Presenting Data Informed Learning

On Monday, I presented a poster (co-authored with Lisa Zilinski from Carnegie Mellon University) at the ASIS&T Annual Meeting on data informed learning. Based on informed learning (Bruce, 2008), data informed learning shifts the focus from acquiring generic data-related skills to learning how to use data in disciplinary contexts. The aim of this project is to develop a data literacy framework for higher education that places learning about using data in the context of disciplinary learning. The attendees I talked to at the poster session suggested that we are on the right track. Teachers, in particular, understood the benefits of learning to use data as part of a broader context. Paper to come!

Bruce, C. S. (2008). Informed Learning. Chicago, IL: American Library Association.

Upcoming - Data Informed Learning Poster at ASIS&T

I will be presenting a poster with my colleague, Lisa Zilinski from Carnegie Mellon, on data informed learning at the ASIS&T Annual Meeting this year. The meeting will be held in St. Louis, MO. from November 6-10, 2015.

Data informed learning is a a new framework we are developing for data literacy that emphasizes how data is used in context. More about data informed learning can be found on the International Information Literacies Research Network site.

"It's in the Syllabus" - New Article Now Available

My new article with Jake Carlson (U. of Michigan), Maribeth Slebodnik (U. of Arizona), and Bert Chapman (Purdue U.):

“It’s in the syllabus”: Identifying information literacy and data information literacy opportunities using a grounded theory approach.

can be dowloaded for free for the next 50 days from:

http://authors.elsevier.com/a/1RNVZMYb61ggX

In this research, we examined undergraduate and graduate nutrition science and political science syllabi using a grounded theory approach to determine how information literacy and data information literacy are addressed through departmental curricula. Findings suggest that using information and data are related to other concepts emphasized in the curriculum, such as developing a professional identity or adopting various ways of thinking associated with the field.

Full citation: 
 
Maybee, C. Carlson, J., Slebodnik, M. & Chapman, B. (2015). “It’s in the syllabus”: Identifying information literacy and data information literacy opportunities using a grounded theory approach. The Journal of Academic Librarianship, 41(4), 369-376.