy, Faculty Development, DIGCOMPEDU

Atenas, J., Havemann, L., & Priego, E. (2015). Open data as open educational resources: Towards transversal skills and global citizenship. *Open Praxis, 7*(4), 377–389.

Boyer, E. L. (1990). *Scholarship reconsidered: Priorities of the professoriate.* Carnegie Foundation for the Advancement of Teaching.

Carlson, J., Fosmire, M., Miller, C. C., & Nelson, M. S. (2011). Determining data information literacy needs: A study of students and research faculty. *Portal: Libraries and the Academy, 11*(2), 629–657.

Constantino, G. D., & Raffaghelli, J. E. (2016). Perspectives on digital scholarship. In A. Esposito (Ed.), *Research 2.0 and the impact of digital technologies on scholarly inquiry* (pp. 69–96). IGI Global.

Constantino, G. D., Raffaghelli, J. E., & Teijeiro, M. C. (2015). Profesión académica digital: Transformaciones del trabajo académico en clave de redes sociales. In *Virtual Educa 2015* (pp. 1–15).

Daniel, B. (2015). Big data and analytics in higher education: Opportunities and challenges. *British Journal of Educational Technology, 46*(5), 904–920.

Daniel, B. K. (2017). Big data in higher education: The big picture. In *Big data and learning analytics in higher education* (pp. 19–28). Springer.

Dunlap, K., & Piro, J. S. (2016). Diving into data: Developing the capacity for data literacy in teacher education. *Cogent Education, 3*(1).

EMC Education Services. (2015). *Data science and big data analytics.* John Wiley & Sons.

European Commission. (2007). *Key competences for lifelong learning: European reference framework.* Office for Official Publications of the European Communities.

Ferguson, R. (2012). Learning analytics: Drivers, developments and challenges. *International Journal of Technology Enhanced Learning, 4*(5–6), 304–317.

Goodfellow, R. (2014). Scholarly, digital, open: An impossible triangle? *Research in Learning Technology, 21.*

Hey, A. J. G. (2009). *The fourth paradigm: Data-intensive scientific discovery.* Microsoft Research.

Kennedy, H., Poell, T., & van Dijck, J. (2015). Data and agency. *Big Data & Society, 2*(2).

Kitchin, R. (2014). Big data, new epistemologies and paradigm shifts. *Big Data & Society, 1*(1).

Kitchin, R. (2015). *The data revolution: Big data, open data, data infrastructures and their consequences.* Sage.

Knight, S., Buckingham Shum, S., & Littleton, K. (2014). Epistemology, assessment, pedagogy: Where learning meets analytics in the middle. *Journal of Learning Analytics, 1*(2), 23–47.

Li, J., Greenhow, C., & Askari, E. (2016). Scholars in the digital age. In A. Esposito (Ed.), *Research 2.0 and the impact of digital technologies on scholarly inquiry* (pp. 1–16). IGI Global.

Lupton, M., & Bruce, C. S. (2010). Windows on information literacy worlds: Generic, situated and transformative perspectives. In A. Lloyd & S. Talja (Eds.), *Practicing information literacy* (pp. 4–27). Centre for Information Studies, Charles Sturt University.

Manca, S., Caviglione, L., & Raffaghelli, J. E. (2016). Big data for social media learning analytics: Potentials and challenges. *Journal of E-Learning and Knowledge Society, 12*(2), 27–39.

Manca, S., & Ranieri, M. (2017). Exploring digital scholarship: A study on use of social media for scholarly communication among Italian academics. In A. Esposito (Ed.), *Research 2.0 and the impact of digital technologies on scholarly inquiry* (pp. 117–142). IGI Global.

Mandinach, E. B. (2012). A perfect time for data use: Using data-driven decision making to inform practice. *Educational Psychologist, 47*(2), 71–85.

Mandinach, E. B., & Gummer, E. S. (2016). What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions. *Teaching and Teacher Education, 60,* 366–376.

Markham, A. N. (2018). Critical pedagogy as a response to datafication. *Qualitative Inquiry, 24*(10), 775–782.

Maybee, C., & Zilinski, L. (2015). Data informed learning: A next phase data literacy framework for higher education. *Proceedings of the Association for Information Science and Technology, 52*(1), 1–4.

Nunn, S., Avella, J. T., Kanai, T., & Kebritchi, M. (2016). Learning analytics methods, benefits, and challenges in higher education: A systematic literature review. *Online Learning, 20*(2).

O’Neil, C. (2016). *Weapons of math destruction: How big data increases inequality and threatens democracy.* Penguin.

Owen, R., Macnaghten, P., & Stilgoe, J. (2012). Responsible research and innovation: From science in society to science for society, with society. *Science and Public Policy, 39*(6), 751–760.

Pangrazio, L., & Selwyn, N. (2018). Personal data literacies: A critical literacies approach to enhancing understandings of personal digital data. *New Media & Society, 20*(1), 1–18.

Pearce, N., Weller, M., Scanlon, E., & Kinsley, S. (2010). Digital scholarship considered: How new technologies could transform academic work. *In Education, 16*(1).

Perrotta, C., & Williamson, B. (2018). The social life of learning analytics: Cluster analysis and the ‘performance’ of algorithmic education. *Learning, Media and Technology, 43*(1), 3–16.

Persico, D., & Pozzi, F. (2015). Informing learning design with learning analytics to improve teacher inquiry. *British Journal of Educational Technology, 46*(2), 230–248.

Prinsloo, P., & Slade, S. (2017). An elephant in the learning analytics room. In *Proceedings of the Seventh International Learning Analytics & Knowledge Conference* (pp. 46–55). ACM Press.

Raffaghelli, J. E. (2017a). Alfabetizzare ai dati nella società dei big e open data: Una sfida formativa. *Formazione & Insegnamento, 25*(3), 279–304.

Raffaghelli, J. E. (2017b). Exploring the (missed) connections between digital scholarship and faculty development: A conceptual analysis. *International Journal of Educational Technology in Higher Education, 14*(1), 20.

Raffaghelli, J. E. (2018a). Educators’ data literacy supporting critical perspectives in the context of a “datafied” education. In M. Ranieri, L. Menichetti, & M. Kashny-Borges (Eds.), *Teacher education & training on ICT between Europe and Latin America* (pp. 91–109). Aracné.

Raffaghelli, J. E. (2018b). Oltre il “far di conto” nell’era digitale: La frontiera della data literacy. In M. Ranieri (Ed.), *Teoria e pratica delle new media literacies* (pp. 99–133). Aracné.

Raffaghelli, J. E., Cucchiara, S., Manganello, F., & Persico, D. (2016). Different views on digital scholarship: Separate worlds or cohesive research field? *Research in Learning Technology, 24*(1).

Raffaghelli, J. E., & Manca, S. (2019). Is there a social life in open data? The case of open data practices in educational technology research. *Publications, 7*(1), 9.

Redecker, C., & Punie, Y. (2017). *European framework for the digital competence of educators: DigCompEdu.* Joint Research Centre.

Ridsdale, C., Rothwell, J., Smit, M., Ali-Hassan, H., Bliemel, M., Irvine, D., & Wuetherick, B. (2015). *Strategies and best practices for data literacy education.*

Roll, I., & Winne, P. H. (2015). Understanding, evaluating, and supporting self-regulated learning using learning analytics. *Journal of Learning Analytics, 2*(1), 7–12.

Scott, A. (2014). *Open data for economic growth.* World Bank.

Slade, S., & Prinsloo, P. (2013). Learning analytics, ethical issues and dilemmas. *American Behavioral Scientist, 57*(10), 1510–1529.

Slavin, R. E. (2002). Evidence-based education policies: Transforming educational practice and research. *Educational Researcher, 31*(7), 15–21.

Snow, C. (1964). *Le due culture.* Feltrinelli.

Stephenson, E., & Schifter Caravello, P. (2007). Incorporating data literacy into undergraduate information literacy programs in the social sciences. *Reference Services Review, 35*(4), 525–540.

Stewart, B. (2013). Massiveness + openness = New literacies of participation? *Journal of Online Learning and Teaching, 9*(2), 228–238.

Stewart, B. E. (2015). Open to influence: What counts as academic influence in scholarly networked Twitter participation. *Learning, Media and Technology, 40*(3), 287–309.

Veletsianos, G. (2013). Open practices and identity: Evidence from researchers and educators’ social media participation. *British Journal of Educational Technology, 44*(4), 639–651.

Veletsianos, G., & Kimmons, R. (2012). Networked participatory scholarship: Emergent techno-cultural pressures toward open and digital scholarship in online networks. *Computers & Education, 58*(2), 766–774.

Veletsianos, G., & Stewart, B. E. (2016). Discreet openness: Scholars’ selective and intentional self-disclosures online. *Social Media + Society, 2*(3).

Vuorikari, R., Ferguson, R., Brasher, A., Clow, D., Cooper, A., Hillaire, G., & Rienties, B. (2016). *Research evidence on the use of learning analytics.* Joint Research Centre.

Wasson, B., Hansen, C., & Netteland, G. (2016). Data literacy and use for learning when using learning analytics for learners. In S. Bull, B. M. Ginon, J. Kay, M. D. Kickmeier-Rust, & M. D. Johnson (Eds.), *Learning analytics for learners* (pp. 38–41). CEUR.

Williamson, B. (2018). The hidden architecture of higher education: Building a big data infrastructure for the ‘smarter university’. *International Journal of Educational Technology in Higher Education, 15*(1), 12.

Zee, T. van der, & Reich, J. (2018). Open education science. *AERA Open, 4*(3).

license

How to Cite

Raffaghelli, J. . E. (2025). «Datification» and Higher Education: Towards the construction of a framework for data literacy of university teaching staff. Revista Interamericana De Investigación Educación Y Pedagogía RIIEP, 13(1), 177-205. https://doi.org/10.15332/1efyz295

Download Citation

Almétricas

Metrics

Metrics Loading ...