scholarly journals DataBasic: Design Principles, Tools and Activities for Data Literacy Learners

2016 ◽  
Vol 12 (3) ◽  
Author(s):  
Catherine D'Ignazio ◽  
Rahul Bhargava
Keyword(s):  
Design Principles ◽  
Literacy Skills ◽  
Digital Tools ◽  
Tool Development ◽  
Design Decisions ◽  
Data Literacy ◽  
Pedagogical Design ◽  
Early Results ◽  
The Creation ◽  
Literacy Learners

The growing number of tools for data novices are not designed with the goal of learning in mind. This paper proposes a set of pedagogical design principles for tool development to support data literacy learners.  We document their use in the creation of three digital tools and activities that help learners build data literacy, showing design decisions driven by our pedagogy. Sketches students created during the activities reflect their adeptness with key data literacy skills. Based on early results, we suggest that tool designers and educators should orient their work from the outset around strong pedagogical principles.

scholarly journals The design of responsive luminescent lanthanide probes and sensors

2021 ◽  
Author(s):  
David Parker ◽  
Jack D. Fradgley ◽  
Ka-Leung Wong
Keyword(s):  
Design Principles ◽  
Luminescent Probes ◽  
The Creation

The design principles that guide the creation of responsive lanthanide luminescent probes are defined, classified and exemplified.

scholarly journals Teaching Foundational Data Skills in the Library

2017 ◽  
Author(s):  
Adam Beauchamp ◽  
Christine Murray
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Teaching Strategies ◽  
Literacy Instruction ◽  
Literacy Skills ◽  
Theory And Practice ◽  
Data Literacy ◽  
Research Libraries ◽  
Reference Services ◽  
Effective Teaching Strategies

In Databrarianship: The Academic Data Librarian in Theory and Practice, edited by Linda Kellam and Kristi Thompson. Chicago: Association of College and Research Libraries, 2015.Undergraduate students often struggle when asked to locate, evaluate, and use data in their research, and librarians have an opportunity to support them as they learn data literacy skills. Much of the literature on data librarianship in this area focuses on data reference services, but there is a lack of scholarship and guidance on how to translate data reference expertise into effective teaching strategies. In this chapter, the authors will bridge that gap between data reference and information literacy instruction.

scholarly journals Learning About Metadata and Machines: Teaching Students Using a Novel Structured Database Activity

2021 ◽  
Vol 4 ◽  
pp. 152-165
Author(s):  
Andrew Iliadis Iliadis ◽  
Tony Liao ◽  
Isabel Pedersen ◽  
Jing Han
Keyword(s):  
Complex Systems ◽  
Literacy Skills ◽  
Structured Data ◽  
Digital Archive ◽  
Teaching Materials ◽  
Data Literacy ◽  
Instructional Videos ◽  
Online Resource ◽  
Interactive Visualizations ◽  
Machine Communication

Machines produce and operate using complex systems of metadata that need to be catalogued, sorted, and processed. Many students lack the experience with metadata and sufficient knowledge about it to understand it as part of their data literacy skills. This paper describes an educational and interactive database activity designed for teaching undergraduate communication students about the creation, value, and logic of structured data. Through a set of virtual instructional videos and interactive visualizations, the paper describes how students can gain experience with structured data and apply that knowledge to successfully find, curate, and classify a digital archive of media artifacts. The pedagogical activity, teaching materials, and archives are facilitated through and housed in an online resource called Fabric of Digital Life (fabricofdigitallife.com). We end by discussing the activity’s relevance for the emerging field of human-machine communication.

Used Universes and Immaculate Realities

2018 ◽  
Author(s):  
Bob Rehak
Keyword(s):  
Pop Culture ◽  
Star Trek ◽  
Digital Tools ◽  
Special Effects ◽  
Star Wars ◽  
George Lucas ◽  
The Creation ◽  
Mind Set

One of the biggest changes in franchise building has been the refinement of digital tools for previsualizing special effects. This chapter explores the creation of the original Star Wars (1977), focusing on George Lucas as a techno-auteur whose use of animatics was central to creating the film’s world. Beyond production design, however, previz enabled Lucas to extend his authorial brand to encompass the contributions of other artists and pop-culture influences, minting originality out of appropriation. The chapter considers Lucas’s “Special Editions” of the late 1990s as examples of the previz mind-set, noting parallels with the design networks and creative fan productions around Star Trek.

Fostering Early Literacy Skills with Technology

2014 ◽  
pp. 219-229 ◽  
Author(s):  
Pamela M. Sullivan ◽  
Marianne Baker
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Technology Use ◽  
Research Literature ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Technology In The Classroom ◽  
Literacy Learners ◽  
Selection Of

In this chapter, the authors provide an overview of research literature for technology use with emergent-stage literacy learners. They review the overall research on technology for young children, then look at literacy and the role of technology in the classroom. The authors outline the development of literacy skills in the emergent stage (commonly defined as birth to age five). Finally, they use the framework established by the previous studies and the developmental sequence of the emergent stage to critically evaluate several literacy apps and e-books aimed at these learners. The authors finish with a selection of resources for selecting and using technology to foster these early literacy skills.

“I Can't Stop Singing”

2021 ◽  
pp. 1-20
Author(s):  
Pamela M. Sullivan
Keyword(s):  
Popular Culture ◽  
Literacy Skills ◽  
Reader's Theater ◽  
History Of Research ◽  
Fluency And Comprehension ◽  
History Of ◽  
Literacy Learners ◽  
And Performance ◽  
Classroom Level

There is a long history of research on theater and performance supporting literacy skills, especially fluency and comprehension. Most of this work is based on drama and plays and has been adapted to the classroom level in the form of Reader's Theater. Musicals, however, with their combination of acting, dancing, and singing, offer unique benefits to struggling literacy learners. This chapter will make the argument that modern musicals, particularly those rooted in popular culture and oriented toward children, allow for growth possibilities in all components of literacy.

What Is Data Literacy?

2021 ◽  
pp. 167-178
Author(s):  
Jan Lauren Boyles
Keyword(s):  
Literacy Skills ◽  
Basic Data ◽  
Public Journalism ◽  
News Production ◽  
Data Literacy ◽  
The Public ◽  
Civic Spaces ◽  
Media Institutions ◽  
Data Journalism ◽  
The Relationship

Decades after the public journalism movement attempted to redefine the relationship between news outlets and the communities they cover, local journalists are still grappling with how best to cultivate audiences in civic spaces. Community news providers—battling against diminished levels of trust in media institutions—are seeking to counter these sentiments by building closer partnerships with their readers. In this light, data journalism is often heralded for its ability to coalesce fragmented audiences in conversation around salient civic issues. Yet despite its promise, successful storytelling requires basic data literacy skills on behalf of both practitioners and the public. To understand the story, all parties must understand the data. This chapter tackles programmatic efforts to address societal shortfalls in data knowledge and accessibility across the news production/consumption spectrum (with an emphasis on journalism experiments in community news).

Information Literacy

2011 ◽  
pp. 1091-1092
Author(s):  
Elaine Magusin
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Higher Education Institutions ◽  
Literacy Skills ◽  
Lifelong Learners ◽  
Information Literacy Instruction ◽  
Information Literacy Skills ◽  
The Creation

Information literacy is essential in the creation of lifelong learners. As educators struggle continually to ensure that students are able to successfully navigate the plethora of information available, and be able to think critically about this information, it is logical to consider information literacy skills instruction as a method of helping meet this goal. However, in order to provide information literacy instruction it is necessary to fully understand the concept and all it entails, including how it can be implemented and what benefits it offers to students, educators, and higher education institutions as a whole.

Information Literacy

2011 ◽  
pp. 1178-1182
Author(s):  
Elaine Fabbro
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Higher Education Institutions ◽  
Literacy Skills ◽  
Lifelong Learners ◽  
Research Libraries ◽  
Information Literacy Skills ◽  
The Creation ◽  
Need For Information

The Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education defines information literacy as the ability to recognize the need for information, and be able to locate, evaluate, and use the information effectively (2000, p.2). Information literacy is essential in the creation of lifelong learners (Wallis, 2005, p. 221). Educators struggle continually to ensure that students are not only able to successfully navigate through the plethora of information available, but that they are able to think critically about information, and put it to use in all aspects of their lives. Information literacy skills instruction can serve as a method to help meet this goal. However, in order to provide information literacy instruction it is necessary to fully understand the concept and all it entails, including how it can be implemented and the benefits it offers to students, educators, and higher education institutions as a whole.

scholarly journals School leadership and whole-school support of struggling literacy learners in secondary schools

2020 ◽  
pp. 174114322090503 ◽  
Author(s):  
Margaret K. Merga ◽  
Saiyidi Mat Roni ◽  
Anabela Malpique
Keyword(s):  
Secondary Schools ◽  
School Leadership ◽  
Secondary School Teachers ◽  
Literacy Learning ◽  
Literacy Skills ◽  
Early Years ◽  
Secondary Literacy ◽  
Whole School ◽  
Literacy Learners ◽  
Whole School Approach

The needs of struggling literacy learners beyond the early years of schooling warrant greater attention. For struggling literacy learners to attain their academic, vocational, and social goals, schools should position literacy as a whole school priority and enhance opportunities for student literacy learning across all learning areas. However, it is not known if literacy is typically supported as a whole school commitment in contemporary secondary schools. This paper draws on survey data from the Australian nation-wide 2019 Supporting Struggling Secondary Literacy Learners (SSSLL) project. Findings suggest that many mainstream secondary school teachers do not perceive that there is a whole-school approach to support struggling literacy learners in their schools, or that there are adequate strategies and supports to meet the needs of struggling literacy learners in their schools. Findings also suggest that regardless of place, school leadership commitment to ensuring that struggling literacy learners have their literacy skills developed across all learning areas may be crucial to the realization of a supportive whole-school culture for struggling literacy learners.

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