Alfabetización de datos para la ciudadanía: Formulación de algunas recomendaciones políticas a través de una revisión sistemática



Palabras clave:

alfabetización en datos, ciudadanía, educación de adultos, recomendaciones políticas, revisión sistemática


Durante los últimos años se ha producido un gran aumento de la digitalización y la dataficación de las sociedades. Por ello, el concepto de alfabetización en datos también ha ganado relevancia, y se considera además una de las principales competencias que necesitan los ciudadanos actualmente y en el futuro. A pesar de la elevada importancia de la alfabetización en datos, aún se debate sobre cómo promoverlo a nivel institucional y educativo. Para proceder con dicho debate, hemos llevado a cabo una revisión que combina los enfoques de una revisión de mapeado (mapping review) con los de una revisión narrativa tradicional. De este modo, se han formulado una serie de recomendaciones políticas que facilitan a nivel institucional la alfabetización en datos de la sociedad. Esta investigación se centra en el periodo comprendido entre 2015 y 2021, analizando un total de 39 estudios empíricos y teóricos. Los resultados confirman tanto amplitud como interdisciplinariedad en la naturaleza de la investigación actual sobre alfabetización en datos, lo cual allana el camino hacia la preparación de recomendaciones políticas que fomentan dicha alfabetización.


Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Alfredo Salomão Filho, Friedrich-Alexander-Universität Erlangen-Nürnberg (Alemania)

Senior Researcher at Friedrich-Alexander-Universität Erlangen-Nürnberg, Institut für Lern-Innovation (2022–); Earth System Governance Research Fellow (2021–); and Member of the Society for Social Studies of Science (2016–). In 2021–22, Alfredo worked as an Educational & Research Consultant at AT Academic Feedback and Editor at EditSprings. He also conducted nationwide research on creativity across all levels of education in partnership with Fighting Words and Dublin City University, funded by Ireland’s Department of Education. From 2018 to 2022, He engaged in postdoctoral research at Dublin City University, Institute of Education, leading two EU projects on digital literacy & lifelong learning – and one study on the ageing workforce, funded by the Irish Research Council, New Foundations Award. Earlier at Dublin City University (2015–2018), Alfredo was a Lecturer in teacher education, teaching decision-making, organisational behaviour and research methodologies in education (M.Sc.) as well as academic writing, equality & inclusion, sociology of education and entrepreneurship (B.Sc).

Alfredo holds a Ph.D. in Education (Dublin City University, 2017), Cambridge CELTA (Certificate in Teaching English to Speakers of other Languages, 2013), M.Sc. in Management and Organisation Studies (University College Dublin, 2012), and B.Sc. in Management (Universidade Federal de Juiz de Fora, 2010).

Barbara Wasson, Universidad de Bergen (Noruega)

Barbara Wasson, Director of the Centre for The Science of Learning and Technology (SLATE), University of Bergen, Norway is a full Professor in the Department of Information Science & Media Studies. Currently she is a member of the Ministry of Education's expert task force on learning analytics, a member of the Council of Europe expert group on AI and Education, on the steering committee of UiB AI, and a member of the UiB steering committee on Digital knowlege and competence. She is also the Program Co-Chair for the 14th International Conference on Learning Analytics & Knowledge 2024 (LAK24), Kyoto, Japan.

Wasson was one of the founders of Kaleidoscope, a European Network of Excellence on Technology Enhanced Learning, sat on the executive committee, and was leader of its CSCL SIG with over 400 members. Wasson is often used as and Expert evaluator by the European Commission. She is currently on the editorial board of the Italian Journal of Educational Technology (iJET).  Wasson has been involved in research on technology enhanced learning since her Masters research starting in 1983. While a Ph.D student in Canada she was involved in AI and Educatin, specifially the design of intelligent pedagogical agents for content planning in Intelligent Tutoring Systems. This work received wide attention within the International community and she was invited to numerous International workshops to present the work. Before moving to Norway in 1991, Wasson was an advanced educational research specialist on Marlene Scardamalia and Carl Bereiter's Computer Supported Intentional Learning Environment (CSILE) Project at OISE, University of Toronto, Canada, the first funded research project in the area of networked learning in the classroom. Subsequent to moving to Norway, Wasson’s research has focused on collaborative learning in distributed settings, mobile learning, interaction design, computer support for collaborative learning (CSCL), mobile learning, learning games, intelligent tutoring systems, e-assessment, teacher inquiry, learning analytics, and pedagogical agents.  In 2003 Wasson obtained the contract for her previous research centre, InterMedia, to develop the ICT-based system to deliver the Norwegian National Tests in English for the Norwegian Ministry of Education (BITE-IT project). Wasson is/has been PI for numerous national and international projects and has over 120 publications in the field of Technology Enhanced Learning.


Ahmad, Z., & Warriach, D. N. F. (2020). Civic Engagement through Open Government Data: Challenges and the Way Forward. Library Philosophy and Practice.

Ahmed, M. S., Mahmuddin, M., & Mahat, N. I. (2019). Understanding users’ intention to use open government data with perceived risk as moderator: A conceptual model. Journal of Computational and Theoretical Nanoscience, 16(12), 5042–5046.

Appel, S. (2019). Geospatial Information Literacy Instruction: Frameworks, competency, and threshold concepts. Journal of Map & Geography Libraries, 15(2-3), 134–151.

Atenas, J., Havemann, L., & Timmermann, C. (2020). Critical literacies for a datafied society: Academic development and curriculum design in higher education. Research in Learning Technology, 28, 1–14.

Bedenlier, S., Bond, M., Buntins, K., Zawacki-Richter, O., & Kerres, M. (2020). Learning by doing? Reflections on conducting a systematic review in the field of educational technology. In Zawacki-Richter, O., Kerres, M., Bedenlier, S., Bond, M., Buntins, K. (eds.), Systematic reviews in educational research. Methodology, perspectives and application, (pp. 111–128). Wiesbaden: Springer.

Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping re-search in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1), 2. 10.1186/s41239-019-0176-8

Bond, M., Bedenlier, S., Marin, V., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1). 10.1186/s41239-021-00282x

Boychuk, M., Cousins, M., Lloyd, A., & MacKeigan, C. (2016). Do we need data literacy? Public perceptions regarding Canada’s open data initiative. Dalhousie Journal of Interdisciplinary Management, 12(1).

Börner, K., Maltese, A., Balliet, R. N., & Heimlich, J. (2016). Investigating aspects of data visualization literacy using 20 information visualizations and 273 science museum visitors. Information Visualization, 15(3), 198–213.

Brunton, G., Stansfeld, C., & Thomas, J. (2012). Finding relevant studies. In D. Gough, S. Oliver, & J. Thomas (eds.), An introduction to systematic reviews, (pp.107–134). London: Thousand Oaks, CA: SAGE.

Burnett, C., Merchant, G., & Guest, I. (2020). Postcards from literacy classrooms: Possibilities for teacher-generated data visualisation. Education 3-13, 50(2), 145–158.

Carmi, E., Yates, S. J., Lockley, E., & Pawluczuk, A. (2020). Data Citizenship: Rethinking Data Literacy in the age of disinformation, misinformation, and malinformation. Internet Policy Review, 9(2).

Copeland, A., Yoon, A., & Zhang, S. (2020). Data Reuse practices and expectations for data resources and services among Public Library Users. Public Library Quarterly, 40(4), 330–345.

Coughlan, T. (2019). The use of open data as a material for learning. Educational Technology Research and Development, 68(1), 383–411.

EU European Union (2016). Regulation (EU) 2016/679 of the European Parliament and of the Council of 27 April 2016 on the protection of natural persons with regard to the processing of personal data and on the free movement of such data, and repealing Directive 95/46/EC (General Data Protection Regulation) Official Journal L 119(1).

EU European Union (2022). EU Digital Competence Framework DIGCOMP 2.2

Fernando, A., & Scholl, L. (2020). Towards using value tensions to reframe the value of data beyond market-based online social norms. Australasian Journal of Information Systems, 24.

Ferrari, R. (2015). Writing narrative style literature reviews. Medical Writing 24(4), 230–35.

Fotopoulou, A. (2020). Conceptualising critical data literacies for civil society organisations: Agency, CARE, and social responsibility. Information, Communication & Society, 1–18.

François, K., Monteiro, C., & Allo, P. (2020). Big-Data literacy as a new vocation for statistical literacy. Statistics Education Research Journal, 19(1), 194–205. Https://Doi.Org/10.52041/Serj.V19i1.130

Gascó-Hernández, M., Martin, E. G., Reggi, L., Pyo, S., & Luna-Reyes, L. F. (2018). Promoting the use of open government data: Cases of training and engagement. Government Information Quarterly, 35(2), 233–242.

Gebre, E. H., & Morales, E. (2020). How “accessible” is Open Data? Information and Learning Sciences, 121(1/2), 19–36.

Golub, K., & Lund, A. (2021). Why open government data? the case of a Swedish municipality. Journal of Data and Information Science, 6(1), 120–138.

Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health information and libraries journal 26(2), 91–108.

Gray, J., Gerlitz, C., & Bounegru, L. (2018). Data Infrastructure Literacy. Big Data & Society, 5(2), 205395171878631.

Gutiérrez, M. (2019). Participation in a datafied environment: Questions about data literacy. Comunicação e Sociedade, (36), 37–55.

Hampton, S. E., Jones, M. B., Wasser, L. A., Schildhauer, M. P., Supp, S. R., Brun, J., Hernandez, R. R., Boettiger, C., Collins, S. L., Gross, L. J., Fernández, D. S., Budden, A., White, E. P., Teal, T.

Iman R. N., Asmiyanto T. and Inamullah M. H. (2020). Users’ Awareness of Personal Information on Social Media: Case on Undergraduate Students of Universitas Indonesia. Library Philosophy and Practice. 1-11

Kennedy, H., & Moss, G. (2015). Known or knowing publics? Social media data mining and the question of public agency. Big Data and Society, 2(2), 205395171561114.

Koltay, T. (2015). Data Literacy: In search of a name and identity. Journal of Documentation, 71(2), 401–415.

Krutka, D. G., Manca, S., Galvin, S. M., Greenhow, C., Koehler, M. J., & Askari, E. (2020). Teaching “against” social media: Confronting problems of profit in the curriculum. Teachers College Record: The Voice of Scholarship in Education, 121(14), 1–42.

Lupton, D. (2017). Feeling your data: Touch and making sense of personal digital data. New Media & Society, 19(10), 1599–1614.

Lupton, D. (2018). How do data come to matter? living and becoming with personal data. Big Data & Society, 5(2).

Lupton, D., Pink, S. & Labond, C. H. & Sumartojo, S. (2018). Personal data contexts, data sense, and self-tracking cycling. International Journal of Communication (12), 647–666.

Lupton D. (2020). Thinking With Care About Personal Data Profiling: A More-Than-Human Approach. International Journal of Communication (14), 3165-3183.

Marín, V. I., Carpenter, J. P., & Tur, G. (2020). Pre‐service teachers’ perceptions of social media data privacy policies. British Journal of Educational Technology, 52(2), 519–535.

Markham, A. N. (2019). Critical pedagogy as a response to datafication. Qualitative Inquiry, 25(8), 754–760.

Nguyen, D. (2021). Mediatisation and datafication in the global COVID-19 pandemic: On the urgency of data literacy. Media International Australia, 178(1), 210–214.

Petersen, K., Vakkalanka, S., & Kuzniarz, L. (2015). Guidelines for conducting systematic mapping studies in software engineering: an update. Information and Software Technology, 64, 1–18.

Pingo, Z., & Narayan, B. (2019). “my smartwatch told me to see a sleep doctor”: A study of activity tracker use. Online Information Review, 44(2), 503–519.

Popham, J., Lavoie, J., & Coomber, N. (2020). Constructing a public narrative of regulations for big data and analytics: Results from a community-driven discussion. Social Science Computer Review, 38(1), 75–90.

Quill, T. M. (2018). Humanitarian mapping as library outreach: A case for community-oriented mapathons. Journal of Web Librarianship, 12(3), 160–168.

Raffaghelli, J. E., & Stewart, B. (2020). Centering complexity in ‘educators’ data literacy’ to support future practices in faculty development: A systematic review of the literature. Teaching in Higher Education, 25(4), 435–455.

Ruijer, E. H. J. M., & Martinius, E. (2017). Researching the Democratic impact of Open Government Data: A systematic literature review. Information Polity, 22(4), 233–250.

Schuetz, C., Been, J., & Chan-Park, C. Y. (2020). Here and hereafter: Preparing business students for a data-driven world. Journal of Business & Finance Librarianship, 25(3-4), 291–314.

Thomas, J., Graziosi, S., Brunton, J., Ghouze, Z., O’Driscoll, P., & Bond, M. (2020). EPPI-Reviewer: Advanced software for systematic reviews, maps and evidence synthesis. EPPI-Centre Software. UCL Social Research Institute.

Usova, T., & Laws, R. (2021). Teaching a one-credit course on data literacy and data visualisation. Journal of Information Literacy, 15(1), 84.

World Bank (2017). Open Data in 60 Seconds

Yang, N., & Li, T. (2020). How stakeholders’ data literacy contributes to student success in Higher Education: A goal-oriented analysis. International Journal of Educational Technology in Higher Education, 17(1).

Yoon, A., & Copeland, A. (2019). Understanding social impact of data on local communities. Aslib Journal of Information Management, 71(4), 558–567.

Yoon, A., & Copeland, A. (2020). Toward community‐inclusive data ecosystems: Challenges and opportunities of Open Data for community‐based organizations. Journal of the Association for Information Science and Technology, 71(12), 1439–1454.




Cómo citar

Salomão Filho, A., Wasson, B., Lameras, P., & Maloszek, R. (2023). Alfabetización de datos para la ciudadanía: Formulación de algunas recomendaciones políticas a través de una revisión sistemática. Edutec, Revista Electrónica De Tecnología Educativa, (86), 6–21.



Sección: Problemáticas, sombras y desafíos de los ecosistemas de datos e