Data literacy in the new EU DigComp 2.2 framework how DigComp defines competences on artificial intelligence, internet of things and data

• Published in: Information and learning science Vol. 125; no. 5/6; pp. 406 - 436
• Main Authors: Van Audenhove, Leo, Vermeire, Lotte, Van den Broeck, Wendy, Demeulenaere, Andy
• Format: Journal Article
• Language: English
• Published: West Yorkshire Emerald Publishing Limited 14.05.2024; Emerald Group Publishing Limited
• Subjects: Algorithms; Artificial intelligence; Coding; Curricula; Digital literacy; Digital technology; Educational Innovation; Information literacy; Innovations; Instructional Innovation; Internet; Internet of Things; Knowledge Level; Mathematics; Media literacy; Open data; Postsecondary Education; Skills; Society; STEM education; Europe; Media education; Internet of things; Media literacy; DigComp 2.2; Data literacy; Artificial intelligence; Competences
• ISSN: 2398-5348; 2398-5356; 2398-5356; 2398-5348
• DOI: 10.1108/ILS-06-2023-0072

Purpose The purpose of this paper is to analyse data literacy in the new Digital Competence Framework for Citizens (DigComp 2.2). Mid-2022 the Joint Research Centre of the European Commission published a new version of the DigComp (EC, 2022). This new version focusses more on the datafication of society and emerging technologies, such as artificial intelligence. This paper analyses how DigComp 2.2 defines data literacy and how the framework looks at this from a societal lens. Design/methodology/approach This study critically examines DigComp 2.2, using the data literacy competence model developed by the Knowledge Centre for Digital and Media Literacy Flanders-Belgium. The examples of knowledge, skills and attitudes focussing on data literacy (n = 84) are coded and mapped onto the data literacy competence model, which differentiates between using data and understanding data. Findings Data literacy is well-covered in the framework, but there is a stronger emphasis on understanding data rather than using data, for example, collecting data is only coded once. Thematically, DigComp 2.2 primarily focusses on security and privacy (31 codes), with less attention given to the societal impact of data, such as environmental impact or data fairness. Originality/value Given the datafication of society, data literacy has become increasingly important. DigComp is widely used across different disciplines and now integrates data literacy as a required competence for citizens. It is, thus, relevant to analyse its views on data literacy and emerging technologies, as it will have a strong impact on education in Europe.