Data Information Literacy

Description

Given the increasing attention to managing, publishing, and preserving research datasets as scholarly assets, what competencies in working with research data will graduate students in STEM disciplines need to be successful in their fields? And what role can librarians play in helping students attain these competencies? In addressing these questions, this book articulates a new area of opportunity for librarians and other information professionals, developing educational programs that introduce graduate students to the knowledge and skills needed to work with research data. The term "data information literacy" has been adopted with the deliberate intent of tying two emerging roles for librarians together. By viewing information literacy and data services as complementary rather than separate activities, the contributors seek to leverage the progress made and the lessons learned in each service area.

The intent of the publication is to help librarians cultivate strategies and approaches for developing data information literacy programs of their own using the work done in the multiyear, IMLS-supported Data Information Literacy (DIL) project as real-world case studies. The initial chapters introduce the concepts and ideas behind data information literacy, such as the twelve data competencies. The middle chapters describe five case studies in data information literacy conducted at different institutions (Cornell, Purdue, Minnesota, Oregon), each focused on a different disciplinary area in science and engineering. They detail the approaches taken, how the programs were implemented, and the assessment metrics used to evaluate their impact. The later chapters include the "DIL Toolkit," a distillation of the lessons learned, which is presented as a handbook for librarians interested in developing their own DIL programs. The book concludes with recommendations for future directions and growth of data information literacy. More information about the DIL project can be found on the project's website: datainfolit.org.

Foreword

Preface

Introduction, by Jake Carlson and Lisa R. Johnston

Part I Making the Case for Data Information Literacy

1 Determining Data Information Literacy Needs: A Study of Students and Research Faculty, by Jake Carlson, Michael Fosmire, C. C. Miller, and Megan Sapp Nelson

2 Developing the Data Information Literacy Project: Approach and Methodology, by Jake Carlson, Lisa R. Johnston, and Brian Westra

3 An Exploration of the Data Information Literacy Competencies: Findings From the Project Interviews, by Jake Carlson, Jon Jeffryes, Lisa R. Johnston, Mason Nichols, Brian Westra, and Sarah J. Wright

Part II Data Information Literacy Disciplinary Case Studies

4 Developing a For-Credit Course to Teac h Data Information Literacy Skills: A Case Study in Natural Resources, by Sarah J. Wright and Camille Andrews

Part II Data Information Literacy Disciplinary Case Studies

5 Addressing Software Code as Data: An Embedded Librarian Approach, by Jake Carlson and Megan Sapp Nelson

6 Teaching Data Information Literacy Skills in a Library Workshop Setting: A Case Study in Agricultural and Biological Engineering, by Marianne Bracke and Michael Fosmire

7 Teaching Civil Engineering Data Information Literacy Skills: An E-Learning Approach, by Lisa R. Johnston and Jon Jeffryes

8 Teaching Ecology Data Information Literacy Skills to Graduate Students: A Discussion-Based Approach, by Brian Westra and Dean Walton

Part III Moving Forward

9 Developing Data Information Literacy Programs: A Guide for Academic Librarians, by Sarah J. Wright, Jake Carlson, Jon Jeffryes, Camille Andrews, Marianne Bracke, Michael Fosmire, Lisa R. Johnston, Megan Sapp Nelson, Dean Walton, and Brian Westra

10 Where Do We Go From Here?: Further Developing the Data Information Literacy Competencies, by Megan Sapp Nelson

11 Future Directions for Data Information Literacy: Growing Programs and Communities of Practice, by Jake Carlson

Contributors

Index

Sujets

• Information Science
• Disciplines
• Language Arts
• Library

Informations

• Publié par: Purdue University Press
• Date de parution: 15 janvier 2015
• Nombre de lectures: 1
• EAN13: 9781612493527
• Langue: English

Extrait

DATA INFORMATION LITERACY
Librarians, Data, and the Education of a New Generation of Researchers
Purdue Information Literacy Handbooks
Sharon Weiner, Series Editor
DATA INFORMATION LITERACY
Librarians, Data, and the Education of a New Generation of Researchers
edited by Jake Carlson and Lisa R. Johnston
Purdue University Press, West Lafayette, Indiana
Copyright 2015 by Jake Carlson and Lisa R. Johnston. All rights reserved. Printed in the United States of America.
Library of Congress Cataloging-in-Publication Data
Data information literacy : librarians, data, and the education of a new generation of researchers / edited by Jake Carlson and Lisa R. Johnston.
pages cm. — (Purdue information literacy handbooks)
    Includes bibliographical references and index.
  ISBN 978-1-55753-696-9 (pbk.) — ISBN 978-1-61249-351-0 (epdf) — ISBN 978-1-61249-352-7 (epub) 1. Academic libraries—Services to graduate students. 2. Academic libraries—Relations with faculty and curriculum—United States—Case studies. 3. Academic librarians—Effect of technological innovations on. 4. Information literacy—Study and teaching (Higher) 5. Electronic information resource literacy—Study and teaching (Higher) 6. Science—Data processing—Management. 7. Research—Data processing—Management. 8. Database management. 9. Cyberinfrastructure. 10. Digital preservation. I. Carlson, Jake, 1970–editor. II. Johnston, Lisa (Lisa R.), editor.
  Z711.92.G73D38 2015
  028.7071’1—dc23
2014030428
CONTENTS
FOREWORD
PREFACE
INTRODUCTION
Jake Carlson, Lisa R. Johnston

PART I        Making the Case for Data Information Literacy
1 DETERMINING DATA INFORMATION LITERACY NEEDS:
A Study of Students and Research Faculty
Jake Carlson, Michael Fosmire, C. C. Miller, Megan Sapp Nelson
2 DEVELOPING THE DATA INFORMATION LITERACY PROJECT:
Approach and Methodology
Jake Carlson, Lisa R. Johnston, Brian Westra
3 AN EXPLORATION OF THE DATA INFORMATION LITERACY COMPETENCIES:
Findings From the Project Interviews
Jake Carlson, Jon Jeffryes, Lisa R. Johnston, Mason Nichols, Brian Westra, Sarah J. Wright

PART II      Data Information Literacy Disciplinary Case Studies
4 DEVELOPING A FOR-CREDIT COURSE TO TEACH DATA INFORMATION LITERACY SKILLS:
A Case Study in Natural Resources
Sarah J. Wright, Camille Andrews
5 ADDRESSING SOFTWARE CODE AS DATA:
An Embedded Librarian Approach
Jake Carlson, Megan Sapp Nelson
6 TEACHING DATA INFORMATION LITERACY SKILLS IN A LIBRARY WORKSHOP SETTING:
A Case Study in Agricultural and Biological Engineering
Marianne Bracke, Michael Fosmire
7 TEACHING CIVIL ENGINEERING DATA INFORMATION LITERACY SKILLS:
An E-Learning Approach
Lisa R. Johnston, Jon Jeffryes
8 TEACHING ECOLOGY DATA INFORMATION LITERACY SKILLS TO GRADUATE STUDENTS:
A Discussion-Based Approach
Brian Westra, Dean Walton

PART III      Moving Forward
9 DEVELOPING DATA INFORMATION LITERACY PROGRAMS:
A Guide for Academic Librarians
Sarah J. Wright, Jake Carlson, Jon Jeffryes, Camille Andrews, Marianne Bracke, Michael Fosmire, Lisa R. Johnston, Megan Sapp Nelson, Dean Walton, Brian Westra
10 WHERE DO WE GO FROM HERE?
Further Developing the Data Information Literacy Competencies
Megan Sapp Nelson
11 FUTURE DIRECTIONS FOR DATA INFORMATION LITERACY:
Growing Programs and Communities of Practice
Jake Carlson
CONTRIBUTORS
INDEX
FOREWORD
This book is the second in the Purdue Information Literacy Handbooks series. The book fulfills the purpose of the series, which is to promote evidence-based practice in teaching information literacy competencies through the lens of different academic disciplines. Information literacy implies the ability to find, manage, and use information in any format, and editors Carlson and Johnston apply it to the format of raw data. They coined the term data information literacy as an application of information literacy in the context of research.
Since much data is accessible on the Web now and federal agencies are encouraging reuse of data, rather than re-creating data sets, librarians have embraced the opportunity to apply the organization and management principles of library and information science to data.
Data Information Literacy: Librarians, Data, and the Education of a New Generation of Researchers is a timely work based on research funded by the Institute of Museum and Library Services. Carlson and Johnston included librarians who worked with different scientific disciplines in the Data Information Literacy (DIL) project to write for this publication. Through interviews, the voices of faculty and graduate students revealed the need for a more effective way to learn DIL competencies and integrate them into their practice. The DIL project revealed specific skill gaps that graduate students in the sciences and engineering have related to managing, publishing, and preserving data sets for research. Librarians developed and assessed tailored educational strategies for addressing these gaps in five settings.
Carlson and Johnston make a strong case for the role of librarians in teaching graduate students to manage, publish, and preserve data. They and the chapter authors give advice based on their experience for academic librarians to establish DIL programs at their institutions.
This handbook will have value for librarians and library administrators in colleges and universities in which students participate in faculty research projects. With it, they can develop and implement plans to address an important, unmet educational need. Although this book focuses on some of the science and engineering disciplines, those in the humanities and social sciences may be able to apply the methods used for identifying and addressing educational issues in their areas. This book will support library administrators who want their libraries to participate in the educational and research mission of their institutions. It will give practitioners guidance for developing such an effort.
Sharon Weiner, EdD, MLS
Series Editor
Professor and W. Wayne Booker Chair in Information Literacy, Purdue University Libraries
Vice President, National Forum on Information Literacy
August 2014
PREFACE
We did not set out to write a book on the subject of data information literacy. Our initial intent was to explore the educational needs of graduate students in working with data and to report our findings to the research library community. When we started our investigations in 2010, there was a dawning recognition among academic librarians that the rising expectations for researchers to manage, document, organize, disseminate, and preserve their data in ways that would contribute to the advancement of their fields would require novel educational initiatives and programs. More importantly, we recognized that this was an area where librarians could potentially make important contributions. At the time, there were only a few examples of educational programs that addressed issues relating to data management and curation and very little practical guidance on what content should be taught.
Our early investigation into articulating “data information literacy,” or DIL as we came to call it, was tremendously helpful for us in better understanding the needs of faculty and students in this space. However, as the needs surrounding educational programming on data issues became more apparent, the more questions we had. Based on prior research by a Purdue University team the 12 DIL competencies helped us to see possibilities for developing educational programming, but what would our programming actually include, what pedagogies could be applied, and what would we as librarians be qualified to teach to researchers? In short, how could we apply the theoretical competencies for DIL in ways that would have a real-world impact on students? Thanks to the generous support of the Institute of Museum and Library Services, we had the opportunity to seek answers to these questions through developing the Data Information Literacy project.
This book contains descriptions of our work in carrying out the DIL project, but our goal in sharing our findings in this way goes far beyond simply reporting our experiences. We believe that DIL represents an opportunity to leverage the expertise, knowledge, and skill sets of librarians and apply them to an area of growing need. Fulfilling this need represents a potentially significant advancement for librarians in engaging in both the teaching and research missions of the academy. To further this goal, we share our findings and our experiences from a practical approach, in ways that will enable librarians and other information professionals to build on our work and to incorporate what we have learned into their own DIL programs as appropriate. It is our sincere hope that this book will serve not only as a resource to those who seek to develop DIL initiatives and programs at their institutions, but as a means to further a discussion on the direction of DIL and how it could take shape as a component of services offered by the library.
ACKNOWLEDGMENTS
The editors of this volume would like to recognize the commitment, hard work, and dedication of every DIL team member who participated on this project. Without the creativity and passion of these individuals in shaping and implementing th