University of South Florida St. Petersburg Campus

Data Literacy Teaching Toolkit

Instructional activities and resources for faculty who wish to teach data literacy skills and integrate data-related learning objectives into their courses.

Faculty Learning Community on Data Literacy, 2018-19

Just as information literacy can be integrated across the curriculum, data literacy can be integrated into a variety of courses and disciplines. USF St. Petersburg campus faculty investigated data literacy as part of a 2018-19 faculty learning community. Listen to their perspectives here:

Research Publications

The work done by this faculty learning community was presented and published as follows:

Burress, T., Cassill, D., Ivey, J., Janssens, R. J., Mantilla, F., Mbatu, R., Natali, S., Neville, T., & Wang, K. (2019, February). Faculty Learning Community: Data Literacy [poster presentation]. 4th Annual Bay-to-Bay Learning Symposium.

Burress, T., Mann, E., & Neville, T. (2020). Exploring data literacy via a librarian-faculty learning community: A case study. Journal of Academic Librarianship, 46(1), 102076. https://doi.org/10.1016/j.acalib.2019.102076

Data Literacy in the USF General Education Curriculum

Information and data literacy are central tenets of USF Enhanced General Education for undergraduate students (USF, 2018).

Information + Data Literacy

1. Use research tools and indicators of authority to determine the credibility of sources, while identifying any legal and ethical restrictions placed on the use of information.

2. Critically interpret quantitative evidence (such as graphs, tables, charts) in order to identify false claims, incorrect use of evidence, or contradictory statements.

3. Contribute to scholarly conversations using discipline-appropriate communication in different modalities, such as local online communities, guided discussions, undergraduate research journals, and conference presentations/poster sessions.

4. Revise submitted coursework by integrating new sources of information and determining relevance of existing sources.

5. Critically compare and contrast opposing claims regarding the same fact or hypothesis, when the various sides are credible according to discipline-specific indicators of authority.

6. Summarize the key changes in scholarly perspective over time on a particular topic within a specific discipline.

7. Formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, data, then use the questions as a guide to organize information in meaningful ways.

For more details, link to: 
https://www.usf.edu/undergrad/general-education-council/gened-revision/proposed-program.aspx