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452 results for “literacy”
Dataset for Financial Literacy Bibliometrics
<p>Dataset for Financial Literacy Bibliometrics, extracted on 4th November 2022 according to the following queries. Duplicated values removed.</p> <table> <tbody> <tr> <td> <p>Web of Science</p> </td> <td> <p>((AK=(financial literacy)) AND LA=(English)) AND DT=(Article)</p> </td> </tr> <tr> <td> <p>Scopus</p> </td> <td> <p>AUTHKEY(financial literacy) AND (LIMIT-TO(DOCTYPE,”ar”)) AND<br> (LIMIT-TO(LANGUAGE,”English” ) )</p> </td> </tr> </tbody> </table> <p> </p> <p>Part of Ph.D. thesis in Management.</p>
Identification and characterization of learning weakness from drawing analysis at the pre-literacy stage - DATASET
<p>This is the dataset associated with the paper</p> <p>Dui, L. G., Lomurno, E., Lunardini, F., Termine, C., Campi, A., Matteucci, M., & Ferrante, S. (2022). Identification and characterization of learning weakness from drawing analysis at the pre-literacy stage. <em>Scientific Reports</em>, <em>12</em>(1), 21624.</p> <p>File content:</p> <ul> <li>characterizationSciRep22.xlsx: an Excel file <ul> <li>rows: subjects</li> <li>columns: <ul> <li>year of birth</li> <li>month of birth</li> <li>dominant hand (0=right, 1=left)</li> <li>sex (0=male, 1=female)</li> <li>mother tongue (0=non-Italian, 1=Italian)</li> </ul> </li> </ul> </li> <li>featureSciRep22: a Matlab file. For each sub-matrix, rows are subjects <ul> <li>"dataset" sub-matrix: each column is a feature computed from drawings</li> <li>"names_type" sub-matrix: metadata for the "dataset" matrix <ul> <li>column 1: feature name</li> <li>column 2: game the feature refers to</li> <li>column 3: feature type</li> </ul> </li> <li>"risk_questions": each column corresponds to the answer to one of the 15 items for assessing graphical abilities. 0=not selected, 1=selected</li> <li>"risk": the risk label computed from "risk_questions", 0=not at risk, 1= at risk</li> </ul> </li> </ul>
Literacy Promotion Using Automated Hovering
ClinicalTrials.gov study NCT04576481. IPD Sharing: YES. Countries: 1. Publications: 18.
Open Data as driver of critical data literacies in Higher Education: Which Data, Which Openness, Which Care?
<p>This Zenodo item contains the Report and subsidiary resources and dataset on the results of the workshop undertaken by the authors: "Open Data as driver of critical data literacies in Higher Education".</p> <p>Workshop Details:</p> <ul> <li>A workshop session offered at the OER20 [online] conference</li> <li><a href="https://oer20.oerconf.org/sessions/o-060/">https://oer20.oerconf.org/sessions/o-060/</a></li> <li>Wed, Apr 1 2020</li> <li>Theme: <a href="https://oer20.oerconf.org/tracks/open-education-for-civic-engagement-and-democracy/">Open education for civic engagement and democracy</a></li> <li>Access to the <a href="https://eu.bbcollab.com/collab/ui/session/playback/load/0983399114454947ba11426abbb3e17e">Recorded Session</a></li> </ul> <p>The workshop explored the educational potential of Open Data as a driver of interdisciplinary dialogue in learning design and pedagogical practices. It offered instruments for designing educational interventions in two simple phases:</p> <ol> <li>A conceptual (but dialogical!) introduction</li> <li>A “hands on” exercise</li> </ol> <p>The virtual environment used was Blackboard Collaborate as organized and supported by ALT and the OER20 Committee. In these conditions, 73 participants (conference attendees and external participants) engaged in the activity. The participants that expressed their geographical positions (when introducing themselves via the chat in the virtual conference environment) showed diversity, though most participants came from the UK, elsewhere in Europe, and some from Latin America.</p>
Why should we care about datafication? Critical data literacies in higher education
<p>This Zenodo item contains the Report and subsidiary resources and dataset on the results of the workshop undertaken by the authors: "Why should we care about datafication? Critical data literacies in higher education".</p> <p>Workshop Details:</p> <ul> <li>A workshop session offered at the OER20 [online] conference</li> <li><a href="https://oer20.oerconf.org/sessions/o-023/">https://oer20.oerconf.org/sessions/o-023/</a></li> <li>Wed, Apr 1 2020</li> <li>Theme: <a href="https://oer20.oerconf.org/tracks/openness-in-the-age-of-surveillance/">Openness in the age of surveillance</a></li> <li>Access to the <a href="https://eu.bbcollab.com/collab/ui/session/playback/load/7cadbebcf3cf499d8616529c880eacde">Recorded Session</a></li> </ul> <p>Through a hands-on Open Space conversation, facilitated via Mentimeter and Blackboard Collaborate we explored the challenges datafication poses for educators in our contemporary information ecosystem, and why all of us should care. The session tried to scaffold frameworks that offer participants a critical lens to analyse their own data literacies and explore pathways to data literacy and data activism in institutions and networks.</p> <p>The workshop was technically implemented with success, and all the interactions were undertaken without any imprevist, due to the great support given by the OER20 committee. The OER20 community got engaged with our proposal: 94 participants were visible in the chat side and actively contributing.</p>
Dataset of the study "Think globally, act locally": A glocal approach to old and new literacies for social media skills
<p>This Zenodo item contains the dataset of the study: Manca, S., Bocconi, S., & Gleason, B. (2020). “Think globally, act locally”. A glocal approach to old and new literacies for social media skills. Computers & Education.</p> <p>Abstract</p> <p>Despite the documented number of studies that investigate social media in teaching and learning settings, the topic of social media literacy is still an under-researched area. This study adopts the theoretical lens of New Literacy studies to suggest a combined perspective for investigating social media literacies. This perspective considers both social media skills that are transversal across different social media (global skills) or that pertain to a specific social media platform (local skills). It examines practices that are decontextualized (literacy as something to be acquired) or situated and context-dependent (literacy through participation). To map current research on social media skills, a systematic literature review was conducted. Analysis of 54 publications was carried out following the UNESCO DLGF framework for digital literacy competencies, and also using a critical lens based on four metaphors whereby, for learning purposes, social media are seen as a <em>tool</em>, as a <em>process</em>, as <em>collaboration</em>, and as <em>participation</em>. The results show that most of the studies consider global social media skills, while only a few examine skills sets specific to a particular social media platform. Besides, most of the identified skills concern decontextualized practices, with very few studies emphasizing the importance of fostering situated social media practices. We conclude that there is a need for more expansive theoretical elaboration in the field, and provide a number of recommendations for investigating, understanding, and designing educational curricula and activities that support the development of social media literacy.</p>
Financial Literacy among Young College Students: Advancements and Future Directions
Open the record for dataset details and reuse information.
Strategies for Inclusion in Data Literacy Programming
<p>Jonathan Cain founded the Data Services Department at the University of Oregon with a goal of to prioritizing the needs of under-served students. The focus of our statistical consulting service and data literacy workshops has been to fulfill that vision. In this talk we discuss some of our strategies for reaching under-served students (students of color, immigrants, non-traditional students, and women in male-dominated fields), including the following: hiring students of color, international, and non-traditional students to provide peer consulting services and help lead workshops, and creating a welcoming environment for all students. This has meant, for example, offering a workshop sequence teaching R in Chinese (not common at a US university), and hiring a student specifically to liaise with and offer services to the McNair Scholars Program, a program for underrepresented undergraduate students who intend to pursue a PhD. As time allows, we will also address the limitations of our strategies and invite feedback from audience members about what strategies have worked at their institutions.</p>
The Practical Value of Information Literacy in the Workplace
<p>This video was produced for an information literacy course at the University of Ottawa's École School of Information Studies (ÉSIS). It is shared as an open education resource to be (re)used to teach viewers about the value of information literacy in the workplace. The video aims to briefly outline workplace literacy expectations for novice job seekers wanting to increase their employability. The video’s objective is to make (under)graduate students aware of the key information literacy skills that employers are looking for in new hires, and provide some suggested resources to improve or acquire these skills. The video is meant to be a starting point to build on students' awareness of information literacy skills and how these skills will be valuable in the workplace. This builds on the core concept of "Information Has Value" from the Association of College & Research Libraries' <a href="https://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/infolit/framework1.pdf"><em>Framework for Information Literacy for Higher Education</em></a> (2015).<strong> </strong></p> <p>Learning objectives include knowing why an employee needs information, where and how information can be found, and how information is used and presented in the workplace.</p> <p>The video was produced using Microsoft PowerPoint, Canva, Slidesgo and Screencast-o-matic.</p> <p>The following references were used to inform the video content: </p> <p>Cheuk, B. (2008). Delivering business value through information literacy in the workplace. <em>Libri, 58</em>(3), 137–143. <a href="https://doi.org/10.1515/libr.2008.015">https://doi.org/10.1515/libr.2008.015</a> </p> <p>Geisinger, K. F. (2016). 21st century skills: What are they and how do we assess them? <em>Applied Measurement in Education, 29</em>(4), 245–249.<a href="https://doi.org/10.1080/08957347.2016.1209207"> https://doi.org/10.1080/08957347.2016.1209207</a></p> <p>Hamlett, A. (2021). Getting to work. <em>Journal of Information Literacy, 15</em>(2), 166–177.<a href="https://doi.org/10.11645/15.2.2857"> https://doi.org/10.11645/15.2.2857</a></p> <p>Hart Research Associates. (2015). <em>Falling short? College learning and career success. Selected findings from online surveys of employers and college students conducted on behalf of the Association of American Colleges & Universities</em>. <a href="https://dgmg81phhvh63.cloudfront.net/content/user-photos/Research/PDFs/2015employerstudentsurvey.pdf">https://dgmg81phhvh63.cloudfront.net/content/user-photos/Research/PDFs/2015employerstudentsurvey.pdf</a></p> <p>Head, A. J. (2012). Learning curve: How college graduates solve information problems once they join the workplace. <em>SSRN Electronic Journal</em>.<a href="https://doi.org/10.2139/ssrn.2165031"> https://doi.org/10.2139/ssrn.2165031</a></p> <p>Head, A. J. (2016). Staying smart: How today’s graduates continue to learn once they complete college. <em>SSRN Electronic Journal</em>.<a href="https://doi.org/10.2139/ssrn.2712329"> https://doi.org/10.2139/ssrn.2712329</a></p> <p>Head, A. J., Hoeck, M. V., Eschler, J., & Fullerton, S. (2013). What information competencies matter in today’s workplace? <em>Library and Information Research, 37</em>(114), 74–104.<a href="https://doi.org/10.29173/lirg557"> https://doi.org/10.29173/lirg557</a></p> <p>Hoffman, N. (2016). Guttman Community College puts “work” at the center of learning: An approach to student economic mobility. <em>Change, 48</em>(4), 14–23.<a href="https://doi.org/10.1080/00091383.2016.1198167"> https://doi.org/10.1080/00091383.2016.1198167</a></p> <p>Jewell, P., Reading, J., Clarke, M., & Kippist, L. (2020). Information skills for business acumen and employability: A competitive advantage for graduates in Western Sydney. <em>Journal of Education for Business, 95</em>(2), 88–105.<a href="https://doi.org/10.1080/08832323.2019.1610346"> https://doi.org/10.1080/08832323.2019.1610346</a></p> <p>Rainie, L., & Anderson, J. (2017). <em>The future of jobs and jobs training.</em> Pew Research Center. <a href="https://www.proquest.com/docview/1904675911?parentSessionId=ZC%2F3xfG3CZGmYbJM0fE4NhuW5HQPbFkfieMUZFD57mU%3D&pq-origsite=primo&">https://www.proquest.com/docview/1904675911?parentSessionId=ZC%2F3xfG3CZGmYbJM0fE4NhuW5HQPbFkfieMUZFD57mU%3D&pq-origsite=primo&</a></p>
Searching for Information on Social Media - An OER on information literacy
<p>This open educational resource video offers digital immigrants and strangers the skills to find authoritative information on social media. With a focus on the ACRL's information literacy framework threshold concepts of "Authority is contextual and constructed" and "Information has value". It is intended for use and re-use in information literacy educational contexts.</p> <p>We have included the video file, a transcript and the slides used to make the OER.</p> <p>This video was made with PowerPoint with final editing touches in DaVinci Resolve 16.</p>
Student Creativity in Information Literacy Instruction - OER video for high school educators
<p>This video was produced in an information literacy course at the School of Information Studies (ÉSIS) at the University of Ottawa, Canada, in Spring 2022. It is shared as an open educational resource (OER) using CC-BY license to be re(used) to teach viewers about creativity in the context of information literacy.</p> <p>This video is meant to help educators teach information literacy to their high school students using creativity.</p> <p>The learning objective includes understanding methods to incorporate creativity in the instruction of information literacy through the form of content creation. The main goal is to engage the viewers and incentivize the target audience to implement creativity in their educational methods related to information literacy.</p> <p>This video was created in screencast-o-matic and edited using the same program and Lightworks.</p> <p>The slides used are from a presentation template from SlidesCarnival and illustrations by Sergei Tikhonov.</p> <p>The references used to create this project are displayed at the end of the video.</p>
Diversity checks in media literacy literature for older adults
<p>Simple checks for:</p> <ol> <li>the mention of older adults as heterogenous,</li> <li>whether representation in media is mentioned or discussed,</li> <li>did the literature or studies break down gender and was it included,</li> <li>was diversity in sexuality mentioned/included/discussed,</li> <li>did diversity elements appear in their demographics (gender, sexuality, socio-economic, and or ethnicity, or other elements)</li> </ol>
FAIR data literacy project
<p>Data obtained from FAIR data study</p>
Key elements of critical digital literacies from the perspective of school education - video of a paper presentation
<p>This is a video prepared for a paper presentation in the EARLI 2021 conference:</p> <p>Lakkala, M., Ilomäki, L., Kallunki, V., Gouseti, A., Mundy, D., Raffaghelli, J. E., Romero, M., Romeu, T., Ranieri, M., Bruni, I., & Roffi A. (2021). Key elements of critical digital literacies from the perspective of school education. Paper presented at the EARLI 2021 conference: Education and Citizenship - Learning and Instruction and the Shaping of Futures. University of Gothenburg, Gothenburg, Sweden, 23-27 August 2021.</p> <p>The research relates to the <a href="http://detectproject.eu/">DETECT project</a>. See also <a href="https://researchportal.helsinki.fi/fi/publications/key-elements-of-critical-digital-literacies-from-the-perspective-">https://researchportal.helsinki.fi/fi/publications/key-elements-of-critical-digital-literacies-from-the-perspective-</a></p> <p><strong>Acknowledgement</strong></p> <p>This project was funded by Erasmus+, KA2. Project Reference: 2019-1-UK01-KA201-061508.</p>
DIALLS Dataset of evaluations of Open Educational Resources – The Cultural Literacy Learning Programme resources
<p>This dataset was used to support the development of the DIALLS project’s (Dialogue and Argumentation for cultural Literacy Learning in Schools, www.dialls2020.eu/) teaching and learning materials as open access online educational resources (OER). It consists of quantitative data (i) evaluating the three OER (i.e., professional development (PD) materials, lesson plans (LP), Scale of Progression for Cultural Literacy Learning (SPCLL)) and (ii) assessing the discussion forum as a platform for building a DIALLS community of practice. <em> N</em> = 140 teachers from Germany, UK, Portugal, and Israel participated in the surveys over the course of six months (September 2020 to February 2021). </p> <p>For each country, there are four datasets from the surveys. For data collection, the surveys have been translated into the partner countries’ language, open feedback is translated from the respective languages and now in English (i.e., Translation from German, English, Portuguese, Hebrew). </p> <p>Based on Kirkpatrick and Kirkpatrick’s (2006) evaluation model and the Value Creation Framework (VCF) (Wenger et al., 2011), the surveys have been developed and the discussion forum designed. From this, items regarding the materials’ application, content, design, and value were included in the assessment of the quality of PD materials, lesson plans, and SPCLL. The quality of the discussion forum was assessed regarding its motivation, participation, topic, and value. </p> <p>Considering the context, the dataset is relevant to the following areas of research: Communities of Practice, OER, Teachers’ professional development. </p> <p>The dataset is organised in 1 file (merged quantitative data from all four surveys and all four partners). A detailed description of the dataset can be accessed in a PDF file. Further, the provided codebook in the "variable view window" in SPSS explains the variables and values. </p>
Financial Literacy Bibliometrics - Main Information
<p>Financial Literacy Bibliometrics - Main Information, part of PhD Thesis in Management.</p>
Survey data of the health literacy on COVID-19 and COVID-19 vaccination in Indonesia
<p><span><strong>Introduction</strong>: </span><span>Health literacy on COVID-19 and COVID-19 vaccination is valuable during the pandemic. The objective of this study was to determine the levels of health literacy about the COVID-19 vaccine and vaccination (Vaccine and Vaccination literacy—VL) in the Indonesian adult general population, assessing the perceptions of the respondents/interviewees about current adult immunization and beliefs about vaccination in general, and analyzing correlations of these variables with the VL levels.</span><span> </span></p> <p><span><strong>Methods</strong>: </span><span>A rapid survey was administered via the web. Data were analyzed using descriptive and inferential stats; the internal consistency of the VL scales was assessed through Cronbach's alpha coefficient, and a Principal Component Analysis (PCA) was conducted to investigate how the questions of the functional and interactive-critical VL scales were related to one another and whether the underlying components (factors) and each question's load on the components could be identified as anticipated. An alpha level lesser than 0.05 was considered significant.</span></p> <p><span><strong>Results</strong>: </span><span>Answers to functional- and interactive/ critical- VL questions showed good/ acceptable internal consistency (Cronbach's alpha = 0.817 and 0.699, respectively), lowest values observed were 0.806 for functional scale and 0.640 for the interactive-critical scale. PCA showed two components accounting for 52.45% of the total variability. Approximately 60% of respondents were females (n=686). Almost all respondents used the internet to seek information regarding COVID-19 and COVID-19 vaccination. Many used at least one social media actively with 74.4% of respondents sometimes believing the validity of this information.</span></p> <p><span><strong>Conclusions:</strong> </span><span>High scores were observed in both functional- and interactive/ critical-VL, and were quite balanced between genders in the prior VL and higher in females for the latter; these were also closely related to the educational level and age group. It is crucial to increase public health literacy on managing the pandemic.</span></p>
Infocomunication Literacy and Public Governance - Dataset
<p>Dataset - row data collected in the application of a research questionnaire using Lime Survey.</p> <p> </p>
Argument maps as tools to support the development of new media literacies: a systematic review.
<p>The post-digital era is characterized by the vast presence of platforms imposing their digital affordances and algorithmic control on our behavior. This environment is challenging education and training, with implications for digital and transmedial literacy. Investigating instructional methodologies is crucial to foster critical comprehension of such novel informational environments. The argument maps (AM), which were first created and evaluated in static information contexts (analogical/old web), could be useful in the emergence of dynamic (post-digital) textual forms.</p> <p>The current paper describes a comprehensive literature review based on the assumptions above. We looked into state of the art in research on using AM to handle dynamic information. We found 150 papers using a PRISMA procedure and then examined 25 of them. Our review produced pertinent data about the current state of AM, including the sorts of texts on which they are used and the tools (especially digital and AI-based) that have been employed. Our research lays the groundwork for teaching the literacies needed in new informational settings, such as multimodal, dynamic, algorithmic, and data-driven contexts, with a specific focus on AM as an effective mediational tool.</p> <p>This Zenodo record presents the full dataset composed of the following sheets:</p> <ol> <li>Codebook</li> <li>Italian Journals</li> <li>List of articles extracted from SCOPUS</li> <li>List of articles extracted from ERIC</li> <li>List of articles extracted from WOS</li> <li>List of articles extracted from DOAJ</li> <li>PRISMA workflow</li> <li>Analysis - First Level (classification of 25 articles selected)</li> <li>Analysis - Second Level (List of 19 articles selected)</li> <li>Final Dataset</li> <li>Interrater Agreement.</li> </ol> <p>As for the Keywords' Map, a primo file .txt displays the text over which basis was performed the keyword maps analysis. The second .txt file shows notes relating to the analysis procedures using the software VOS-Viewer <a href="http://www.vosviewer.com/">http://www.vosviewer.com/</a> </p> <p>Any comments or improvements are welcome!</p>
The Moderating Effect of Employee Agility on the Link between Employee Vitality, Digital Literacy and Transformational Leadership with Job Performance: An Empirical Study of HR Practitioners in the Manufacturing Sector of Northern Malaysia.
<p>This is a dataset for a study that examines the effects of employee vitality, digital literacy, and transformational leadership on job performance. Additionally, it investigates the moderating role of employee agility in these relationships. Data were collected from HR practitioners in manufacturing companies in the northern region of Malaysia for analysis. The results indicate that the job performance of HR practitioners is positively influenced by employee vitality, digital literacy and transformational leadership. </p>
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These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
Allen Brain Atlas is an Allen Institute collection of brain map atlases, datasets, APIs, and analysis tools covering mouse, human, and non-human primate brain resources.
Annotated Behaviour and Observability Dataset (ABODe)
ABODe is a University of Edinburgh DataShare dataset for behavior classification in group-housed mice using home-cage video, identities, bounding boxes, ground-plate positions, and annotator labels.
DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.