COPERDALE: A synthesized core-periphery framework for data-literacy

Wed, 29 Jul 2026 04:23:30 +0200

In her PhD project, Marlene Ganz deals with foundational work on data-literacy. Our joint research interest is how data-literacy can be theoretically conceptualized and measured and what kind of educational formats can be used to support adult learners in building knowledge, skills and competencies in this area.

I am very happy to report that the first step in this endeavour is now finalized and since today we could publish a double systematic review of frameworks and instruments in Review of Educational Research (Ganz & Kalz, 2026). We have started this work with a critical assessment regarding the convergence of the field and we have identified a persistent theoretical and definitional fragmentation. For this purpose, we had the goal to produce and integrated overview about how data literacy is conceptualized in competency frameworks and represented in measurement instruments.

The first review analyzed 15 frameworks developed for higher education and related contexts after applying rigorous inclusion and exclusion criteria. The content analysis focused on target groups, structural characteristics, and competency dimensions. The second review examined six instruments designed to assess data literacy after applying rigorous inclusion and exclusion criteria. The content analysis focused on targeted competencies, validation approaches, and provided a quality appraisal.

The synthesis shows that frameworks describe data literacy in broad and multidimensional terms, whereas instruments capture only a narrower subset of competencies, often emphasizing technical skills while reflective and ethical dimensions remain underrepresented. Most instruments rely on self-report formats and provide limited validation evidence, raising concerns about their ability to capture applied and context-dependent competencies.

Building on these insights, the study proposes a Core–Periphery Framework (COPERDALE) that distinguishes a stable core of fundamental skills from more flexible, context-dependent competencies (see feature figure). This structure clarifies which dimensions can be universally assessed and which require contextual adaptation. Beyond conceptual clarification, the findings underscore the need to diversify assessment practices, moving beyond self-reports toward approaches that better capture applied, reflective and ethical aspects of data literacy. The review thereby offers both a structured conceptual foundation and directions for advancing research and educational practice.

References

Ganz, M., Kalz, M. (2026). A Systematic Review of Frameworks and Measurement Instruments for Data Literacy in Higher and Adult Education, Educational Research Review, https://doi.org/10.1016/j.edurev.2026.100828.

data | Prof. Dr. Marco Kalz

COPERDALE: A synthesized core-periphery framework for data-literacy

References