Don’t fear the data: Statistics in Information Literacy Instruction
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Don’t fear the data: Statistics in Information Literacy Instruction

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For The Innovative Library Classroom Conference 2014. Thanks to Katharin Peter for her collaboration on the original article that shaped the content of this presentation!

For The Innovative Library Classroom Conference 2014. Thanks to Katharin Peter for her collaboration on the original article that shaped the content of this presentation!

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Don’t fear the data: Statistics in Information Literacy Instruction Don’t fear the data: Statistics in Information Literacy Instruction Presentation Transcript

  • Don’t Fear the Data Lynda Kellam May 13, 2014 The Innovative Library Classroom
  • John Snow’s Cholera Map Excerpt from: http://www.ph.ucla.edu/epi/snow/snowmap1_1854_lge.htm
  • Write – Pair – Share • Do you use numeric sources (like SimplyMap or American FactFinder) in your library instruction? If so, what sources have you used? • What challenges have you faced in using numeric sources in library instruction? • Do you have a success story regarding numeric sources in reference or instruction?
  • Statistical Literacy • Generally is the ability to interpret or evaluate statistics and numbers in evidence (Schield, 2004) • Continuum of skills from basic descriptive statistics to more advanced statistical analysis • Basic descriptive statistics o Number of unemployed women o Percentage of students favor gun control o Gross domestic product • Numbers are information
  • Data are fun! • Gentrification in neighborhoods around UNCG
  • Data in ACRL Information Literacy Competency Standards • 1.2c – Identifies the value and differences of potential resources in a variety of formats • 1.2f – Realizes that information might need to be constructed with raw data from primary sources • 2.3d – Uses surveys and other forms of inquiry to retrieve primary information
  • Data in ACRL Information Literacy Competency Standards • 3.1b – Selects data accurately • 3.4e – Determines probably accuracy by questioning the source of the data, etc • 5.2e – Legally obtains, stores, and disseminates data
  • Sample Student Learning Outcomes • UNCG’s SLOs • Students will be able to evaluate statistics found in the popular press according to authority, audience, content, coverage, currency, and purpose. • Students will be able to identify at least one source of reliable public opinion statistics.
  • Sample Activity 1 • USA Today Snapshots
  • Just for Fun • Stephen Colbert’s USA Todayinfographicsells out: o http://thecolbertreport.cc.com/videos/883h13/usa-today-infographic- sells-out
  • Sample Activity 2 • Pew Research Center’s Topics
  • Sample Activity 2 Global Views on Morality: http://www.pewglobal.org/2014/04/15/global-morality/
  • Brainstorming! • Think about one of your classes from this past semester and consider these questions: o What numeric sources are available at your institution that would be appropriate to that class? o What student learning objectives would be most relevant? o What activities could you do to incorporate those numeric sources?
  • Additional Resources • Gray, A. (2004). Data and statistical literacy for librarians. IASSIST Quarterly 28(2/3), 24-29. • Kellam, L.& Peter, K. (2011). Numeric data services and sources for the general reference librarian. Oxford: Chandos Publications. • Partlo, K. (2010). The pedagogical data reference interview. IASSIST Quarterly 33(4): 6-10. • Peter, K. & Kellam, L. (2013). Data on the run: Data and statistical sources for reference and instruction.http://libguides.usc.edu/dataontherun • Peter, K. &Kellam, L. (2013). Statistics & the single girl: Incorporating statistical literacy into information literacy instruction. LOEX Quarterly 40(1): 2-3, 10. • Schield, M. (2004). Information literacy, statistical literacy, and data literacy. IASSIST Quarterly 28(2/3), 6-11.
  • Don’t Fear the Data Questions? Comments? Lynda Kellam lmkellam@uncg.edu