Developing an Approach for Data Management Education: A Report from the Data Information Literacy Project

Carlson, Jake; Johnston, Lisa; Westra, Brian; Nichols, Mason

doi:10.2218/ijdc.v8i1.254

Cited by 63 publications

(45 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The authors of this study also determined that most researchers in this study thought that offering some type of data literacy was required for their students (Carlson et al, 2013). Other studies have also concluded that academic librarians are well positioned to support data literacy and data competencies (Calzada Prado & Marzal, 2013;Gray, 2004;Schield, 2004;Stephenson & Schifter Caravello, 2007).…”

Section: Literature Reviewmentioning

confidence: 76%

“…In a study that examined the data information literacy needs of students and the research faculty, Carlson, Johnston, Westra and Nichols (2013) concluded that librarians can leverage teaching opportunities by integrating data into training and that a major "objective of this collaboration was to increase the capacity of librarians to engage with students and faculty" (p. 215). The authors of this study also determined that most researchers in this study thought that offering some type of data literacy was required for their students (Carlson et al, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Developing data literacy competencies to enhance faculty collaborations

MacMillan

2015

LIBER

View full text Add to dashboard Cite

In order to align information literacy (IL) instruction with changing faculty and student needs, librarians must expand their skills and competencies beyond traditional information sources. In the sciences, this increasingly means integrating the data resources used by researchers into instruction for undergraduate students. Open access data repositories allow students to work with more primary data than ever before, but only if they know how and where to look. This paper will describe the development of two IL workshops designed to scaffold student learning in the biological sciences across two second-year courses, detailing the long-term collaboration between a librarian and an instructor that now serves over 500 students per semester. In each workshop, students are guided through the discovery and analysis of life sciences data from multiple sites, encouraged to integrate text and data sources, and supported in completing research assignments.

show abstract

Section: Literature Reviewmentioning

confidence: 76%

Section: Literature Reviewmentioning

confidence: 99%

Developing data literacy competencies to enhance faculty collaborations

MacMillan

2015

LIBER

View full text Add to dashboard Cite

show abstract

“…The primary goal of the course, titled Research Data Management, was to enable graduate students to acquire foundational knowledge and skills in selected data information literacy (Carlson et al, 2011;Carlson, Johnston, Westra, & Nichols, 2013) that would support long-term habits in planning, management, preservation, and sharing of research data. During the winter term of 2014 the inaugural course had an official enrollment of 11 students, including one faculty member enrolled for credit and two as non-credit auditors.…”

Section: Course Structure Content and Activitiesmentioning

confidence: 99%

Implementing a Graduate-Level Research Data Management Course: Approach, Outcomes, and Lessons Learned

Whitmire

2015

Journal of Librarianship and Scholarly Communication

View full text Add to dashboard Cite

INTRODUCTIONAs data-driven research becomes the norm, practical knowledge in data stewardship is critical for researchers. Despite its growing importance, formal education in research data management (RDM) is rare at the university level. Academic librarians are now playing a leadership role in developing and providing RDM training and support to faculty and graduate students. This case study describes the development and implementation of a new, credit-bearing course in RDM for graduate students from all disciplines. DESCRIPTION OF PROGRAM The purpose of the course was to enable students to acquire foundational knowledge and skills in RDM that would support long-term habits in the planning, management, preservation, and sharing of research data. The pedagogical approach for the course combined outcomescentered course design with active learning techniques. Periodic course assessment was performed through anonymous student surveys, with the objective of gauging course efficacy and quality, and to obtain suggested modifications or improvements. These assessment results indicated that the course content and scope were appropriate and that the active learning approach was effective. Assessments of student learning demonstrated that all major learning objectives were achieved. NEXT STEPS Information derived from the student surveys was used to determine how the course could be modified to improve student experience and the overall quality of the course and the instruction. INTRODUCTIONThis paper describes the development and implementation of a new course for graduate students in selected aspects of data information literacy. The idea of creating a creditbearing, graduate-level course was conceived during a meeting between two members of the library's Center for Digital Scholarship and Services and two high-level administrators of the Graduate School. Our library-based data services were just becoming established, and we were beginning to open lines of communication with university stakeholders. A major point of discussion during this meeting was the idea of preserving the datasets that underpin graduate student theses and dissertations in our institutional repository (IR). Our Graduate School mandates the deposit of an electronic copy of the thesis or dissertation (ETD) into our IR in order to graduate, and those of us at the meeting were discussing adding a mandate for the deposit of student datasets as well. We all had to concede, however, that many graduate students would probably not be prepared to deposit a dataset into the IR because they would not have received any formal training in data management during the course of their programs, and as such, their data would not be in sufficient condition to be shared (i.e., be well organized and sufficiently documented). If preserving and sharing the datasets produced by graduate students was to be a shared goal of the Graduate School and the library, then we had to develop and provide a mechanism that would empower students to be able to realize that goal.Our libr...

show abstract

“…Understands the advantages of different types of visualization, for example, maps, graphs, animations, or videos, when displaying data" (Carlson et al 2011). In one study, researchers ranked the data visualization competency as being of the highest importance of the 12 competencies (Carlson et al 2013). Libraries likewise prioritize visualization and list it as a desired competency for data librarians in job postings (Lyon et al 2015).…”

Section: Introductionmentioning

confidence: 99%

Gaining Competency: Learning to Teach Data Visualization

Briney¹

2018

JeSLIB

View full text Add to dashboard Cite

Developing an Approach for Data Management Education: A Report from the Data Information Literacy Project

Cited by 63 publications

References 10 publications

Developing data literacy competencies to enhance faculty collaborations

Developing data literacy competencies to enhance faculty collaborations

Implementing a Graduate-Level Research Data Management Course: Approach, Outcomes, and Lessons Learned

Gaining Competency: Learning to Teach Data Visualization

Contact Info

Product

Resources

About