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Numeracy is the ability to understand, reason with, and apply simple numerical concepts. The charity National Numeracy states: "Numeracy means understanding how mathematics is used in the real world and being able to apply it to make the best possible decisions...It's as much about thinking and reasoning as about 'doing sums'". Basic numeracy skills consist of comprehending fundamental arithmetical operations like addition, subtraction, multiplication, and division. For example, if one can understand simple mathematical equations such as 2 + 2 = 4, then one would be considered to possess at least basic numeric knowledge. Substantial aspects of numeracy also include number sense, operation sense, computation, measurement, geometry, probability and statistics. A numerically literate person can manage and respond to the mathematical demands of life.
The Association of College and Research Libraries defines information literacy as a "set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued and the use of information in creating new knowledge and participating ethically in communities of learning". In the United Kingdom, the Chartered Institute of Library and Information Professionals' definition also makes reference to knowing both "when" and "why" information is needed.
E-Science or eScience is computationally intensive science that is carried out in highly distributed network environments, or science that uses immense data sets that require grid computing; the term sometimes includes technologies that enable distributed collaboration, such as the Access Grid. The term was created by John Taylor, the Director General of the United Kingdom's Office of Science and Technology in 1999 and was used to describe a large funding initiative starting in November 2000. E-science has been more broadly interpreted since then, as "the application of computer technology to the undertaking of modern scientific investigation, including the preparation, experimentation, data collection, results dissemination, and long-term storage and accessibility of all materials generated through the scientific process. These may include data modeling and analysis, electronic/digitized laboratory notebooks, raw and fitted data sets, manuscript production and draft versions, pre-prints, and print and/or electronic publications." In 2014, IEEE eScience Conference Series condensed the definition to "eScience promotes innovation in collaborative, computationally- or data-intensive research across all disciplines, throughout the research lifecycle" in one of the working definitions used by the organizers. E-science encompasses "what is often referred to as big data [which] has revolutionized science... [such as] the Large Hadron Collider (LHC) at CERN... [that] generates around 780 terabytes per year... highly data intensive modern fields of science...that generate large amounts of E-science data include: computational biology, bioinformatics, genomics" and the human digital footprint for the social sciences.
Visual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image, extending the meaning of literacy, which commonly signifies interpretation of a written or printed text. Visual literacy is based on the idea that pictures can be "read" and that meaning can be discovered through a process of reading.
The following outline is provided as an overview of and topical guide to library and information science:
Data and information visualization is the practice of designing and creating easy-to-communicate and easy-to-understand graphic or visual representations of a large amount of complex quantitative and qualitative data and information with the help of static, dynamic or interactive visual items. Typically based on data and information collected from a certain domain of expertise, these visualizations are intended for a broader audience to help them visually explore and discover, quickly understand, interpret and gain important insights into otherwise difficult-to-identify structures, relationships, correlations, local and global patterns, trends, variations, constancy, clusters, outliers and unusual groupings within data. When intended for the general public to convey a concise version of known, specific information in a clear and engaging manner, it is typically called information graphics.
Digital literacy is an individual's ability to find, evaluate, and communicate information using typing or digital media platforms. Digital literacy combines both technical and cognitive abilities; it consists of using information and communication technologies to create, evaluate, and share information.
Health literacy is the ability to obtain, read, understand, and use healthcare information in order to make appropriate health decisions and follow instructions for treatment. There are multiple definitions of health literacy, in part because health literacy involves both the context in which health literacy demands are made and the skills that people bring to that situation.
Library instruction, also called bibliographic instruction, user education and library orientation, is the process where librarians teach their patrons how to access information in libraries. It often involves instruction about research and organizational tools and methods. It prepares individuals to make immediate and lifelong use of information effectively by teaching the concepts and logic of information access and evaluation, and by fostering information independence and critical thinking. Above all they are aimed at equipping library users with skills to locate library sources and use them effectively to satisfy their information needs.
Transliteracy is "a fluidity of movement across a range of technologies, media and contexts". It is an ability to use diverse techniques to collaborate across different social groups.
Information and media literacy (IML) enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages. IML is a combination of information literacy and media literacy. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding.
Analytical skill is the ability to deconstruct information into smaller categories in order to draw conclusions. Analytical skill consists of categories that include logical reasoning, critical thinking, communication, research, data analysis and creativity. Analytical skill is taught in contemporary education with the intention of fostering the appropriate practices for future professions. The professions that adopt analytical skill include educational institutions, public institutions, community organisations and industry.
Critical reading is a form of language analysis that does not take the given text at face value, but involves a deeper examination of the claims put forth as well as the supporting points and possible counterarguments. The ability to reinterpret and reconstruct for improved clarity and readability is also a component of critical reading. The identification of possible ambiguities and flaws in the author's reasoning, in addition to the ability to address them comprehensively, are essential to this process. Critical reading, much like academic writing, requires the linkage of evidential points to corresponding arguments.
Data are a collection of discrete or continuous values that convey information, describing the quantity, quality, fact, statistics, other basic units of meaning, or simply sequences of symbols that may be further interpreted formally. A datum is an individual value in a collection of data. Data are usually organized into structures such as tables that provide additional context and meaning, and may themselves be used as data in larger structures. Data may be used as variables in a computational process. Data may represent abstract ideas or concrete measurements. Data are commonly used in scientific research, economics, and virtually every other form of human organizational activity. Examples of data sets include price indices, unemployment rates, literacy rates, and census data. In this context, data represent the raw facts and figures from which useful information can be extracted.
Visual literacy in education develops a student's visual literacy – their ability to comprehend, make meaning of, and communicate through visual means, usually in the form of images or multimedia.
E-Science librarianship refers to a role for librarians in e-Science.
Data science is an interdisciplinary academic field that uses statistics, scientific computing, scientific methods, processing, scientific visualization, algorithms and systems to extract or extrapolate knowledge and insights from potentially noisy, structured, or unstructured data.
The Programme for the International Assessment of Adult Competencies (PIAAC) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in 24 countries of cognitive and workplace skills. The main aim is to be able to assess the skills of literacy, numeracy and problem solving in technology-rich environments, and use the collected information to help countries develop ways to further improve these skills. The focus is on the working-age population. The first data was released on October 8, 2013. A first round of the Second Cycle of survey took place in 2022-2023 with results to be released on 10 December 2024.
Graph literacy is the ability to understand information that presented graphically, which are including general knowledge about how to extract information and make inferences from different graphical formats. Although related, graph literacy is distinct from other forms of literacy in the sense that it relates more specifically to one's ability to obtain meaning from information presented graphically. It can include the storage of mental representations in long-term memory, knowledge about the properties of different types of formats, and procedures to interpret them. However, similar to other types of literacy, higher graph literacy is associated with higher education levels and suggests that developing the skills required to interpret graphical information requires knowledge that is acquired through formal education and experience.
The Fourth Paradigm: Data-intensive Scientific Discovery is a 2009 anthology of essays on the topic of data science. Editors Tony Hey, Kristin Michele Tolle, and Stewart Tansley claim in the book's description that it presents the first broad look at the way that increasing use of data is bringing a paradigm shift to the nature of science.
References
- ↑ Acker, Amelia; Bowler, Leanne; Pangrazio, Luci (2024). "Guest editorial: Special issue – perspectives on data literacies". Information and Learning Sciences. 125 (3/4): 157–162. doi:10.1108/ILS-03-2024-266.
- ↑ Baykoucheva, Svetla (2015). Managing Scientific Information and Research Data. Waltham, MA: Chandos Publishing. p. 80. ISBN 9780081001950.
- ↑ Hanegan, Kevin (2021). Turning Data into Wisdom: How We Can Collaborate with Data to Change Ourselves, Our Organizations, and Even the World. Kevin Hanegan (published January 10, 2021). pp. 31, 232. ISBN 978-0578639871.
- ↑ Hey, A. J.; Tony Hey; Tansley, S.; Tolle, K., eds. (2009). The fourth paradigm: data-intensive scientific discovery. Microsoft.
- ↑ "Open Data Philly" . Retrieved 14 June 2013.
- ↑ Na, L. & Yan, Z. (2013). "Promote Data-intensive Scientific Discovery, Enhance Scientific and Technological Innovation Capability: New Model, New Method, and New Challenges Comments on" The Fourth Paradigm: Data-intensive Scientific Discovery". Bulletin of Chinese Academy of Sciences. 1 (16).
- ↑ Stanley, Deborah B. (2018-07-11). Practical Steps to Digital Research: Strategies and Skills For School Libraries. Santa Barbara, CA: ABC-CLIO. p. 275. ISBN 9781440856723.
- 1 2 Carlson, Jake; Johnston, Lisa (2015). Data Information Literacy: Librarians, Data, and the Education of a New Generation of Researchers. West Lafayette, Indiana: Purdue University Press. p. 15. ISBN 9781557536969.
- ↑ Koltay, Tibor (2015). "Data literacy for researchers and data librarians" (PDF). Journal of Librarianship and Information Science. 49 (1): 3–14. doi:10.1177/0961000615616450. S2CID 36467384.
- ↑ Calzada-Prado, Francisco-Javier; Marzal, Miguel-Angel (2013). "Incorporating Data Literacy into Information Literacy Programs: Core Competencies and Contents". Libri. 63 (2): 123–134. doi:10.1515/libri-2013-0010. hdl: 10016/27173 . S2CID 62074807.
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