RDAP 15: Teaching Graduate Students Data Information Literacy (DIL)

Lisa JohnstonData Management/Cuation Lead, University of Minnesota Libraries

Teaching Graduate Students Data Information Literacy (DIL)

Lessons from the DIL Project

Faculty vs. Graduate Students

Book: Data Information Literacy. Eds. Carlson and Johnston, Purdue University

Press, 2015.

Model for DIL Programs

Rational:

• Grads are key members of the

“research frontline”

• They collect, process, analyze,

data…but may also be in charge of

the overall data management

(documentation, storage, retention).

Understand their needs:

• Don’t just focus on faculty, ask

grads about their needs as a student

and a future employee.

Book: Data Information Literacy. Eds. Carlson and Johnston, Purdue University

Press, 2015.

Model for DIL Programs

Need to Know:

• Grads are busy! Create a program

that works for them.

• Embedded librarianship

• Outside of regular office hours

• Asynchronous training (online)

• Take is slow!

• Don’t assume they learned it in

undergrad.

• Review concepts such as

backup, metadata, and file

naming.

Book: Data Information Literacy. Eds. Carlson and Johnston, Purdue University

Press, 2015.

Model for DIL Programs

What they might not already know:

• Data has a life after graduation.

• There might be ownership concerns

around the data they work with.

• They already have many skills to

manage data (scaffolding).

• They can ask for help!

Book: Data Information Literacy. Eds. Carlson and Johnston, Purdue University

Press, 2015.

Case study: Reaching Busy Grads with a “hybrid” online and in-person

Data Management Course

Online Course Taught 2012-2013

http://z.umn.edu/datamgmt

http://z.umn.edu/datamgmt

E-Learning Approach

Pros

• Asynchronous learning

happens anytime/point of

need

• Google Suite allows for

interaction with

collaborative lesson

products (eg. DMP)

• Reach a wide audience,

scalable (59 students in

FY12-13)

Cons

• Completion rate low (19%

satisfied requirements)

• Students wanted more

opportunities to ask

questions

• Preferred in-person

because it “made it easy to

set aside one block of time

to go through all the

information”

ScreenFlow (Mac)

Flip

ped C

lassro

om

During

Class

Before

Class

• Hands-on, group

activities

• Clicker quizzes

• Direct application to

their own projects

• Minute papers

Flipped Classroom Approach

Pros

• Online materials always available, but

in-class created more meaningful

learning opportunities

• Example scenarios for those without

data

• Better retention

• Fall 2013 = 35 students

(45% completed all 5 sessions)

• Winter 2014 = 20 Students

• (60% completed all 5 sessions)

• Winter 2015 = 26 students

• (31% completed all 5 sessions)

Cons

• Time intensive for

instructors

• Still trying to find

the best

time/schedule

• No official credit

Instructor’s Guide: Try it yourself!

http://z.umn.edu/teachdatamgmt

Image “support list thank you card” from Enderst07 Some rights reserved