Our society and the world of education are increasingly becoming data-driven, so it has become crucial that all citizens develop the skills to critically understand and use data to act effectively in their communities. The foundations for a data-literate society can already be laid at school by acquiring the essential skills related to data literacy, on the conception of which the scientific community has yet to agree.

Definitions of data literacy can be placed on a continuum from practical and instrumental understanding, oriented towards strengthening basic and professional skills, to the critical-reflexive dimension, which aims to balance the role of citizens in the progressive datification of society. In this context, data literacy can be defined as the ability to read, represent, produce and discuss data as part of a broader process of investigating the world.

The concept intersects with other contemporary skills forms and is situated in the rich scenario of the different nuances that the literacy process can take. On the one hand, an ongoing dialogue with digital and information literacy highlights the importance of networked technologies and practices. On the other hand, acquiring skills in the area of data, as portions of information and ways of representing a more complex reality, requires significant interaction with media education and computational thinking, which emphasise its critical thinking dimensions. Moreover, when data are considered as pieces of evidence, a close relationship is established with statistical and evaluation skills. Finally, in terms of empowerment, the agentivity of citizens towards datafication can be supported by open data production and management practices and in ways that introduce inclusive and expressive dimensions.

Although most of the definitions and related teaching experiences are based on IT and statistical traditions, these additional conceptual connections emphasise the need for an interdisciplinary perspective to integrate and harmonise the required skills. Recent experiments have illustrated how we can benefit from curricular integration of data literacy with subjects such as mathematics, science, arts and social studies. For instance, establishing a parallel and thinking of critical data literacy as reading and writing about the world through data can be particularly valuable in school contexts. Just as students learn the language and grammar of texts to understand the world around them, they can learn to read and interpret data to gain a deeper understanding of reality. Similarly, just as students write to communicate ideas and information, they can use data to express analysis and argumentation, thus developing critical and reflective skills on both texts and data.

The tools, materials and resources to develop students' data literacy already exist and should be more accessible to teachers and schools than ever before. This contribution outlines approaches and suggestions for the fundamental dimensions of critical and active data literacy: basic, visual, ethical-critical and generative-creative. Each dimension will be accompanied by practical examples, empirical evidence and useful resources to deepen the topics addressed. This structured approach aims to provide a comprehensive and multidimensional view of data literacy, helping educators and practitioners to promote the development of critical skills for future citizens.

Keywords: Data literacy, educators' professional development, digital technologies, teaching resources.