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The “datafication” of processes and services is an emerging phenomenon, which is also leading to new forms of the digital divide. The university’s two main missions have entered fully into the dynamics of datafication starting from the digitization processes that have accompanied the university’s modernization processes and, more recently, the pandemic pedagogy. This article introduces a conceptual framework supporting the development of critical approaches to data practices in Higher Education Institutions, mainly connected to teaching and learning. The study is based on the review of a series of data literacy frameworks, including the European DigCompEdu. Considering the centrality of the aforementioned framework within European policies, in this study, it is adopted as a structural base. The framework for data literacy within the university teaching that follows is discussed in the light of professional development strategies useful for configuring usage scenarios. Such scenarios are not only relevant from a technological point of view, but also from an ethical and epistemological point of view, as part of a renewed approach to Digital Scholarship within smart learning environments.

"Datificazione" e istruzione superiore: verso la costruzione di un quadro competenziale per una rinnovata Digital Scholarship