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Research_Library2.0LearningRev_2020

lib2.0 2020 presentation.pngLibrary 2.0: Learning Revolution Virtual Conference

Scaffolding Up to Teach Data Literacy


Donna Harp Ziegenfuss, Ed.D.
J Willard Marriott Library, University of Utah

donna.ziegenfuss@utah.edu

 

The Library 2.0 Learning Revolution Session Scaffolding Up to Teach Data Literacy Materials and Chat Additions

  • Recording Links to an external site. of the session
  • Library 2.0 page for the session Links to an external site.
  • Download PowerPoint  file
  • Download Handout - Crosswalk of data literacy and other learning modules
  • NNLM RD3 Links to an external site. Data Science Resources
  • NNLM Data Roadmap Links to an external site. Resource
  • Resources & Questions from the Chat discussion
    • Download Chat Transcript (de-identified)
    • List of resources and ideas added by participants in the chat
      • ACRL Roadshow workshop https://acrl.libguides.com/ld.php?content_id=31104406 Links to an external site.
      • ACRL RDM workshop https://acrl.libguides.com/scholcomm/toolkit/RDMWorkshop Links to an external site.
      • I believe Social Explorer (https://www.socialexplorer.com/ Links to an external site.) is free during school closures - check it out everyone!
      • Always interested - library resources https://www.alwaysinterested.net/data-sources.html Links to an external site. 
      • High school Resources:https://list.ly/l/1h81 Links to an external site.
      • New RDMLA - free data management online course Links to an external site.
      • Questions
        • The backward design book: Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.  ( Download article about his model)
        • How do you work with humanities and social science departments?
          As a librarian, I am the education liaison, and I am very proactive. I hold my office hours in the College of Ed building, send newsletter to all the faculty and offer research methods support as well as library research support. for that reason most of my support is with graduate students. As for undergrads I was an embedded librarian in a social science writing intensive class and get to see students 5Xs a semester (a luxury) and try to help faculty design a semester long project and chunk out my instruction - like into to searching - some google form and survey design work, help with visual literacy in a class was creating a collage as a final group project and another that were creating an info graphic and, another where they collected data around attitudes around GMOs and did a final group presentation. I have taught in freshman writing classes, have some some research there and have designed a "5 top strategies to becoming an effective researcher" model that I often use ( Download Handout)
        • How do/did you get faculty to buy in that you can teach their students about data?
          I look at their assignment and I create an alignment grid of where I think my library instruction could support the assignment and I share that grid with them to get a conversation started. It is easier in some disciplines than others but trying to find a place to hook in the data - if I can make a good case it is hard for them to say no. Here is an example of an Download alignment grid for a course no longer taught and below is a link to2015 LOEX  materials.
          I also design a way to think about how we communicate with faculty - the Download teaching guidelines
        • So, BEFORE understanding auto ethnography, they wrote an autoethnography?
          No I did some instruction on qualitative methods and autoethnography - but most of the focus was on reflecting on their past situations and then linking it to the literature (the cultural and society connection so important for autoethnography). It was more of a narrative project but I couched this as learning qual methods they could use for future research classes (autoethnography - often used in disease and medical narratives and thematic analysis). It was not a library class, but a research methods course so I had time to teach qualitative methods.
        • I plan to teach more data literacy when I work with the business capstone students.  They do a case study and they are not great about putting in charts, graphs, etc.
          In the past I have used examples in my teaching of articles, or books or databases that include charts and diagrams - setting the example and expectation like IBISworld (if you have that) and showed industry reports with charts and graphics. I also talked to the instructor about requiring a visual graphic in the final presentation and used the statistics:food trucks for example as a way to find graphics and evaluate them. They were doing a group project of a start up business idea.
        • My students downloaded programs of political parties and they looked for word frequencies at different political campaigns. It is some kind of very simple text analysis with discourse analysis
          This is a great idea! - I saw a very powerful presentation once of a qualitative researcher that analyzed Donald Trump speech text and compared across for themes.
        • Use TextStat it is very simple and open source.
          Thanks for this recommendation, I will check this out! Here is the website for TextStat: https://pypi.org/project/textstat Links to an external site.. for those who may be interested in exploring phython!

 

 

Teaching Design Resources

 

Supplemental Course Design Resources

 

Other Teaching and Learning Resources

 

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