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A proposal in favor of a meta-theoretical approach to the study of group communication is advanced, which offers novel questions on group communication scholarship: the study of the bounded rationality of groups and teams. The chapter focuses on methodological implications of the bounded rationality perspective for group communication research. The notion of bounded rationality comes with an invitation to analyze group communication from the vantage point of an adaptation process that involves the communication processes that are employed by groups along with characteristics of the environments in which groups are situated. The general concept of bounded rationality is introduced and several promises that this meta-theoretical lens offers to group communication scholarship are described. Three methodological signature characteristics are highlighted: the development and test of process models, the analysis and description of the ecological and social environments of groups, and the development of representative designs in the study of groups.

Data literacy empowers college students, equipping them with essential skills necessary for their personal lives and careers in today’s data-driven world. This study aims to explore how community college students evaluate their data literacy and further examine demographic and educational/career advancement disparities in their self-assessed data literacy levels.

An online survey presenting a data literacy self-assessment scale was distributed and completed by 570 students at four community colleges. Statistical tests were performed between the data literacy factor scores and students’ demographic and educational/career advancement variables.

Male students rated their data literacy skills higher than females. The 18–19 age group has relatively lower confidence in their data literacy scores than other age groups. High school graduates do not feel proficient in data literacy to the level required for college and the workplace. Full-time employed students demonstrate more confidence in their data literacy than part-time and nonemployed students.

Given the lack of research on community college students’ data literacy, the findings of this study can be valuable in designing and implementing data literacy training programs for different groups of community college students.