Chapter Summary
Dr. Sinéad McElhone; Sherri Hannell; and Noah James
Data literacy is an overarching umbrella term that encompasses everything from gathering information from a variety of sources (e.g., health records from clients, research data, data from mobile devices, etc.) and converting these to data, managing these data and information throughout the lifecycle, data analyses, data visualization, and the translation of knowledge and insights from the data to inform decision-making.
This chapter has provided a very high-level summary of the foundational aspects of the collection, use, and disclosure of information and data and how it needs to be managed responsibly, ethically, and in accordance with legislation.
Knowledge of data literacy within the health sector continues to grow, although many will not fully appreciate all the various facets as described in this chapter. Therefore, it is very important as a student to understand enough to ask the right questions when he/she/they are working with data – either as part of their studies or eventually when they work within an organization. Important questions to ask are: What are the sources of these information and data? Where are they stored? Who is responsible for cleaning the data? How are we measuring data quality? How can we ensure that the data are handled responsibly and shared appropriately? Who are the people within an organization that may be available to support good data literacy practices? And ultimately, are we confident in the results of these data to properly enable data-driven decision-making at all levels of decision-making?
The authors also wanted students to be aware that this whole area of opportunity also exists for those of you who wish to dive into this in more detail – perhaps you may wish to undertake some learnings in health informatics, health information management, privacy, and legislation, or perhaps you may wish to enhance your skills in data governance and obtain a globally recognized certificate from DAMA. From an employment perspective, there are currently many opportunities available – if you look up any job search engine and search for terms such as data architect, data governance, data steward, data analyst, or data engineer, you will find a multitude of roles available which may help you in your data journey. What is hoped is that in reading this chapter, this will instill a curiosity about the origins of the data that you are working with, and that you will become an advocate for data literacy within your college, university, or organization.
The ability to understand and communicate data as information (Jackson & Carruthers, 2019).
The knowledge and skills required to ask and answer a range of questions by analyzing data including developing an analytical plan, selecting and using appropriate statistical techniques and tools, and interpreting, evaluating, and comparing results with other findings (Statistics Canada, 2020).
The knowledge and skills to assess data sources to ensure they meet the needs of the gatherer or organization (Statistics Canada, 2020). This includes both identifying errors and taking action to address the issues with the data.
A discipline which provides the necessary policies, processes, standards, roles, and responsibilities needed to ensure that data is managed as an asset (Fircan, 2021b).
