scholarly journals The Polar-ICE Project: Using Authentic Polar Data to Teach Data Literacy Skills Across a Variety of Grades and Levels

2020 ◽  
Vol 34 (1) ◽  
pp. 41
Author(s):  
Jennifer Smolyn ◽  
Jacqueline Katz
Keyword(s):  
Literacy Skills ◽  
Polar Ice ◽  
Data Literacy

scholarly journals Teaching Foundational Data Skills in the Library

2017 ◽  
Author(s):  
Adam Beauchamp ◽  
Christine Murray
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Teaching Strategies ◽  
Literacy Instruction ◽  
Literacy Skills ◽  
Theory And Practice ◽  
Data Literacy ◽  
Research Libraries ◽  
Reference Services ◽  
Effective Teaching Strategies

In Databrarianship: The Academic Data Librarian in Theory and Practice, edited by Linda Kellam and Kristi Thompson. Chicago: Association of College and Research Libraries, 2015.Undergraduate students often struggle when asked to locate, evaluate, and use data in their research, and librarians have an opportunity to support them as they learn data literacy skills. Much of the literature on data librarianship in this area focuses on data reference services, but there is a lack of scholarship and guidance on how to translate data reference expertise into effective teaching strategies. In this chapter, the authors will bridge that gap between data reference and information literacy instruction.

scholarly journals Learning About Metadata and Machines: Teaching Students Using a Novel Structured Database Activity

2021 ◽  
Vol 4 ◽  
pp. 152-165
Author(s):  
Andrew Iliadis Iliadis ◽  
Tony Liao ◽  
Isabel Pedersen ◽  
Jing Han
Keyword(s):  
Complex Systems ◽  
Literacy Skills ◽  
Structured Data ◽  
Digital Archive ◽  
Teaching Materials ◽  
Data Literacy ◽  
Instructional Videos ◽  
Online Resource ◽  
Interactive Visualizations ◽  
Machine Communication

Machines produce and operate using complex systems of metadata that need to be catalogued, sorted, and processed. Many students lack the experience with metadata and sufficient knowledge about it to understand it as part of their data literacy skills. This paper describes an educational and interactive database activity designed for teaching undergraduate communication students about the creation, value, and logic of structured data. Through a set of virtual instructional videos and interactive visualizations, the paper describes how students can gain experience with structured data and apply that knowledge to successfully find, curate, and classify a digital archive of media artifacts. The pedagogical activity, teaching materials, and archives are facilitated through and housed in an online resource called Fabric of Digital Life (fabricofdigitallife.com). We end by discussing the activity’s relevance for the emerging field of human-machine communication.

What Is Data Literacy?

2021 ◽  
pp. 167-178
Author(s):  
Jan Lauren Boyles
Keyword(s):  
Literacy Skills ◽  
Basic Data ◽  
Public Journalism ◽  
News Production ◽  
Data Literacy ◽  
The Public ◽  
Civic Spaces ◽  
Media Institutions ◽  
Data Journalism ◽  
The Relationship

Decades after the public journalism movement attempted to redefine the relationship between news outlets and the communities they cover, local journalists are still grappling with how best to cultivate audiences in civic spaces. Community news providers—battling against diminished levels of trust in media institutions—are seeking to counter these sentiments by building closer partnerships with their readers. In this light, data journalism is often heralded for its ability to coalesce fragmented audiences in conversation around salient civic issues. Yet despite its promise, successful storytelling requires basic data literacy skills on behalf of both practitioners and the public. To understand the story, all parties must understand the data. This chapter tackles programmatic efforts to address societal shortfalls in data knowledge and accessibility across the news production/consumption spectrum (with an emphasis on journalism experiments in community news).

scholarly journals DataBasic: Design Principles, Tools and Activities for Data Literacy Learners

2016 ◽  
Vol 12 (3) ◽  
Author(s):  
Catherine D'Ignazio ◽  
Rahul Bhargava
Keyword(s):  
Design Principles ◽  
Literacy Skills ◽  
Digital Tools ◽  
Tool Development ◽  
Design Decisions ◽  
Data Literacy ◽  
Pedagogical Design ◽  
Early Results ◽  
The Creation ◽  
Literacy Learners

The growing number of tools for data novices are not designed with the goal of learning in mind. This paper proposes a set of pedagogical design principles for tool development to support data literacy learners.  We document their use in the creation of three digital tools and activities that help learners build data literacy, showing design decisions driven by our pedagogy. Sketches students created during the activities reflect their adeptness with key data literacy skills. Based on early results, we suggest that tool designers and educators should orient their work from the outset around strong pedagogical principles.

scholarly journals Don't ask too much from data literacy

2016 ◽  
Vol 12 (3) ◽  
Author(s):  
Nicolas Kayser-Bril
Keyword(s):  
Literacy Skills ◽  
Data Literacy

It can be argued that data literacy skills are all we need for data literacy to be used properly by journalists. This is wrong. Before skills, journalists need a reason to learn and use data literacy. Such incentives are not in place yet.

How Can Schools of Education Help to Build Educators’ Capacity to Use Data? A Systemic View of the Issue

2015 ◽  
Vol 117 (4) ◽  
pp. 1-50
Author(s):  
Ellen B. Mandinach ◽  
Jeremy M. Friedman ◽  
Edith S. Gummer
Keyword(s):  
Decision Making ◽  
Descriptive Analysis ◽  
Data Use ◽  
The United States ◽  
Literacy Skills ◽  
Data Driven ◽  
Assessment Literacy ◽  
Schools Of Education ◽  
Data Driven Decision Making ◽  
Data Literacy

Background With the growing emphasis for educators to use data to inform their practice, little has been done to consider the means by which the educators can acquire the requisite data literacy skills. This article provides a context for why schools of education can and must play an important role in preparing teachers to use data. Purpose This article sought to understand if and how schools of education are preparing teacher candidates to use data effectively or responsibly. The study examined the extent to which schools of education teach stand-alone courses on data-driven decision making or integrate data use concepts into existing courses. It also examined state licensure and certification requirements to determine if and how data use is included in documentation. Population A stratified randomized sample of schools of education was drawn with 208 institutions responding, representing a 25.7% response rate. Research Design The survey portion of the study consisted of a stratified randomized sample of all schools or departments of education in the United States. The syllabus review was a voluntary part of the survey. The licensure review was a descriptive analysis of every state's documentation for teacher licensure and certification. Findings/Results The survey results indicated that a vast majority of the schools of education reported that they offered a stand-alone data course, and even more integrated data use into existing courses. The syllabus review provided a deeper dive into the course offerings and indicated that the courses were more about assessment literacy than data literacy. The licensure review yielded a plethora of skills and knowledge related to data that are included in state requirements. However, there was wide variation across states in their requirements. Conclusions Even though schools of education reported that they are teaching about data-driven decision making in their teacher preparation programs, the results indicate that the content is more about assessment literacy than data literacy. This finding is consistent with the often observed conflation of the two constructs. Licensure requirements include both data literacy and assessment literacy, but the emphasis is more on assessment than data. With the increasing emphasis by policy makers on the importance of educators using data, it is essential that schools of education begin to incorporate data concepts into their curricula and that states make explicit the data-related skills and knowledge required for teachers for licensure and certification.

Teaching Educators Habits of Mind for Using Data Wisely

2015 ◽  
Vol 117 (4) ◽  
pp. 1-20
Author(s):  
Candice Bocala ◽  
Kathryn Parker Boudett
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
School Improvement ◽  
Novice Teachers ◽  
Literacy Skills ◽  
Habits Of Mind ◽  
Data Literacy ◽  
Using Data ◽  
Shared Commitment ◽  
Data Wise

Background Institutions of higher education, specifically schools of education, should play a pivotal role in supporting educators’ development of data literacy for teaching. While novice teachers are often prepared to use test-based assessment data, they learn these experiences in isolated courses that do not connect to instruction or school improvement. Moreover, once these novice teachers begin working in schools, they are increasingly expected to work with colleagues to apply data literacy skills, yet few preparation programs provide sustained support with using data collaboratively for whole-school improvement. Purpose This essay describes the habits of mind, or ways of thinking and being, that underlie data literacy courses offered by the Data Wise Project at the Harvard Graduate School of Education. The habits include: shared commitment to action, assessment, and adjustment; intentional collaboration; and relentless focus on evidence. Adding an emphasis on habits of mind expands building data literacy beyond accumulating discrete knowledge and skills or learning a process that becomes routine. Research Design The authors provide suggestions for instructional design than can be incorporated both in degree-program courses and in ongoing professional development. These suggestions provide opportunities for participants to actively cultivate the three habits of mind. Conclusions In order to support all educators while learning data literacy for teaching, there is a need to bridge the resources of an institution of higher education with the instructional capacity of professional development providers and the authentic experiences of school-based practitioners.

scholarly journals Assessment of Students' Data Literacy Skills in Southern Nigerian Universities

2020 ◽  
Vol 8 (6) ◽  
pp. 2717-2726
Author(s):  
Basil C. E Oguguo ◽  
Fadip Audu Nannim ◽  
Agnes O. Okeke ◽  
Roseline I. Ezechukwu ◽  
Godwin Asanga Christopher ◽  
...  
Keyword(s):  
Literacy Skills ◽  
Data Literacy

scholarly journals Scaling Up Data Literacy and Computing Skills Training in Biodiversity Science, Lessons Learned from The Carpentries

2019 ◽  
Vol 3 ◽  
Author(s):  
François Michonneau ◽  
Deborah Paul
Keyword(s):  
Data Science ◽  
Scale Up ◽  
Skills Training ◽  
Literacy Skills ◽  
Lessons Learned ◽  
Biodiversity Data ◽  
Data Literacy ◽  
Domain Specific ◽  
Computing Skills ◽  
The Impact

The expanding availability of access to data about museum specimens, species occurrences, trait data, genetics, and landscapes is revolutionizing biodiversity research. But mobilizing, evaluating, and synthesizing these data to address research questions requires domain-specific computing skills and knowledge. The Carpentries is a global non-profit organization teaching researchers computational and data science skills for data management and analysis in all domains of research. The Carpentries' teaching practices are based on evidence from the science of learning. Current domain-specific lessons include life, physical, and social sciences. Hands-on exercises build on the existing knowledge of learners, quickly enabling them to apply skills learned to their research. The Carpentries' train-the-trainer model, its globally established community of ~2,000 instructors and its network of regional coordinators have allowed the organization to scale up rapidly, and over 40,000 learners have participated in Carpentries workshops since 2012. The Carpentries assessment program evaluates the impact of attending a workshop on the participants' perception of their skills and confidence. After attending a Carpentries workshop, participants feel more confident in their ability to program and to overcome issues with their analysis. The Carpentries' mentoring program ensures that newly certified instructors receive support and guidance to successfully engage in leading and teaching workshops. Pairing new and experienced instructors, in combination with the development of local communities of instructors, have contributed to the success of The Carpentries workshops. The Carpentries collaboratively seeks to develop new curricula to address the training needs of the biodiversity data community. Establishing training partnerships between The Carpentries and the various organizations involved in building biodiversity data science skills capacity would increase reach and efficacy. We seek to foster institutional and organizational collaborations that can support the establishment and growth of the infrastructure needed to provide the computational and data literacy skills needed to empower our stakeholders. These include those creating and mobilizing data (e.g., collectors, ecologists, conservationists, curators, collection/data managers), for all scientists, policy-makers, educators, and students who want to use biodiversity data.

scholarly journals Information, Media and Technology Skills in terms of Curricula, Process and Product in Middle and High Schools

2021 ◽  
pp. 288-310
Author(s):  
Esin Hazar ◽  
Ülker Akkutay ◽  
Hafize Keser
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Literacy Skills ◽  
Technology Skills ◽  
School Students ◽  
Data Literacy ◽  
Information Media ◽  
Media And Technology ◽  
Support Students

The aim of this study is to examine how middle and high school curricula and practices support students to acquire information, media and technology skills. In the qualitative dimension of the study which was designed according to the mixed method, document analysis, observation and interview were used. The 23-itemed Information, Media and Technology Skills Competency Scale was used for the quantitative dimension of the study. Content analysis was performed for analysing the curricula, data obtained through observations and interviews. In the analysis of the data obtained from the scale, frequency, percentage, arithmetic mean and standard deviation values were used in the central and prevalence measurements. The results of the curricula analysis show that problem solving and information and data literacy skills were outnumbered in all analysed curricula. The activities carried out in the classroom during the observation and interview process were mostly related to information and media literacy and problem solving. According to the results of the scale; middle and high school students considered themselves to be relatively moderate in their information, media and technology skills. While the highest score of the students was of information and data literacy; programming skills were the weakest dimension.

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