Initial work in identifying data management or data information literacy skills generally went as far as identifying a list of proposed competencies without further differentiation between those competencies, whether by discipline, complexity, or use case. This article describes a significant innovation upon existing competencies by identifying a scaffolding (built upon existing competencies) that moves students progressively from undergraduate training through post graduate coursework and research to post-doctoral work and into the early years of data stewardship. The scaffolding ties together existing research that has been completed in research data management skills and data information literacy with research into the outcomes that are desirable for individuals to present in data management at each of the levels of education. Competencies are aligned according to application (personal, team, research enterprise) in such a way that the skills attained at the undergraduate level give students moving on to graduate work greater familiarity with data management and therefore greater likelihood of success at the graduate and then post graduate and data steward levels.
Student open access publishing offers a useful avenue for academic information literacy in preparation for real-world experiences. Worthwhile drivers of connected learning, digital research and institutional repositories are practical ecosystems for conveying the complexities of the economics and ethics of information creation, access, and use. Drawing on essential concepts, NSUWorks exemplifies a dynamic tool for learners’ engagement with the research lifecycle and for fostering dispositions of critical thinking, reading, and composing for success and professional development.
This book contains 19 essays that have been written by current LIS Students who were enrolled in the LIS4330: Library Instruction class at the University of Denver, 2016. Designed to provide a short and pithy overview of a topic that is related to instruction, education, or information literacy, each essays aims to be accessible and approachable for time-pressed librarians who may not have time to catch up.
This article provides information on a chemical information literacy program designed primarily for new graduate students. The full implementation of this program is discussed, including defining its purpose, topics covered, content presented, methods of marketing, and evaluation. The result is a series of voluntary seminars given biweekly throughout the academic year. Seminars are based either around a particular resource or database or are centered on a topical problem that may be addressed using multiple resources. Evaluations show that graduate students are pleased with the seminars, including content covered and the format. Areas for future development and experimentation are also suggested.
The process of learning includes not only success in developing knowledge, skills, and abilities but also mistakes and errors that impede such success. In any domain of learning, instructors will have developed a sense of the typical errors learners make; however, there has been no systematic investigation and documentation of predictable misunderstandings in information literacy learning in higher education. This study begins to fill that gap. Through an analysis of survey responses and focus groups, the researchers identified nine information literacy misconceptions and developed a model framework of information literacy misconceptions. The article concludes by proposing learning outcomes that could counter the misconceptions.
This text is a remixed version, derived from SUNY's "The Information Literacy User’s Guide: An Open, Online Textbook". The text has been tailored to reflect the educational objectives of The College of New Rochelle and its School of New Resources. Feel free to remix and adapt in accordance with the CC-BY-NC-SA 3.0 license
A primer on digital media literacyGenerating principles for each deceptive day, January 20, 2017—April 29, 2017Make sure to click through each hardtruth for ever more honesty, useful resources, and further connectionsYou can learn more about Fake News Poetry Workshops here(a great way to make use of the primer towards Radical Media Literacy!)
The professionals required to work in data science, data librarianship and data management are a new breed for whom the knowledge and skills requirements are just emerging. Academic institutions are putting together courses to address this shortage without fully understanding what the knowledge and skills requirements are for data professionals in different types of organisation types. This paper aims to increase that understanding.Interviews were conducted with 36 currently practicing data professionals and their employers about current knowledge and skills requirements. Participants were purposefully selected to achieve a cross section of data roles and employing institutions and interviews ceased once saturation was achieved.Two types of coding were employed: initial coding to establish categories, followed by more focused coding, for analytical depth. Every effort is made to accurately present the viewpoint of participants. All participants reported the importance of high level communication and personal learning skills and characteristics around curiosity, flexibility and comfort with change. In universities and scientific research organisations the required knowledge and skills are in areas which might be classified as data management and curation; and in business and government organisations, as data science and management. While there are still uncertainties about knowledge and skills requirements and role ambiguities in different data roles in different organisational types, knowledge and skills related to particular roles begin to emerge and are discussed.
Der Mensch steckt in seiner eigenen Filterblase, in seiner kommunikativen Bestätigungssehnsucht fest. Quatsch, sagt Pörksen. Der Mensch agiert im Filterclash.
Die neue Ausgabe betrachtet die Rolle der Medien beim Thema Nachhaltigkeit, als (Des-)Informations-, Kommunikations-oder Bildungstool einerseits und als Klimakiller oder …
4. Round Table der Gemeinsamen Kommission Informationskompetenz von VDB und dbv - 24. April 2017 im Weiterbildungszentrum der Freien Universität Berlin
Wer beim Verwenden freier Inhalte und offener Bildungsmaterialien Lizenzbedingungen verletzt, könnte abgemahnt werden. Zu diesem Mittel greifen Lizenzgeber aus unterschiedlicher Motivation.
In seinem aktuellen Gutachten analysiert der Aktionsrat Bildung, welche Herausforderungen sich aus der digitalen Transformation für das Bildungswesen ergeben.