CHRISTINA NGUYEN, University of Toronto Mississauga Library
In the world of digital literacies, liaison and instructional librarians are increasingly coming to terms with a new term: algorithmic literacy. No matter the liaison or instruction subjects – computer science, sociology, language and literature, chemistry, physics, economics, or other – students are grappling with assignments that demand a critical understanding, or even use, of algorithms. Over the course of this session, we’ll discuss the term ‘algorithmic literacies,’ explore how it fits into other digital literacies, and see why it as a curriculum might belong at your library. We’ll also look at some examples of practical pedagogical methods you can implement right away, depending on what types of AL lessons you want to teach, and who your patrons are. Lastly, we’ll discuss how librarians should view themselves as co-learners when working with AL skills. This session seeks to bring together participants from across the different libraries, with diverse missions/vision/mandates, to explore ways we can all benefit from teaching AL. If time permits, we may discuss how text and data librarians (functional specialists) can support the development of this curriculum.
Integrating social media into online educational spaces: Modeling professiona...University of Waterloo
New Media, and social media in particular, offer new sites for learning, literacy sponsorship, and writing. The panelists in this session explore how these outlets are being used both within the classroom and by outside organizations, to support and invigorate learning and literacy practices.
Edward Whitley C19 2018 Institutional Climates for Digital Scholarshipedwardwhitley
Slides from Edward Whitley's presentation, "Institutional Climates for Digital Scholarship" at the 2018 conference of C19: The Society of Nineteenth-Century Americanists
School libraries are at the heart of a new digital learning nexus. Our world changed in April 1993 when the Mosaic 1.0 browser was released to the general public. The challenges we face are equally creative as they are complex. What is your focus for tomorrow?
Developments in Education for Information: Will ‘Data’ Trigger the Next Wave ...Yasar Tonta
?” Paper presented at the International Conference on Information Management and Libraries (ICIML), November 10-13, University of the Punjab, Lahore, Pakistan.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
CHRISTINA NGUYEN, University of Toronto Mississauga Library
In the world of digital literacies, liaison and instructional librarians are increasingly coming to terms with a new term: algorithmic literacy. No matter the liaison or instruction subjects – computer science, sociology, language and literature, chemistry, physics, economics, or other – students are grappling with assignments that demand a critical understanding, or even use, of algorithms. Over the course of this session, we’ll discuss the term ‘algorithmic literacies,’ explore how it fits into other digital literacies, and see why it as a curriculum might belong at your library. We’ll also look at some examples of practical pedagogical methods you can implement right away, depending on what types of AL lessons you want to teach, and who your patrons are. Lastly, we’ll discuss how librarians should view themselves as co-learners when working with AL skills. This session seeks to bring together participants from across the different libraries, with diverse missions/vision/mandates, to explore ways we can all benefit from teaching AL. If time permits, we may discuss how text and data librarians (functional specialists) can support the development of this curriculum.
Integrating social media into online educational spaces: Modeling professiona...University of Waterloo
New Media, and social media in particular, offer new sites for learning, literacy sponsorship, and writing. The panelists in this session explore how these outlets are being used both within the classroom and by outside organizations, to support and invigorate learning and literacy practices.
Edward Whitley C19 2018 Institutional Climates for Digital Scholarshipedwardwhitley
Slides from Edward Whitley's presentation, "Institutional Climates for Digital Scholarship" at the 2018 conference of C19: The Society of Nineteenth-Century Americanists
School libraries are at the heart of a new digital learning nexus. Our world changed in April 1993 when the Mosaic 1.0 browser was released to the general public. The challenges we face are equally creative as they are complex. What is your focus for tomorrow?
Developments in Education for Information: Will ‘Data’ Trigger the Next Wave ...Yasar Tonta
?” Paper presented at the International Conference on Information Management and Libraries (ICIML), November 10-13, University of the Punjab, Lahore, Pakistan.
Similar to Data Literacy as a Human Right.pdf (20)
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
1. Data Literacy as a Human Right:
Roles and Responsibili9es of
Librarians as Datamediaries
Social Jus9ce, Community Engagement
and Informa9on Ins9tu9ons
Sheila Corrall
Department of Informa9on Culture and
Data Stewardship
University of PiEsburgh
2. Big Data in the Network Society
Data Deluge
Dataclysm
Data Capitalism
Data Explosion
Datafica9on
Data Revolu9on
Data Double
Data Privacy
Data Protec9on
Data Refineries
Data Security
The Quanti+ied Self
Learning Analytics
Data Warehouses
Precision Medicine
Smart Cities
3. User Data on Proprietary PlaLorms Today (Taylor 2016, 8)
Facebook, Google (local), YouTube, Wikipedia, Yahoo, Amazon (local), TwiEer
Private
Public
Ephemeral Las9ng
Secrets
Search
terms
Tweets
Wall posts
Geo loca9on
data
Likes Ar9cles
Emails
Private chat
Privileged
communica9ons
Blog posts
Metadata
YouTube
video
Keep, scan, share
4. Research ques9ons
Ø What does it mean
to be data literate in
the contemporary
digital world?
Ø Who are the cri9cal
stakeholders for the
data literacy
movement?
Ø How should libraries
respond to the data
literacy challenge?
Theore9cal frameworks
• Radical Change Theory
(Dresang 1997, 2005, 2006;
Dresang and McClelland 1999;
Dresang and Koh 2009)
• Theory of Stakeholder
Iden9fica9on and Saliency
(Mitchell, Agle and Wood 1997)
• Intellectual Capital:
– Intellectus Model (Bueno,
Salmador and Rodriguez 2004)
– Overextension Strategy
(Itami 1987)
Review of related literature + Analysis of secondary data
Study Design
5. What Does it Mean to be
Data Literate in the
Contemporary Digital World?
Social Jus9ce, Community Engagement
and Informa9on Ins9tu9ons
Data Literacy
Sta9s9cal Literacy
Informa9on Literacy
SOCIAL SCIENCE DATA
Analysis, Interpreta9on, Evalua9on
6. Kinds of Data – Diversity of Characteris9cs
Form
• Quan9ta9ve
• Qualita9ve
Structure
• Structured
• Semi-structured
• Unstructured
Source
• Captured
• Derived
• Exhaust (by-products)
• Transient
Producer
• Primary
• Secondary
• Ter9ary
Type
• Indexical
• AEribute
• Metadata
Access
• Closed
• Shared
• Open
(Kitchin 2014, 4-9; ODI, 2015)
7. “…helps you understand the language of data” (ODI n.d.)
The Open Data Ins9tute (ODI) Data Spectrum
8. Theories of Literacy – Evolu9on of Meanings
A skillset
• Reading, wri9ng, oral
• Numeracy (component
or supplement)
• Other enabling skills
(mul9ple literacies)
An applied prac9ce
• Universally applicable
(func9onal literacy)
• Socially and culturally
situated (new literacy)
A learning process
• Ac9ve and broadly-based
• Individuals making sense
of their experiences
(construc9vist learning)
• Groups transforming
their communi9es
(cri9cal reflec9on)
Subject maEer
• Texts produced and used
by literate individuals
Technical à Cri9cal, Product à Process, Individual à Social
(UNESCO 2005)
9. LIS Concep9ons of Data Literacy
• Variously presented as an integral part, component/
subset, offshoot, or complement to informa9on literacy
• Emerged from social science dataset community, added
qualita9ve elements to sta9s9cal/quan9ta9ve literacy
• Expanded defini9ons for e-science/research (SDL, DIL),
emphasized metadata and cura9on for producer role
• Current work in school and public libraries promo9ng a
lifewide view of youth data literacy and personal DM
• Other projects exploring data literacy for open civic/
government data in public and academic libraries
• A few cross-sector ac9vi9es (e.g., academic-school/
public/business), but mostly sector-/context-specific
• Some awareness of need to support learner transi9ons
from school through higher ed. to work and ci9zenship
10. Alterna9ve Concep9ons of Data Literacy
2013
2015
2016
2016
2017
UG Research Skills
(Secondary Data)
PG Research Methods
(Primary Data)
2017
2014
11. Sample Defini9ons of Data Literacy
Journalism
“the ability to consume for knowledge, produce
coherently and think cri9cally about data. Data literacy
includes sta9s9cal literacy but also understanding how
to work with large data sets, how they were produced,
how to connect various data sets and how to interpret
them” (Gray, Bounegru and Chambers, 2012, 148)
Business
“the ability to read, write and communicate data in
context, including an understanding of data sources
and constructs, analy9cal methods and techniques
applied, and the ability to describe the use case, the
applica9on and resul9ng value” (Gartner 2018)
12. Who are the
Cri9cal Stakeholders for
the Data Literacy Movement?
Social Jus9ce, Community Engagement
and Informa9on Ins9tu9ons
14. How Should Libraries
Respond to the
Data Literacy Challenge?
Social Jus9ce, Community Engagement
and Informa9on Ins9tu9ons
“informa9on literacy and data literacy form part of a
con9nuum, a gradual process of scien9fic-inves9ga9ve
educa9on that begins in school, is perfected and
becomes specialized in higher educa9on and forms part
of individuals’ skill set throughout their life9me”
(Prado and Marzal 2013, 126)
15. Libraries as Community Datamediaries
From an intellectual capital perspec9ve, libraries have the
educa9onal know-how (human capital), organiza9onal and
technological infrastructure (structural capital),
professional networks and community engagement
(rela9onal capital) to play a leadership role in data literacy.
By partnering across tradi9onal sectoral boundaries, and
building on successful innova9ons in informa9on literacy,
they can engage in collabora9ve learning-by-doing and
reach beyond their current capability for social benefit.
Transferable prac9ces include LibGuides, online tutorials,
MOOCs, cross-sector instruc9onal partnerships, and
naviga9ng informa9on literacy via mul9life perspec9ves
+ UNESCO primer + UNESCO declara9on…
16. References
Bueno, Eduardo, Marí Paz Salmador, and Óscar Rodríguez. 2004. The
role of social capital in today’s economy: Empirical evidence and
proposal of a new model of intellectual capital. Journal of
Intellectual Capital 5 (4): 556-74.
Dresang, Eliza T. 1997. Influence of the digital environment on
literature for youth: Radical change in the handheld book. Library
Trends 45 (4): 639-63.
Dresang, Eliza T. 2005. Access: The informa9on-seeking behavior of
youth in the digital environment. Library Trends 54 (2): 178-96.
Dresang, Eliza T. 2006. Intellectual freedom and libraries: Complexity
and change in the twenty-first-century digital environment.
Library Quarterly 76 (2): 169-92.
Dresang, Eliza T., and Kyungwon Koh. 2009. Radical change theory,
youth informa9on behavior, and school libraries. Library Trends 58
(1): 26-50.
Dresang, Eliza T., and Kathryn McClelland. 1999. Radical change:
Digital age literature and learning. Theory into Prac:ce 38 (3):
160-7.
Gartner. 2018, February 23. Fostering Data Literacy and Informa:on as
a Second Language. Stamford, CT: Gartner.
17. References
Gray, J., Bounegru, L., & Chambers, L. (Eds.). (2012). The Data
Journalism Handbook: How Journalists Can Use Data to Improve
the News. Sebastopol, CA: O’Reilly Media.
Itami, Hiroyuki. 1987. Mobilizing Invisible Assets. Cambridge, MA:
Harvard University Press.
Kitchin, Rob. 2014. The Data Revolu:on: Big Data, Open Data, Data
Infrastructures and Their Consequences. London: Sage.
Mitchell, Ronald K., Bradley R. Agle, and Donna J. Wood. 1997. Toward
a theory of stakeholder iden9fica9on and salience: Defining the
principle of who and what really counts. Academy of Management
Review 22 (4): 853-86.
ODI (2015). Open Data Ins9tute. hEps://theodi.org.
Prado, Javier Calzada, and Miguel Ángel Marzal. 2013. Incorpora9ng
data literacy into informa9on literacy programs: Core
competencies and contents. Libri 63 (2): 123-34.
Taylor, Emily. 2016, January. The Priva:za:on of Human Rights:
Illusions of Consent, Automa:on and Neutrality. Global
Commission on Internet Governance & Chatham House.
Unesco. 2005. Literacy for Life: Educa:on for All Global Monitoring
Report. Paris, France: Unesco.
