Exploring the social activity of open research data on ResearchGate: implications for the data literacy of researchers

Purpose Although current research has investigated how open research data (ORD) are published, researchers' behaviour of ORD sharing on academic social networks (ASNs) remains insufficiently explored. The purpose of this study is to investigate the connections between ORDs publication and social activity to uncover data literacy gaps.Design/methodology/approach This work investigates whether the ORDs publication leads to social activity around the ORDs and their linked published articles to uncover data literacy needs. The social activity was characterised as reads and citations, over the basis of a non-invasive approach supporting this preliminary study. The eventual associations between the social activity and the researchers' profile (scientific domain, gender, region, professional position, reputation) and the quality of the ORD published were investigated to complete this picture. A random sample of ORD items extracted from ResearchGate (752 ORDs) was analysed using quantitative techniques, including descriptive statistics, logistic regression and K-means cluster analysis.Findings The results highlight three main phenomena: (1) Globally, there is still an underdeveloped social activity around self-archived ORDs in ResearchGate, in terms of reads and citations, regardless of the published ORDs quality; (2) disentangling the moderating effects over social activity around ORD spots traditional dynamics within the “innovative” practice of engaging with data practices; (3) a somewhat similar situation of ResearchGate as ASN to other data platforms and repositories, in terms of social activity around ORD, was detected.Research limitations/implications Although the data were collected within a narrow period, the random data collection ensures a representative picture of researchers' practices.Practical implications As per the implications, the study sheds light on data literacy requirements to promote social activity around ORD in the context of open science as a desirable frontier of practice.Originality/value Researchers data literacy across digital systems is still little understood. Although there are many policies and technological infrastructure providing support, the researchers do not make an in-depth use of them.Peer reviewThe peer-review history for this article is available at: https://publons.com/publon/10.1108/OIR-05-2021-0255.

Human Digital Transformation Readiness

Digital transformation can effectively support innovative strategic planning. However, it is necessary to realise that the digital ecosystem produces enormous volumes of data and creates unique requirements for working with it. Due to this, data needs to be integrated into the mindset and decision-making processes properly. The proposed solution is based on an analysis of digital transformation readiness models, analyses of the status of data and data literacy in the models and their extensions, a definition of the levels of readiness that need to be achieved, and preparation of educational programs for the enhancement of human digital transformation readiness from the mindset and skillset perspective. The main outputs of the chapter correspond to the problem and the suggested solution. They include the human digital transformation readiness index based on the capability maturity model (CMM), required mindset, and skillset, taking into account the digital and data literacy of the participants of innovation activities.

Data literacy integration into development agenda. A catalyst to achieving the Sustainable Development Goals (SDGs)

The ‘Fourth Industrial Revolution’ (4IR) era characterized by ‘Information Communication Technology’ (ICT) based data literacy with respect to research data collection, documentation, preservation, intellectual protection / control and dissemination is a functional catalyst in enabling the realization of the SDGs of the United Nations (UN) global agenda on poverty reduction; hunger eradication; safe water accessibility, sustainable energy accessibility; ‘Sustainable Forest Management’ (SFM); climate change resilience; ‘Disaster Risk Reduction’ (DRR); biodiversity conservation and; social and gender equity by 2030. The study, employing a desk bound literature review research design, conceptualized that ‘ICT based digital data literacy’ (dependent variable) can ‘catalyze an enabling of the realization of the SDGs of the United Nations (UN) global agenda’ (independent variable), ‘inherent challenges’ (intervening variable) like poor internet infrastructure, digital data illiteracy and high-power costs among others notwithstanding. Global government ‘Ministries, Departments and Agencies (MDAs) are managing voluminous (big) digital data to support strategic decision making, policy implementation and operational optimization (monitoring and evaluation) towards realizing the SDGs. This requires effective competence (literacy) in digital data analytics to facilitate SDGs based data processing thereby enabling global government MDAs to accurately utilize data for policy implementation and decision making towards effectively realizing the SDGs. The study findings recommend a scaling up of digital data literacy and internet infrastructure development as well as power accessibility in especially developing countries among others.

The Educators’ Datafied Present and Future: Complexity as an Approach to Developing Educators' Data Literacies

In the higher education context, an increasing concern on the technical or instrumental approach permeates attention to academics’ data literacies and faculty development. The need for data literacy to deal specifically with the rise of learning analytics in higher education has been raised by some authors, though in spite of some focus on the need to develop academics’ data literacy to embrace fair practices, this literature is often also rooted in a technical or data-driven perspective. In this paper, the authors summarize an empirical study based on 137 articles using the terms “data literacy,” “teachers,” and “faculty development,” spanning from 2014 and 2019. The findings point out that out of the total, 78 papers reviewed took an instrumental, data science-focused perspective on data literacy, were the technical abilities like extracting data and interpreting or reporting appropriately (authors, in press). Data safety and effective data management perspectives accounted for another 35 of the 137 articles. Only seven took up data literacy from a critical perspective, while only five looked at the pedagogical practice. These preliminary findings require awareness and discussion on the light of appropriate faculty development approaches and activities. We introduce some recommendations aimed at understanding data as a complex emerging phenomenon in our societies, which requires building the literacies to face their negative effects like data surveillance and algorithmic biases, but also, to uncover its emancipatory power.

Fooled by beautiful data: Visualization aesthetics bias trust in science, news, and social media

Scientists, policymakers, and the public increasingly rely on data visualizations – such as COVID tracking charts, weather forecast maps, and political polling graphs – to inform important decisions. The aesthetic decisions of graph-makers may produce graphs of varying visual appeal, independent of data quality. Here we tested whether the beauty of a graph influences how much people trust it. Across three studies, we sampled graphs from social media, news reports, and scientific publications, and consistently found that graph beauty predicted trust. In a fourth study, we manipulated both the graph beauty and misleadingness. We found that beauty, but not actual misleadingness, causally affected trust. These findings reveal a source of bias in the interpretation of quantitative data and indicate the importance of promoting data literacy in education.

EDUKASI LITERASI MANUSIA DAN MODEL PEMBELAJARAN

ABSTRAKEra Revolusi Industri 4.0 dan Masyarakat 5.0 membawa tantangan bagi dunia pendidikan termasuk pendidikan kejuruan. Pendidikan kejuruan harus mampu menyiapkan lulusannya untuk bersaing pada era tersebut. Untuk dapat bersaing, peserta didik perlu dibekali dengan literasi baru yaitu literasi data, literasi teknologi, dan literasi manusia. Literasi manusia diyakini menjadi literasi yang paling penting karena literasi ini menjaga seseorang tetap dalam kodratnya sebagai manusia di tengah gempuran kecanggihan teknologi yang ada. Penguatan literasi manusia dapat dilakukan melalui penerapan model pembelajaran yang sesuai dengan karakteristik pendidikan kejuruan. Kegiatan ini bertujuan untuk mengenalkan literasi manusia dan model pembelajarannya kepada Bapak/Ibu Guru SMK Muhammadiyah 2 Klaten Utara, khususnya jurusan Akuntansi dan Keuangan Lembaga. Program ini dilaksanakan dalam bentuk edukasi dimana tim pengabdian memberikan pendidikan tentang literasi manusia dan model pembelajaran kepada Bapak/Ibu Guru. Hasil kegiatan menunjukkan bahwa Bapak/Ibu Guru lebih mengenal literasi manusia dan model pembelajaran yang dapat diterapkan untuk menguatkan literasi manusia pada siswa. Kata kunci: literasi manusia; model pembelajaran; literasi baru. ABSTRACTThe Industrial Revolution 4.0 and Society 5.0 era have brought challenges to education, including vocational education. Vocational education must be able to prepare graduates to compete in those era. To be able to compete, students need to be equipped with new literacies, namely data literacy, technological literacy, and human literacy. Human literacy is believed as the most important literacy because this literacy keeps a person in his nature as a human in the midst of the sophisticated technology development. Strengthening human literacy can be done through the implementation of learning models that are in accordance with the characteristics of vocational education. This activity aims to introduce human literacy and learning models used to reinforce it to teachers at SMK Muhammadiyah 2 Klaten Utara, especially those who teach Accounting and Institution Finance. This program is carried out in the form of education where the team provides education about human literacy and learning models to teachers. The results of the activity show that teachers get more knowledge about human literacy for students and what kind of learning models that can be used to reinforce the literacy. Keywords: human literacy; learning models; new literacies.