Following the blogpost of Yasmeen Shorish “Data, data everywhere…but do we want to drink? The role of data, digital curation, and scholarly communication in academic libraries.” Got me thinking on the curriculum of information literacy in academic libraries. Shorish:
This means that academic libraries must incorporate the work of data information literacy into their existing information literacy and scholarly communication missions, else risk excluding these data librarian positions from the natural cohort of colleagues doing that work, or risk overextending the work of the library.
Information literacy is one of the core activities of information specialists, but usually only aimed at students, ideally graduate students as well and perhaps post grads, but certainly not the researchers or teaching faculty of the institution. Including research data management under the umbrella of information literacy reinforces the position of library information specialists and bring their complete information literacy offereings under the attention of faculty as well. The data literacy skills help to “sell” information literacy to faculty as well.
Some information specialists might be caught off guard by the new required skills set mentioned by Shorish “experience with SPSS, R, Python, statistics and statistical literacy, and/or data visualization software find their way into librarian position descriptions“. This brings me to the third aspect of information literacy, I would broaden this to the digital skills set, or digital literacy as mentioned in NMC Horizon report 2015. But exactly in this part of the report research libraries are not mentioned. Undeservedly so in my opinion.
So here we have a task at hand. Quite a large one, if you ask me, but doable. Break out of the shackles of the classical forms of information literacy, include research data management in these courses, or curricula as well and work towards digital literacy courses.