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Information-rich environments are created in order to promote data use in schools for the purpose of self-evaluation and quality assurance. However, providing such (feedback) information does not guarantee that schools will actually put it to use. One of the main stumbling blocks relates to the interpretation and diagnosis of the information. This study examines the relationship between the data literacy competences of the users, the support given in interpreting the information, the use of thedoi:10.1080/03055698.2010.482771 fatcat:lllwodnyjrh77gg3rq22jex4bu