In the research 345 MS courses and 216 MS courses data from the ECTS catalogue (2019) of University of Zagreb Faculty of Agriculture were mapped onto the data literacy competence areas (theme) and DL competence areas sub-themes adapted ODI Data Skills Framework (2020) expanding the term “skill” to “competence” to include knowledge and attitudes. Teaching staff was interviewed in semi-structured interviews on the data literacy competences covered in their courses and open data use and teaching in their courses as well as their perceived importance for the sector of the course.

The upload consists of the following .csv files:

Data is becoming increasingly ubiquitous today, and data literacy has emerged an essential skill in the workplace. Therefore, it is necessary to equip high school students with data literacy skills in order to prepare them for further learning and future employment. In Indonesia, there is a growing shift towards integrating data literacy in the high school curriculum. As part of a pilot intervention project, academics from two leading Universities organised data literacy boot camps for high school students across various cities in Indonesia. The boot camps aimed at increasing participants’ awareness of the power of analytical and exploration skills, which in turn, would contribute to creating independent and data-literate students. This paper explores student participants’ self-perception of their data literacy as a result of the skills acquired from the boot camps. Qualitative and quantitative data were collected through student surveys and a focus group discussion, and were used to analyse student perception post-intervention. The findings indicate that students became more aware of the usefulness of data literacy and its application in future studies and work after participating in the boot camp. Of the materials delivered at the boot camps, students found the greatest benefit in learning basic statistical concepts and applying them through the use of Microsoft Excel as a tool for basic data analysis. These findings provide valuable policy recommendations that educators and policymakers can use as guidelines for effective data literacy teaching in high schools.

This systematic review of the literatu was conducted with the PRISMA method, to explore the contexts in which the use of open government data germinates, identifying barriers to its use and identifying, the role of data literacy among those barriers to use; and the role of open data in promoting informal learning that supports the development of critical data literacy. This file includes a codebook of the main characteristics that were studied in a systematic literature review, where data from 66 articles related to Open Data Usage were identified and coded. Also, the file includes an analysis of Cohen's Kappa, a concordance statistic used to measure the level of agreement among researchers in classifying articles on the characteristics defined in the Codebook. Finally, it includes main tables of the results' analysis.

The interview data was gathered for a project that investigated the practices of instructors who use quantitative data to teach undergraduate courses within the Social Sciences. The study was undertaken by employees of the University of California, Santa Barbara (UCSB) Library, who participated in this research project with 19 other colleges and universities across the U.S. under the direction of Ithaka S+R. Ithaka S+R is a New York-based research organization, which, among other goals, seeks to develop strategies, services, and products to meet evolving academic trends to support faculty and students.

The field of Social Sciences has been notoriously known for valuing the contextual component of data and increasingly entertaining more quantitative and computational approaches to research in response to the prevalence of data literacy skills needed to navigate both personal and professional contexts. Thus, this study becomes particularly timely to identify current instructors' practices and strategies to teach with data, as well as challenges and opportunities to help them advance their instructional efforts. The fundamental goal of this study is fourfold: 1) Explore the ways in which instructors teach undergraduates with data, 2) Understand instructors' support needs going forward, 3) Develop actionable recommendations for stakeholders, and 4) Build relationships within UCSB and across higher education institutions. The findings of this study will help to inform new services, policies, and practices not only at the University of California, Santa Barbara Library (UCSB Library), and the broader campus community, but also at other institutions seeking to advance their data instruction in the Social Sciences.

A 2022 survey found that data literacy was the leading challenge for Chief Data Officers (CDOs) seeking to improve data analytics at their organization. Many large companies worldwide have appointed CDOs in recent years as they look to implement a data strategy as part of broader digital transformation efforts. Limited data skills in the wider organization can hinder these efforts, with firms increasingly looking to digital reskilling and upskilling as part of their learning and development (L&D) agendas.

Feed the Future activities in Nepal include the Business Literacy (BL) Program, which operates in conjunction with the Knowledge-Based Integrated Sustainable Agriculture and Nutrition (KISAN) Project. Nepal Business Literacy (BL) Impact Evaluation (IE) is designed to collect and analyze three rounds of qualitative and quantitative data collected in order to learn from evidence of the extent to which initial and persistent results of the BL training course occur. The Nepal BL IE is designed to investigate initial and longer-term or persistent impacts of the training experience on targeted aspects of beneficiaries’ knowledge, skills, attitudes (KSA), and behaviors. Investigators also are interested in whether and to what extent the BL training experience leads to adoption of targeted behaviors, such as starting new micro enterprises, that persist over time. This dataset (n=1,434, vars=414) contains women’s records for Modules D (Self-Efficacy in Business Literacy Topics), E (Program Participation and Business Literacy Learning), and F (Household Resources and Production). Records can be uniquely identified by pbs_id + hm_id (although pbs_id can also be used alone because only one woman per household was interviewed).

This dataset is about books and is filtered where the book is Be data literate : the data literacy skills everyone needs to succeed, featuring 4 columns: author, BNB id, book, and book publisher. The preview is ordered by publication date (descending).

This presentation deals with the issue of data literacy and uses the example of the 2001 Census.

This data represents the outputs and outcomes of the City funded digital literacy training and public access computer lab contract (Community Technology Access Lab Management & Digital Literacy Skills Training Services contract). This data shows the number of clients served and the percent of digital literacy training clients who increase their digital skill as well as data showing usage and availability of computer labs. Data is reported by contractors quarterly via a grant management system (PartnerGrants) and then transferred to this reporting format.

View more details and insights related to this data set on the story page: https://data.austintexas.gov/stories/s/muck-3gny

This dataset displays the number or percentage of students in Massachusetts public and charter schools and districts completing at least one Digital Literacy or Computer Science course in grades K-12.

For a full list of courses and subjects, see the Digital Literacy and Computer Science course list. For course descriptions please see EPIMS Appendices G1 and G2.

This dataset contains the same data that is also published on our DESE Profiles site: Enrollment by Grade

This dataset provides extended data supporting claims of a systematic review (PRISMA 2020 guidelines) about the process of integration of Media and Information Literacy (MIL) into the curriculum: a) research process; b) studies included; c) data.

The datasets are for the PhD thesis "Demystifying AI Literacy Education - Fostering Secondary School Students’ AI Literacy". In the thesis, the AI literacy learning program was evaluated through four iterative cycles. The first cycle assessed the suitability of the AI curriculum and learning resources through experiential learning, while the second cycle explored the importance of game elements compared to the existing approach. The third cycle investigated the effectiveness of CPjBL in a gamified flipped classroom, and the fourth cycle introduced design thinking elements for students to create real AI-driven products. The datasets describe students’ learning outcomes in affective, behavioral, cognitive, and ethical domains.

The Federal STEM Education Strategic plan recognizes the importance of building computational literacy today. This document is aligned to the IWGCL objectives to: (1) develop a common operational definition; (2) identify existing research on computational literacy; and (3) identify existing researchbased model programs, content and curriculum, best practices and other measurable quantities that inform successful examples of building computational literacy in STEM education in both federal and non-federally sponsored research and programs. The intended audience of this report is federal agencies and other STEM education stakeholders, to support the understanding and implementation of computational literacy in STEM education.

Only data used in the analysis published in the Final Report to 3ie on the project, "The impact of mother literacy and participation programs on child learning: evidence from a randomized evaluation in India" (project code OW2.153). This project was funded as part of the Open Window Round 2. The data and analysis have not been verified by 3ie as the authors have not submitted the statistical code files to 3ie.

The aim of this study is to determine the level of medical information literacy of graduating medical students at Queen’s University. The study will aim to answer the following questions: after the pre-clerkship training, are medical students making use of their medical information literacy skills during clerkship? Are they ready to evaluate and use information effectively as they prepare to enter their residency training? Were there any barriers to access and use during clerkship?

The Biological and Environmental Data Education (BEDE) Network has produced this data science skills curriculum map as a flexible tool to help instructors highlight data science skills that they are already teaching and to discover new areas to add data science skills that complement the content of their courses or programs. The Curriculum Map is organized around seven major data science skill categories: Data Management, Analysis, Visualization, Coding, Modeling, Ethics, and Reproducibility. Each major category is broken up into subcategories and then skill areas that are associated with specific student learning outcomes. For each skill area, the foundational learning outcomes are indicated.

Teaching undergraduate political methodology courses is a challenging task, yet has garnered little pedagogical discussion within the discipline. With the growing use of technology in the classroom, as well as the growing demand for data science and data literacy in our society, better understanding how we use statistical software in these courses is warranted. In this short paper, we shed light on current practices in teaching political methodology courses, with a particular emphasis on the use of statistical software. Combining an analysis of 93 course syllabi with a quantitative survey of research method instructors, we provide key information on the structure of these courses and how they incorporate statistical software. Our results reflect the growing importance of data literacy within the discipline, and suggest that more intentional discussions of research method pedagogy are needed in the future.

In the early 2000s, DLI-affiliated librarians created a repository to provide access to training materials created by and for the data community as a means of supporting knowledge transfer and dissemination. The repository has moved twice already in its 20-year lifespan, but it now needs to be moved again. Best practices in metadata for discovery have changed dramatically over the last few decades, something that is readily apparent when searching the collection. After consultation with the DLI data community, it was determined that there was a desire not only for improved description, but for curated learning trajectories designed to support independent learning and development of data literacy skills. This presentation will cover the progress and challenges of moving the DLI Training Repository. There will be a preview of the repository in its new home, Borealis.

Literacy Attainment Data and Discourse is an ESRC Fellowship which will collect literacy attainment data from three contrasting historical periods and explore variations in their contemporary analysis. The three time-periods reflect different points in the emergence of the education system and its organisation: in the 1860-90s when attainment data were collected to facilitate state funding for elementary education; in the 1950s, when the 11-plus exam data were used to ensure transition into 'appropriate' forms of secondary schooling. And PISA data, analysed by the OECD, to help drive school system reform. To understand these data in context further documentary evidence will be sought on how and why the data have arisen in this form; the underlying hypotheses which shape their structure and analysis; and the broader policy debates in which the data are situated and to which their statistical analysis contributes.This historical and comparative analysis will be used to throw light on contemporary issues in literacy policy, with particular reference to gender and literacy attainment.These three datasets will also be used to explore the ebb and flux of different explanatory theories and predictions which underpin quantitative model building and help shape both data use and design. Quantitative data: retrieving and cleaning literacy attainment data from the Annual Report of the Committee of Council on Education for the years 1864, 66, 68, 70, and 72. These were entered into and analysed through SPSS. The observation units are the religious bodies in receipt of government funding, and the aggregate figures given in the annual report for the numbers of pupils entered and passing six standards of exams in Reading, Writing and Arithmetic. Qualitative: An archive of 19th century source materials documenting the growth of the elementary education system in the first half of the 19th century, with particular emphasis on policy; school organisation and the literacy curriculum. This data is deposited as a reference list with URLs linking to the GoogleBooks website and the actual texts

The Progress in International Reading Literacy Study, 2011 (PIRLS 2011), is part of the Progress in International Reading Literacy Study (PIRLS) program. PIRLS 2011 (https://nces.ed.gov/surveys/pirls/) is a cross-sectional study that provides international comparative information of the reading literacy of fourth-grade students and examines factors that may be associated with the acquisition of reading literacy in young students. The study was conducted using questionnaires and direct assessments of fourth-grade students. In the United States a total of 370 schools and 12,726 fourth-grade students participated in 2011. The final weighted student response rate was 96 percent and the final weighted school response rate was 85 percent. The overall weighted response rate was 81 percent. Key statistics produced from PIRLS 2011 are how well fourth-grade students read, how students in one country compare with students in another country, how much fourth-grade students value and enjoy reading, and internationally, how the reading habits and attitudes of students vary.