Library instruction Information Literacy Digital Literacy
Michael Pickle November 15, 4-4:50PM
50 min : http://web.stcloudstate.edu/pmiltenoff/bi/
5 min to introduce and make a connection
15 min for a Virtual Reality tours of the Library + quiz on how well they learned the library:
From here, we can opt two possibilities:
The adoption of college and career-ready standards has included an addition of argumentative writing at all grade levels. Interpreting expectations among the types of argument (e.g., opinion, persuasive, argument, etc.) can be difficult. Begin first by outlining the subtle, but significant differences among them. Download a chart that defines each and their purposes, techniques, components, etc
Bibliographic Indexing Leader
Register for the September 28th webinar
metadata: counts of papers by yer, researcher, institution, province, region and country. scientific fields subfields
metadata in one-credit course as a topic:
publisher – suppliers =- Elsevier processes – Scopus Data
h-index: The h-index is an author-level metric that attempts to measure both the productivity and citation impact of the publications of a scientist or scholar. The index is based on the set of the scientist’s most cited papers and the number of citations that they have received in other publications.
Librarians and APIs 101: overview and use cases
Christina Harlow, Library Data Specialist;Jonathan Hartmann, Georgetown Univ Medical Center; Robert Phillips, Univ of Florida
Christian Lauersen, University of Copenhagen; Sarah Wright, Cornell University; Anita de Waard, Elsevier
Data Literacy: access, assess, manipulate, summarize and present data
Statistical Literacy: think critically about basic stats in everyday media
Information Literacy: think critically about concepts; read, interpret, evaluate information
data information literacy: the ability to use, understand and manage data. the skills needed through the whole data life cycle.
Shield, Milo. “Information literacy, statistical literacy and data literacy.” I ASSIST Quarterly 28. 2/3 (2004): 6-11.
Carlson, J., Fosmire, M., Miller, C. C., & Nelson, M. S. (2011). Determining data information literacy needs: A study of students and research faculty. Portal: Libraries & the Academy, 11(2), 629-657.
Courses developed: NTRESS 6600 research data management seminar. six sessions, one-credit mini course
BIOG 3020: Seminar in Research skills for biologists; one-credit semester long for undergrads. data management organization http://guides.library.cornell.edu/BIOG3020
ideas behind data information literacy, such as the twelve data competencies.
Johnston, L., & Carlson, J. (2015). Data Information Literacy : Librarians, Data and the Education of a New Generation of Researchers. Ashland: Purdue University Press. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dnlebk%26AN%3d987172%26site%3dehost-live%26scope%3dsite
NEW ROLESFOR LIbRARIANS: DATAMANAgEMENTAND CURATION
the capacity to manage and curate research data has not kept pace with the ability to produce them (Hey & Hey, 2006). In recognition of this gap, the NSF and other funding agencies are now mandating that every grant proposal must include a DMP (NSF, 2010). These mandates highlight the benefits of producing well-described data that can be shared, understood, and reused by oth-ers, but they generally offer little in the way of guidance or instruction on how to address the inherent issues and challenges researchers face in complying. Even with increasing expecta-tions from funding agencies and research com-munities, such as the announcement by the White House for all federal funding agencies to better share research data (Holdren, 2013), the lack of data curation services tailored for the “small sciences,” the single investigators or small labs that typically comprise science prac-tice at universities, has been identified as a bar-rier in making research data more widely avail-able (Cragin, Palmer, Carlson, & Witt, 2010).Academic libraries, which support the re-search and teaching activities of their home institutions, are recognizing the need to de-velop services and resources in support of the evolving demands of the information age. The curation of research data is an area that librar-ians are well suited to address, and a num-ber of academic libraries are taking action to build capacity in this area (Soehner, Steeves, & Ward, 2010)
REIMAgININg AN ExISTINg ROLEOF LIbRARIANS: TEAChINg INFORMATION LITERACY SkILLS
By combining the use-based standards of information literacy with skill development across the whole data life cycle, we sought to support the practices of science by develop-ing a DIL curriculum and providing training for higher education students and research-ers. We increased ca-pacity and enabled comparative work by involving several insti-tutions in developing instruction in DIL. Finally, we grounded the instruction in the real-world needs as articu-lated by active researchers and their students from a variety of fields
Chapter 1 The development of the 12 DIL competencies is explained, and a brief compari-son is performed between DIL and information literacy, as defined by the 2000 ACRL standards.
chapter 2 thinking and approaches toward engaging researchers and students with the 12 competencies, a re-view of the literature on a variety of educational approaches to teaching data management and curation to students, and an articulation of our key assumptions in forming the DIL project.
Chapter 3 Journal of Digital Curation. http://www.ijdc.net/
chapter 4 because these lon-gitudinal data cannot be reproduced, acquiring the skills necessary to work with databases and to handle data entry was described as essential. Interventions took place in a classroom set-ting through a spring 2013 semester one-credit course entitled Managing Data to Facilitate Your Research taught by this DIL team.
chapter 5 embedded librar-ian approach of working with the teaching as-sistants (TAs) to develop tools and resources to teach undergraduate students data management skills as a part of their EPICS experience.
Lack of organization and documentation presents a bar-rier to (a) successfully transferring code to new students who will continue its development, (b) delivering code and other project outputs to the community client, and (c) the center ad-ministration’s ability to understand and evalu-ate the impact on student learning.
skill sessions to deliver instruction to team lead-ers, crafted a rubric for measuring the quality of documenting code and other data, served as critics in student design reviews, and attended student lab sessions to observe and consult on student work
chapter 6 Although the faculty researcher had created formal policies on data management practices for his lab, this case study demonstrated that students’ adherence to these guidelines was limited at best. Similar patterns arose in discus-sions concerning the quality of metadata. This case study addressed a situation in which stu-dents are at least somewhat aware of the need to manage their data;
chapter 7 University of Minnesota team to design and implement a hybrid course to teach DIL com-petencies to graduate students in civil engi-neering.
stu-dents’ abilities to understand and track issues affecting the quality of the data, the transfer of data from their custody to the custody of the lab upon graduation, and the steps neces-sary to maintain the value and utility of the data over time.
more on Scopus in this IMS blog
Libraries Transforming Communities: Introduction to Dialogue & Deliberation for Academic Libraries
more on proofreading in this IMS blog
Colonial interests compelled Great Britain to build a complex economic system that funneled resources and wealth to the home islands. Great Britain’s time as the central organizing great power came to a rapid end, with the United States filling that central role.
the United States can no longer uphold all its commitments to international laws and norms. Gaps in attention to historical American commitments have opened the door for competitor nations, including China, to challenge U.S. leadership at the margins.
p. 17 Does China have a strategic plan to replace the United States as the leader of the world? Some voices suggest that it does; however, it is important to note that they do not suggest that it is modeling its ascent upon the United States’ rise a century ago
more on history in this IMS blog
Information literacy: An exploration
My notes: this is a 1997 article
the explosion of information is not accompanied by understanding of information.
p. 337 However, if one accepts a definition of information as a process rather than as a thing, then such policies can at best form a framework for the creation of mean- ing by the individuals or groups who are creating information by bring- ing their knowledge to bear on the data available to them
Data acquisition, maintenance and delivery are a vital part of organisational life, but problems arise when we fail to recognise the necessary links to knowledge.
p. 338 However, just teaching users the practi- calities of applications has been seen to be deficient. It leads to an exces- sive focus on ‘how’ to use a particular application rather than on ‘why’ it should be used 13.
p. 379 Information literacy is a stage above computer literacy, the latter usually implying the ability to use a personal computer . My note: some librarians assume that “computer literacy” is the same as “digital literacy” and were trying to convince me that information literacy is succeeding digital literacy, where it is the other way around
p. 380 There are those within the LIS community who warn that librar- ians should not stray into areas that are not appropriate. Behrens points out that the future is likely to see an increased emphasis on a part- nership between librarians and educators. My note another glaring discrepancy between myself and the librarians at SCSU
p. 386 The phrase information literacy has some value in expressing what might need to be done if the aims of information policies are to be made concrete. It points to the need for an emphasis on the awareness of the individual using data of a range of issues. These are not, it has been argued, to be limited to issues of storage and retrieval but have, centrally, to be concerned with issues of definition and meaning. These issues might be tackled in this order: what are the issues in this field surround- ing the nature of knowledge (i.e. how do we formulate questions); how might data be best acquired, stored, etc. in order to answer these ques- tions? (this might well best be paralleled by training in computer literacy); and what factors, both social and individual, place constraints on our ability to use the data?
more on information literacy in this IMS blog
The top 10 workforce skills of 2020 include:
1. Sense making: The ability to determine the deeper meaning or significance of what is being expressed. The Drivers: Rise of smart machines and systems
2. Social intelligence: The ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. The Drivers: Rise of smart machines and systems, globally connected world
3. Novel and adaptive thinking: Proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. The Drivers: Rise of smart machines and systems, globally connected world
4. Cross cultural competency: The ability to operate in different cultural settings. The Drivers: Superstructured organizations, globally connected world
5. Computational thinking: The ability to translate vast amounts of data into abstract concepts and to understand data based reasoning. The Drivers: New media ecology, computational world
6. New media literacy: The ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. The Drivers: Extreme longevity, new media ecology, Superstructured organizations
7. Transdisciplinary: Literacy in and ability to understand concepts across multiple disciplines. The Drivers: Extreme longevity, computational world
8. Design mindset: The ability to represent and develop tasks and work processes for desired outcomes. The Drivers: Superstructured organizations, computational world
9. Cognitive load management: The ability to discriminate and filter information for importance, and to understand how to maximize cognitive functions. The Drivers: Superstructured organizations, computational world, new media ecology
10. Virtual collaboration: The ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. The Drivers: Superstructured organizations, globally connected world
more on skills in this IMS blog
Bornett, C. C. (2016). Leseförderung digital genial: WieTablets die Bibliothekspädagogik verändern / Tipps nicht nur für Bilderbuch-Apps. (German). Bub: Forum Bibliothek Und Information, 68(10), 606-608.
Šorgo, A., Bartol, T., Dolničar, D., & Podgornik, B. B. (2017). Attributes of digital natives as predictors of information literacy in higher education. British Journal Of Educational Technology, 48(3), 749-767. doi:10.1111/bjet.12451 http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d122273174%26site%3dehost-live%26scope%3dsite
(PDF available through ILL)
Biology, IT faculty Maribor, Slovenia. None of them is a librarian
Correlation and regression analysis based on survey data revealed that the attributes of digital natives are poor predictors of IL. information and communication technologies (ICT) experiences expressed as the sum of the use of different applications do not necessarily contribute to IL; some applications have a positive and some a negative effect; personal ownership of smartphones, portable computers and desktop computers has no direct effect on IL, while ownership of a tablet computer is actually a negative predictor; personal ownership of ICT devices has an impact on ICT experiences and Internet confidence, and, therefore, an indirect impact on IL; and ICT-rich university courses (if not designed to cultivate IL) have only a marginal impact on IL, although they may have some impact on ICT experiences and Internet confidence. The overall conclusion is that digital natives are not necessarily information literate, and that IL should be promoted with hands-on and minds-on courses based on IL standards.
Sharman, A. (2014). Roving Librarian: The Suitability of Tablets in Providing Personalized Help Outside of the Traditional Library. New Review Of Academic Librarianship, 20(2), 185-203. doi:10.1080/13614533.2014.914959
McRae, L. l. (2015). TEACHING IN AN AGE OF UBIQUITOUS COMPUTING: A DECELERATED CURRICULUM. Digital Culture & Education, 7131-145.
more on mobile devices in the library in this IMS blog
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