Thank you for visiting the “eScience Portal for Librarians.” The “eScience Portal” is no longer being maintained by the University of Massachusetts. This regional resource has been adapted by the National Network of Libraries of Medicine, and is sustained by the network of regional medical libraries across the country. Please visit https://nnlm.gov/data for up-to-date data services and resources supported and vetted by the National Libraries of Medicine. We look forward to your continued involvement in the programming in the New England Region and beyond. If you have questions, please contact Mary.Piorun@umassmed.edu.

Teaching data literacy

Teaching data literacy
Definition: 

Teaching data literacy in the sciences should have a focus on the following characteristics:

  • fundamentals of science data and data management,
  • data management in the context of research output, and
  • broader issues of science data including tools for management and visualization, as well as quality and publication practices.

Ignazio and Qian state in their seminal article that science data literacy training should be provided at different levels via different venues, and that the training needs to adapt to science disciplinary context, terminology, and workflow. At the undergraduate level, the goal of training for data literacy should be to train the future science workforce with a solid understanding and skill set in data management and use issues [3].