Assessing improvements in participants’ understanding of data through a DALI-based workshop
DOI:
https://doi.org/10.22452/mjlis.vol30no3.6Keywords:
Data literacy, DALI data literacy for citizenship framework, Community libraryAbstract
As data increasingly influences decision-making in educational and professional settings, data literacy has become an essential competency. This study examines the effectiveness of a workshop conducted according to the Data Literacy (DALI) for Citizenship Framework, which comprises three main components: understanding data, acting on data, and engaging with data. This study focused solely on the data understanding component. The aim was to assess whether a DALI-based educational intervention could improve participants’ data literacy and learning experiences. Using a pre- and post-test design, data were collected from 35 participants in Aceh, Indonesia, who completed the workshop with a 10-item questionnaire to assess understanding of data types and a follow-up semi-structured interview to explore participants’ learning experiences. A paired t-test analysis revealed a significant increase in participants’ understanding of data types following the workshop; however, Cohen’s d effect size indicated a moderate effect. The follow-up interview showed that the workshop increased participants’ awareness of the importance of data literacy for decision-making. The workshop also enhanced participants’ understanding that, every day, they are acting on and engaging with data. Participants reported positive perceptions of their learning experience, suggesting that the workshop facilitated engagement, understanding, and confidence in working with data. These findings illustrate the significance of systematic, theory-based methodologies in data literacy education. The study provides empirical validation of the DALI framework as an evaluation and instructional instrument, offering evidence for its use in educational and professional development contexts and advancing research on effective data literacy pedagogy.
Downloads
References
Bowler, L., & Shaw, C. (2024). Trends in data literacy, 2018-2023: a review of the literature. Information Research an International Electronic Journal, 29(2), 198–205. https://doi.org/10.47989/ir292822.
Brookfield, S. (2013). Teaching for Critical Thinking. International Journal of Adult Vocational Education and Technology, 4(1), 1–15. https://doi.org/10.4018/javet.2013010101.
Calzada Prado, J., & Marzal, M. Á. (2013). Incorporating data literacy into information literacy programs: Core competencies and contents. Libri, 63(2), 123–134. https://doi.org/10.1515/libri-2013-0010.
Castañeda, L., Haba-Ortuño, I., Villar-Onrubia, D., Marín, V. I., Tur, G., Ruipérez, J. A., & Wasson, B. (2024). Developing the DALI Data Literacy Framework for critical citizenry. RIED-Revista Iberoamericana de Educacion a Distancia, 27(1), 289–318. https://doi.org/10.5944/ried.27.1.37773.
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. routledge.
Cui, Y., Chen, F., Lutsyk, A., Leighton, J. P., & Cutumisu, M. (2023). Data literacy assessments: a systematic literature review. Assessment in Education: Principles, Policy and Practice 30(1), pp. 76–96). Routledge. https://doi.org/10.1080/0969594X.2023.2182737.
DALI Project. (2023a). DALI data literacy framework. https://dalicitizens.eu/index.php/dali-data-literacy-framework-2/.
DALI Project. (2023b). Data iceberg [Board game]. https://toolkit.dalicitizens.eu/catalogue.
DALI Project. (2023c). DALI facilitators guide. https://toolkit.dalicitizens.eu/for-facilitators.
DALI Project. (2023d). Game based networked learning system handbook. https://toolkit.dalicitizens.eu/for-facilitators.
Fontichiaro, K., & Oehrli, J. A. (2016). Why Data Literacy Matters. Knowledge Quest, 44(5), 21–27. https://files.eric.ed.gov/fulltext/EJ1099487.pdf.
Forum TBM. (2024). Forum TBM: Selayang Pandang. https://forumtbm.or.id/tentang-kami/.
Ghodoosi, B., Torrisi-Steele, G., West, T., & Li, Q. (2023). An Exploration of the Definition of Data Literacy in the Academic and Public Domains. International Journal of Adult Education and Technology, 14(1), 1–16. https://doi.org/10.4018/ijaet.325218.
Gummer, E. S., & Mandinach, E. B. (2015). Building a conceptual framework for data literacy. Teachers College Record, 117(4), 1–22.
Knowles, M., Holton III, E.F., Robinson, P.A., & Caraccioli, C. (2025). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (10th ed.). Routledge. https://doi.org/10.4324/9781003387671
Koltay, T. (2017). Data literacy for researchers and data librarians. Journal of Librarianship and Information Science, 49(1), 3–14. https://doi.org/10.1177/0961000615616450.
Lee, J., Alonzo, D., Beswick, K., Oo, C. Z., Anson, D.W.J., & Abril, J.M.V. (2024). Data literacy of principals in K–12 school contexts: A systematic review, Educational Research Review, 45,100649, https://doi.org/10.1016/j.edurev.2024.100649.
Mandinach, E. B., & Gummer, E. S. (2016). Data literacy for educators: Making it count in teacher preparation and practice. Teachers College Press.
Matuk, C., DesPortes, K., Amato, A., Silander, M., Vacca, R., Vasudevan, V., & Woods, P. J. (2021). Challenges and Opportunities in Teaching and Learning Data Literacy through Art. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 681–684). Bochum, Germany: International Society of the Learning Sciences. https://repository.isls.org//handle/1/7556 .
Molina-Azorin, J. F. (2016). Mixed methods research: An opportunity to improve our studies and our research skills. European Journal of Management and Business Economics, 25(2), 37–38. https://doi.org/10.1016/j.redeen.2016.05.001.
Novrita, J., Elizarni, Oktavia, R., & Sari, T. Y. (2025). Making ‘Taman Baca’ Sustainable”, lessons learned from community-based non-formal education in Aceh, Indonesia. International Journal of Educational Development, 113. https://doi.org/10.1016/j.ijedudev.2024.103186.
Nwagwu, W.E. (2025). Citation analysis of global research on data literacy. Educ Inf Technol 30, 15931–15959. https://doi.org/10.1007/s10639-025-13397-9.
OECD. (2024). PISA 2022 Results: Volume III: Creative Minds, Creative Schools Factsheets – Indonesia. https://www.oecd.org/en/publications/pisa-results-2022-volume-iii-factsheets_041a90f1-en/indonesia_a7090b49-en.html.
Ongena, G. (2023). Data literacy for improving governmental performance: A competence-based approach and multidimensional operationalization. Digital Business, 3(1), 100050. https://doi.org/https://doi.org/10.1016/j.digbus.2022.100050.
Pinto, M., Caballero-Mariscal, D., García, F. J. M., & Gómez-Camarero, C. (2023). A strategic approach to information literacy: data literacy. A systematic review. Profesional de La Informacion, 32(6). https://doi.org/10.3145/epi.2023.nov.09.
Pothier, W., & Condon, P. (2025). Data Literacy Skills: Industry Perspectives and Professional Practice. Portal: Libraries and the Academy, 25(2), 271–298. https://doi.org/10.1353/pla.2025.a955946.
Ridsdale, C., Rothwell, J., Smit, M., Ali-Hassan, H., Bliemel, M., Irvine, D., Kelley, D., Matwin, S., & Wuetherick, B. (2015). Strategies and Best Practices for Data Literacy Education Knowledge Synthesis Report Key Messages. http://hdl.handle.net/10222/64578.
Rubin, A., & Gould, R. (2023). Introduction. In G. F. Burrill, L. de Oliveria Souza, & E. Reston (Eds.), Research on Reasoning with Data and Statistical Thinking: International Perspectives (pp. 1–8). Springer International Publishing. https://doi.org/10.1007/978-3-031-29459-4_1.
Schreiter, S., Friedrich, A., Fuhr, H., Malone, S., Brünken, R., Kuhn, J., & Vogel, M. (2024). Teaching for statistical and data literacy in K-12 STEM education: a systematic review on teacher variables, teacher education, and impacts on classroom practice. ZDM - Mathematics Education, 56(1), 31–45. https://doi.org/10.1007/s11858-023-01531-1.
Stokes, W. T. (2008). Literacy In Encyclopedia of Educational Psychology, Vol 2, pp. 609–616. https://doi.org/https://doi.org/10.4135/9781412963848.n161.
Tashakkori, A., Johnson, R. B., & Teddlie, C. B. (2020). Foundations of Mixed Methods Research. Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences, (2nd ed). Sage Publication, US.
The World Bank. (2023). Literacy rate, adult total (% of people ages 15 and above) - Indonesia. https://data.worldbank.org/indicator/SE.ADT.LITR.ZS?end=2020&locations=ID&start=2014
UNESCO. (2019a). UNESCO strategy for youth and adult literacy (2020-2025). https://unesdoc.unesco.org/ark:/48223/pf0000371411.locale=en.
UNESCO. (2019b). Advancing lifelong learning through Community Learning Centers: Guidance for policymakers — Asia and the Pacific. UNESCO Bangkok.
UNESCO. (2025, January 31). What you need to know about literacy. https://www.unesco.org/en/literacy/need-know.
UNESCO Institute for Information Technologies in Education (IITE). (2021). Digital literacy in education: Policy brief. UNESCO.
Wolff, A., Gooch, D., Montaner, J. J. C., Rashid, U., & Kortuem, G. (2016). Creating an understanding of data literacy for a data-driven society. The Journal of Community Informatics, 12(3).
Downloads
Published
How to Cite
Issue
Section
License
It is a condition of publication that manuscripts submitted to the journal have not been published, accepted for publication, nor simultaneously submitted for publication elsewhere. By submitting a manuscript, the author(s) agree that copyright for the article is transferred to the publisher, if and when the manuscript is accepted for publication.
