Journal ArticleDOI
Incorporating data literacy into undergraduate information literacy programs in the social sciences: A pilot project
TLDR
In this article, 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.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 an...read more
Citations
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Journal ArticleDOI
Determining Data Information Literacy Needs: A Study of Students and Research Faculty
TL;DR: The need for a data information literacy program (DIL) to prepare students to engage in such an "e-research" environment is articulated.
Journal ArticleDOI
Incorporating Data Literacy into Information Literacy Programs: Core Competencies and Contents
TL;DR: 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.
Strategies and Best Practices for Data Literacy Education: Knowledge Synthesis Report
Chantel Ridsdale,James Rothwell,Michael Smit,Hossam Ali-Hassan,Michael Bliemel,Dean Irvine,Dan E. Kelley,Stan Matwin,Bradley Wuetherick +8 more
Journal ArticleDOI
Data literacy for researchers and data librarians
TL;DR: The nature of data literacy is described and enumerating the related skills and the application of phenomenographic approaches to data literacy and its relationship to the digital humanities have been identified as subjects for further investigation.
Book ChapterDOI
Roles and responsibilities: libraries, librarians and data
TL;DR: This article reviewed 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.
References
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Journal ArticleDOI
Information Literacy, Statistical Literacy and Data Literacy
TL;DR: In this article, the evaluation of information is a key element in information literacy, statistical literacy and data literacy, and more attention is needed on how these three literacies relate and how they may be taught synergistically.
Journal ArticleDOI
Is There a Core in Sociology? Results from a Survey
TL;DR: A study of sociologists to determine which concepts, topics, and skills they deem most important to cover in the introductory course and in the sociology curriculum was conducted by as discussed by the authors.
Journal ArticleDOI
Exploring critical sociological thinking
TL;DR: Critical sociological thinking refers to the ability to logicaly and reasonably evaluate an argument or problem while maintaining an awareness of and sensitivity to social forces and contexts as mentioned in this paper, which is the type of higher-level thinking many sociologists want to help students attain.
Journal ArticleDOI
Teaching quantitative research methods : A quasi-experimental analysis
TL;DR: In this article, the authors describe an experiment designed to introduce aspects of quantitative reasoning into a large substantively focused class in the social sciences, and assess whether students can learn quantitative reasoning skills in the context of a large non-methods class in sociology.
Journal ArticleDOI
Building the sociological imagination through a cumulative curriculum : Professional socialization in sociology
TL;DR: This paper examined the professional socialization of undergraduate sociology majors with a focus on research training and argued that strong professional socialisation requires a cumulative curriculum that provides students with a solid set of research skills designed to build the sociological imagination.