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Article
Publication date: 17 March 2020

Jessa Henderson and Michael Corry

A literature review of 28 data literacy, education articles from 2010 to 2018 was conducted to gain a better understanding of the current state of data literacy research.

Abstract

Purpose

A literature review of 28 data literacy, education articles from 2010 to 2018 was conducted to gain a better understanding of the current state of data literacy research.

Design/methodology/approach

A systematic literature review of ERIC, Education Source, and JSTOR was conducted. Articles were included in this literature review if they focused on “data literacy” for K-12 teachers or leaders.

Findings

Results demonstrated that the concept of data literacy has become more concrete, but there is still disagreement about the parameters of the construct. While data literacy was shown to be gaining in importance, training from schools of education were focused heavily on assessment literacy. Four recommendations are made as follows: (1) create skill-focused educator prep programs, (2) encourage opportunities for collaboration, (3) model data use from both quantitative and qualitative sources and (4) investigate the role of technology and big data on data literacy.

Research limitations

The scope of this literature review was very narrow and, as such, does not fully encapsulate data-driven decision-making in K-12 education overall.

Originality/value

Data literacy is important for both teachers and leaders, as educational environments strive to better understand individual learners and improve learning outcomes. This literature review looks to pull together the current status of data literacy research with hopes of inspiring more targeted research that influences training practices for both teachers and leaders.

Details

Journal of Research in Innovative Teaching & Learning, vol. 14 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

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Article
Publication date: 13 November 2007

Elizabeth Stephenson and Patti Schifter Caravello

The purpose of this paper is to describe and analyze the confluence of data literacy with information literacy in an experimental one‐unit course taught in the UCLA…

Abstract

Purpose

The purpose of this paper is to describe and analyze the confluence of data literacy with information literacy in an experimental one‐unit course taught in the UCLA Department of Sociology, and present the literature on, rationale for, and future of integrating these interrelated literacies into social science courses.

Design/methodology/approach

The course was co‐taught twice by a librarian and a data archivist using a syllabus and assignments that reflect sociological research problems and tools and information literacy competencies in the social sciences.

Findings

The need for information and data skills in sociology is well‐established, and their integration into a sociology course (rather than in a stand‐alone information literacy course) would produce more opportunities for students to apply what they learn and for the instructors to assess learning in the context of doing sociology coursework.

Research limitations/implications

The class sizes were too small for full‐scale assessment and pre‐tests/post‐tests were not given. Assessment of student learning was based on work produced in and outside class and on course evaluations.

Practical implications

It is suggested that librarians and data archivists work with faculty to innovate curricular approaches based on recommendations and outcomes in key documents on learning sociology from professional library and sociology organizations. Attaching the lab to an existing course and promoting the data literacy modules for faculty to adopt in other courses are also suggested.

Originality/value

This paper invites social science librarians to examine the value to students and faculty of collaboration with professional data services staff to teach and merge information and data literacy within the social sciences curricula.

Details

Reference Services Review, vol. 35 no. 4
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 25 November 2013

Anna Marie Johnson, Claudene Sproles and Robert Detmering

– The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Abstract

Purpose

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Design/methodology/approach

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Findings

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 41 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

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Article
Publication date: 9 March 2015

Tibor Koltay

The role of data literacy is discussed in the light of such activities as data a quality, data management, data curation, and data citation. The differing terms and their…

Abstract

Purpose

The role of data literacy is discussed in the light of such activities as data a quality, data management, data curation, and data citation. The differing terms and their relationship to the most important literacies are examined. The paper aims to discuss these issues.

Design/methodology/approach

By stressing the importance of data literacy in fulfilling the mission of the contemporary academic library, the paper centres on information literacy, while the characteristics of other relevant literacies are also examined. The content of data literacy education is explained in the context of data-related activities.

Findings

It can be concluded that there is a need for data literacy and it is advantageous to have a unified terminology. Data literacy can be offered both to researchers, who need to become data literate science workers and have the goal to educate data management professionals. Several lists of competencies contain important skills and abilities, many of them indicating the close relationship between data literacy and information literacy. It is vital to take a critical stance on hopes and fears, related to the promises of widespread ability of (big) data.

Originality/value

The paper intends to be an add-on to the body of knowledge about information literacy and other literacies in the light of research data and data literacy.

Details

Journal of Documentation, vol. 71 no. 2
Type: Research Article
ISSN: 0022-0418

Keywords

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Article
Publication date: 3 November 2020

Tamara L. Shreiner

Data literacy – the ability to read, analyze, interpret, evaluate and argue with data and data visualizations – is an essential competency in social studies. This study…

Abstract

Purpose

Data literacy – the ability to read, analyze, interpret, evaluate and argue with data and data visualizations – is an essential competency in social studies. This study aims to examine the degree to which US state standards require teachers to teach data literacy in social studies, addressing the questions: to what extent are US social studies teachers required to teach data literacy? If they are required to teach it, are they provided with guidance about competencies to address at each school or grade level and with respect to particular content?

Design/methodology/approach

The study used content analysis, using a variety of priori and emergent codes, to review social studies standards documents from all 50 states and the District of Columbia.

Findings

Findings indicate that although state standards suggest that data visualizations should play a role in social studies instruction, they provide poor guidance for a coherent, progressive and critical approach across grade levels.

Originality/value

Researchers currently know little about if and how teachers address data literacy in social studies education. This study provides a snapshot of guidance teachers across states are given for teaching data literacy, and by extension, the quality of data literacy instruction recommended for students across the USA.

Details

Information and Learning Sciences, vol. 121 no. 11/12
Type: Research Article
ISSN: 2398-5348

Keywords

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Article
Publication date: 27 August 2019

Qiao Li, Ping Wang, Yifan Sun, Yinglong Zhang and Chuanfu Chen

With the advent of the intelligent environment, as novice researchers, graduate students face digital challenges in their research topic selection (RTS). The purpose of…

Abstract

Purpose

With the advent of the intelligent environment, as novice researchers, graduate students face digital challenges in their research topic selection (RTS). The purpose of this paper is to explore their cognitive processes during data-driven decision making (DDDM) in RTS, thus developing technical and instructional strategies to facilitate their research tasks.

Design/methodology/approach

This study developes a theoretical model that considers data-driven RTS as a second-order factor comprising both rational and experiential modes. Additionally, data literacy and visual data presentation were proposed as an antecedent and a consequence of data-driven RTS, respectively. The proposed model was examined by employing structural equation modeling based on a sample of 931 graduate students.

Findings

The results indicate that data-driven RTS is a second-order factor that positively affects the level of support of visual data presentation and that data literacy has a positive impact on DDDM in RTS. Furthermore, data literacy indirectly affects the level of support of visual data presentation.

Practical implications

These findings provide support for developers of knowledge discovery systems, data scientists, universities and libraries on the optimization of data visualization and data literacy instruction that conform to students’ cognitive styles to inform RTS.

Originality/value

This paper reveals the cognitive mechanisms underlying the effects of data literacy and data-driven RTS under rational and experiential modes on the level of support of the tabular or graphical presentations. It provides insights into the match between the visualization formats and cognitive modes.

Details

Aslib Journal of Information Management, vol. 71 no. 5
Type: Research Article
ISSN: 2050-3806

Keywords

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Article
Publication date: 13 July 2021

Yating Li, Chi Zhou, Di Wu and Min Chen

Advances in information technology now permit the recording of massive and diverse process data, thereby making data-driven evaluations possible. This study discusses…

Abstract

Purpose

Advances in information technology now permit the recording of massive and diverse process data, thereby making data-driven evaluations possible. This study discusses whether teachers’ information literacy can be evaluated based on their online information behaviors on online learning and teaching platforms (OLTPs).

Design/methodology/approach

First, to evaluate teachers’ information literacy, the process data were combined from teachers on OLTP to describe nine third-level indicators from the richness, diversity, usefulness and timeliness analysis dimensions. Second, propensity score matching (PSM) and difference tests were used to analyze the differences between the performance groups with reduced selection bias. Third, to effectively predict the information literacy score of each teacher, four sets of input variables were used for prediction using supervised learning models.

Findings

The results show that the high-performance group performs better than the low-performance group in 6 indicators. In addition, information-based teaching and behavioral research data can best reflect the level of information literacy. In the future, greater in-depth explorations are needed with richer online information behavioral data and a more effective evaluation model to increase evaluation accuracy.

Originality/value

The evaluation based on online information behaviors has concrete application scenarios, positively correlated results and prediction interpretability. Therefore, information literacy evaluations based on behaviors have great potential and favorable prospects.

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Article
Publication date: 9 November 2012

Anna Marie Johnson, Claudene Sproles, Robert Detmering and Jessica English

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Abstract

Purpose

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Design/methodology/approach

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Findings

Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 40 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

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Article
Publication date: 2 April 2021

Kylie Peppler, Anna Keune and Ariel Han

This paper aims to explore what design aspects can support data visualization literacy within science museums.

Abstract

Purpose

This paper aims to explore what design aspects can support data visualization literacy within science museums.

Design/methodology/approach

The qualitative study thematically analyzes video data of 11 visitor groups as they engage with reading and writing of data visualization through a science museum exhibition that features real-time and uncurated data.

Findings

Findings present how the design aspects of the exhibit led to identifying single data records, data patterns, mismeasurements and distribution rate.

Research limitations/implications

The findings preface how to study data visualization literacy learning in short museum interactions.

Practical implications

Practically, the findings point toward design implications for facilitating data visualization literacy in museum exhibits.

Originality/value

The originality of the study lays in the way the exhibit supports engagement with data visualization literacy with uncurated data records.

Details

Information and Learning Sciences, vol. 122 no. 1/2
Type: Research Article
ISSN: 2398-5348

Keywords

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Article
Publication date: 8 October 2018

Anna Marie Johnson, Amber Willenborg, Christopher Heckman, Joshua Whitacre, Latisha Reynolds, Elizabeth Alison Sterner, Lindsay Harmon, Syann Lunsford and Sarah Drerup

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications…

Abstract

Purpose

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

Design/methodology/approach

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

Findings

The paper provides a brief description for all 590 sources.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 46 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

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