As many states move forward with adoption or adaptation of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards, Common Core State Standards, and/or Next Generation Science Standards, students are expected to be fluent with data: to collect and analyze it, create figures and tables, integrate quantitative information, and move fluidly between text and visually represented numerical information. Tackling self-study in data and statistical literacy can be a challenge. In a new Institute of Museum and Library Services (IMLS) funded project to develop data literacy as a subset of information literacy skills, the authors have concentrated on how students read, comprehend, evaluate, and synthesize data and not on how they create and organize data via lab experiments. In doing so, they have identified the following six significant themes for school librarians to consider, which are described in this article: (1) Statistical Literacy; (2) Data Visualization; (3) Data in Argument; (4) Big Data and Citizen Science; (5) Personal Data Management; and (6) Ethical Data Use.