Researchers increasingly need to integrate the disposition, management, and curation of their data into their current workflows. However, it is not yet clear to what extent faculty and students are sufficiently prepared to take on these responsibilities. This paper articulates the need for a data information literacy program (DIL) to prepare students to engage in such an "e-research" environment. Assessments of faculty interviews and student performance in a geoinformatics course provide complementary sources of information, which are then filtered through the perspective of ACRL's information literacy competency standards to produce a draft set of outcomes for a data information literacy program.

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Determining Data Information Literacy Needs: A Study of Students and Research Faculty

Abstract The growing importance of data in society in general and scientific domains in particular, mirrored in the Open Data initiative and in the advent of eScience, requires public, school and academic libraries to contribute to both data and information literacy, as part of their mission to further knowledge and innovation in their respective fields of action. No specific library standards have been proposed to date, however, and most research studies conducted adopt a partial view of data literacy, stressing only the components needed in any given context. The present paper aims to contribute to the advancement of data literacy with the proposal of a set of core competencies and contents that can serve as a framework of reference for its inclusion in libraries’ information literacy programs. The various definitions of data literacy are discussed, the coverage of the competencies listed in information literacy standards is described, and the competencies considered in the experiments conducted to date in education and libraries are identified. The conclusion drawn is that the model proposed can favour the development of data literacy support resources and services. Topics for further research are also specified.

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Incorporating Data Literacy into Information Literacy Programs: Core Competencies and Contents

http://www.mikesmit.com/wp-content/papercite-data/pdf/data_literacy.pdf

Strategies and Best Practices for Data Literacy Education: Knowledge Synthesis Report

This paper describes data literacy and emphasizes its importance. Data literacy is vital for researchers who need to become data literate science workers and also for (potential) data management pr...

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Data literacy for researchers and data librarians

Reviews opportunities and challenges for libraries and librarians in the research data arena, with reference to published reports and case studies of emerging practice, supplemented by evidence from university and library websites. Looks at connections between research data management (RDM) and established library roles and responsibilities to explore whether RDM represents an incremental step in professional practice or a paradigm shift in collection development and service delivery requiring fundamental rethinking of roles, responsibilities, and competencies to create “next-generation librarianship,” drawing on experiences and opinions of practitioners in the field. Also discusses professional education and continuing development needs for library engagement with research data, referring particularly to initiatives in the USA.

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Roles and responsibilities: libraries, librarians and data

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 an...

Patti Schifter Caravello

Papers

Incorporating data literacy into undergraduate information literacy programs in the social sciences: A pilot project