Where Can and Do Our Students Find Data -- And How Can We Steer them to Reputable Data? Kristin Partlo Carleton College.

Where Can and Do Our

Students Find Data -- And

How Can We Steer them to

Reputable Data?

Kristin PartloCarleton College

Hannah’s Story

• Junior beginning to prepare for capstone project - wants to work over the summer

• Started with the data specialist (Paula)“Somebody in ITS who’s really good with

statistics…”• Once suspicious, Paula referred her to me• “How do I search for data that’s

complete?”• In the very first stages of forming a topic

Undergrads are just learning quantitative reasoning skills

…So they need lots of helpUndergrads are at a stage where they lack:• Knowledge

• What data are “out there”• Familiarity with the body of literature in their area• Knowledge of specialized tools

• Habits• Ability to use the literature instrumentally• Instinct to look for and use data documentation• Patience to read while searching• Ability to take effective notes

• Experience• Don’t come to the service point with clearly defined need• Expectations of the “search” for data• Unproblematized conception of numbers as unauthored

facts

Where do they find data?

“Standard” social science data sources

Government Web Sites

IGOs Data Products

Where they find data• “Standard” social science data sources from

ICPSR, data archives, etc.• Government web sites• IGOs data products• Research institutions• Data project web sites• Disciplinary associations and tools and journal

web sites• Individual researchers’ web sites• Files procured directly by students• IGOs non-data products• Harvested from print sources• Wikipedia• Self-made datasets with GIS-derived variables

But how do they find it?

Wouldn’t that be great to know?• Faculty recommendations• Google• Recommendations from other students• My secret wish: ethnographic user studies

What can we do to direct

them to reputable

data?

Direct and Indirect StrategiesDirect• Provide them with tools and strategies• Publicize services and improve

approachability and availability

Indirect• At sites of support, improve referrals• On campus, get involved…

Data fluency -- developing habits of research• Help them become familiar with using the

literature instrumentally (Hannah example)• Model good searching behavior, walking

through searches, taking example notes, and articulating clues. This is especially important for teaching students to look for and use documentation (BLS example).

Finding Aids and Search Tools

Publicize

Strengthen Cooperation Among Service Points• Referrals • Training general

reference staff and subject librarians about data sources

• Team teach when possible

Work with Campus Data Fluency Efforts

• Get involved in the QR effort

• Communicate with faculty

• Know the assignments

• Get into classes