Data EDUcation an der UDE – Eine OER für Bibliotheken

Kläre, Christina; Jung, Kim-Sarah

doi:10.1515/bfp-2019-2078

Cited by 3 publications

(1 citation statement)

References 6 publications

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“…Einige Hochschulen bieten bereits Online-Selbstlern-Module an: Hierbei gibt es sowohl fachübergreifende MOOCs (z.B. Ebner & Hohla, 2021;Kläre & Jung, 2019) als auch fachspezifische Projekte (Gerholz et al, 2021) und kleinere Selbstlernangebote (z. B. TIDA -Teaching in the Digital Age, 2023).…”

Section: Digitale Kompetenzen Fördernunclassified

Editorial

Petri,

Krempkow,

Ebner

et al. 2024

ZFHE

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Digitale Kompetenzen spielen mittlerweile in nahezu jedem Lebensbereich eine wichtige Rolle. Das Bildungssystem als Ganzes, insbesondere aber auch die Hochschulen, sind daher gefordert, Bildung in diesem Bereich anzubieten. Um dieser gesellschaftlich hoch relevanten Aufgabe nachkommen zu können, bedarf es der breiten Reflektion. In diesem Themenheft werden nicht nur die Definition und die Bedeutung digitaler Kompetenzen im Hochschulbereich aus verschiedenen Perspektiven beleuchtet, sondern es wird auch auf die Messung und Förderung dieser eingegangen. In insgesamt elf Beiträgen aus dem deutschsprachigen Hochschulraum werden verschiedenste empirische Erkenntnisse aus der Hochschulpraxis neben innovativen Lehrkonzepten und Förderansätze vorgestellt und Anregungen zur Weiterentwicklung und Beforschung digitaler Kompetenzen im Hochschulkontext präsentiert.

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Section: Digitale Kompetenzen Fördernunclassified

Editorial

Petri,

Krempkow,

Ebner

et al. 2024

ZFHE

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Emergence and evolution of data literacy: Insights from a bibliometric study

Fernández-Pascual,

Pinto,

García Marco

2024

Journal of Librarianship and Information Science

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This study aims to contribute to the pertinent body of knowledge by examining the field of data literacy (DL) to better understand its trends and evolution, thematic clusters, relevant studies and the most productive authors and journals. The analysis of scientific literature indexed by Web of Science from 1980 to 2023 ( n = 1704 items) combined co-occurrence (using VOSviewer) and co-citation (using CiteSpace) techniques based on the words in the title and abstract, as well as the keywords, authors and journals. There is evidence of four main trend topics (Data Literacy, Statistical Literacy, Data-based assessment and e-society) and six thematic clusters (Data Literacy, Statistical Literacy, Quantitative Literacy, Big Data, Data Science and Quantitative Skills). With DL emerging in 2011, the research initially focused on both quantitative and statistical literacy, and later (2012–2016) shifted toward applying statistical literacy to various disciplines. Since 2018, the use of data has led to the emergence of fields like big data and data science, resulting in progress being made in data literacy. The combination of the two analysis techniques offers complementary perspectives: co-word analysis reveals fields of application, and co-citation analysis shows the internal evolution of the discipline. This study evidences a significant increase in publications on DL, indicating its expansion to several disciplines and a promising, yet uncertain, future.

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A strategic approach to information literacy: data literacy. A systematic review

Pinto,

Caballero-Mariscal,

García-Marco

et al. 2023

EPI

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This research addresses the growing social importance of data from an educational perspective through data literacy (DL), seeking to integrate it into the broader information literacy (Infolit) movement. For this purpose, a systematic review was carried out of the papers in the main collection of the Web of Science that contain both concepts (DL and Infolit) and that were indexed up until March 2023. External aspects, such as the growth of the research and the identity, nationality, professional scope, and productivity of the authors, were taken into account. In addition, internal aspects, such as context (theory, frameworks, definitions, models, and related disciplines), objectives, methodology, results, conclusions, and recommendations, were analyzed to obtain a detailed perspective of the scientific research process adopted. A synchronic and diachronic analysis of the corpus of selected articles is offered, focusing on the aforementioned aspects. The researchers’ consensus on the urgency of addressing data training both generally and specifically in the different disciplines, languages, environments, and levels is evident. The emergent, multisectoral, and interdisciplinary nature of data literacy as part of Infolit, which is being applied in the education of students at different levels, viz. professionals and citizens, is noted, although the training limitations of students and many professionals are evident. Consequently, it is imperative to include DL in curricula and training programs to contribute to the acquisition and development of these competencies in different areas. To this end, the joint work of teachers, librarians, researchers, and other professionals is imperative. There is a need to deepen the theoretical, practical, and applied fields, as well as to reach a common definition, form a basic model of DL competencies within Infolit, and create submodels that take into consideration the idiosyncrasies of each area of application.

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Data EDUcation an der UDE – Eine OER für Bibliotheken

Cited by 3 publications

References 6 publications

Editorial

Editorial

Emergence and evolution of data literacy: Insights from a bibliometric study

A strategic approach to information literacy: data literacy. A systematic review

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