Research Data Access and Preservation Summit, 2015 Minneapolis, MN April 22-23, 2015 Part of "Developing Data Literacy Programs: Working with Faculty, Graduate Students and Undergraduates” Lisa Johnston, Data Management Librarian, University of Minnesota

1. Lisa Johnston
Data Management/Cuation Lead, University of Minnesota Libraries
Teaching Graduate Students
Data Information Literacy (DIL)
Lessons from the DIL Project

2. Faculty vs. Graduate Students
Book: Data Information Literacy. Eds. Carlson and Johnston, Purdue University
Press, 2015.

3. Model for DIL Programs
Rational:
• Grads are key members of the
“research frontline”
• They collect, process, analyze,
data…but may also be in charge of
the overall data management
(documentation, storage, retention).
Understand their needs:
• Don’t just focus on faculty, ask
grads about their needs as a student
and a future employee.
Book: Data Information Literacy. Eds. Carlson and Johnston, Purdue University
Press, 2015.

4. Model for DIL Programs
Need to Know:
• Grads are busy! Create a program
that works for them.
• Embedded librarianship
• Outside of regular office hours
• Asynchronous training (online)
• Take is slow!
• Don’t assume they learned it in
undergrad.
• Review concepts such as
backup, metadata, and file
naming.
Book: Data Information Literacy. Eds. Carlson and Johnston, Purdue University
Press, 2015.

5. Model for DIL Programs
What they might not already know:
• Data has a life after graduation.
• There might be ownership concerns
around the data they work with.
• They already have many skills to
manage data (scaffolding).
• They can ask for help!
Book: Data Information Literacy. Eds. Carlson and Johnston, Purdue University
Press, 2015.

6. Case study: Reaching Busy Grads
with a “hybrid” online and in-person
Data Management Course

7. Online Course Taught 2012-2013
http://z.umn.edu/datamgmt

9. http://z.umn.edu/datamgmt

10. E-Learning Approach
Pros
• Asynchronous learning
happens anytime/point of
need
• Google Suite allows for
interaction with
collaborative lesson
products (eg. DMP)
• Reach a wide audience,
scalable (59 students in
FY12-13)
Cons
• Completion rate low (19%
satisfied requirements)
• Students wanted more
opportunities to ask
questions
• Preferred in-person
because it “made it easy to
set aside one block of time
to go through all the
information”

11. ScreenFlow (Mac)
FlippedClassroom
During
Class
Before
Class
• Hands-on, group
activities
• Clicker quizzes
• Direct application to
their own projects
• Minute papers

12. Flipped Classroom Approach
Pros
• Online materials always available, but
in-class created more meaningful
learning opportunities
• Example scenarios for those without
data
• Better retention
• Fall 2013 = 35 students
(45% completed all 5 sessions)
• Winter 2014 = 20 Students
• (60% completed all 5 sessions)
• Winter 2015 = 26 students
• (31% completed all 5 sessions)
Cons
• Time intensive for
instructors
• Still trying to find
the best
time/schedule
• No official credit

13. Instructor’s Guide: Try it yourself!
http://z.umn.edu/teachdatamgmt

14. Image “support list thank you card” from Enderst07 Some rights reserved