Data, Data Every Where, Nor Any an Insight to Apply: Developing Digital Literacy Skills for Data Rich and Knowledge Poor Classrooms

McLain, M ORCID: 0000-0002-8691-3155, Tracy, F ORCID: 0000-0003-1777-8081, Downes, G ORCID: 0000-0002-9817-7044 and Rothwell, P Data, Data Every Where, Nor Any an Insight to Apply: Developing Digital Literacy Skills for Data Rich and Knowledge Poor Classrooms. In: Lahri, S and Amruth, K, (eds.) Teacher Education Policy: Practices for Equitable and Quality Education. Springer. (Accepted)

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Abstract

In an era where classrooms are inundated with data, the challenge lies in transforming this abundance into actionable insights. This chapter explores the integration of digital literacy and technology-enhanced learning in teacher education. It highlights the necessity for educators to develop critical data literacy and digital skills to effectively analyse and utilise data. The COVID-19 pandemic has accelerated the adoption of new technologies, increasing the volume of available data, including generative artificial intelligence (GenAI). However, the ability to leverage this data for meaningful educational interventions remains limited. The chapter advocates for evidence-informed policy and practice to support teachers in navigating data-rich environments. It emphasises the importance of the conceptual frameworks like Technological Pedagogical Content Knowledge (TPACK) and calls for educational policy reforms to prioritise digital skill development. By examining current challenges and proposing evidence-based solutions, this chapter aims to empower teachers as discerning consumers and analytical processors of information, ultimately enhancing teaching and learning outcomes in contemporary educational settings.

Item Type:	Book Section
Uncontrolled Keywords:	Liverpool Institute for Research in Education (LIFE)
Subjects:	L Education > L Education (General) Z Bibliography. Library Science. Information Resources > ZA Information resources
Divisions:	Education
Publisher:	Springer
Date of acceptance:	22 November 2025
Date Deposited:	28 Jan 2026 14:29
Last Modified:	28 Jan 2026 14:29
Editors:	Lahri, S and Amruth, K
URI:	https://researchonline.ljmu.ac.uk/id/eprint/27987

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