The profound advancements in technology have rendered novel forms of data and data visualisation increasingly accessible to individuals within society, thereby influencing daily decision-making processes. To address this change, this study sets out to review recent research on data-driven inquiries at the K-12 level from two perspectives: innovative data visualisation and non-traditional data sources. Our findings indicate that transnumeration of multiple data representations, along with data moves throughout the process of data visualisation, can potentially enhance the development of visual reasoning and data modelling skills.