Megan Sapp Nelson, Associate Professor, Purdue University.

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Presentation transcript:

Content analysis regarding faculty perceptions of data information literacy skill levels. Megan Sapp Nelson, Associate Professor, Purdue University. msn@purdue.edu How well do graduate students perform data information literacy tasks? 5 1 6 10 3 3 20 4 2 2 2 1 1 1 9 13 2 1 1 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 Detail Orientation Computer Science Resources Natural Electrical and Computer Engineering Civil Engineering Computer Science Engineering Education Landscape Architecture 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.