Content analysis regarding faculty perceptions of data information

Content analysis regarding faculty perceptions of data information literacy skill levels. Megan Associate Professor, Purdue University. msn@purdue. edu How Sapp well Nelson, do graduate students perform data information literacy tasks? 18 16 14 51 12 10 20 8 10 3 4 6 4 2 13 9 Civil Engineering Computer Science A : Excellent Likert Value Engineering Education B: Very Good Likert Value Computer Science C: Good Likert Value B : Fair Likert Value Electrical and Computer Engineering 2 2 0 Landscape Architecture 6 Natural Resources 3 2 2 1 1 1 D : Poor Likert Value Where are graduate students learning data information literacy skills? Conclusions • General trend towards “poor” level. • Learning by doing is prominent, whether by design or accident. • Professors see themselves as taking a strong role in teaching DIL. • Formal instruction is seen as a key method of learning DIL. Verbal Instruction from Professor Standard Operating Procedures Research Personnel as Mentors Required or Strongly Encouraged Practices Peer Interaction or Mentoring Care taking Natural Aptitude Internships I don’t know Formal Instruction (courses, skill sessions, etc. ) External Resource Experimentation Experiential Learning Efficiency Natural Resources Computer Science Electrical and Computer Engineering Education Computer Science Civil Engineering Landscape Architecture Detail Orientation The DIL project is supported by a National Leadership Grant from the Institute of Museum and Library Services (IMLS), LG-07 -11 -0232 -11. Project personnel are from Purdue University: Marianne Stowell Bracke, Jake Carlson (PI), Michael Fosmire, Mason Nichols (Graduate Assistant), and Megan Sapp Nelson; Cornell University: Camille Andrews and Sarah Wright; the University of Minnesota: Jon Jeffryes and Lisa Johnston; and the University of Oregon: Dean Walton and Brian Westra.