Plants, volcanoes and crocodiles: learning about data literacy pedagogical practices from primary school teachers

Purpose: The purpose of the paper is to contribute to the literature on the pedagogical practices which teachers can use to develop data literacy skills in primary school learners, an area which is previously under-researched.Approach: The three evidence-based examples in this article come from videos, presentations, and reflective accounts created by teachers and learners about their classroom practices in data literacy. The illustrative examples are presented in narrative form with reflections on the data literacy learning and pedagogical practices demonstrated in each account.Findings: The illustrative examples show that the teachers engage in various pedagogical practices to support data literacy, including personal inquiry, inclusive pedagogy, authentic challenge, and just-in-time teaching.Limitations/implications: This research is based on illustrative examples from three schools.It is intended to start a discussion about appropriate pedagogical practices, but it is not intended to be an exhaustive list. Rather it is a starting point for future research in data literacy at primary school level.Practical implications: The paper recommends areas for future research in this area, with the overarching recognition that teachers’ existing practices can be helpful in informing research efforts. Primary school teachers may find it helpful to reflect on the examples if they are considering how best to support data literacy in their own classrooms.Originality/value: This paper makes a distinctive contribution to exemplifying pedagogical approaches which are suitable for supporting data literacy at primary school level.