Big Data analytics (BDA) or simply Data Analytics figure among the trendiest topics in the beginning of this century. While discussions involving technological breakthroughs abound, not so much attention has been given to organizational capabilities that are necessary to make sure data analytics lives to its promise. Literature about those capabilities is still scant and, as it evolves, suggests that talent and skills development are crucial to ensure success in data analytics use. In that context, information and data literacy should now be discussed in the light of data analytics phenomenon, a reality that poses important challenges to information professions as well as to the educational and research agenda in information science. Given the emerging and interdisciplinary importance of data savviness across a myriad of fields and industries, this ongoing research paper suggests that more attention should instead be given to “data analytics literacy”, a goal to which information scientists should be committed with and that LIS education should sponsor and foster. However, getting that understanding involves understanding two sides: a) the supply side, or the side that has the expertise to prepare data and information scientists; and b) the demand side, or the side that expects certain skills so data analytics can be used. This ongoing research introduces the importance of a preliminary understand on what both see as being “data analytics” and on what they consider critical. Interviews with LIS educators and BDA practitioners can help identifying points of overlap and mismatches between those visions and inform both audiences on how they can reciprocate to accomplish talent development goals.
