Statistics is different from mathematics and statistical literacy is different from traditional research statistics and from Math for Liberal Arts. Statistical literacy is the ability to read and interpret the statistics in the everyday media, and in economic, social and political reports and studies. As a language literacy—ordinary English is central. As a quantitative rhetoric—strength of argument is central. Context and confounding are at least as important as randomness and bias. Causation is at least as important as prediction. Observational studies are at least as important as randomized clinical trials. Statistical literacy for consumers is needed by the 40% of college grads who are in non-quantitative majors; statistical literacy for decision makers is needed by the 45% of college graduates in non-STEM quantitative majors such as management, marketing, sociology and social work. The timing is right. Statistical educators are on board: the 2016 update to the American Statistical Association Guidelines opens the door for offering statistical literacy. Students are on board: 60 per cent agreed or strongly agreed that statistical literacy should be required by all students for graduation. So, what is needed? Support! Support from mathematics faculty; support in colleges and support in schools.

Bio: Dr. Milo Schield is a tenured professor at Augsburg College in Minneapolis. He is the US Representative of the International Statistical Literacy project, an elected member of the International Statistical Institute, the Vice-President of the National Numeracy Network. He has given 37 talks on statistical literacy in 18 countries outside the US on six continents. His critical-thinking approach to statistical literacy is unique. He is the webmaster of www.StatLit.org. His statistical literacy website had 280,000 visitors in 2016 with 470,000 downloads. His 70+ papers have over 600 citations and are hosted on ResearchGate.