(2019). Creating data literate students. Ann Arbor, MI: University of Michigan. http
:// datalit.sites. uofmhosting.net/books/book/#toc • Herzog, D. (2016). Data literacy
: A user's guide. Los Angeles: SAGE. • Huff, D. (1954). How to lie with statistics.
Author: Lesley S. J. Farmer
Fake News in Context defines fake news and sets it within a historical and international context. Helping readers to become more skilled at detecting misinformation, the book also demonstrates how such knowledge can be leveraged to facilitate more effective engagement in civic education. Distinguishing between fake news and other forms of misinformation, the book explains the complete communication cycle of fake news: how and why it is created, disseminated and accessed. The book then explains the physical and psychological reasons why people believe fake news. Providing generic methods for identifying fake news, Farmer also explains the use of fact- checking tools and automated algorithms. The book then details how various literacies, including news, media, visual, information, digital and data, offer unique concepts and skills that can help interpret fake news. Arguing that individuals and groups can respond and counter fake news, which leads to civic engagement and digital citizenship, the book concludes by providing strategies for instruction and tips for collaborating with librarians. Including a range of international examples, Fake News in Context will be of interest to teaching faculty, and students of library and information science, communication studies, media studies, politics and journalism. Librarians and information professionals will also find a valuable resource in this book.
For IL teaching ideas and inspiration, download two free books titled, Data
Literacy in the Real World: Case Studies and Conversation and Creating Data
Literate Students, from the latter-named site. AURAL LITERACY One of the
reasons that ...
Author: Kathleen W. Craver
By becoming practical futurists, school librarians can help their libraries not only to survive sweeping changes in education but to thrive. This book shows how to spot technological trends and use them to your library's advantage. School librarians will recognize the need to become future forecasters in an age of rapid technological change School librarians will understand the serious employment challenges they face in a time of technological change and understand the steps they need to ensure the continuation and value of the profession School librarians will gain confidence that they can cope with predicted trends by following recommendations for instructional and organizational change
However, providing access to data does not ensure effective communication or
utilization of data. ... and continues to be, to foster critical thinking skills around
oceanographic data thus creating ocean literate students capable of
Author: Géraldine Fauville
This edited volume is the premier book dedicated exclusively to marine science education and improving ocean literacy, aiming to showcase exemplary practices in marine science education and educational research in this field on a global scale. It informs, inspires, and provides an intellectual forum for practitioners and researchers in this particular context. Subject areas include sections on marine science education in formal, informal and community settings. This book will be useful to marine science education practitioners (e.g. formal and informal educators) and researchers (both education and science).
We suspect that if data-driven decision making is included on tests for teachers
and administrators such as PRAXIS and the edTPA, schools of education will be
forced to respond by teaching to the test. Testing companies will build such ...
Author: Ellen B. Mandinach
Publisher: Teachers College Press
Data literacy has become an essential skill set for teachers as education becomes more of an evidence-based profession. Teachers in all stages of professional growth need to learn how to use data effectively and responsibly to inform their teaching practices. This groundbreaking resource describes data literacy for teaching, emphasizing the important relationship between data knowledge and skills and disciplinary and pedagogical content knowledge. Case studies of emerging programs in schools of education are used to illustrate the key components needed to integrate data-driven decisionmaking into the teaching curricula. The book offers a clear path for change while also addressing the inherent complexities associated with change. Data Literacy for Educators provides concrete strategies for schools of education, professional developers, and school districts. Book Features: Defines data literacy for teaching and outlines the knowledge and skills it comprises. Uses examples and case studies that tie theory to practice. Provides a roadmap for integrating data literacy into teacher preparation programs. Covers emerging trends, such as virtual and hybrid courses and massive open online courses. “This thoughtful, well-organized book raises the challenges that beginning and experienced teachers face in becoming more data literate to increase their pedagogical effectiveness in their classrooms.” —From the Foreword by Barbara Schneider “Deans of colleges of education, practicing teachers, education advocates, and many others will find useful information here.” —Benjamin Riley, Deans for Impact “This work should join the ‘common core’ of teacher education and professional development programs.” —Lee S. Shulman, The Carnegie Foundation for the Advancement of Teaching “The authors lay out a compelling call to action to ensure that every teacher in this country has the skills, knowledge, and disposition in knowing how to use data to inform effective teaching.” —Aimee Rogstad Guidera, Data Quality Campaign
Are New Zealand teachers equipped to develop information literate students, an important consideration when creating lifelong learners, a stated government goal, and if not, can this situation be improved through the use of a teacher ...
Author: Elizabeth Probert
Are New Zealand teachers equipped to develop information literate students, an important consideration when creating lifelong learners, a stated government goal, and if not, can this situation be improved through the use of a teacher-designed intervention? In seeking to answer the research question, this thesis reports on a project carried out in three schools, with students from 11 to 13 years of age. The principals of the three schools formed a cluster, and in 2007 gained funding to carry out a four year project aimed at improving students' information literacy skills and higher level thinking skills. The New Zealand Curriculum includes the goal of developing students who are lifelong learners. To achieve such a goal, students need to be information literate. International and national research however demonstrates, that too often, such skills are not being specifically taught. This study was a mixed method, sequential design consisting of four phases. The first phase involved the trial of the instruments. During the second and third phase, a needs analysis was carried out involving both teachers and students. The cluster Lead teachers then designed an intervention based on the needs analysis findings, and each school implemented the intervention in a different way. During the fourth phase, data were collected from teachers and students after the implementation of the intervention. Data collection included web-based and hard copy questionnaires, interviews, focus groups, and documentation. The needs analysis revealed that teachers were not teaching information literacy skills and needed strategies to enable them to do so. Students knew very little about tackling research assignments. After initial professional development sessions during 2008, a small, significant change was seen in teacher understanding and practice of information literacy at the end of 2008. During 2009, student pre and post intervention progress was measured using two classes from each school. Students from two of the schools demonstrated much greater knowledge and understanding by the end of 2009. Unfortunately, the cluster's funding was then cut with 18 months of the project still to go. The positive changes were encouraging, but probably not sustainable for a number of reasons discussed in the study.
The information literate student applies new and prior information to the planning
and creation of a particular product or ... Manipulates digital text , images , and
data , as needed , transferring them from their original locations and formats to a
Author: Daniel Callison
Publisher: Libraries Unltd Incorporated
Presents key terms in a working theoretical model that can be used in understanding the role of information inquiry in instruction and includes practical applications.
However , they introduce several notes of caution : against regarding data as '
precise , objective and unassailable ' ; about the sometimes ... inquiry - oriented
habit of mind ' , to become data literate and to create a culture of enquiry in their
schools . ... standards for the learning of all students but also to social change
and social justice and to the individual and collective professional growth of
Author: Martin Coles
Publisher: Open University Press
Containing ideas on key topics such as professional learning communities, distributed leadership, strategic thinking about ICT and sustainability, this title informs school leaders about current thinking, showing them how to lead schools in the 21st century.
Performance Indicator 2 The information literate student identifies a variety of
types and formats of potential sources for information Outcome 2. ... Realizes that
information may need to be constructed with raw data from primary sources .
Author: Joanna M. Burkhardt
Publisher: Neal Schuman Pub
In college and university libraries across the nation, information literacy has become more than just an area of instruction - it has become part of the core mission of the organization. This step-by-step guide is designed to show academic library managers, instructors, and staff how to create a synthesized information literacy plan. The authors offer guidance about how to decide what to teach, when and how to deliver instruction, how to assess outcomes, and revise plans based on assessment results. The preliminary steps - team building, needs assessment, environmental scans, timelines, and goal setting - are outlined. Then key sections provide methods for writing, maintaining, assessing, and promoting the finalized plan. The writing process - establishing a structure, setting priorities, addressing audiences, finalizing and approving the document, and more - is simplified and explained. Special sections include lists of information literacy support associations, definitions, best practices, and Web sites. The CD-ROM enables users to adapt and print their own planning workbook, checklists, and supporting documents to use individually or with larger groups and committees.
Counteracting this view and instilling trust in data involve building a school
culture that is supportive of data use and that makes data use transparent , open ,
and inclusive , enabling the educators to have confidence in the value of data
use for improving student achievement ... in human capital required to develop
the assessment literacy and data analysis skills that will , ideally , reach from
district to ...
Author: Joan L. Herman
Looks at the challenges of accountability design, addressing such issues as the cultural debate surrounding the definition of standards, how test results are interpreted, and the effects of high-stakes testing.
... generations as she created new understandings of her life and the world in
which her children and grandchildren live . ... expressive types and uses of
literacy that we have found in the Shay Avenue neighborhood ; and the data
Author: Denny Taylor
Through their focus on children who were successfully learning to read and write despite extraordinary economic hardship, this multiracial team presents new images of the strengths of the family as educator.
Collaboration among participants helps create a community of learners and
allows staff to assess the learners along ... learn together , and teach each other
provide staff with opportunities to assess what learners know , what role literacy
plays in their ... To generate baseline data for monitoring learners ' progress over
Author: Daniel D. Holt
Publisher: Center for Applied Linguistics
A discussion of family literacy projects focuses on alternatives to traditional methods of program evaluation. In the first chapter, the distinction between standardized and alternative assessments is clarified and the special evaluation needs of family literacy projects are highlighted. The remainder of the handbook is intended to help program staff members design and implement appropriate alternative approaches to assessment. Each chapter addresses a different aspect of assessment and evaluation. Chapter 2 contains a model for integrating program planning, implementation, and evaluation activities. Chapter 3 addresses initial assessment, including needs assessment, intake, and placement, suggesting strategies for using these to yield accurate baseline information. The fourth chapter describes how alternative approaches can be used to document learners' progress toward instructional objectives, and the fifth chapter suggests uses for surveys, performance samples, focus groups, and observation techniques to measure and demonstrate progress toward program goals. The final chapter describes the process used in designing and field testing this handbook, using the planning model presented earlier and offering methods for refining the project in question. A glossary is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
So , library media center staff identified we worked on a meaningful and
maninformation literacy as the target of ageable task that the library media
centheir efforts . ... they began creating assess staff completed an observational
ments to measure them . assessment that tracked a few students ... A brief ,
lecting data that can also be shared multiple - choice test was administered with
the other teachers and ...
Author: Judi Repman
Publisher: Linworth Publishing, Incorporated
Presents a collection of articles on such topics as planning, budgets, collection development, facilities, circulation, and technology.