🧭Business Intelligence: Data Culture (Part I: Generative AI - No Silver Bullet)

Business Intelligence Series

Talking about holy grails in Data Analytics, another topic of major importance for an organization’s "infrastructure" is data culture, that can be defined as the collective beliefs, values, behaviors, and practices of an organization’s employees in harnessing the value of data for decision-making, operations, or insight. Rooted in data literacy, data culture is an extension of an organization’s culture in respect to data that acts as enabler in harnessing the value of data. It’s about thinking critically about data and how data is used to create value. 

The current topic was suggested by PowerBI.tips’s webcast from today [3] and is based on Brent Dykes’ article from Forbes ‘Why AI Isn’t Going to Solve All Your Data Culture Problems’ [1]. Dykes’ starting point for the discussion is Wavestone's annual data executive survey based on which the number of companies that reported they had "created a data-driven organization" rose sharply from 23.9 percent in 2023 to 48.1 percent in 2024 [2]. The report’s authors concluded that the result is driven by the adoption of Generative AI, the capabilities of OpenAI-like tools to generate context-dependent meaningful text, images, and other content in response to prompts. 

I agree with Dykes that AI technologies can’t be a silver bullet for an organization data culture given that AI either replaces people’s behaviors or augments existing ones, being thus a substitute and not a cure [1]. Even for a disruptive technology like Generative AI, it’s impossible to change so much employees’ mindset in a so short period of time. Typically, a data culture matures over years with sustained effort. Therefore, the argument that the increase is due to respondent’s false perception is more than plausible. There’s indeed a big difference between thinking about an organization as being data-driven and being data-driven. 

The three questions-based evaluation considered in the article addresses this difference, thinking vs. being. Changes in data culture don’t occur just because some people or metrics say so, but when people change their mental models based on data, when the interpersonal relations change, when the whole dynamics within the organization changes (positively). If people continue the same behavior and practices, then there are high chances that no change occurred besides the Brownian movement in a confined space of employees, that’s just chaotic motion.  

Indeed, a data culture should encourage the discovery, exploration, collaboration, discussions [1] respectively knowledge sharing and make people more receptive and responsive about environmental or circumstance changes. However, just involving leadership and having things prioritized and funded is not enough, no matter how powerful the drive. These can act as enablers, though more important is to awaken and guide people’s interest, working on people’s motivation and supporting the learning process through mentoring. No amount of brute force can make a mind move and evolve freely unless the mind is driven by an inborn curiosity!

Driving a self-driving car doesn’t make one a better driver. Technology should challenge people and expand their understanding of how data can be used in different contexts rather than give solutions based on a mass of texts available as input. This is how people grow meaningfully and how an organization’s culture expands. Readily available answers make people become dull and dependent on technology, which in the long-term can create more problems. Technology can solve problems when used creatively, when problems and their context are properly understood, and the solutions customized accordingly.

Unfortunately, for many organizations data culture will be just a topic to philosophy about. Data culture implies a change of mindset, perception, mental models, behavior, and practices based on data and not only consulting the data to confirm one’s biases on how the business operates!

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Resources:
[1] Forbes (2024) Why AI Isn’t Going To Solve All Your Data Culture Problems, by Brent Dykes (link)
[2] Wavestone (2024) 2024 Data and AI Leadership Executive Survey (link)
[3] Power BI tips (2024) Ep.299: AI & Data Culture Problems (link)

🧭Business Intelligence: A Software Engineer's Perspective (Part II: Major Knowledge Gaps)

Business Intelligence Series

Solving a problem requires a certain degree of knowledge in the areas affected by the problem, degree that varies exponentially with problem's complexity. This requirement applies to scientific fields with low allowance for errors, as well as to business scenarios where the allowance for errors is in theory more relaxed. Building a report or any other data artifact is closely connected with problem solving as the data artifacts are supposed to model the whole or parts of what is needed for solving the problem(s) in scope.

In general, creating data artifacts requires: (1) domain knowledge - knowledge of the concepts, processes, systems, data, data structures and data flows as available in the organization; (2) technical knowledge - knowledge about the tools, techniques, processes and methodologies used to produce the artifacts; (3) data literacy - critical thinking, the ability to understand and explore the implications of data, respectively communicating data in context; (4) activity management - managing the activities involved. 

At minimum, creating a report may require only narrower subsets from the areas mentioned above, depending on the complexity of the problem and the tasks involved. Ideally, a single person should be knowledgeable enough to handle all this alone, though that's seldom the case. Commonly, two or more parties are involved, though let's consider the two-parties scenario: on one side is the customer who has (in theory) a deep understanding of the domain, respectively on the other side is the data professional who has (in theory) a deep understanding of the technical aspects. Ideally, both parties should be data literates and have some basic knowledge of the other party's domain. 

To attack a business problem that requires one or more data artifacts both parties need to have a common understanding of the problem to be solved, of the requirements, constraints, assumptions, expectations, risks, and other important aspects associated with it. It's critical for the data professional to acquire the domain knowledge required by the problem, otherwise the solution has high chances to deviate from the expectations. The general issue is that there are multiple interactions that are iterative. Firstly, the interactions for building the needed common ground. Secondly, the interaction between the problem and reality. Thirdly, the interaction between the problem and parties’ mental models und understanding about the problem. 

The outcome of these interactions is that the problem and its requirements go through several iterations in which knowledge from the previous iterations are incorporated successively. With each important piece of knowledge gained, it's important to revise and refine the question(s), respectively the problem. If in each iteration there are also programming and further technical activities involved, the effort and costs resulted in the process can explode, while the timeline expands accordingly. 

There are several heuristics that could be devised to address these challenges: (1) build all the required knowledge in one person, either on the business or the technical side; (2) make sure that the parties have the required knowledge for approaching the problems in scope; (3) make sure that the gaps between reality and parties' mental models is minimal; (4) make sure that the requirements are complete and understood before starting the development; (5) adhere to methodologies that accommodate the necessary iterations and endeavor's particularities; (6) make sure that there's a halt condition for regularly reviewing the progress, respectively halting the work; (7) build an organizational culture to support all this. 

The list is open, and the heuristics aren't exclusive, so in theory any combination of them can be considered. Ideally, an organization should reflect all these heuristics in one form or another. The higher the coverage, the more mature the organization is. The question is how organizations with a suboptimal setup can change the status quo?

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🧭Business Intelligence: Perspectives (Part VI: Data Soup - Reports vs. Data Visualizations)

Business Intelligence Series

Considering visualizations, John Tukey remarked that ‘the greatest value of a picture is when it forces us to notice what we never expected to see’, which is not always the case for many of the graphics and visualizations available in organizations, typically in the form of simple charts and dashboards, quite often with no esthetics or meaning behind.

In general, reports are needed as source for operational activities, in which the details in form of raw or aggregate data are important. As one moves further to the tactical or strategic aspects of a business, visualizations gain in importance especially when they allow encoding data and information, respectively variations, trends or relations in smaller places with minimal loss of information.

There are also different aspects of visualizations that need to be considered. Modern tools allow rapid visualization and interactive navigation of data across different variables which is great as long one knows what is searching for, which is not always the case.

There are junk charts in which the data drowns in graphical elements that bring no value to the reader, in extremis even distorting the message/meaning.

There are graphics/visualizations that attempt bringing together and encoding multiple variables in respect to a theme, and for which a ‘project’ is typically needed as data is not ad-hoc available, don’t have the desired quality or need further transformations to be ready for consumption. Good quality graphics/visualizations require time and a good understanding of the business, which are not necessarily available into the BI/Analytics teams, and unfortunately few organizations do something in that direction, ignoring typically such needs. In this type of environments is stressed the rapid availability of data for decision-making or action-relevant insight, which depends typically on the consumer.

The story-telling capabilities of graphics/visualizations are often exaggerated. Yes, they can tell a story though stories need to be framed into a context/problem, some background and further references need to be provided, while without detailed data the graphics/visualizations are just nice representations in which each consumer understands what he can.

In an ideal world the consumer and the ‘designer’ would work together to identify the important data for the theme considered, to find the appropriate level of detail, respectively the best form of encoding. Such attempts can stop at table-based representations (aka reports), respectively basic or richer forms of graphical representations. One can consider reports as an early stage of the visualization process, with the potential to derive move value when the data allow meaningful graphical representations. Unfortunately, the time, data and knowledge available seldom make this achievable.

In addition, a well-designed report can be used as basis for multiple purposes, while a graphic/visualization can enforce more limitations. Ideal would be when multiple forms of representation (including reports) are combined to harness the value of data. Navigations from visualizations to detailed data can be useful to understand what happens; learning and understanding the various aspects being an iterative process.

It’s also difficult to demonstrate the value of insight derived from visualizations, especially when graphical literacy goes behind the numeracy and statistical literacy - many consumers lacking the skills needed to evaluate numbers and statistics adequately. If for a good artistic movie you need an assistance to enjoy the show and understand the message(s) behind it, the same can be said also about good graphics/visualizations. Moreover, this requires creativity, abstraction-based thinking, and other capabilities to harness the value of representations.

Given the considerable volume of requirements related to the need of basis data, reports will continue to be on high demand in organizations. In exchange visualizations can complement them by providing insights otherwise not available.

Initially published on Medium as answer to a post on Reporting and Visualizations. 

🗃️Data Management: Numeracy (Just the Quotes)

"The great body of physical science, a great deal of the essential fact of financial science, and endless social and political problems are only accessible and only thinkable to those who have had a sound training in mathematical analysis, and the time may not be very remote when it will be understood that for complete initiation as an efficient citizen of one of the new great complex world-wide States that are now developing, it is as necessary to be able to compute, to think in averages and maxima and minima, as it is now to be able to read and write." (Herbert G Wells, "Mankind in the Making",  1903) 

"[…] statistical literacy. That is, the ability to read diagrams and maps; a 'consumer' understanding of common statistical terms, as average, percent, dispersion, correlation, and index number."  (Douglas Scates, "Statistics: The Mathematics for Social Problems", 1943) 

"Statistical thinking will one day be as necessary for efficient citizenship as the ability to read and write." (Samuel S Wilks, 1951 [paraphrasing Herber Wells] ) 

"Just as by ‘literacy’, in this context, we mean much more than its dictionary sense of the ability to read and write, so by ‘numeracy’ we mean more than mere ability to manipulate the rule of three. When we say that a scientist is ‘illiterate’, we mean that he is not well enough read to be able to communicate effectively with those who have had a literary education. When we say that a historian or a linguist is ‘innumerate’ we mean that he cannot even begin to understand what scientists and mathematicians are talking about." (Sir Geoffrey Crowther, "A Report of the Central Advisory Committee for Education", 1959) 

"It is perhaps possible to distinguish two different aspects of numeracy […]. On the one hand is an understanding of the scientific approach to the study of phenomena - observation, hypothesis, experiment, verification. On the other hand, there is the need in the modern world to think quantitatively, to realise how far our problems are problems of degree even when they appear as problems of kind." (Sir Geoffrey Crowther, "A Report of the Central Advisory Committee for Education", 1959) 

"Numeracy has two facets - reading and writing, or extracting numerical information and presenting it. The skills of data presentation may at first seem ad hoc and judgemental, a matter of style rather than of technology, but certain aspects can be formalized into explicit rules, the equivalent of elementary syntax." (Andrew Ehrenberg, "Rudiments of Numeracy", Journal of Royal Statistical Society, 1977)

"People often feel inept when faced with numerical data. Many of us think that we lack numeracy, the ability to cope with numbers. […] The fault is not in ourselves, but in our data. Most data are badly presented and so the cure lies with the producers of the data. To draw an analogy with literacy, we do not need to learn to read better, but writers need to be taught to write better." (Andrew Ehrenberg, "The problem of numeracy", American Statistician 35(2), 1981)

"We would wish ‘numerate’ to imply the possession of two attributes. The first of these is an ‘at-homeness’ with numbers and an ability to make use of mathematical skills which enable an individual to cope with the practical mathematical demands of his everyday life. The second is ability to have some appreciation and understanding of information which is presented in mathematical terms, for instance in graphs, charts or tables or by reference to percentage increase or decrease." (Cockcroft Committee, "Mathematics Counts: A Report into the Teaching of Mathematics in Schools", 1982) 

"To function in today's society, mathematical literacy - what the British call ‘numeracy' - is as essential as verbal literacy […] Numeracy requires more than just familiarity with numbers. To cope confidently with the demands of today's society, one must be able to grasp the implications of many mathematical concepts - for example, change, logic, and graphs - that permeate daily news and routine decisions - mathematical, scientific, and cultural - provide a common fabric of communication indispensable for modern civilized society. Mathematical literacy is especially crucial because mathematics is the language of science and technology." (National Research Council, "Everybody counts: A report to the nation on the future of mathematics education", 1989)

"Illiteracy and innumeracy are social ills created in part by increased demand for words and numbers. As printing brought words to the masses and made literacy a prerequisite for productive life, so now computing has made numeracy an essential feature of today's society. But it is innumeracy, not numeracy, that dominates the headlines: ignorance of basic quantitative tools is endemic […] and is approaching epidemic levels […]." (Lynn A Steen, "Numeracy", Daedalus Vol. 119 No. 2, 1990) 

"[…] data analysis in the context of basic mathematical concepts and skills. The ability to use and interpret simple graphical and numerical descriptions of data is the foundation of numeracy […] Meaningful data aid in replacing an emphasis on calculation by the exercise of judgement and a stress on interpreting and communicating results." (David S Moore, "Statistics for All: Why, What and How?", 1990) 

 "To be numerate is more than being able to manipulate numbers, or even being able to ‘succeed’ in school or university mathematics. Numeracy is a critical awareness which builds bridges between mathematics and the real world, with all its diversity. […] in this sense […] there is no particular ‘level’ of Mathematics associated with it: it is as important for an engineer to be numerate as it is for a primary school child, a parent, a car driver or gardener. The different contexts will require different Mathematics to be activated and engaged in […] "(Betty Johnston, "Critical Numeracy", 1994)

"We believe that numeracy is about making meaning in mathematics and being critical about maths. This view of numeracy is very different from numeracy just being about numbers, and it is a big step from numeracy or everyday maths that meant doing some functional maths. It is about using mathematics in all its guises - space and shape, measurement, data and statistics, algebra, and of course, number - to make sense of the real world, and using maths critically and being critical of maths itself. It acknowledges that numeracy is a social activity. That is why we can say that numeracy is not less than maths but more. It is why we don’t need to call it critical numeracy being numerate is being critical." (Dave Tout & Beth Marr, "Changing practice: Adult numeracy professional development", 1997)

"To be numerate means to be competent, confident, and comfortable with one’s judgements on whether to use mathematics in a particular situation and if so, what mathematics to use, how to do it, what degree of accuracy is appropriate, and what the answer means in relation to the context." (Diana Coben, "Numeracy, mathematics and adult learning", 2000)

"Numeracy is the ability to process, interpret and communicate numerical, quantitative, spatial, statistical, even mathematical information, in ways that are appropriate for a variety of contexts, and that will enable a typical member of the culture or subculture to participate effectively in activities that they value." (Jeff Evans, "Adults´ Mathematical Thinking and Emotion", 2000)

"Ignorance of relevant risks and miscommunication of those risks are two aspects of innumeracy. A third aspect of innumeracy concerns the problem of drawing incorrect inferences from statistics. This third type of innumeracy occurs when inferences go wrong because they are clouded by certain risk representations. Such clouded thinking becomes possible only once the risks have been communicated." (Gerd Gigerenzer, "Calculated Risks: How to know when numbers deceive you", 2002)

"In my view, the problem of innumeracy is not essentially 'inside' our minds as some have argued, allegedly because the innate architecture of our minds has not evolved to deal with uncertainties. Instead, I suggest that innumeracy can be traced to external representations of uncertainties that do not match our mind’s design - just as the breakdown of color constancy can be traced to artificial illumination. This argument applies to the two kinds of innumeracy that involve numbers: miscommunication of risks and clouded thinking. The treatment for these ills is to restore the external representation of uncertainties to a form that the human mind is adapted to." (Gerd Gigerenzer, "Calculated Risks: How to know when numbers deceive you", 2002)

"Overcoming innumeracy is like completing a three-step program to statistical literacy. The first step is to defeat the illusion of certainty. The second step is to learn about the actual risks of relevant events and actions. The third step is to communicate the risks in an understandable way and to draw inferences without falling prey to clouded thinking. The general point is this: Innumeracy does not simply reside in our minds but in the representations of risk that we choose." (Gerd Gigerenzer, "Calculated Risks: How to know when numbers deceive you", 2002)

"Statistical innumeracy is the inability to think with numbers that represent uncertainties. Ignorance of risk, miscommunication of risk, and clouded thinking are forms of innumeracy. Like illiteracy, innumeracy is curable. Innumeracy is not simply a mental defect 'inside' an unfortunate mind, but is in part produced by inadequate 'outside' representations of numbers. Innumeracy can be cured from the outside." (Gerd Gigerenzer, "Calculated Risks: How to know when numbers deceive you", 2002)

"Mathematics is often thought to be difficult and dull. Many people avoid it as much as they can and as a result much of the population is mathematically illiterate. This is in part due to the relative lack of importance given to numeracy in our culture, and to the way that the subject has been presented to students." (Julian Havil , "Gamma: Exploring Euler's Constant", 2003)

"One can be highly functionally numerate without being a mathematician or a quantitative analyst. It is not the mathematical manipulation of numbers (or symbols representing numbers) that is central to the notion of numeracy. Rather, it is the ability to draw correct meaning from a logical argument couched in numbers. When such a logical argument relates to events in our uncertain real world, the element of uncertainty makes it, in fact, a statistical argument." (Eric R Sowey, "The Getting of Wisdom: Educating Statisticians to Enhance Their Clients' Numeracy", The American Statistician 57(2), 2003)

"Mathematics and numeracy are not congruent. Nor is numeracy an accidental or automatic by-product of mathematics education at any level. When the goal is numeracy some mathematics will be involved but mathematical skills alone do not constitute numeracy." (Theresa Maguire & John O'Donoghue, "Numeracy concept sophistication - an organizing framework, a useful thinking tool", 2003)

"Mathematical literacy is an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen." (OECD, "Assessing scientific, reading and mathematical literacy: a framework for PISA 2006", 2006)

"Statistical literacy is more than numeracy. It includes the ability to read and communicate the meaning of data. This quality makes people literate as opposed to just numerate. Wherever words (and pictures) are added to numbers and data in your communication, people need to be able to understand them correctly." (United Nations, "Making Data Meaningful" Part 4: "A guide to improving statistical literacy", 2012)

"When a culture is founded on the principle of immediacy of experience, there is no need for numeracy. It is impossible to consume more than one thing at a time, so differentiating between 'a small amount', 'a larger amount' and 'many' is enough for survival." (The Open University, "Understanding the environment: learning and communication", 2016)

🗃️Data Management: Data Literacy (Just the Quotes)

"[…] statistical literacy. That is, the ability to read diagrams and maps; a 'consumer' understanding of common statistical terms, as average, percent, dispersion, correlation, and index number."  (Douglas Scates, "Statistics: The Mathematics for Social Problems", 1943)

"Just as by ‘literacy’, in this context, we mean much more than its dictionary sense of the ability to read and write, so by ‘numeracy’ we mean more than mere ability to manipulate the rule of three. When we say that a scientist is ‘illiterate’, we mean that he is not well enough read to be able to communicate effectively with those who have had a literary education. When we say that a historian or a linguist is ‘innumerate’ we mean that he cannot even begin to understand what scientists and mathematicians are talking about." (Sir Geoffrey Crowther, "A Report of the Central Advisory Committee for Education", 1959)

"People often feel inept when faced with numerical data. Many of us think that we lack numeracy, the ability to cope with numbers. […] The fault is not in ourselves, but in our data. Most data are badly presented and so the cure lies with the producers of the data. To draw an analogy with literacy, we do not need to learn to read better, but writers need to be taught to write better." (Andrew Ehrenberg, "The problem of numeracy", American Statistician 35(2), 1981)

"If you give users with low data literacy access to a business query tool and they create incorrect queries because they didn’t understand the different ways revenue could be calculated, the BI tool will be perceived as delivering bad data." (Cindi Howson, "Successful Business Intelligence: Secrets to making BI a killer App", 2008)

"Even with simple and usable models, most organizations will need to upgrade their analytical skills and literacy. Managers must come to view analytics as central to solving problems and identifying opportunities - to make it part of the fabric of daily operations." (Dominic Barton & David Court, "Making Advanced Analytics Work for You", 2012)

"Statistical literacy is more than numeracy. It includes the ability to read and communicate the meaning of data. This quality makes people literate as opposed to just numerate. Wherever words (and pictures) are added to numbers and data in your communication, people need to be able to understand them correctly." (United Nations, "Making Data Meaningful" Part 4: "A guide to improving statistical literacy", 2012)

"Most important, the range of data literacy and familiarity with your data’s context is much wider when you design graphics for a general audience." (Nathan Yau, "Data Points: Visualization That Means Something", 2013)

"Graphical literacy, or graphicacy, is the ability to read and understand a document where the message is expressed visually, such as with charts, maps, or network diagrams." (Jorge Camões, "Data at Work: Best practices for creating effective charts and information graphics in Microsoft Excel", 2016)

"Data literacy, simply put, means the ability to read, understand, and communicate with data and the insights derived from it. Some people argue that it’s not like reading text because it requires math skills, implying a greater complexity. I disagree. To the uninitiated, reading text is just as hard as 'reading' data or graphs." (Jennifer Belissent, "Data Literacy Matters - Do We Have To Spell It Out?!", 2019)

"Even though data is being thrust on more people, it doesn’t mean everyone is prepared to consume and use it effectively. As our dependence on data for guidance and insights increases, the need for greater data literacy also grows. If literacy is defined as the ability to read and write, data literacy can be defined as the ability to understand and communicate data. Today’s advanced data tools can offer unparalleled insights, but they require capable operators who can understand and interpret data." (Brent Dykes, "Effective Data Storytelling: How to Drive Change with Data, Narrative and Visuals", 2019)

"Data fluency, as defined in this book, is the ability to speak and understand the language of data; it is essentially an ability to communicate with and about data. In different cases around the world, the term data fluency has sometimes been used interchangeably with data literacy. That is not the approach of this book. This book looks to define data literacy as the ability to read, work with, analyze, and communicate with data. Data fluency is the ability to speak and understand the language of data." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"Data literacy is not a change in an individual’s abilities, talents, or skills within their careers, but more of an enhancement and empowerment of the individual to succeed with data. When it comes to data and analytics succeeding in an organization’s culture, the increase in the workforces’ skills with data literacy will help individuals to succeed with the strategy laid in front of them. In this way, organizations are not trying to run large change management programs; the process is more of an evolution and strengthening of individual’s talents with data. When we help individuals do more with data, we in turn help the organization’s culture do more with data." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"Overall [...] everyone also has a need to analyze data. The ability to analyze data is vital in its understanding of product launch success. Everyone needs the ability to find trends and patterns in the data and information. Everyone has a need to ‘discover or reveal (something) through detailed examination’, as our definition says. Not everyone needs to be a data scientist, but everyone needs to drive questions and analysis. Everyone needs to dig into the information to be successful with diagnostic analytics. This is one of the biggest keys of data literacy: analyzing data." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"The process of asking, acquiring, analyzing, integrating, deciding, and iterating should become second nature to you. This should be a part of how you work on a regular basis with data literacy. Again, without a decision, what is the purpose of data literacy? Data literacy should lead you as an individual, and organizations, to make smarter decisions." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"The reality is, the majority of a workforce doesn’t need to be data scientists, they just need comfort with data literacy." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"Data literacy is not achieved by mastering a uniform set of competencies that applies to everyone. Those that are relevant to each individual can vary significantly depending on how they interact with data and which part of the data process they are involved in." (Angelika Klidas & Kevin Hanegan, "Data Literacy in Practice", 2022)

"Data literacy is something that affects everyone and every organization. The more people who can debate, analyze, work with, and use data in their daily roles, the better data-informed decision-making will be." (Angelika Klidas & Kevin Hanegan, "Data Literacy in Practice", 2022)

"It is also important to note that data literacy is not about expecting to or becoming an expert; rather, it is a journey that must begin somewhere." (Angelika Klidas & Kevin Hanegan, "Data Literacy in Practice", 2022)

"Like multimodal reading, data literacy relies on both primary literacy skills and numeracy skills to truly make sense of the third layer: reading and understanding graphs. Charts codify numbers visually into parameters, using stylized marks to embed additional layers of meaning and space to provide quantitative relationships. Beyond the individual chart, data visualizations create ensembles of charts." (Vidya Setlur & Bridget Cogley, "Functional Aesthetics for data visualization", 2022)

"Organizations must have a plan and vision for data literacy, which they then communicate to all employees. They will need to develop and foster a culture that embraces data literacy and data-informed decisions. They will need to provide employees with access to various learning content specific to data literacy. Along their journey, they will need to make sure they benchmark and measure progress toward their vision and celebrate successes along the way." (Angelika Klidas & Kevin Hanegan, "Data Literacy in Practice", 2022)

"The rise of graphicacy and broader data literacy intersects with the technology that makes it possible and the critical need to understand information in ways current literacies fail. Like reading and writing, data literacy must become mainstream to fully democratize information access." (Vidya Setlur & Bridget Cogley, "Functional Aesthetics for data visualization", 2022)

⛏️Data Management: Data Literacy (Definitions)

"Understanding what data mean, including how to read charts appropriately, draw correct conclusions from data and recognize when data are being used in misleading or inappropriate ways." (Jake R Carlson et al., "Determining Data Information Literacy Needs: A Study of Students and Research Faculty", 2011) [source]

"Data literacy is the ability to collect, manage, evaluate, and apply data, in a critical manner." (Chantel Ridsdale et al, "Strategies and Best Practices for Data Literacy Education", [knowledge synthesis report] 2016) [source]

"The data-literate individual understands, explains, and documents the utility and limitations of data by becoming a critical consumer of data, controlling his/her personal data trail, finding meaning in data, and taking action based on data. The data-literate individual can identify, collect, evaluate, analyze, interpret, present, and protect data." (IBM, Building "Global Interest in Data Literacy: A Dialogue", [workshop report] 2016) [source]

"the ability to understand the principles behind learning from data, carry out basic data analyses, and critique the quality of claims made on the basis of data."  (David Spiegelhalter, "The Art of Statistics: Learning from Data", 2019)

"The ability to recognize, evaluate, work with, communicate, and apply data in the context of business priorities and outcomes." (Forrester)

"Data literacy is the ability to derive meaningful information from data, just as literacy in general is the ability to derive information from the written word." (Techtarget) [source]

"Data literacy is the ability to read, work with, analyze and communicate with data, building the skills to ask the right questions of data and machines to make decisions and communicate meaning to others. "(Qlik) [source]

"Data literacy is the ability to read, write and communicate data in context, with an understanding of the data sources and constructs, analytical methods and techniques applied, and the ability to describe the use case application and resulting business value or outcome." (Gartner)

"Data literacy is the ability to read, work with, analyze and communicate with data. It’s a skill that empowers all levels of workers to ask the right questions of data and machines, build knowledge, make decisions, and communicate meaning to others." (Sumo Logic) [source]

"Data literacy is the skill set of reading, communicating, and deriving meaningful information from data. Collecting the data is only the first step. The real value comes from being able to put the information in context and tell a story." (Sisense) [source]

🔢Jordan Morrow - Collected Quotes

"A data visualization, or dashboard, is great for summarizing or describing what has gone on in the past, but if people don’t know how to progress beyond looking just backwards on what has happened, then they cannot diagnose and find the ‘why’ behind it." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"Along with the important information that executives need to be data literate, there is one other key role they play: executives drive data literacy learning and initiatives at the organization." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"Data fluency, as defined in this book, is the ability to speak and understand the language of data; it is essentially an ability to communicate with and about data. In different cases around the world, the term data fluency has sometimes been used interchangeably with data literacy. That is not the approach of this book. This book looks to define data literacy as the ability to read, work with, analyze, and communicate with data. Data fluency is the ability to speak and understand the language of data." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"Data literacy empowers us to know the usage of data and how an algorithm can potentially be misleading, biased, and so forth; data literacy empowers us with the right type of skepticism that is needed to question everything." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"Data literacy is for the masses, and data visualization is powerful to simplify what could be very complicated." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"Data literacy is not a change in an individual’s abilities, talents, or skills within their careers, but more of an enhancement and empowerment of the individual to succeed with data. When it comes to data and analytics succeeding in an organization’s culture, the increase in the workforces’ skills with data literacy will help individuals to succeed with the strategy laid in front of them. In this way, organizations are not trying to run large change management programs; the process is more of an evolution and strengthening of individual’s talents with data. When we help individuals do more with data, we in turn help the organization’s culture do more with data." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"[...] data literacy is the ability to read, work with, analyze, and communicate with data." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"Data science is, in reality, something that has been around for a very long time. The desire to utilize data to test, understand, experiment, and prove out hypotheses has been around for ages. To put it simply: the use of data to figure things out has been around since a human tried to utilize the information about herds moving about and finding ways to satisfy hunger. The topic of data science came into popular culture more and more as the advent of ‘big data’ came to the forefront of the business world." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"Data scientists are advanced in their technical skills. They like to do coding, statistics, and so forth. In its purest form, data science is where an individual uses the scientific method on data." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"Data visualization is a simplified approach to studying data." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"Ensure you build into your data literacy strategy learning on data quality. If the individuals who are using and working with data do not understand the purpose and need for data quality, we are not sitting in a strong position for great and powerful insight. What good will the insight be, if the data has no quality within the model?" (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"I agree that data visualizations should be visually appealing, driving and utilizing the appeal and power for individuals to utilize it effectively, but sometimes this can take too much time, taking it away from more valuable uses in data. Plus, if the data visualization is not moving the needle of a business goal or objective, how effective is that visualization?" (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021

"I think sometimes organizations are looking at tools or the mythical and elusive data driven culture to be the strategy. Let me emphasize now: culture and tools are not strategies; they are enabling pieces." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"In the world of data and analytics, people get enamored by the nice, shiny object. We are pulled around by the wind of the latest technology, but in so doing we are pulled away from the sound and intelligent path that can lead us to data and analytical success. The data and analytical world is full of examples of overhyped technology or processes, thinking this thing will solve all of the data and analytical needs for an individual or organization. Such topics include big data or data science. These two were pushed into our minds and down our throats so incessantly over the past decade that they are somewhat of a myth, or people finally saw the light. In reality, both have a place and do matter, but they are not the only solution to your data and analytical needs. Unfortunately, though, organizations bit into them, thinking they would solve everything, and were left at the alter, if you will, when it came time for the marriage of data and analytical success with tools." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"One main reason descriptive analytics is so prevalent is the lack of data literacy skills that exist in the world. If one thinks about it, if you do not have a good understanding of how to use data, then how are you going to be good at the four levels of analytics?" (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"Overall [...] everyone also has a need to analyze data. The ability to analyze data is vital in its understanding of product launch success. Everyone needs the ability to find trends and patterns in the data and information. Everyone has a need to ‘discover or reveal (something) through detailed examination’, as our definition says. Not everyone needs to be a data scientist, but everyone needs to drive questions and analysis. Everyone needs to dig into the information to be successful with diagnostic analytics. This is one of the biggest keys of data literacy: analyzing data." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"Pure data science is the use of data to test, hypothesize, utilize statistics and more, to predict, model, build algorithms, and so forth. This is the technical part of the puzzle. We need this within each organization. By having it, we can utilize the power that these technical aspects bring to data and analytics. Then, with the power to communicate effectively, the analysis can flow throughout the needed parts of an organization." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"Statistics is a field of probabilities and sometimes probabilities do not go the way we want." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"The process of asking, acquiring, analyzing, integrating, deciding, and iterating should become second nature to you. This should be a part of how you work on a regular basis with data literacy. Again, without a decision, what is the purpose of data literacy? Data literacy should lead you as an individual, and organizations, to make smarter decisions." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"The reality is, the majority of a workforce doesn’t need to be data scientists, they just need comfort with data literacy." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"When it comes to data literacy learning, there is one key aspect to ensure the program and project works and is successful: the role of leadership. It’s unlikely a project will succeed if you fail to secure the full buy-in from those in charge." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

"When we are empowered with skills in data literacy, we have the ability to understand where our data is going, how it is being utilized, and so forth. Then, we can make smarter, data literacy informed decisions with regards to how we log in, create accounts and so forth. Data literacy gives a direct empowerment towards our personal data usage." (Jordan Morrow, "Be Data Literate: The data literacy skills everyone needs to succeed", 2021)

🔢Angelika Klidas - Collected Quotes

"Also, remember that data literacy is not just a set of technical skills. There is an equal need and weight for soft skills and business skills. This can be misleading for some technical resources within an organization, as those technical resources may believe they are data literate by default as they are data architects or data analysts. They have the existing technical skills, but maybe they do not have any deep proficiencies in other skills such as communicating with data, challenging assumptions, and mitigating bias, or perhaps they do not have an open mindset to be open to different perspectives." (Angelika Klidas & Kevin Hanegan, "Data Literacy in Practice", 2022)

"Critical thinking is part of data literacy; it is the ability to question the logic of arguments or assumptions and examine evidence in order to determine whether a claim is true, false, or uncertain." (Angelika Klidas & Kevin Hanegan, "Data Literacy in Practice", 2022)

"Current decision-making in business suffers from insight gaps. Organizations invest in data and analytics, hoping that will provide them with insights that they can use to make decisions, but in reality, there are many challenges and obstacles that get in the way of that process. One of the biggest challenges is that these organizations tend to focus on technology and hard skills only. They are definitely important, but you will not automatically get insights and better decisions with hard skills alone. Using data to make better data-informed decisions requires not only hard skills but also soft skills as well as mindsets." (Angelika Klidas & Kevin Hanegan, "Data Literacy in Practice", 2022)

"Data literacy is not achieved by mastering a uniform set of competencies that applies to everyone. Those that are relevant to each individual can vary significantly depending on how they interact with data and which part of the data process they are involved in." (Angelika Klidas & Kevin Hanegan, "Data Literacy in Practice", 2022)

"Decision-makers are constantly provided data in the form of numbers or insights, or similar. The challenge is that we tend to believe every number or piece of data we hear, especially when it comes from a trusted source. However, even if the source is trusted and the data is correct, insights from the data are created when we put it in context and apply meaning to it. This means that we may have put incorrect meaning to the data and then made decisions based on that, which is not ideal. This is why anyone involved in the process needs to have the skills to think critically about the data, to try to understand the context, and to understand the complexity of the situation where the answer is not limited to just one specific thing. Critical thinking allows individuals to assess limitations of what was presented, as well as mitigate any cognitive bias that they may have." (Angelika Klidas & Kevin Hanegan, "Data Literacy in Practice", 2022)

"Data literacy is something that affects everyone and every organization. The more people who can debate, analyze, work with, and use data in their daily roles, the better data-informed decision-making will be." (Angelika Klidas & Kevin Hanegan, "Data Literacy in Practice", 2022)

"It is also important to note that data literacy is not about expecting to or becoming an expert; rather, it is a journey that must begin somewhere." (Angelika Klidas & Kevin Hanegan, "Data Literacy in Practice", 2022)

"Organizations must have a plan and vision for data literacy, which they then communicate to all employees. They will need to develop and foster a culture that embraces data literacy and data-informed decisions. They will need to provide employees with access to various learning content specific to data literacy. Along their journey, they will need to make sure they benchmark and measure progress toward their vision and celebrate successes along the way." (Angelika Klidas & Kevin Hanegan, "Data Literacy in Practice", 2022)

"People can get confused or experience anxiety when they have to work with data and analytics. As we data literacy geeks say, people shouldn’t be pushed to work with data and analytics - they should do this because they want to. [...] Visualizations that are not understood present another risk. To be successful with data and analytics, we need visualizations that are presented in a clear meaningful way. If we do not take care of the data literacy levels within an organization, we might lose our public. Therefore, it is necessary to think of the risk of overwhelming our readers/viewers." (Angelika Klidas & Kevin Hanegan, "Data Literacy in Practice", 2022)