Visualizing the teaching of data visualizations in social studies: A study of teachers’ data literacy practices, beliefs, and knowledge

Abstract

ABSTRACT Data literacy—the ability to comprehend, analyze, and interpret data and data visualizations—is inextricably linked to the goals of K–12 social studies education. In a society where data visualizations such as maps, charts, and graphs are used to communicate information about problems, policies, and trends, or persuade people to vote for a candidate or agenda, an informed citizen must also be a data-literate citizen. Unfortunately, little is known about how teachers view data literacy’s role in social studies education or how well prepared they are to teach it. This study involved an online self-administered cross-sectional questionnaire of a sample totaling 262 practicing U.S. elementary and secondary teachers of social studies. Using mixed methods analyses, we address questions about teachers’ practices, beliefs, and knowledge related to data literacy in social studies. The insight gained from this research establishes a foundation for work in social studies teacher preparation and professional development.