Creating an Understanding of Data Literacy for a Data-driven Society

Society has become increasingly reliant on data, making it necessary to ensure that all citizens are equipped with the skills needed to be data literate. We argue that the foundations for a data literate society begin by acquiring key data literacy competences in school. However, as yet there is no clear definition of what these should be. This paper explores the different perspectives currently offered on both data and statistical literacy and then critically examines to what extent these address the data literacy needs of citizens in today’s society. We survey existing approaches to teaching data literacy in schools, to identify how data literacy is interpreted in practice. Based on these analyses, we propose a definition of data literacy that is focused on employing an inquiry-based approach to using data to understand real world phenomena. The contribution of this paper is the creation of a common foundation for teaching and learning data literacy skills

Improving Earth Science Data Literacy

The improvement of scientific literacy across the public can take on a myriad of forms and activities. The vast archives of NASAs Earth science data, as one example, reflect the agencys ongoing commitment to producing the highest quality data, services and tools intended for enabling the public to understand the complexity of Earth systems. The focus of this presentation is to explore and reveal the specific strategies the NASA Earth Science Data and Information System (ESDIS) Project uses to support our very large and diverse user communities access to and understanding of these science data and services. The diversity of our subject matter, spanning the whole Earth science domain, is mirrored by our user communities which are equally as broad in their needs and abilities. ESDIS and the supporting Communication Team leverages an array of internet-based tools and communication strategies to both understand actual user needs and develop optimum pathways for improving our users knowledge and understanding of the data. We will focus our limited time on a few of the high-impact activities including Webinars, or video-based, on-line, interactive discussions and presentations that since their introduction in 2013 have become a staple for user-instructor interaction via the internet. Here we discuss the types of content we produce and many lessons learned on how best to use this medium for improving user literacy on the subject at hand. In addition, we include discussion of our approach to using various social media platforms and tools to bolster the awareness of our users for data and services that are likely of interest. The ESDIS project remains active in various social media campaigns where our particular blend of science, data and tools engages new users curious of how to get their science or application started using NASA-available data. We anticipate that these examples may prove to be novel in their application to improving science literacy and skill development among the public

Conversations Around the Literacy Hour in a Multilingual London Primary School

This study was conducted against the background of a British government initiative: The National Literacy Strategy, which prescribes a daily hour of formal literacy instruction for primary aged children, known as the Literacy Hour. The paper describes the developing understanding and experience of literacy of four bilingual Year Five children, studying in a multilingual London school. I recorded and analysed conversations about literacy and the Literacy Hour with the children - two boys and two girls - for one hour a week over one school year. My focus was on the impact of the Literacy Hour on the children’s understanding of literacy as revealed through their personal talk about text. I divide the conversational data into four sets, moving from relatively structured, 'on task' talk, closely aligned to the Literacy Hour, to talk which embraces more widely the children’s cultural and linguistic experiences, resources and attitudes. I conclude that the Literacy Hour plays a relatively small part among the rich literacy resources, crossing both home and school boundaries, which the children make use of in everyday life

Analysis of Information and Communication Technology Literacy Capabilities to the High School Physics Teacher in Merauke

A physics teacher needs information and Communication Technology (ICT) literacy skills in teaching and learning in the classroom. This study aims to analyze the ICT literacy skills of high school physics teachers in Merauke city. This type of research is descriptive quantitative research. Respondents involved in this study were 19 high school physics teachers in Merauke City (Merauke District). The instrument used to collect data was an ICT literacy ability questionnaire developed by researchers totaling 40 statements. The research data were processed using descriptive statistical analysis techniques by determining the percentage of respondents' responses. The analysis showed that the average rate of ICT literacy skills in high school physics teachers was 87%. This means that in general, the ICT literacy skills of high school physics teachers in Merauke City are in the "excellent" category

The Value of Literacy Practices

The concepts of literacy events and practices have received considerable attention in educational research and policy. In comparison, the question of value, that is, ‘which literacy practices do people most value?’ has been neglected. With the current trend of cross-cultural adult literacy assessment, it is increasingly important to recognise locally valued literacy practices. In this paper we argue that measuring preferences and weighting of literacy practices provides an empirical and democratic basis for decisions in literacy assessment and curriculum development and could inform rapid educational adaptation to changes in the literacy environment. The paper examines the methodological basis for investigating literacy values and its potential to inform cross-cultural literacy assessments. The argument is illustrated with primary data from Mozambique. The correlation between individual values and respondents’ socio-economic and demographic characteristics is explored

Visual representations of literacy in the press : report to the Leverhulme Trust February 2001.

This project investigated the ways in which literacy practices are represented in visual images in a range of British newspapers. The aims of the research were: a) to contribute to theoretical understandings of literacy as socio-cultural practice and their implications for educational policy discourses about literacy b) to offer a framework and new data about the construction of visual messages in the media. c) to develop computer-based methodologies for dealing with visual data which are of relevance to social research more generally. The data showed that a mismatch exists between text-based stories and visual representations of literacy practices in the press: whilst text-based stories present a view of literacy as a neutral, technical, cognitive skill or deficit, the visual representations show it to be embedded in everyday social practice and to carry powerful ritual and symbolic as well as functional meanings

ANALISIS PENGGUNAAN MEDIA BIG BOOK DALAM PEMBELAJARAN LITERASI MEMBACA TERBIMBING SISWA KELAS IV SDN TEGALGONDO KECAMATAN KARANGPLOSO KABUPATEN MALANG

The lack of reading fluency is the cause of using big book media for guided reading literacy learning. Teachers must be creative in using and delivering learning material so that students will not get bored. This thesis discusses the use of big book media in guided reading literacy learning. SDN Tegalgondo, Karangploso sub-district, Malang Regency is an elementary school that has implemented guided reading literacy-based learning during lessons. The purpose of this research is to find out how to find out students' activities in using big book media in guided reading literacy learning and to find out teacher activities in using big book media in guided reading literacy learning. This research uses a qualitative research approach at SDN Tegalgondo, Karangploso District, Malang Regency. Data collection techniques were through observation, interviews and documentation, with research subjects being class teachers and IV class with the total students are 16 children. The results of this research show that: (1) The use of big book media in guided reading literacy learning. (2) student activities in guided reading literacy learning using big book media (3) teacher activities in guided reading literacy learning using big book media

An information literacy integration model and its application in higher education

Purpose - The purpose of this paper is to present a model for curricular integration of information literacy for undergraduate programs in higher education. Design/methodology/approach - Data are drawn from individual interviews at three universities in Australia and curricular integration working experience at a New Zealand university. Sociocultural theories are adopted in the research process and in the development of the model, Findings - Key characteristics of the curriculum integration of information literacy were identified and an information literacy integration model was developed. The S2J2 key behaviours for campus-wide multi-partner collaboration in information literacy integration were also identified. Research limitations/implications - The model was developed without including the employer needs. Through the process of further research, the point of view of the employer on how to provide information literacy education needs to be explored in order to strengthen the model in curricular design. Practical implications - The information literacy integration model was developed based on practical experience in higher education and has been applied in different undergraduate curricular programs. The model could be used or adapted by both librarians and academics when they integrate information literacy into an undergraduate curriculum from a lower level to a higher level. Originality/value - The information literacy integration model was developed based on recent PhD research. The model integrates curriculum, pedagogy and learning theories, information literacy theories, information literacy guidelines, people and collaborative together. The model provides a framework of how information literacy can be integrated into multiple courses across an undergraduate academic degree in higher education

Literacy Practices and Schooling: A Case Study from Mozambique

A novel approach to the assessment of literacy is used to tackle the issue of effectiveness of years of schooling. The dichotomy inherent in the literacy rate is rejected in favor of a " practice-based" approach, which considers literacy as a multifaceted phenomenon as advocated in anthropological and economic research. Primary data collected in the poorest region in Mozambique suggest that years of schooling have a differentiated impact on acquired literacy practices of adults. Results that are robust to different specifications are reported. © 2011 Elsevier Ltd

Children researching links between poverty and literacy

Two groups of six children (aged eleven) in two UK primary schools – one in an area of socio-economic advantage and one in an area of socio-economic disadvantage – were trained in research methods. They were supported to undertake their own research projects about aspects of literacy, which they identified themselves. Areas explored include: - homework experiences - learning environments and - how confidence affects literacy. These research studies provide rich descriptions of children’s own literacy experiences, generating data that is not easily accessible to adults. The absence of power relations in the data collection by having child researchers means that the responses are untainted by efforts to ‘please the adult’. This report will be of interest to teachers, educationalists, government bodies, policy maker