There is no single agreed-upon definition of data literacy because expectations of what it means to be data literate varies across contexts. The lack of agreement on a definition of data literacy across contexts is therefore necessary. However, definitions are important. Definitions embody our understanding of concepts and are the foundation for operationalization of concepts. The work reported in the chapter is motivated by the observation that despite no shortage of university graduates, organizations are struggling to find data-literate talent. There is an apparent disconnect between data literacy as taught in the academic domain and data literacy as expected by businesses in the public domain. An exploration of definitions of data literacy in academic and public domains is undertaken to gain insight in why the disconnect exists. A thematic analysis and comparison of definitions in the two domains were conducted. The differences identified provide some broad directions for developing data literacy capabilities in students that better fulfil the needs of business organizations.