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:

These data were generated from Professional Doctorate research set within two UK universities that explored how university lecturers construct their knowledge of information and digital literacy.

Workshops were convened with an expert group of librarians, learning technologists, and lecturers with the aim of forming a multi-professional understanding of the digital competencies relevant to university lecturers through an information literacy lens. Workshop materials and completed worksheets are included in the dataset.

A further interview phase of the research was conducted with eight lecturers. Pseudonymised interview transcripts are provided along with codes I generated from the data.

Utilising a contextual constructionism methodology (Nichols, 2015), my Professional Doctorate research aimed to explore the competencies that university lecturers require to be digitally competent. I began by investigating how digital competence is associated to information literacy, as related to university lecturers, by using a framework as a lens.

I then convened workshops with an expert group of librarians, learning technologists, and lecturers, key stakeholders in information and digital literacy, and curricula and lecturer development. The workshops aimed to form a multi-professional understanding of the digital competencies relevant to university lecturers through an information literacy lens.

To further my understanding of how university lecturers construct their knowledge of information and digital literacy, I undertook in-depth interviews with eight lecturers with the aim of better understanding the workshop data. Using a thematic analysis method, I concluded that lecturer construction of digital competence is still at an embryonic stage. Most lecturers struggled with the language of digital competence and information literacy as described in frameworks.

Abstract

To educate consumers about responsible use of financial products, many governments, non-profit organizations and financial institutions have started to provide financial literacy courses. However, participation rates for non-compulsory financial education programs are typically extremely low.

Researchers from the World Bank conducted randomized experiments around a large-scale financial literacy course in Mexico City to understand the reasons for low take-up among a general population, and to measure the impact of this financial education course. The free, 4-hour financial literacy course was offered by a major financial institution and covered savings, retirement, and credit use. Motivated by different theoretical and logistics reasons why individuals may not attend training, researchers randomized the treatment group into different subgroups, which received incentives designed to provide evidence on some key barriers to take-up. These incentives included monetary payments for attendance equivalent to $36 or $72 USD, a one-month deferred payment of $36 USD, free cost transportation to the training location, and a video CD with positive testimonials about the training.

A follow-up survey conducted on clients of financial institutions six months after the course was used to measure the impacts of the training on financial knowledge, behaviors and outcomes, all relating to topics covered in the course.

The baseline dataset documented here is administrative data received from a screener that was used to get people to enroll in the financial course. The follow-up dataset contains data from the follow-up questionnaire.

Geographic coverage

Mexico City

Analysis unit

-Individuals

Universe

Participants in a financial education evaluation

Kind of data

Sample survey data [ssd]

Sampling procedure

Researchers used three different approaches to obtain a sample for the experiment.

The first one was to send 40,000 invitation letters from a collaborating financial institution asking about interest in participating. However, only 42 clients (0.1 percent) expressed interest.

The second approach was to advertise through Facebook, with an ad displayed 16 million times to individuals residing in Mexico City, receiving 119 responses.

The third approach was to conduct screener surveys on streets in Mexico City and outside branches of the partner institution. Together this yielded a total sample of 3,503 people. Researchers divided this sample into a control group of 1,752 individuals, and a treatment group of 1,751 individuals, using stratified randomization. A key variable used in stratification was whether or not individuals were financial institution clients. The analysis of treatment impacts is based on the sample of 2,178 individuals who were financial institution clients.

The treatment group received an invitation to participate in the financial education course and the control group did not receive this invitation. Those who were selected for treatment were given a reminder call the day before their training session, which was at a day and time of their choosing.

Mode of data collection

Face-to-face [f2f]

Research instrument

The follow-up survey was conducted between February and July 2012 to measure post-training financial knowledge, behavior and outcomes. The questionnaire was relatively short (about 15 minutes) to encourage participation.

Interviewers first attempted to conduct the follow-up survey over the phone. If the person did not respond to the survey during the first attempt, researchers offered one a 500 pesos (US$36) Walmart gift card for completing the survey during the second attempt. If the person was still unavailable for the phone interview, a surveyor visited his/her house to conduct a face-to-face interview. If the participant was not at home, the surveyor delivered a letter with information about the study and instructions for how to participate in the survey and to receive the Walmart gift card. Surveyors made two more attempts (three attempts in total) to conduct a face-to-face interview if a respondent was not at home.

Response rate

72.8 percent of the sample was interviewed in the follow-up survey. The attrition rate was slightly higher in the treatment group (29 percent) than in the control group (25.3 percent).

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’ practi..., The project followed a qualitative and exploratory approach to understand current practices of faculty teaching with data. The study was IRB approved and was exempt by the UCSB’s Office of Research in July 2020 (Protocol 1-20-0491).Â

The identification and recruitment of potential participants took into account the selection criteria pre-established by Ithaka S+R: a) instructors of courses within the Social Sciences, considering the field as broadly defined, and making the best judgment in cases the discipline intersects with other fields; b) instructors who teach undergraduate courses or courses where most of the students are at the undergraduate level; c) instructors of any rank, including adjuncts and graduate students; as long as they were listed as instructors of record of the selected courses; d) instructors who teach courses were students engage with quantitative/computational data.Â

The sampling process followed a combination of strategies to more easily identify instructo..., The data folder contains 10Â pdf files with de-identified transcriptions of the interviews and the pdf files with the recruitment email and the interview guide.Â

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).

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.

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

Data availability. Multivariate data analysis. Validation of an instrument for the evaluation of teaching digital competence.

• SPSS DATA. Multivariate data analysis. Validation of an instrument for the evaluation of teaching digital competence (spss data.sav). The data presented in this file contains the data imported wiyh the Software IBM SPSS Statistics, versión 28.0.1.1(15).
• EXCEL DATA. Multivariate data analysis. Validation of an instrument for the evaluation of teaching digital competence (spss data.sav). The data presented in this file contains the data imported wiyh the Software IBM SPSS Statistics, versión 28.0.1.1(15).
• Data of Project factorial.xlsx (The data presented in this file contains the results of the statistical analysis carried out with the Software Microsoft Excel).
• Data Project reliability.xlsx (The data presented in this file contains the results of the statistical analysis carried out with the Software Microsoft Excel).
• FIGURES. Multivariate data analysis. Validation of an instrument for the evaluation of teaching digital competence (Figure 1.jpeg, Figure 2.jpeg, Figure 3 and Figure 4.jpeg).

This is the replication data for: Improving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia

This data represents the Race of clients served via digital literacy classes and workshops.

OVERVIEWThis site is dedicated to raising the level of spatial and data literacy used in public policy. We invite you to explore curated content, training, best practices, and datasets that can provide a baseline for your research, analysis, and policy recommendations. Learn about emerging policy questions and how GIS can be used to help come up with solutions to those questions.EXPLOREGo to your area of interest and explore hundreds of maps about various topics such as social equity, economic opportunity, public safety, and more. Browse and view the maps, or collect them and share via a simple URL. Sharing a collection of maps is an easy way to use maps as a tool for understanding. Help policymakers and stakeholders use data as a driving factor for policy decisions in your area.ISSUESBrowse different categories to find data layers, maps, and tools. Use this set of content as a driving force for your GIS workflows related to policy. RESOURCESTo maximize your experience with the Policy Maps, we’ve assembled education, training, best practices, and industry perspectives that help raise your data literacy, provide you with models, and connect you with the work of your peers.

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

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.

Progress in International Reading Literacy Study (PIRLS) student results and responses data. Includes PIRLS for 2011. Data is publicly available. Commonwealth has licence to provide PIRLS 2011 data.

Sector: 04. Provide quality, equitable and inclusive education and promote learning opportunities for all

Algorithm: Percentage of upper secondary school class III students not achieving a sufficient level of literacy

Territorial comparisons: South Tyrol, Italy

This data represents the gender of clients served via digital literacy classes and workshops.

Abstract Information Literacy arises from the concern with the training in research and the use of technologies by future professionals. In the health area, the use of scientific information grounds the decision-making process, because the search results may potentially be transformed into action. The aim of this study is to map the information literacy of health graduates in the use of sources of information for scientific research purposes, based on standards of information literacy for higher education of the Association of College and Research Libraries. The research is a descriptive type cross-sectional study with a quantitative and qualitative approach. Three hundred and eighteen students enrolled in the Institute of Health and Society of a University in the State of São Paulo participated in undergraduate courses in Physical Education, Physiotherapy, Nutrition, Occupational Therapy, Psychology and Social Work. It was found that the students have difficulties in establishing the need for information, low knowledge when it comes to accessing the databases available, difficulties in assessing the quality of the sources used, need to discuss the ethical use of information and they are unaware of the concept of information literacy. In conclusion, the subject needs to be explored by researchers, as well as be addressed in the training process at universities.

Percentage of enterprises that arranged training or development activities to employees, by North American Industry Classification System (NAICS) code and enterprise size, based on a one-year observation period. Training and development activities include job specific training, managerial training, training in new technology, training in new business practices, training in international business, digital skill training, data literacy skill training, coaching and mentoring for employees, and other training or development.

Dialogue has been shown to be an effective means for the development of pupil learning, critical thinking and reading comprehension. But although recent policies have promoted dialogic teaching, teacher-pupil interaction in English primary classrooms remains largely unchanged. Why is classroom interaction so difficult to change? How might dialogic pedagogy be fostered and sustained?Promising answers to these questions may be found in ideas and methods developed in linguistic anthropology regarding how "interactional genres" shape the way people interact with one another. This study aims to examine this idea through the study of classroom practice. In particular, the research will investigate:the role of interactional genres in classroom change processes;the relationship between teachers' sensitivity to interactional dynamics and their professional practice; andthe explanatory power of interactional genres as a unit of analysis for making sense of what happens in classrooms.The research will study change processes associated with teacher professional development designed to encourage and support dialogic teaching and learning of reading comprehension. Data collection will include video and audio recordings of professional development workshops and literacy lessons, field notes, collection of artefacts, and interviews. Data analysis will integrate linguistic ethnographic tools and computer-assisted discourse analysis.

This data represents the age of clients served via digital literacy classes and workshops.