Purpose: A literature review of 28 data literacy, education articles from 2010 to 2018 was conducted to gain a better understanding of the current state of data literacy research. Design/methodology/approach: A systematic literature review of ERIC, Education Source, and JSTOR was conducted. Articles were included in this literature review if they focused on "data literacy" for K-12 teachers or leaders. Findings: Results demonstrated that the concept of data literacy has become more concrete, but there is still disagreement about the parameters of the construct. While data literacy was shown to be gaining in importance, training from schools of education were focused heavily on assessment literacy. Four recommendations are made as follows: (1) create skill-focused educator prep programs, (2) encourage opportunities for collaboration, (3) model data use from both quantitative and qualitative sources and (4) investigate the role of technology and big data on data literacy. Research limitations: The scope of this literature review was very narrow and, as such, does not fully encapsulate data-driven decision-making in K-12 education overall. Originality/value: Data literacy is important for both teachers and leaders, as educational environments strive to better understand individual learners and improve learning outcomes. This literature review looks to pull together the current status of data literacy research with hopes of inspiring more targeted research that influences training practices for both teachers and leaders.