The 'elements' of data literacy: Exploring competencies in undergraduate chemistry education [poster]

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Megan Carlton, Science Liaison Librarian and Assistant Professor (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Poster presented at the 2020 ALA virtual conference ACRL Science and Technology Section Annual Research Forum (6/19/202-6/24/2020). Even as data services librarians are hired at universities, subject specialists may still be called upon to offer data instruction and support services to their areas. This can be challenging as the applications of specific competencies within data literacy have not yet been established, and even less so within disciplines. Our research explores the current state of data literacy being taught within undergraduate chemistry courses at multiple universities. Although some studies have reported student perceptions of information literacy in STEM courses, little is known about the extent to which chemistry instructors explicitly teach data competencies to undergraduates, and how students perceive instruction of these competencies and their relevance to their future careers. The study will provide insights into which data literacy competencies are being incorporated into chemistry undergraduate curricula, and the potential opportunities for advancing data instruction in chemistry and other STEM disciplines. This poster will focus on the process of creating a discipline specific set of data literacy competencies for our survey. The survey was sent to chemistry faculty at multiple institutions in both fall 2019 and spring 2020, and the collection of initial survey responses will be completed at the end of spring 2020.

Additional Information

Publication
Language: English
Date: 2020
Keywords
academic libraries, data literacy, STEM

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