In this paper we examine what ‘data literacy’ – under various definitions – means at a time of persistent distribution of ‘dis-/mis-/mal-information’ via digital media. The paper first explores the definition of literacies (written, media, information, digital and data literacies) considering the various parameters and considerations they have gone through. We then examine the intersection of dis-/mis-/mal-information and ‘fake-news’ and these literacies. The paper explores what types of literacies are needed today and the important role of variations in citizens' social context. We highlight three main gaps in current data literacy frameworks – 1. going beyond the individual; 2. critical thinking of the online ecosystem; and 3. designing skills for proactive citizens. We discuss these gaps while highlighting how we integrated these into our survey of UK citizens' data literacies as part of our Nuffield Foundation funded project Me and My Big Data. By discussing our theoretical and methodological challenges we aim to shed light on not only how the definition of data literacy changes but also how we can develop education programmes that take into account information distortions and put proactive citizens at the centre.

中文翻译：

---

数据公民身份：在信息错误，错误信息和错误信息时代重新思考数据素养

在本文中，我们研究了在各种定义下，通过数字媒体持续散布“ dis // mis- / mal-information”信息时，“数据素养”的含义。本文首先探讨了文学（书面文学，媒体文学，信息文学，数字文学和数据文学）的定义，并考虑了它们所经历的各种参数和考虑因素。然后，我们检查Dis / mis / mal信息与“假新闻”与这些素养的交集。本文探讨了当今需要什么类型的文学，以及变化在公民社会背景中的重要作用。我们重点介绍了当前数据素养框架的三个主要差距：1.超越个人；2.对在线生态系统的批判性思考；3.为积极进取的公民设计技能。我们在讨论这些差距的同时，着重强调了如何将它们纳入我们对英国公民的数据素养的调查中，作为我们由纳菲尔德基金会资助的项目“我和我的大数据”的一部分。通过讨论我们的理论和方法挑战，我们不仅要阐明数据素养的定义是如何变化的，而且要阐明如何开发考虑到信息失真并以积极的公民为中心的教育计划。