Suchergebnisse

Information Literacy, Statistical Literacy, Data Literacy

Der Beitrag diskutiert die Data-Literacy-Charta des Stifterverbandes aus einer medienwissenschaftlichen Perspektive. Er formuliert eine Sichtweise, in der Daten nicht nur individuellen, sondern auch kollektiven Verantwortlichkeiten unterliegen. Daten lassen sich als ein gemeinschaftliches, sozial zu verhandelndes Gut lesen. In ihnen sind historische und sozio-politische Umstände eingeschrieben. Die Frage lautet: Was bedeutet esin, als und durch Daten zu sein? Der Beitrag wurde im Open-Media-Studies-Blog der Zeitschrift für Medienwissenschaft erstveröffentlicht: https://zfmedienwissenschaft.de/online/open-media-studies-blog

Data have become ubiquitous in the 21st century. Companies can achieve a competitive advantage if they manage to utilise business data successfully, and a data strategy can help to become a data-driven company. In this article, three pillars are presented: data literacy as a central competence, data science as a specialisation, and the chief data officer as a C-level executive.
Die Digitalisierung führt im 21. Jahrhundert zu immer größeren Datenmengen. Unternehmen können betriebliche Daten nutzen, um fundierte und bessere Entscheidungen schneller zu treffen. Dabei stellt sich die Frage, wie im Anschluss an die digitale Transformation die Entwicklung von einem digitalisierten zu einem datengetriebenen Unternehmen erfolgen kann. Der geschulte Umgang mit Daten, die sogenannte Data Literacy, gilt als eine der grundlegenden Kompetenzen der modernen Wissensgesellschaft. Die in diesem Artikel vorgestellte Datenstrategie hat drei Säulen: Data Literacy als entscheidende Kompetenz aller Mitarbeiter, Data Science als Spezialisierung für komplexe Fragestellungen und die Rolle des Chief Data Officers als strategische Führungskraft zur Koordina­tion und Etablierung von datengetriebenen Prozessen. Die erfolgreiche Umsetzung einer Datenstrategie kann einen messbaren Wettbewerbsvorteil schaffen.

Aarhus Bibliotek har arbejdet med børn om at indsamle og analysere data om lyden fra Aarhus ved hjælp af micro:bits. Målet er at træne de studerendes datakendskab og samtidig få dem til at bidrage til en større 'datafortælling' om byen. Det er vigtigt at skabe opmærksomhed omkring de enorme mængder data, der produceres af og omkring os, samt inspirere lokale samfund til at udnytte disse data, hvis vi ønsker, at digitaliseringen af vores byer ikke kun skal være smart, men også demokratisk ; Aarhus Public Libraries has been working with children collecting and analyzing data about the sound of Aarhus using micro:bits. The aim is to train the students' data literacy and at the same time have them contributing to a bigger 'data story' about the city. Creating awareness around the massive amounts of data that are produced by and around us, as well as inspiring local communities to utilize this data is important, if we want the digitalization of our cities to be not only smart, but also democratic.

"Data is the new soil" ("Daten sind der neue Boden"). Daten sind heute im Zuge der Digitalisierung zu einem wesentlichen Element für Innovation und nachhaltiges Wachstum geworden. Wir sind an einem Punkt angelangt, an dem ohne digitale Daten nicht nur Wirtschaft, Politik und Wissenschaft, sondern auch Teile der Gesellschaft zum Stillstand kommen würden. Die fortschreitende Datafizierung erfordert für eine aktive Teilnahme am gesellschaftlichen und wissenschaftlichen Leben, die Fähigkeit zum selbstbestimmten, sozial verantwortlichen und kompetenten Umgang mit Daten. Der Zugang zu Daten, die technischen Möglichkeiten des Umgangs mit ihnen und Data Literacy sind notwendige Voraussetzungen und bilden die Basis für Wissenschaft, Forschung und Innovation. Data Literacy, als kompetenter Umgang mit Daten, muss daher in Bildungseinrichtungen, in Wissenschaft und Forschung und insbesondere an Hochschulen vermittelt werden. Das Projekt data.RWTH der RWTH Aachen University nimmt sich der Herausforderung an, Data Literacy an die Studierenden aller Fakultäten und Disziplinen zu vermitteln. ; "Data is the new soil". Today, in the course of digitalisation, data has become an essential element for innovation and sustainable growth. We have reached a point where without digital data, not only the economy, politics and science, but also aspects of society would grind to a halt. The progressive datafication requires for an active participation in social and scientific life, the ability to deal with data in a self-determined, socially responsible and competent way. Access to data, the technical possibilities of handling it and data literacy are necessary prerequisites and form the basis for science, research and innovation. Data literacy, as the competent handling of data, must therefore be taught in educational institutions, in science and research and especially at universities. The data.RWTH project at RWTH Aachen University takes on the challenge of teaching data skills to students from all faculties and disciplines.

What is ���research data��� for music researchers and performers? How can music librarians develop their knowledge and skills to better meet the research data needs of their constituents, and contribute to the data-intensive turn in academia? This panel will explore the research data movement in libraries and its relevance to music librarians. Panelists will examine the diversity of music research from a data-oriented perspective, and provide examples of these data as drawn from case studies of various music research projects. We will discuss who creates the data, and how it is used, reused, shared, and discovered, as well as the types of music data appropriate for deposit in an institutional repository. Examples of topics covered will include personal archiving, institutional repository guidelines for data, ethical and intellectual property rights considerations, and the role of research data in music digital humanities projects. Attendees will gain an understanding of how music librarians can participate in research data services at their institutions, as well an understanding of the expertise they can contribute to data-related conversations. Panelists include Amy Jackson, Director of Instruction and Outreach at the University of New Mexico, Sean Luyk, Digital Initiatives Projects Librarian at the University of Alberta, Francesca Giannetti, Digital Humanities Librarian at Rutgers University���New Brunswick, Anna E. Kijas, Senior Digital Scholarship Librarian at Boston College, and Jonathan Manton, Music Librarian for Access Services at Yale University. Remarks available at http://dx.doi.org/10.17613/1n89-ew85.

ZusammenfassungDemokratie lebt von Argumenten, die auf nachweisbaren Fakten basieren. Lebendige Demokratien brauchen gut informierte Bürger, die relevante gesellschaftliche Fragen verstehen, diskutieren und sich in öffentliche Entscheidungsprozesse einbringen können. Dieser Aufsatz stellt in Erweiterung von Statistical Literacy eine Teildisziplin vor, die wir Zivilstatistik nennen. Zivilstatistik konzentriert sich auf das Verstehen statistischer Informationen über die Gesellschaft, wie sie von den Medien, Statistikämtern und anderen Statistikanbietern bereitgestellt werden. Die Herausforderung, Menschen zu befähigen, Sinn aus diesen Daten zu erschließen, richtet sich gleichermaßen an Bildungseinrichtungen (Schulen und Hochschulen) wie auch an Medien und Statistikanbieter. Im vorliegenden Aufsatz beschreiben wir die spezifischen Charakteristika von Zivilstatistik und begründen die Notwendigkeit dieser Teildisziplin, die im Schnittfeld von Statistik, Gesellschaftswissenschaften und – wegen ihres Bildungsauftrages – Erziehungswissenschaften liegt. Wir beschreiben ein Rahmenkonzept für Kompetenzen im Bereich Zivilstatistik und weisen auf reichhaltiges, frei verfügbares Lehr- und Lernmaterial hin, das im Rahmen einer europäischen Zusammenarbeit von sechs Hochschulen im Projekt ProCivicStat erarbeitet wurde. Aus unseren Analysen ergeben sich curriculare und bildungspolitische Empfehlungen, die diesen Aufsatz abschließen.

[Chapter excerpt] "We aim to situate and critically interrogate the increasingly privileged role of data within library and information literacy outreach on college and university campuses. Following a brief discussion of data in a college context, we provide a lesson plan that adapts critical information literacy and critical data librarianship to draw entirely on open data. we ask librarian and students together to consider a series of interrelated questions and activities. This lesson plan is focused on the topic of remittances to the Philippines, but it could be adapted to any topic for which World Bank data is available." [for the two-volume series] Critical pedagogy incorporates inclusive and reflective teaching for aims of social justice; it provides mechanisms for students to evaluate their social, political, and economic standing, and to question societal norms and how these norms perpetuate societal injustices. Teaching librarians have long incorporated social justice into their work, but focused interest in critical library pedagogy has grown rapidly in recent years. In two volumes, the Critical Library Pedagogy Handbook works to make critical pedagogy more accessible for library educators, examining both theory and practice.

[Chapter excerpt] "We aim to situate and critically interrogate the increasingly privileged role of data within library and information literacy outreach on college and university campuses. Following a brief discussion of data in a college context, we provide a lesson plan that adapts critical information literacy and critical data librarianship to draw entirely on open data. we ask librarian and students together to consider a series of interrelated questions and activities. This lesson plan is focused on the topic of remittances to the Philippines, but it could be adapted to any topic for which World Bank data is available." [for the two-volume series] Critical pedagogy incorporates inclusive and reflective teaching for aims of social justice; it provides mechanisms for students to evaluate their social, political, and economic standing, and to question societal norms and how these norms perpetuate societal injustices. Teaching librarians have long incorporated social justice into their work, but focused interest in critical library pedagogy has grown rapidly in recent years. In two volumes, the Critical Library Pedagogy Handbook works to make critical pedagogy more accessible for library educators, examining both theory and practice.

Academic Libraries are ideally positioned to teach data literacy. What is 'data literacy' in the first place? Is it the new information literacy? Will the ways we teach information literacy limit imaginative ways to teach data literacy?
With those questions in mind, the Library of New York University Shanghai has explored multiple ways to teach data literacy to undergraduate students through university events, 'for-class' instruction and workshops, and online casebooks. (1) We initiated the yearlong series of events titled 'Lying with Data', inviting faculty across disciplines to each address one core data literacy question that students of data science may elude. (2) We offered workshops and in-class instruction that are up-to-date with the latest technology and that fit with the curriculum. (3) We created online casebooks on various topics in the data lifecycle, tackling user needs at different levels. Essential to our teaching activities are two core values: 'let the quality speak for itself', and 'outreach by teaching'.

Data Literacy is a germane competence for anyone or institution desirous to scale the challenges of the 21st century and be globally recognized. Data literacy is the ability of individual to identify, work with, analyze and communicate data effectively. It is perceived that there is a poor data literacy competence in higher institutions in developing countries. Researchers in the 21st century, for example, ought to possess skills and competencies to communicate through affiliated institutional email addresses; be active on platforms such as Google scholar and research gate; and, possibly own personal websites to drive teaching and learning. This paper, through qualitative analysis of existing literature, attempts to examine the interplay between data literacy and higher education in the 21st century. Data Literacy is relevant not only to individuals but also to higher education. The phenomenon data literacy is relevant to institutions of higher learning because institutions of higher learning are acknowledged centers of human resources training for national and sustainable development. The paper will be of significance to governments, policy makers, and administrators of higher institution in particular. Furthermore, the paper will be of benefit to scholars as data literacy continues to shape frontiers of teaching and learning across the globe in the 21st century.

In recent years, the phenomenon of 'big data' has become increasingly relevant and the influence of data-driven processes on virtually all areas of personal, societal, political and economic life is increasing continuously. In this move towards a 'datafied society', there is a pressing need for an informed public debate about the impacts of big data systems. However, internet users are often unaware of the potential consequences of disclosing personal data online and few citizens have the knowledge to participate in such debates. This lack of knowledge and understanding is a problem because these practices are not as neutral as often portrayed but pose risks not only to individual privacy but also to our democratic societies. I suggest one way to address people's lacking knowledge of big data practices is through fostering critical big data literacy – internet users' awareness, understanding and critical reflection of big data collection practices, data uses and the possible risks and implications that come with these practices, as well as their ability to implement this knowledge for a more responsible internet usage. In this critically commented guide, I present a large amount and variety of educational online resources about big data that were identified in my prior study (see also http://doi.org/10.5281/zenodo.2735057). The collection will be continuously extended in the future and addresses practitioners from various fields who aim to educate their different target audiences about big data systems as well as just anyone interested in learning more about the collection, use and analysis of their data online. The tools are structured along 15 different design and content approaches that were identified. Based on my prior findings, this guide will also provide a brief assessment of each tool's content, design and suitability for different purposes of teaching data literacy.