Statistical Literacy

Allison Brown February 2, 2020 2000: Statistics & the World Dr. Bird Thought Paper 1: Statistical Literacy 1.) What does statistical literacy mean to you now? Did you previously hold a different opinion or idea of what statistical literacy entailed? Statistical literacy for me means understanding how data, statistics, and conclusions regarding those numbers are drawn. Defined by W. M. Keck Statistical Library, statistical literacy is, “the ability to read and interpret number in statements, surveys, tables and graphs, studies how statistical associations are used as evidence for causal connections” (Scheild 1). Practically, for me this also means understanding how to view statistics shown out in the world or online. My idea of what statistical literacy entails was affirmed by the readings and has been built on this past week both through the readings and in-class discussions. 2.) How do you feel that you measure up in terms of statistical literacy? Is this a skill you have already worked on or is this a developing skill for you? Personally, through a statistics class in high school and working with data throughout various extracurricular debate projects, I feel that I my statistical literacy is fairly developed. However, I do notice that my literacy with medical statistics is severely lacking, and is a skill I intend to further develop throughout this semester. 3.) Expanding on the first question, describe your experience with statistical literacy so far have you been exposed during your education to these topics? Have previous instructors emphasized these skills? As I previously mentioned, I have taken a Statistics class in high school. This course was mainly focused around the actual mechanics of Statistics itself, like sampling methods, frequency distributions, the different types of variables, and a bit on probability. Even though we did not discuss statistical literacy frequently, I feel that my work with statistics itself helps me further understand how to read and examine statistical data. In this course, we did an assignment that had us examine a faulty statistic we had seen around in the school/while researching online for a course (not unlike the upcoming final project for this course) and had to determine where the data came from and if the statistic was accurate. Projects like that and some research for extracurricular activities was the closest I was examining problematic statistics and utilizing or building on my statistical literacy skills. 4.) What aspect of statistical literacy do you believe might be most useful for you? Understanding the “weasel words” of statistics I believe will be the most useful for me not only moving forward with my academic career, but simply as an informed citizen. Examples of this is: “ words that imply much but assert very little – words like many, some or few, lots or little, high or low, often or seldom” (Scheild 2). These words make it somewhat difficult to understand what the statistic is saying and just what it is saying. An example of this would be a study saying “Older drivers are in fewer crashes” (Scheild 2). This example makes it difficult to understand what age is considered an older driver and the weasel word “fewer” doesn’t provide the exact data for the statistic. Understand how to see “weasel words” and find a way to work around them would be a useful skill.