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.

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.

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).

scholarly journals Implementasi Literasi Digital Guru SD Melalui Pendampingan Pembuatan Digital Material (Sway)

2020 ◽  
Vol 3 (1) ◽  
pp. 21
Author(s):  
Kuncahyono Kuncahyono ◽  
Maharani Putri Kumalasani
Keyword(s):  
Online Learning ◽  
Digital Literacy ◽  
Online Teaching ◽  
Research Method ◽  
Literacy Skills ◽  
Teacher Competencies ◽  
Participatory Action ◽  
Teaching Materials ◽  
Post Test ◽  
Digital Material

The purpose of this service is to assist partners in improving digital literacy skills and teacher competencies at SDN Juwet 2 Kab. Kediri is one of the efforts to implement digital-based learning that can be used as online learning teaching materials. This research method uses a participatory action research (PAR) approach. The method of this activity is carried out based on research by 1) conducting socialization and workshops on digital material and digital literacy, 2) compiling digital material (sway) based on the internet, 3) implementing digital material products (sway) in online learning. The results of this research-based activity produce digital material (sway) products that can be used as online teaching materials. Second, the results of the pre-test and post-test show that the digital literacy skills of teachers have increased. The final result shows that the final product of making digital material is a digital material product (sway) which can be used as teaching material implemented in the online learning process with students

scholarly journals Teknik sinematografi praktis menggunakan smartphone bagi dosen pengabdi di Universitas Negeri Makassar

DEDIKASI ◽  
2020 ◽  
Vol 22 (1) ◽  
Author(s):  
Baso Indra Wijaya Aziz ◽  
Abd. Aziz Ahmad
Keyword(s):  
Social Media ◽  
Community Service ◽  
Basic Principle ◽  
Digital Archive ◽  
Community Partnership ◽  
State University ◽  
Teaching Materials ◽  
Study Materials ◽  
Partnership Program ◽  
Very High

Experiences from the fields of science cultivated by lecturers can be poured into teaching materials, textbooks, reference books, research materials, study materials, and the like that are full of benefits. The benefit of this training is to help the devoted lecturers in making compulsory outcomes from community service activities in the form of making videos. Video making material in the form of a collection of photos and videos that are owned so that it will become a digital archive that can be enjoyed by everyone. For this reason, cinematographic basic techniques are needed as a basic principle so that lecturers can process their photos and videos so they can talk a lot in accordance with the desired motivation. The steps are in the form of (1) smartphone settings (2) picture taking technique (3) narration making (4) editing technique (5) uploading to YouTube social media. Through the implementation of the Community Partnership Program it can be seen that the interest and enthusiasm of lecturers in Makassar State University is very high to learn and maximize the functions and features of smartphones, basic techniques for taking good pictures, how to process and edit video with a smartphone, to feel First experience of uploading videos to YouTube social media.

scholarly journals Analisis Effect Size Pengaruh Bahan Ajar IPA Bermuatan Literasi Sains Terhadap Hasil Belajar Siswa SMP/MTs

2021 ◽  
Vol 5 (2) ◽  
pp. 125-137
Author(s):  
Silvia Agustin* ◽  
Asrizal Asrizal ◽  
Festiyed Festiyed
Keyword(s):  
Science Teaching ◽  
Learning Outcomes ◽  
Effect Size ◽  
Scientific Literacy ◽  
Literacy Skills ◽  
Size Analysis ◽  
Analysis Method ◽  
Teaching Materials ◽  
Integrated Science ◽  
Viii Level

The 21st century is the century where science literacy into focus on science education or science. The results of the test PISA the year 2018 showed that the literacy skills of students in Indonesia are still low. The average scientific literacy of Indonesian students is 396 and still below the score specified by the OECD 489. Compared to other countries, Indonesia ranked no 9 from the bottom to the aspects of assessment science. The purpose of this study was to determine the magnitude of the influence of the teaching materials of integrated IPA learning outcomes and the improvement of scientific literacy of students in SMP/MTs. This study used the effect size analysis method that studied 20 articles. Based on the results of the research that has been done can be known as 1) the use of integrated science teaching materials with literacy has a significant effect on the aspects of the theme, especially on the theme of motion in everyday life with an effect size of 4,41 in the high category, 2) the use of integrated science teaching materials with literacy has a more effective effect on Grade VIII level aspects with an effect size of 1.80 high categories, and 3) integrated science teaching materials with literacy have a significant effect on aspects of learning outcomes, especially knowledge aspects with an effect size of 1.80 high categories

scholarly journals TOWARDS A VOCABULARY FOR VISUAL ANALYSIS: USING PICTURE BOOKS TO DEVELOP VISUAL LITERACY WITH PRE-SERVICE TEACHERS

Mousaion ◽  
2016 ◽  
Vol 32 (2) ◽  
pp. 25-47
Author(s):  
Christine Du Toit
Keyword(s):  
Picture Books ◽  
Visual Literacy ◽  
Visual Analysis ◽  
Picture Book ◽  
Literacy Skills ◽  
Teaching Materials ◽  
Multimodal Texts ◽  
Written Text ◽  
Cultural Experiences ◽  
Words And Images

This article brings together the connectedness between words and images. It discusses the increasing impact of semiotics in the field of children’s literature as well as the way children are thinking and living in the 21st century. The present literacy landscape demands that teachers understand multimodal texts and are able to interpret and teach these texts. A central aim of psychology and education is to develop an understanding of how children learn and how to present teaching materials in ways to help children learn. Using visual material does not mean that all visually composed teaching materials will necessarily lead to understanding. Visual literacy skills must be taught, especially in diverse environments where every child brings to the class his/her own cultural experiences. Using picture books with diverse beginner readers needs clear and specific principles to be able to critically interpret the interaction between text and images. The article explores the integration of text and images through Preller’s picture book Babalela (2000), illustrated by Andries and Erica Maritz. To explore visual literacy skills, Lohr’s (2008) principles, actions and tools (PAT) design framework will be used to analyse the picture book in order to understand the visual sign system and how the visual and the written text interact to create meaning. This knowledge will enable pre-service teachers and in-service teachers to build a vocabulary for visual analysis and to develop critical reading skills, ‘which is essential for any sort of critical thinking in the 21st century’ (Burmark 2002:v).

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.

How Can Schools of Education Help to Build Educators’ Capacity to Use Data? A Systemic View of the Issue

2015 ◽  
Vol 117 (4) ◽  
pp. 1-50
Author(s):  
Ellen B. Mandinach ◽  
Jeremy M. Friedman ◽  
Edith S. Gummer
Keyword(s):  
Decision Making ◽  
Descriptive Analysis ◽  
Data Use ◽  
The United States ◽  
Literacy Skills ◽  
Data Driven ◽  
Assessment Literacy ◽  
Schools Of Education ◽  
Data Driven Decision Making ◽  
Data Literacy

Background With the growing emphasis for educators to use data to inform their practice, little has been done to consider the means by which the educators can acquire the requisite data literacy skills. This article provides a context for why schools of education can and must play an important role in preparing teachers to use data. Purpose This article sought to understand if and how schools of education are preparing teacher candidates to use data effectively or responsibly. The study examined the extent to which schools of education teach stand-alone courses on data-driven decision making or integrate data use concepts into existing courses. It also examined state licensure and certification requirements to determine if and how data use is included in documentation. Population A stratified randomized sample of schools of education was drawn with 208 institutions responding, representing a 25.7% response rate. Research Design The survey portion of the study consisted of a stratified randomized sample of all schools or departments of education in the United States. The syllabus review was a voluntary part of the survey. The licensure review was a descriptive analysis of every state's documentation for teacher licensure and certification. Findings/Results The survey results indicated that a vast majority of the schools of education reported that they offered a stand-alone data course, and even more integrated data use into existing courses. The syllabus review provided a deeper dive into the course offerings and indicated that the courses were more about assessment literacy than data literacy. The licensure review yielded a plethora of skills and knowledge related to data that are included in state requirements. However, there was wide variation across states in their requirements. Conclusions Even though schools of education reported that they are teaching about data-driven decision making in their teacher preparation programs, the results indicate that the content is more about assessment literacy than data literacy. This finding is consistent with the often observed conflation of the two constructs. Licensure requirements include both data literacy and assessment literacy, but the emphasis is more on assessment than data. With the increasing emphasis by policy makers on the importance of educators using data, it is essential that schools of education begin to incorporate data concepts into their curricula and that states make explicit the data-related skills and knowledge required for teachers for licensure and certification.

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