Title: Informačné prostredie a vedecká komunikácia: aspekty vedeckej dátovej gramotnosti
Variant title:
- Information environment and scholarly communication: aspects of research data literacy
Source document: ProInflow. 2018, vol. 10, iss. 2, pp. 4-22
Extent
4-22
-
ISSN1804-2406 (online)
Persistent identifier (DOI): https://doi.org/10.5817/ProIn2018-2-2
Stable URL (handle): https://hdl.handle.net/11222.digilib/138447
Type: Article
Language
License: CC BY 3.0 CZ
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Cieľom príspevku je vymedzenie informačného prostredia v kontextoch vedeckej komunikácie a vedeckej dátovej gramotnosti vedcov v SR. Definujú sa základné pojmy ako informačné prostredie, vedecká komunikácia, dáta, vedecké dáta, dátová gramotnosť, vedecká dátová gramotnosť. Vymedzujú sa problémy interpretácie dát v informačnej vede, najmä typy dát v súvislosti s manažmentom vedeckých dát. Cieľom príspevku je vymedzenie informačného prostredia v kontextoch vedeckej komunikácie a vedeckej dátovej gramotnosti vedcov v SR. Definujú sa základné pojmy ako informačné prostredie, vedecká komunikácia, dáta, vedecké dáta, dátová gramotnosť, vedecká dátová gramotnosť. Vymedzujú sa problémy interpretácie dát v informačnej vede, najmä typy dát v súvislosti s manažmentom vedeckých dát.
Purpose – The paper is aimed at exploration of the information environment in contexts of scholarly communication and research data literacy of researchers in Slovakia. Basic concepts are specified, including information environment, scholarly communication, data, research data, data literacy, research data literacy. Issues of data interpretation in information science are considered, namely types of research data in contexts of research data management. Design/methodology/approach – Results of two studies regarding information behaviour of researchers and research data literacy of researchers in SR are presented. We applied qualitative and quantitative methodologies, concept mapping and modelling. Results – Based on a qualitative study of information behaviour of researchers in SR we present the types of research data illustrated by a concept map and information behaviour of researchers. Results of the first survey of research data literacy of researchers in SR as part of an international study indicate willingness of researchers to share research data. Differences among disciplines were confirmed, interest in research data management courses and concerns regarding misinterpretation of data. We present proposals for research data literacy and research data management and content of courses of analyses and data visualization. Originality/value – We presented an original interpretation of the information environment. Based on results of our studies we present an original image of the information environment of researchers in SR. We propose an original concept of the academic information ecologies and a new model of the academic library. The support of research data literacy and building of data infrastructure as new perspectives of information science are emphasized.
slo
eng
References
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[20] Heuwing, B., Mandl, T. & Womser-Hacker, C. (2016). Combining contextual interviews and participative design to define requirements for text analysis of historical media. In Proceedings of ISIC, Zadar, Croatia, 20-23 September, 2016: Part 1. Information Research, 21(4), paper isic1606. Retrieved from http://InformationR.net/ir/21-4/isic/isic1606.html
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[23] Karvalics, L. Z. (2013). From Scientific Literacy to Lifelong Research: A Social Innovation Approach. In: Worldwide Commonalities and Challenges in Information Literacy Research and Practice. ECIL 2013. Rev. Sel. Papers. Ed. S. Kurbanoglu et al. Springer, Cham, 126-133.
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[26] Koltay, T., Špiranec, S., Karvalics, L. Z. (2016). Research 2.0 and the Future of Information Literacy. Amsterdam: Chandos.
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[31] Martin, E. R. (2014). What is Data Literacy? Journal of eScience Librarianship. 3 (1), 1-2, (2014). Dostupné na: http://doi.10.7191/jeslib/2014.1069. | DOI 10.7191/jeslib.2014.1069
[32] McGuiness, C. (2006). What Faculty Think-Exploring the Barriers to Information Literacy Development in Undergraduate Education. In: Journal of Academic Librarianship. Vol. 32, No. 6, 573-582. | DOI 10.1016/j.acalib.2006.06.002
[33] Nardi, B. A., O'Day, V. L. (1999). Information Ecologies: Using Technology with Heart. Cambridge: MIT Press, 1999. 232 p.
[34] Novak, J. D., Cañas, A.J. (2006). The Theory Underlying Concept Maps and How to Construct Them. Technical report IHMC. CmapsTools. Pensacola: Florida Institute for Human and Machine Cognition.
[35] Olson, G. M., Olson, J. (2016). Converging on theory from four sides. In: Theory development in the Information Sciences. Ed. D. Sonnenwald. Univ. Of Texas, Austin, 87-100.
[36] Palmer, C.L., & Cragin, M.H. (2008). Scholarship and disciplinary practices. In Annual Review of Information Science and Technology. Vol. 43 (2), 163-212. Retrieved from: http://dx.doi.org/10.1002/aris.2008.1440420112 | DOI 10.1002/aris.2008.1440420112
[37] Pálsottir, A. (2018). 1Data Literacy, Collaboration and Sharing of Research Data Among Academics at the University of Island. In: Information Literacy in the Workplace. 5th European Conference. Springer International Publ. AG, 178-185. (2018). CCIS 810
[38] Roos, A., Kumpulainen, S., Järvelin, K and Hedlund, T. (2008). The information environment of researchers in molecular medicine. Information Research, 13(3) paper 353. Retrieved from: http://InformationR.net/ir/13-3/paper353.html
[39] Rowlands, I. & Fieldhouse, M. (2007). Information behaviour of the researcher of the future, work package I: trends in scholarly information behaviour. Retrieved from: www.jisc.ac.uk/media/documents/programmes/reppres/ggworkpackagei.pdf
[40] Scanlon, E. (2014). Scholarship in the Digital Age: open educational resources, publication and public engagement. British Journal of Educational Technology, 45 (1), 12-23. | DOI 10.1111/bjet.12010
[41] Schneider, R. (2013). Research Data Literacy. In: Worldwide Commonalities and Challenges in Information Literacy Research and Practice. ECIL 2013. Springer, Cham, 134-140.
[42] Schneider, R. (2018). Training Trainers for Data Literacy: A Content- and Method-Oriented Approach. In: Information Literacy in the Workplace. 5th European Conference, ECIL 2017. Springer International Publishing AG , 139-147. CCIS 810
[43] Sonnenwald, D. H. (2013). Visioning the Future of Information and Library Science: Challenges and Opportunities. In: Hobohm, H.C., ed. Informationswissenschaft zwischen virtuellen Infrastruktur und materialen Lebenswelt, ISI 2013, Gluckstadt: Hulsbusch 2013, 22-34.
[44] Steinerová, J. (2005). Informačné správanie. Pohľady informačnej vedy. Bratislava: CVTI 2005. ISBN 80-85165-90-2.
[45] Steinerová, J. et al. (2012). Informačná ekológia akademického informačného prostredia. Autori: J. Steinerová, J. Ilavská, M. Ondrišová, L. Lichnerová, H. Ondriašová, M. Haršányiová, L. Prágerová. Bratislava: Univerzita Komenského. 96s. ISBN 978-80-223-3178-4.
[46] Steinerová, J. (2014). Ecological Information Interactions for Digital Scholarship. In: Cognitive Traveling in Digital Space of the Web and Digital Libraries. Interdisciplinary Multi-Partner Project TraDiCe. Ed. P. Návrat et al. Bratislava: STU 158-169.
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