This entry overviews notable publications in data-driven learning (DDL) from its inception in the early 1990s. Introduced by Tim Johns (1991), DDL emphasizes student autonomy using concordances and authentic language data, shifting the source of knowledge from teachers to corpora. A bibliometric analysis using VOSviewer, based on abstracts from Scopus, identified four major areas of DDL research: Pedagogical Applications, Teacher Education and Professional Development, Technological Tools and Resources, and Cross-Cultural and Comparative Studies. The analysis examined 525 documents involving 1389 authors, clustering the most relevant data to categorize research areas. The entry highlights significant contributions in each area, illustrating the evolution and impact of DDL. Notable publications are organized by decades and evaluated based on their influence within the DDL community and citation counts. This entry shows the diversity and richness of the field.