Academic literature on the topic 'Critical data literacy'
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Journal articles on the topic "Critical data literacy"
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Shorish, Yasmeen. "Data Information Literacy and Undergraduates: A Critical Competency." College & Undergraduate Libraries 22, no. 1 (January 2, 2015): 97–106. http://dx.doi.org/10.1080/10691316.2015.1001246.
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Corti, Louise. "Survey Data in Teaching Project (SDiT): Enhancing Critical Thinking and Data Literacy." IASSIST Quarterly 28, no. 2 (August 16, 2005): 39. http://dx.doi.org/10.29173/iq796.
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Jandrić, Petar. "The Postdigital Challenge of Critical Media Literacy." International Journal of Critical Media Literacy 1, no. 1 (April 3, 2019): 26–37. http://dx.doi.org/10.1163/25900110-00101002.
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This article situates contemporary critical media literacy into a postdigital context. It examines recent advances in data literacy, with an accent to Big Data literacy and data bias, and expands them with insights from critical algorithm studies and the critical posthumanist perspective to education. The article briefly outlines differences between older software technologies and artificial intelligence (AI), and introduces associated concepts such as machine learning, neural networks, deep learning, and AI bias. Finally, it explores the complex interplay between Big Data and AI and teases out three urgent challenges for postdigital critical media literacy. (1) Critical media literacy needs to reinvent existing theories and practices for the postdigital context. (2) Reinvented theories and practices need to find a new balance between the technological aspects of data and AI literacy with the political aspects of data and AI literacy, and learn how to deal with non-predictability. (3) Critical media literacy needs to embrace the posthumanist challenge; we also need to start thinking what makes AIs literate and develop ways of raising literate thinking machines. In our postdigital age, critical media literacy has a crucial role in conceptualisation, development, and understanding of new forms of intelligence we would like to live with in the future.
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Bonsor Kurki, Sarah Elizabeth. "Investigating Adolescent Critical Literacy Engagement." Language and Literacy 17, no. 3 (June 8, 2015): 13. http://dx.doi.org/10.20360/g2jc7w.
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In this paper the author considers adolescents’ important texts and how they are adopting a critical literacy approach towards them. Qualitative data are presented that demonstrate how critically minded these adolescents are when engaging with texts. The author suggests approaches teachers can take to enhance the relationship between literacy curriculum and teenagers’ text-based interests. A tool for evaluating adolescents’ approach to texts is presented to assist teachers so they can move their students beyond evaluative thinking into a transformative position. This article concludes with suggestions for how teachers can develop their own critical literacy approach to texts and curriculum.
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Usova, Tatiana, and Robert Laws. "Teaching a one-credit course on data literacy and data visualisation." Journal of Information Literacy 15, no. 1 (January 11, 2021): 84. http://dx.doi.org/10.11645/15.1.2840.
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Data literacy skills are becoming critical in today’s world as the quantity of data grows exponentially and becomes the ‘currency’ of power. In spring 2020, a team of two librarians piloted a new one-credit course in data literacy and data visualisation. This report explains the rationale behind the project and discusses the place of data literacy within information literacy (IL) instruction. The authors describe the pilot’s learning objectives, topics covered, course design, the structure of assignments and the delivery of the course. They analyse the feedback received on the course and suggest ways to refine their practice.
The article calls for a re-envisaging of the library’s role in data literacy instruction. It aims to address how librarians can extend their current practice of teaching IL to data literacy and why it is important. The authors’ experience may inspire other academic librarians to incorporate data literacy and data visualisation into their teaching practice.
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FRANÇOIS, KAREN, CARLOS MONTEIRO, and PATRICK ALLO. "BIG-DATA LITERACY AS A NEW VOCATION FOR STATISTICAL LITERACY." STATISTICS EDUCATION RESEARCH JOURNAL 19, no. 1 (February 29, 2020): 194–205. http://dx.doi.org/10.52041/serj.v19i1.130.
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In the contemporary society a massive amount of data is generated continuously by various means, and they are called Big-Data sets. Big Data has potential and limits which need to be understood by statisticians and statistics consumers, therefore it is a challenge to develop Big-Data Literacy to support the needs of constructive, concerned, and reflective citizens. However, the development of the concept of statistical literacy mirrors the current gap between purely technical and socio-political characterizations of Big Data. In this paper, we review the recent history of the concept of statistical literacy and highlight the need to integrate the new challenges and critical issues from data science associated with Big Data, including ethics, epistemology, mathematical justification, and math washing.
First published February 2020 at Statistics Education Research Journal Archives
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Jackson, Glenn. "Harry Potter and the Critical gaze: Autonomy pathways in literary response writing." Journal of Education, no. 83 (August 6, 2021): 1–18. http://dx.doi.org/10.17159/2520-9868/i83a04.
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Critical literacy studies require both textual reading and a knowledge of power dynamics in context. To achieve in critical literacy, learners need to work with different kinds of knowledge and integrate them. In this paper, I analyse how learners connect representations of social injustice from a popular literary text to issues of social justice in their broader cultural context. I investigate how different forms of knowledge came together in their response to a writing task. The empirical data comes from a critical literary course taught to Grade 8 learners in an English class in the southeastern United States. I offer an analysis of an exemplary essay submitted by a learner. In the analysis, I use concepts from the Legitimation Code Theory (LCT) dimension of Autonomy to show how the essay brought together information from the literary texts and from beyond to support interpretations of the characters' stances on the rights of elves. The analysis highlights how integration of knowledge drawn from imaginary and real contexts meets both the implicit and explicit critical literacy goals of the task. The findings offer a means for understanding how autonomy pathways can support teachers and learners in recognising and realising connections between texts and broader cultural discourses in ways that align with disciplinary literacy practices.
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Suhardiana, I. Putu Andre, Luh Putu Artini, Ni Nyoman Padmadewi, and Putu Kerti Nitiasih. "Critical Literacy in an EFL Setting: Lecturers’ Perception." Journal of Language Teaching and Research 14, no. 1 (January 1, 2023): 90–95. http://dx.doi.org/10.17507/jltr.1401.10.
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This study intended to determine lecturers' understanding of critical literacy, how they applied it in reading class, and their reasons for continuing to teach critical literacy to students. This study involved five English lecturers as the subjects of the study. The researchers used various techniques to obtain data, namely interviews, documentation, and observation. The collected data were analyzed qualitatively using the interactive data analysis model. This study found that the lecturers' have different ways of defining critical literacy. However, their understanding of critical literacy aligns with the concept of critical literacy in general. Furthermore, lecturers' understanding influences their strategies to promote critical literacy in their English as a foreign language class. Thus, they applied various teaching strategies to ensure that the students could improve their critical literacy. In addition, they also have strong reasons for promoting critical literacy sustainably. Detailed findings are discussed in this article.
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Pangrazio, Luci. "BEYOND YOUNG PEOPLE’S PRIVACY ONLINE: DATA LITERACY PROJECTS FOR CRITICAL DATA EDUCATION." Institute for Education and Research Gyeongin National University of Education 3, no. 2 (2020): 19–39. http://dx.doi.org/10.25020/joe.2020.3.2.19.
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Mendelowitz, Belinda. "Conceptualising and enacting the critical imagination through a critical writing pedagogy." English Teaching: Practice & Critique 16, no. 2 (September 4, 2017): 178–93. http://dx.doi.org/10.1108/etpc-08-2016-0102.
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Purpose Imagination in critical literacy research is usually referred to as a taken for granted concept that is seldom theorised, leaving the assumptions unchecked that everyone has a shared understanding of imagination. This paper aims to challenge critical literacy researchers to rethink the relationship between criticality and imagination and its implication for a critical writing pedagogy. It aims to synthesise the imagination and criticality in the context of critical literacy, both theoretically and empirically and in doing so to illustrate what form a critical writing pedagogy that foregrounds the critical imagination might take. Design/methodology/approach This argument is illustrated through analysing two sets of data that contain embodied enactments of contested gender issues across different modes and genres. Data from student teachers’ embodied enactments of contested gender issues and from their writing on these issues were analysed thematically. Findings A crucial aspect of the critical imagination entails creating pedagogical spaces that mobilise affect and empathy alongside criticality. Embodied literacy work across different modes and genres can play a significant role in facilitating the critical imagination by enabling students to enact, perform and immerse themselves in different discourses, ultimately generating new insights and ways of seeing. Research limitations/implications Data was drawn from a relatively small sample of 30 assignments in the context of teacher education in South Africa. More empirical research needs to be conducted across a wider range of contexts. Practical implications The paper provides a theoretical framework and practical ideas for implementing a critical writing pedagogy that foregrounds the critical imagination and thus could be used in both teacher education contexts and school literacy classrooms. Originality/value This paper challenges critical literacy researchers to rethink the relationship between criticality and imagination and its implication for a critical writing pedagogy.
Dissertations / Theses on the topic "Critical data literacy"
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Johansson, Veronica. "A time and place for everything? : social visualisation tools and critical literacies." Doctoral thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3638.
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The aim of this study is to analyse mutual enactments of critical literacies and social visualisation tools as information resources. The central concept of critical literacies as used here extends and redefines prior critical literacy definitions to denote the pluralistic situated enactments of meaning through which study participants identify, question and transform bias, restrictions and power related aspects of access, control and use in relation to the tools. The study is based on two critical ethnography inspired case studies involving observations, interviews, and contextual inquiry and located in professional settings. Case 1 is centred on how a geographic information system (MapInfo) is used for analysing and preventing traffic accidents. Case 2 is centred on how a dynamic time series animating chart (Trendalyzer) is used for analysing and spreading knowledge about the world’s development. The results demonstrate co-existing critical literacies described in terms of three main directionalities as reactive, proactive, and adaptive, of which the adaptive varieties seem thus far largely overlooked. On the basis of these findings, it is suggested that dominant cognitivist and positivist narratives of visualisations should be replaced with more nuanced alternatives that emphasise the potentials of visualisation tools as evocative and non-blackboxed information resources; i.e., as encouraging new questions and allowing alternative analyses, rather than constructing them as enunciative tools providing true answers. As theoretical contributions, the dissertation argues for a conceptualisation of visualisation tools as representational artefacts and a species of documents actuating information organisation related problems of representation. It also presents a new theoretical construct for the analysis and understanding of the mutual shaping of critical literacies and information resources that includes both cultural practices and actor interests through a combination of sociocultural theories on tools and sociotechnical theories on inscriptions.Academic dissertation for the Degree of Doctor of Philosophy in Library and
Information Science at the University of Borås to be publicly defended on Friday
14 December 2012 at 13.00 in lecture room C203, the University of Borås,
Allégatan 1, Borås.
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Laporte, Marie Noël. "Traduction de fugues-poèmes : une approche intersémiotique." Mémoire, Université de Sherbrooke, 2015. http://hdl.handle.net/11143/6060.
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Résumé : Musicienne et traductrice de formation et de métier, je présente ici des traductions de poèmes contemporains qui s’annoncent, par leur titre ou leur forme, comme des fugues. Comme hypothèse de départ, je pose la possibilité du transfert des éléments de fugue musicale à ceux de la fugue littéraire. Ma démarche se décline en deux parties. Dans un premier temps, j’analyse les poèmes en suivant pas à pas la méthode de critique des traductions littéraires d’Antoine Berman. La méthode est adaptée à la traduction intersémiotique et rend compte des éléments de fugue contenus dans chacun des poèmes à l’étude. Dans un second temps, une fois le « projet de traduction » bien établi, je propose une traduction française des fugues-poèmes. Dans l’esprit de ce que Barbara Folkart nomme des « traductions d’auteur », dans le rendu proposé, je m’éloigne des approches dénotatives, tentant de réactualiser en français la démarche compositionnelle des poètes. Que retiendront les poètes pour leur projet de fugue-poème? Une confusion est-elle possible avec d’autres formes répétitives, comme le canon, le thème et variations, le ground, la chaconne, la passacaille, voire des formes de musique minimaliste? Malgré les appréhensions d’un certain nombre de critiques, qui taxent de « vaines » toute expérience intersémiotique ou toute tentative pour en démontrer les correspondances, on trouve quelques exemples probants de fugues littéraires. Bien entendu, la musique ne peut se traduire directement en mots. En s’attardant aux phénomènes perceptuels et créatifs, on accède à un degré correct de pertinence.
Je me suis donné pour méthodologie le modèle de critique des traductions littéraires d’Antoine Berman, dont j’ai fait l’ossature des chapitres et auquel j’ai greffé des grilles d’analyse paradigmatique et rythmique. J’ai aussi eu recours à un pense-bête des principaux éléments fugaux (constituants de la fugue musicale, définitions de « fugue » dans la langue courante et critères psychiatriques de la « fugue dissociative »). Un questionnaire maison a été le point de départ de mon travail de collaboration avec les poètes. Dans le cas de Paul Celan (1920-1970), j’ai utilisé le même questionnaire, que j’ai rempli au gré de l’analyse et du dépouillement d’autres recherches.
J’explore dans les six premiers chapitres les poèmes « Todesfuge » (1945) de Paul Celan, « Night Thoughts on Clauzewitz’s On War » (1986) d’E. D. Blodgett, « Lives of the Great Composers » (1983) de Dana Gioia, « Domestic Fugues » (2009) de Richard Newman, « Art of Fugue » (2011) de Jan Zwicky » et « Arugula fugues » (2001) d’Adeena Karasick. Dans la conclusion, je discute les résultats de recherche, les choix méthodologiques et le processus de traduction. Un tableau-synthèse des correspondances fugales est aussi présenté et commenté. Le chapitre intitulé « Stretto » vient élargir le corpus des fugues-poèmes analysées et traduites. J’y présente les fugues-poèmes suivantes : « Fugue » et « Round » de Weldon Kees, « Fugue in Cold and Rain » et « Little Fugue of Love and Death » de Richard Newman, « The Praying Mantis » d’Annie Charlotte Dalton Armitage, « The Ballad of the Pink-Brown Fence » de Milton Acorn, « The Children are Laughing » de Gwendolyn MacEwen, « And the Season Advances » d’Herménégilde Chiasson (dans une traduction de Jo-Anne Elder et de Fred Cogswell), « Fugue » de Robyn Sarah, « Fugue » du Kaddish d’Allen Ginsberg, « Fugue » de Neville Dawes, « Seaside Canon » de Julia Galef et « Stretto » de Don MacKay. // Abstract : As a professional musician and translator, I am presenting my translations of contemporary poems that are, either through their titles or their forms, fugue-poems. It is my hypothesis that elements present in a musical fugue can be transferred to a literary fugue. There are two parts to my research. First, I analyze the poems in strict accordance with Antoine Berman’s critical method for literary translation. I adapted the method in order to work with inter-semiotic translation, as well as the fugal elements contained in each of the poems studied. Next, with the “translation project” well established, I propose a French translation of the fugue-poems. Based on Barbara Folkart’s notion of “writerly translations,” I will attempt to capture the essence of the poems and recreate true works of literary art in French, rather than using purely denotative translation methods. Which elements do poets employ in their fugue-poems? Is there a possibility of confusing fugal elements with other repetitive forms, such as a canon, a theme and variations, a ground bass, a chaconne, a passacaglia or even certain forms of minimalist music? Despite the apprehension of some critics, who believe that inter-semiotic work or even the attempt to reveal any form of relationship is in vain, there are a number of clear examples of literary fugues. Naturally, music cannot translate directly into words. However, a study of the perceptual and creative phenomena allows us to make the connection. My research methodology is based on Antoine Berman’s model meant for critics of literary translations, which provides the backbone for the chapters in this presentation, and to which I have added a paradigmatic and rhythmic analysis grid. I also used a memory aid of the principal fugal elements (components of a musical fugue, definitions of a “fugue” in common usage, and the characteristics of the psychiatric disorder referred to as “dissociative fugue”). I designed a questionnaire, which I used as the basis for my collaboration with the poets. In the case of Paul Celan (1920-1970), I used the same questionnaire, which I filled out based on my analysis of his work, as well as analyses put forth by other researchers. In the first six chapters, I explore the following poems: “Todesfuge” (1945) by Paul Celan, “Night Thoughts on Clauzewitz’s On War” (1986) by E. D. Blodgett, “Lives of the Great Composers” (1983) by Dana Gioia, “Domestic Fugues” (2009) by Richard Newman, “Art of Fugue” (2011) by Jan Zwicky and “Arugula fugues” (2001) by Adeena Karasick. In the conclusion, I discuss the research results, the methodological choices and the translation process. I have also included a summary table (with comments) of the corresponding fugal elements. The chapter entitled “Stretto” concludes the corpus of analyzed and translated fugue-poems. It includes: “Fugue ” and “Round” by Weldon Kees, “Fugue in Cold and Rain” and “Little Fugue of Love and Death” by Richard Newman, “The Praying Mantis” by Annie Charlotte Dalton Armitage, “The Ballad of the Pink- Brown Fence” by Milton Acorn, “The Children are Laughing” by Gwendolyn MacEwen, “And the Season Advances” by Herménégilde Chiasson (translation by Jo-Anne Elder and Fred Cogswell), “Fugue” by Robyn Sarah, “Fugue” from Kaddish by Allen Ginsberg, “Fugue” by Neville Dawes, “Seaside Canon” by Julia Galef and “Stretto” by Don MacKay.
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Oyerinde, Oyeyinka Dantala. "Creating public value in information and communication technology: a learning analytics approach." Thesis, 2019. http://hdl.handle.net/10500/26446.
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This thesis contributes to the ongoing global discourse in ICT4D on ICT and its effect on
socio-economic development in both theory and practice. The thesis comprises five studies
presented logically from chapters 5 to 9. The thesis employs Mixed Methods research
methodology within the Critical Realist epistemological perspective in Information Systems
Research. Studies 1-4 employ different quantitative research and analytical methods while
study 5 employs a qualitative research and analytical method.
Study 1 proposes and operationalizes a predictive analytics framework in Learning Analytics
by using a case study of the Computer Science Department of the University of Jos, Nigeria.
Multiple Linear Regression was used with the aid of the Statistical Package for Social
Sciences (SPSS) analysis tool. Statistical Hypothesis testing was then used to validate the
model with a 5% level of significance. Results show how predictive learning analytics can be
successfully operationalized and used for predicting students’ academic performances.
In Study 2 the relative efficiency of ICT infrastructure utilization with respect to the
educational component of the Human Development Index (HDI) is investigated. A Novel
conceptual model is proposed and the Data Envelopment Analysis (DEA) methodology is
used to measure the relative efficiency of the components of ICT infrastructure (Inputs) and
the components of education (Outputs). Ordinary Least Squares (OLS) Regression Analysis
is used to determine the effect of ICT infrastructure on Educational Attainment/Adult Literacy Rates. Results show a strong positive effect of ICT infrastructure on educational
attainment and adult literacy rates, a strong correlation between this infrastructure and literacy
rates as well as provide a theoretical support for the argument of increasing ICT infrastructure
to provide an increase in human development especially within the educational context.
In Study 3 the relative efficiency and productivity of ICT Infrastructure Utilization in
Education are examined. The research employs the Data Envelopment Analysis (DEA) and
Malmquist Index (MI), well established non-parametric data analysis methodologies, applied to archival data on International countries divided into Arab States, Europe, Sub-Saharan
Africa and World regions. Ordinary Least Squares (OLS) Regression analysis is applied to
determine the effect of ICT infrastructure on Adult Literacy Rates. Findings show a relatively
efficient utilization and steady increase in productivity for the regions but with only Europe
and the Arab States currently operating in a state of positive growth in productivity. A strong
positive effect of ICT infrastructure on Adult Literacy Rates is also observed.
Study 4 investigates the efficiency and productivity of ICT utilization in public value creation
with respect to Adult Literacy Rates. The research employs Data Envelopment Analysis
(DEA) and Malmquist Index (MI), well established non-parametric data analysis
methodologies, applied to archival data on International countries divided into Arab States,
Europe, Sub-Saharan Africa and World regions. Findings show a relatively efficient
utilization of ICT in public value creation but an average decline in productivity levels.
Finally, in Study 5 a Critical Discourse Analysis (CDA) on the UNDP Human Development
Research Reports from 2010-2016 is carried out to determine whether or not any public value
is created or derived from the policy directions being put forward and their subsequent
implementations. The CDA is operationalized by Habermas’ Theory of Communicative
Action (TCA). Findings show that Public Value is indeed being created and at the core of the
policy directions being called for in these reports.School of Computing
Ph.D. (Information Systems)
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Warren, James Edward Jr. "Literary knowledge in the reader : English professors processing poetry and constructing arguments." Thesis, 2006. http://hdl.handle.net/2152/29688.
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This dissertation brings together aspects of writing-in-the-disciplines research, reader-response theory, and empirical reading research in an investigation of literary scholars reading poems and constructing arguments. I begin with a review of literary criticism published over the past 70 years on Donne's "The Flea," Milton's "Song: On May Morning," Hopkins' "God's Grandeur," and Eliot's "Conversation Galante." This review suggests that certain New Critical interpretive conventions persist in scholarship. In particular, literary scholars continue to read lyrics as dramatic utterances and as organic wholes. I then present findings from a think-aloud study in which English professors read the aforementioned poems and planned a hypothetical conference talk about them for the MLA conference. Reader-response theorists have argued that readers activate certain text-making conventions in order to read literature as literature. In my study, participants' disciplinary reading conventions were so deeply ingrained that their initial processing of the four poems mirrored the interpretive patterns in published criticism of those poems. Next I analyze the think-aloud data and follow-up interviews from the perspective of writing-in-the-disciplines research. Previous researchers found that scholarly literary argument relies on a limited set of special topoi and is not always directed toward the accumulation of new knowledge. The scholars in my study relied more heavily on some topoi during initial interpretation of the poems, while other topoi were used more often during argument planning. The picture of literary argument that emerges is a hybrid of ceremonial rhetoric and communal knowledge building. Finally, I analyze the think-aloud data from the vantage-point of expert/novice research in cognitive psychology. Previous researchers have used the term "generic expertise" to describe expert knowledge that all members of an academic discipline possess. Despite the belief of some within literary studies that their discipline lacks a core, participants in my study demonstrated generic expertise both in their interpretations of poems and in their argument planning. I conclude by arguing that previous descriptions of scholarly literary argument need to be revised. Literary scholars relate to their objects of study in a unique way that ensures the distinctness of literary argument.text
Books on the topic "Critical data literacy"
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Tottossy, Beatrice, ed. Fonti di Weltliteratur. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-312-0.
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53 writers invited to speak, as artists, of themselves and their world at the beginning of the new millennium in no more than 2002 keystrokes. A new research criterion with which Fonti di Weltliteratur. Ungheria obtains the real and literary data for a theoretical specification of the state and behaviour of the cultural sphere in the globalized context, in the critical passage constituted – for the political and economic spheres as well – by a transformation of linguistic—national realities. Brief historical notes on the recent and current status of the writer in a Hungary passing from dictatorship to democracy in the end enable light to be thrown on the possible fate of the general figure of the intellectual in the perspective of the realization of a Goethean Weltliteratur. Fonti di Weltliteratur. Ungheria by Beatrice Töttössy is licensed under a Creative Commons Attribuzione-Non commerciale-Non opere derivate 2.5 Italia License.Based on a work at www.fupress.com.
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Carol Geronès, Lídia. Un bric-à-brac de la Belle Époque. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-434-9.
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Fortuny (1983) by Pere Gimferrer is the only novel (at least to date) that the author has written in Catalan and it represents one of the most unique novels of contemporary Hispanic narrative. The aims of the present study are mainly two: to shed light on one of the most important, but least studied, works by Pere Gimferrer, the greatest representative of Hispanic creativity for the Post-War Generation, and to analyse critical reception of the work and show how the novel has evolved from the time of publication in 1983 until today. This essay consists of three major parts: the study of critical reception, the narratological analysis of the text and the unveiling of the textual, but above all visual, references that make up the novel. The latter allows us to explain two essential elements of the novel: the imaginary Fortuny on the one hand and, on the other, the novel’s intertextual concrete figure of speech, its ekphrasis. The study of this intentionally visual character of the novel not only wanted to highlight the importance of two arts to which Gimferrer has always paid special attention – we refer to cinema and painting – but has also demonstrated the desire of the writer to innovate the Catalan narrative scene, using different literary devices to push the limits of the genre novel.
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Favaro, Alice. Después de la caída del ‘ángel’. Venice: Edizioni Ca' Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-416-5.
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Ángel Bonomini was born in Buenos Aires in 1929 where he lived until his death at the age of sixty-four in 1994. He worked for various newspapers and magazines as an art critic and translator, but always maintaining his literary activity. He inherited the tradition of the Argentine fantastic and was a prolific writer: his production includes essays, poems and fantastic tales.Although he lived in a period of great cultural splendor and his literary talent was recognised by authors such as Borges and Bioy Casares, he fell into an unexplained oblivion, disappearing quite early from the contemporary intellectual environment. His first poems, which date back to the 1950s, were published in Sur magazine and some of his tales were included in well-known anthologies of fantastic literature.Among his collections of poems there are: Primera enunciación (1947), Argumento del enamorado. Baladas con Ángel (1952) written with María Elena Walsh, Torres para el silencio (1982) and Poética (1994). In 1972 he achieved great success with the publication of his first collection of fantastic tales, Los novicios de Lerna, followed by the publication of other books: Libro de los casos (1975), Los lentos elefantes de Milán (1978), Cuentos de amor (1982), Historias secretas (1985) and Más allá del puente (1996), posthumously published.A particular use of the fantastic characterises his work and distinguishes him from his contemporary authors. In his tales there is a continuous contrast between metaphysics and existentialism; in this way, he makes a deep investigation of the reality and, at the same time, he tries to go beyond it.This volume aims to analyse some emblematic tales by Bonomini in which it is possible to find the main topoi of Argentine fantastic and to understand why the author’s literary work is worth studying.
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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.
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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.
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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.
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Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.
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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.
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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.
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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.
Find full textBook chapters on the topic "Critical data literacy"
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Davis, Dennis S. "Learning To Interrogate And Resist The Data Culture In Literacy Education." In Becoming Critical Teacher Educators, 38–50. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315400945-5.
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Kannengießer, Sigrid. "“Party like it’s December 31, 1983”: Supporting Data Literacy at CryptoParties." In Transforming Communications – Studies in Cross-Media Research, 371–89. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96180-0_16.
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AbstractThe field of critical data studies has been deconstructing datafication, pointing out privacy risks in online communication, and criticising the surveillance and the exploitation of internet users. Research on civic tech and data activism seeks to analyse the ways in which different actors face the challenges posed by datafication and try to empower people to make informed decisions about their data.Data literacy becomes a crucial competence today as citizens face the challenges of living in datafied societies. Through a discussion of different concepts of literacy, the chapter characterises data literacy along four specific criteria: (1) citizens possess knowledge of datafication, the ambivalences and challenges they are forced to confront, (2) people have access to their personal data, and (3) they have the skills which are required to engage with data’s specific materiality.The definition of data literacy that is used here was developed in a study presented in this chapter that analysed the ways in which actors encourage and support data literacy at CryptoParties. CryptoParties are events where people meet to share knowledge and learn about critical data practices that allow secure online communication. As the study demonstrates, the diverse group of people who organise these events aim to enable and develop laypersons’ data literacy in an increasingly datafied world.In its discussion about CryptoParties, this chapter contributes to the research field of critical data studies on a general level, but more specifically, its focus is data literacy to demonstrate the ways in which civil society initiatives critically reflect on datafication and the complex risks to privacy posed by online communication.
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Gray, Jonathan, Liliana Bounegru, Stefania Milan, and Paolo Ciuccarelli. "Ways of Seeing Data: Toward a Critical Literacy for Data Visualizations as Research Objects and Research Devices." In Innovative Methods in Media and Communication Research, 227–51. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40700-5_12.
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Milan, Stefania. "Counting, Debunking, Making, Witnessing, Shielding: What Critical Data Studies Can Learn from Data Activism During the Pandemic." In Transforming Communications – Studies in Cross-Media Research, 445–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96180-0_19.
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AbstractThe COVID-19 pandemic has contributed to shift data power—the power of data structures as well as the power exerted by data on social life—in two directions. Key state functions and infrastructure are transferred to private corporations at the expenses of state sovereignty and oversight, while individual control over personal information such as political preferences and biomedical data is delegated to quasi-monopolistic platforms. Data activism as the civil society response to data power and the field of critical data studies in its role of the scholarly interpreter of a datafied society can both help us make sense of these challenges. Dialoguing with political sociology, this chapter explores data activism as a counterforce to predominant data power, takes stock of its most recent evolutions, and identifies pathways for critical data studies in the post-pandemic world. First, it distinguishes five focal strategies for data activists as they grappled with the challenges of the first pandemic within a datafied society: counting, debunking, making, witnessing, and shielding. It then singles out three challenges for data activism in the post-pandemic world, namely the question of infrastructure, the diffusion of data poverty, and scarce digital literacy. This chapter concludes by deriving lessons learnt from data activism during the pandemic that point to potential new perspectives for critical data studies in the post-pandemic world.
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Siffels, Lotje, David van den Berg, Mirko Tobias Schäfer, and Iris Muis. "Public Values and Technological Change: Mapping how Municipalities Grapple with Data Ethics." In Transforming Communications – Studies in Cross-Media Research, 243–65. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96180-0_11.
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AbstractLocal governments in the Netherlands are increasingly undertaking data projects for public management. While the emergence of data practices and the application of algorithms for decision making in public management have led to a growing critical commentary, little actual empirical research has been conducted. Over the past few years, we have developed a research method that enables researchers to enter organisations not merely as researchers but also as experts on data ethics. Through participatory and ethnographic observation, the DEDA (Data Ethics Decision Aid) gives us special insight into ethics in local government. Where most research has focused on the theoretical aspects of data ethics, our approach offers a new perspective on data practices, by looking at how data ethics is done in public management. Our research provides insight into the state of data awareness within organisations that are mostly portrayed—within critical data studies—as homogeneous and monolithic entities. The distinct method developed at Utrecht Data School allows researchers to immerse themselves within organisations and closely observe data practices, discourses on ethics, and how organisations address challenges that arise as a consequence of datafication. For the purpose of this chapter, we analyse our field work with the DEDA through the lens of Mark Moore’s Strategic Triangle of Public Value. We show how our field work can give insight into how the three angles of the strategic triangle are shaped in practice. From this analysis we draw three conclusions. First, that ethical awareness of data projects is often low because data literacy among civil servants is limited. Second, that by not recognising the choices civil servants have to make as ethical or political choices, they can make decisions that go beyond their mandate. Third, that there is a dangerous tendency where ethical deliberation is sometimes seen as an obnoxious bureaucratic box ticking exercise, instead of being considered as a vital part of the design and build-up of a data project.
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Nath, Madhu Bala. "Gender Insights into a Unique Threat to Human Development." In Health Dimensions of COVID-19 in India and Beyond, 227–43. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7385-6_12.
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AbstractBoth primary and secondary data are examined to study the gender dimensions of the pandemic. While maintaining a focus on health, the author discusses the linkages of health, poverty, and women’s agency. The COVID-19 pandemic has impacted the human development index that incorporates literacy, income, and life expectancy.COVID-19 has severely impacted women’s reproductive health. Unintended pregnancies, abortions, and maternal mortality have increased as a consequence of the pandemic. The demand for services, especially nutritional services, child immunizations, and family planning services was not met. Research shows that sexual and gender-based violence increased during the pandemic. Mental health problems also increased. All these problems affected women disproportionately. The impact of stigma on women’s health is discussed. Its effect on LGBT communities is underscored. The suicide rate in India was higher than that in other countries in South-East Asia even before the pandemic. COVID-19 exacerbated this problem.The author suggests that the government should support disadvantaged communities including the LGBTQ community by transferring leased assets as an eligible collateral for working capital loans. It is recommended that relief packages for COVID-19 should be reworked so they are gender responsive.COVID-19 is threatening the gains made by India to increase women’s education, livelihood opportunities, and labor-force participation. It is also affecting women’s physical and mental health. The author argues for strengthening women’s agency, a critical imperative for countering these problems.
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Benfica, Rui, Judith Chambers, Jawoo Koo, Alejandro Nin-Pratt, José Falck-Zepeda, Gert-Jan Stads, and Channing Arndt. "Food System Innovations and Digital Technologies to Foster Productivity Growth and Rural Transformation." In Science and Innovations for Food Systems Transformation, 421–37. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-15703-5_22.
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AbstractThis chapter looks at food system innovations and digital technologies as important drivers of productivity growth and improved food and nutrition security. The analysis emphasizes a mix of research feasibility and technology-enabling policy factors necessary to realize pro-poor benefits. Given their transformative potential and the urgency of developing the enabling R&D and policy trajectories required for impact, we highlight genome editing bio-innovations, specifically CRISPR-Cas9, to address sustainable agricultural growth; and digital technologies, including remote sensing, connected sensors, artificial intelligence, digital advisory services, digital financial services, and e-commerce, to help guide the operations and decision-making of farmers, traders, and policymakers in agricultural value chains.The analysis points to the need to close critical gaps in R&D investments, capabilities, and enabling policies and regulations to accelerate the scaling and adoption of innovations. At the global level, the engagement of low- and middle-income countries (LMICs) with global players should be facilitated to strengthen intellectual property (IP) access and the management of innovations; and North–South, South–South, and triangular cooperation should be promoted to strengthen LMICs’ regulatory capabilities. At the national level, countries need to invest in science-based participatory approaches to identify and adapt technologies to local conditions; close regulatory gaps through evidence-based frameworks that enable the rapid development, deployment, and safe use of innovations; close institutional and human capacity gaps by addressing limitations in institutional capacities and coordination, while training a new generation of scientists with the skills needed to develop and deliver innovations; develop an understanding of political economy factors for a nuanced knowledge of actors’ agendas to better inform communications and address technology hesitancy; close digital infrastructure gaps in rural areas by promoting simultaneous investments in digital infrastructure and electrification, reducing data costs, and improving digital literacy; and develop sustainable business models for digital service providers to help them achieve profitability, interoperability, and scale to reach a sustainable critical mass, and thus facilitate the adoption of food system innovations.
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Ridgway, Jim, James Nicholson, Sinclair Sutherland, and Spencer Hedger. "Critical statistical literacy and interactive data visualisations." In Data in Society, 349–58. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447348214.003.0028.
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Large amounts of data, relevant to decision making and political argument, are now available. However, these data are often accessible only to people with reasonably developed skills in data acquisition and exploration; less skilled users must depend on interpretations by others. This chapter shows how large amounts of evidence relevant to decision making can be made accessible to a broad public, via software the authors have developed and made widely available. The Constituency Explorer resulted from a collaboration between the House of Commons Library and Durham University, and was designed to support analysis and decision making in the 2015 and 2017 UK general elections. It facilitates access to 150 variables for each of the 650 parliamentary constituencies in the UK, which can be explored in an interactive way. The authors describe the design and features of the interface, and some of the ways it has been used. Finally, they outline some strategies for public engagement which include ‘gamification’ via a quiz accessible to smartphones.
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Ridgway, Jim, James Nicholson, Sinclair Sutherland, and Spencer Hedger. "Critical statistical literacy and interactive data visualisations." In Data in Society, 349–58. Policy Press, 2019. http://dx.doi.org/10.2307/j.ctvmd84wn.40.
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Ryman, Cynthia K. "Fostering Critical Literacy and Cosmopolitanism." In Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments, 250–74. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7823-9.ch013.
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Literacy is embedded in the context of culture and society. In preparing preservice teachers for their future as agents in social change, understanding the power and potential of critical literacy is necessary. Critical literacy provides the opportunity for dialogue that confronts issues and conceptualizes ways to bring about social change. The value of learning how to utilize discussion strategies to encourage critical literacy is important in all classrooms. This research combines aspects of critical literacy based in social justice, reader response theory, and cosmopolitan ethical criticism in investigating the effects of discussion strategies on fostering critical literacy and cosmopolitanism in an undergraduate children's literature course for preservice teachers. Constant comparative analysis is used to interpret the data and to recommend changes in instructional strategies. The findings and recommendations of this chapter provide valuable insights in assisting literature instructors at all levels in fostering critical literacy.
Conference papers on the topic "Critical data literacy"
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Johnson, Britney, Ben Rydal Shapiro, Betsy DiSalvo, Annabel Rothschild, and Carl DiSalvo. "Exploring Approaches to Data Literacy Through a Critical Race Theory Perspective." In CHI '21: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3411764.3445141.
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Watson, Jane, and Rosemary Callingham. "Statistical Literacy: From Idiosyncratic to Critical Thinking." In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04301.
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This paper follows earlier research using a survey instrument devised to measure statistical literacy understanding at the school level. Based on partial credit Rasch analysis, the performance of 673 students in Grades 5 to 10 is reported both overall and for three subgroups of items reflecting strands within statistical understanding. The three strands are the basic measurement of average and chance, the related ideas of sampling and inference, and the representation of data and variation. A hierarchy of six levels of understanding is presented, with differing trends across the grades discussed and an example of individual student performance at each level given. Some of these examples illustrate student differences in understanding for the different strands. Implications for the school curriculum are considered with respect to potential development across the years of schooling and realistic expectations for students at various grade levels. Issues for further consideration and research are raised in the final section.
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Schield, Milo. "Statistical Literacy Curriculum Design." In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04104.
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College-level students pursuing majors that don’t require a quantitative course still need a statistical literacy course that helps them develop the skills to evaluate arguments that use statistics as evidence. Such a course should entail utility in everyday use such that statistical literacy results in a lasting appreciation of the value of statistics as needed in everyday life, civic life, and professional life as a data consumer. A course designed to promote statistical literasy should help students understand and analyze various influences on the size and direction of a statistical association and should include key topics in conditional probability, confounding, and the vulnerability of statistical significance to confounding. This paper describes some new ways of presenting these ideas that are based on the results of field trials conducted in connection with the W. M. Keck Statistical Literacy project at Augsburg College. After studying statistical literacy, 43 percent of Augsburg students strongly agreed that the course helped them develop critical thinking skills and 18 percent strongly agreed that successful completion of the course should become requirement for graduation.
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Bilstrup, Karl-Emil Kjær, Magnus Høholt Kaspersen, Mille Skovhus Lunding, Marie-Monique Schaper, Maarten Van Mechelen, Mariana Aki Tamashiro, Rachel Charlotte Smith, Ole Sejer Iversen, and Marianne Graves Petersen. "Supporting Critical Data Literacy in K-9 Education: Three Principles for Enriching Pupils’ Relationship to Data." In IDC '22: Interaction Design and Children. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501712.3530783.
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Bowler, Leanne, and Manuela Aronofsky. "Teen engagements with data in an after-school data literacy programme at the public library." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2015.
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Introduction. The study presents a preliminary model of teen engagement with data in the context of data literacy activities at the public library. The model contributes to knowledge in the area of human data interaction, specifically as relates to the affective domain, to data literacy, and to the special context of informal learning at the public library. Method. The study takes a critical data literacy stance and is framed by theory about interest and engagement drawn from the field of informal learning. Analysis. Data analysis was inductive and iterative, proceeding through multiple stages. Open coding of feedback forms and the observation notes from twenty-seven data literacy workshops for teens revealed facets of teen engagement with data in the public library. Results. Feedback forms completed by teen participants suggest high interest and engagement with data during the data literacy activities. Themes derived from analysis help to tell the story of youth engagement with data literacy at the public library, including: personal connections to data, embodied learning, interactions with data through facilitation techniques (analogy as one such example), opportunities for inquiry and discovery, social arrangements that encourage interaction, and adopting a playful attitude to learning. Conclusions. Future research in youth data literacy programmes at the public library should further explore the variables of engagement identified in this study.
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Bux, Alex. "Facilitating statistical literacy for evidence-based nursing practice: an active-learning approach." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17404.
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A critical component of the nursing education curriculum is facilitating evidence-based practice, which is the judicious use of evidence toward effective patient care. Among the knowledge and skill sets required, is statistical literacy, which is generally perceived to be difficult, resulting in learning outcomes that are lacking. This paper presents a student-centered approach to teaching statistical literacy, in which students are engaged in individual and group critique and analysis of scientific research articles. Students are facilitated to make meaningful connections. In general, students are motivated and engaged, and by addressing the broader research context, the variables and their relationships become more meaningful, and hence there is greater conceptual grasp of statistics, which can result in transferrable knowledge and skills. This active-learning approach facilitates a meaning-making experience, which improves self-efficacy, and makes learning more interesting and meaningful, rather than mechanical and anxiety-driven. More active-learning strategies should be implemented and formally assessed.
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Maia, Angelica. "Picturing Identities: The Affordances of Using Multimodal Data in Language Learning and Critical Literacy Research." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439141.
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Powers, Audrey, and Marc Powers. "Reconsidering Literacy." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317184.
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Literacy, until recently, was defined as the ability to read printed text and to understand the nuances of both the form and content of that printed text. More recently there has been a focus on subsets of literacy – data literacy, numeracy, visual literacy, media literacy, etc. – that recognizes the means of communicating ideas and facts are not limited to the printed text and that there are multiple means which may be more powerful ways of communicating in our world. In recent years, higher education has been redefining what it means to be educated – from a focus on specific bodies of knowledge, or disciplines, to a focus on developing and mastering skills for varying modes of inquiry. Simultaneously, there has been a growing focus on expanding how students and faculty communicate knowledge – what was once strictly the term paper approach is being replaced by the oral presentation, the poster session, or the artistic response. In a world where ideas are more readily communicated via social media such as YouTube, Instagram, Facebook and Twitter, the ability to accurately assess additional modes of communication is critical. This paper will explore different subsets of literacy, describe a method for developing mastery of those literacies in higher education, and advocate for academic library professionals to become specialists focused on literacies as much, if not more, than on content.
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Gal, Iddo, and Vincent Geiger. "An analysis of media items about the Coronavirus pandemic: New insights for statistical literacy." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.htbhr.
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Despite repeated calls for development of statistical literacy among citizens, in fact there is a dearth of recent systematic empirical research on the actual mathematical and statistical demands of mainstream media. Hence, this study aimed to develop a typology of the content of mathematical and statistical products and demands in the COVID-19 pandemic media, given the criticality of such information to citizens and societies alike. We conducted content-analysis of a purposive sample of over 300 media items from digital news sources based in four countries with different profiles. The analysis generated nine categories of new or enhanced types of knowledge and skill demands evident in the media items analyzed, such as regarding models and causality, data quality and strength of evidence, comparative thinking, literacy and language, official data sources, critical interpretation, and more. We discuss implications for current conceptual models and for instructional efforts focused on statistical literacy.
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Iacullo, Gerald. "Problem-based learning as a pedagogical approach for preparing statistics graduates." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17313.
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The purpose of this study was to explore selected reform-oriented practices centered on Problem- based Learning (PBL). The target group was developmental math instructors who provide formative level instruction that can be defining in developing quantitative reasoning. Data were collected using a 10-item scale developed from a set of criteria that focused on knowledge acquisition, critical thinking, active learning, multiple representations, skills development, and assessment. The majority of the PBL strategies were highly rated as either "usually" or "always" (ranging from 72% to 90%), however, some key strategies were lacking, particularly critical thinking, active learning, and multiple representations, which were rated as either "rarely" or "sometimes" (ranging from 39% to 63%). The results of this study provide insight into the use of PBL strategies designed to promote quantitative literacy among college students, and identifying instructor strengths and weaknesses that can be addressed in professional development programs.
Reports on the topic "Critical data literacy"
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Park-Poaps, Haesun. Facilitating Data Literacy and Critical Thinking Through Utilizing Open Data Resources in the Textiles and Apparel in the Global Economies Course. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8240.
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Beuermann, Diether, Nicolas L. Bottan, Bridget Hoffmann, Jeetendra Khadan, and Diego A. Vera-Cossio. Suriname COVID-19 Survey. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003266.
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This dataset constitutes a panel follow-up to the 2016/2017 Suriname Survey of Living Conditions. It measures welfare related variables before and after the onset of the COVID-19 pandemic including labor market outcomes, financial literacy, and food security. The survey was executed in August 2020. The Suriname COVID-19 Survey is a project of the Inter-American Development Bank (IDB). It collected data on critical socioeconomic topics in the context of the COVID-19 pandemic to support policymaking and help mitigate the crisis impacts on the populations welfare. The survey recontacted households interviewed in 2016/2017 by the Suriname Survey of Living Conditions (SSLC) and was conducted by phone due to the mobility restrictions and social distancing measures in place. It interviewed 1,016 households during August 2020 and gathered information about disease transmission, household finances, labor, income, remittances, spending, and social protection programs. Data and documentation of the 2016/2017 Suriname Survey of Living Conditions can be found at: https://publications.iadb.org/en/suriname-survey-living-conditions-2016-2017 The survey was designed and implemented by Sistemas Integrales. This publication describes the main methodological aspects, such as sample design, estimation procedures, topics covered by the questionnaire, field organization and quality control. It also presents the structure and codebook for the two resulting publicly available datasets.
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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.
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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
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Microbiology in the 21st Century: Where Are We and Where Are We Going? American Society for Microbiology, 2004. http://dx.doi.org/10.1128/aamcol.5sept.2003.
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The American Academy of Microbiology convened a colloquium September 5–7, 2003, in Charleston, South Carolina to discuss the central importance of microbes to life on earth, directions microbiology research will take in the 21st century, and ways to foster public literacy in this important field. Discussions centered on: the impact of microbes on the health of the planet and its inhabitants; the fundamental significance of microbiology to the study of all life forms; research challenges faced by microbiologists and the barriers to meeting those challenges; the need to integrate microbiology into school and university curricula; and public microbial literacy. This is an exciting time for microbiology. We are becoming increasingly aware that microbes are the basis of the biosphere. They are the ancestors of all living things and the support system for all other forms of life. Paradoxically, certain microbes pose a threat to human health and to the health of plants and animals. As the foundation of the biosphere and major determinants of human health, microbes claim a primary, fundamental role in life on earth. Hence, the study of microbes is pivotal to the study of all living things, and microbiology is essential for the study and understanding of all life on this planet. Microbiology research is changing rapidly. The field has been impacted by events that shape public perceptions of microbes, such as the emergence of globally significant diseases, threats of bioterrorism, increasing failure of formerly effective antibiotics and therapies to treat microbial diseases, and events that contaminate food on a large scale. Microbial research is taking advantage of the technological advancements that have opened new fields of inquiry, particularly in genomics. Basic areas of biological complexity, such as infectious diseases and the engineering of designer microbes for the benefit of society, are especially ripe areas for significant advancement. Overall, emphasis has increased in recent years on the evolution and ecology of microorganisms. Studies are focusing on the linkages between microbes and their phylogenetic origins and between microbes and their habitats. Increasingly, researchers are striving to join together the results of their work, moving to an integration of biological phenomena at all levels. While many areas of the microbiological sciences are ripe for exploration, microbiology must overcome a number of technological hurdles before it can fully accomplish its potential. We are at a unique time when the confluence of technological advances and the explosion of knowledge of microbial diversity will enable significant advances in microbiology, and in biology in general, over the next decade. To make the best progress, microbiology must reach across traditional departmental boundaries and integrate the expertise of scientists in other disciplines. Microbiologists are becoming increasingly aware of the need to harness the vast computing power available and apply it to better advantage in research. Current methods for curating research materials and data should be rethought and revamped. Finally, new facilities should be developed to house powerful research equipment and make it available, on a regional basis, to scientists who might otherwise lack access to the expensive tools of modern biology. It is not enough to accomplish cutting-edge research. We must also educate the children and college students of today, as they will be the researchers of tomorrow. Since microbiology provides exceptional teaching tools and is of pivotal importance to understanding biology, science education in schools should be refocused to include microbiology lessons and lab exercises. At the undergraduate level, a thorough knowledge of microbiology should be made a part of the core curriculum for life science majors. Since issues that deal with microbes have a direct bearing on the human condition, it is critical that the public-at-large become better grounded in the basics of microbiology. Public literacy campaigns must identify the issues to be conveyed and the best avenues for communicating those messages. Decision-makers at federal, state, local, and community levels should be made more aware of the ways that microbiology impacts human life and the ways school curricula could be improved to include valuable lessons in microbial science.