大数据时代咨询馆员数据素养模型的构建
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摘要
数据素养业已成为科研工作者必备素养之一,研究咨询馆员数据素养以促进图书馆向数据服务转型。在分析数据素养的概念与基于咨询馆员的数据素养需求的基础上,从数据意识态度、数据知识、技能应用以及思维方法 4个层面构建了大数据时代咨询馆员数据素养模型,并确立了数据知识、数据技能、数据应用、数据意识态度、数据思维方式5个一级指标以及职业基础、数据基础知识、数据工具知识等13个二级指标,归类到这5个一级指标项下,以期对图书馆数据服务能力的测评提供参考。最后,从增强咨询馆员数据素养培训意识、岗位设置与制定规章制度、营造数据驱动咨询馆员学习氛围与鼓励交流与协作等方面着手,推进大数据时代咨询馆员数据素养的可持续发展。
Data literacy has become one of the essential qualities of scientific research workers. Research and consulting librarians' data literacy promotes the transformation of libraries to data services. On the basis of analyzing the concept of data literacy and the requirement of data literacy based on consultant librarians,this paper constructs a data literacy model for consultant librarians in the era of large data from four aspects: data awareness attitude,data knowledge, skill application and thinking method, and establishes data knowledge, data skills, data application and data. The five first-level indicators of consciousness, attitude and thinking mode of data, and thirteen second-level indicators of professional basis, basic knowledge of data and knowledge of data tools are classified into these five first-level indicators in order to provide reference for the evaluation of library's data service ability. Finally,the sustainable development of consultant librarians ' data literacy in the era of big data should be promoted by enhancing their awareness of data literacy training, setting up posts and formulating rules and regulations,creating a data-driven learning atmosphere for consultant librarians and encouraging exchanges and cooperation.
Data literacy has become one of the essential qualities of scientific research workers. Research and consulting librarians' data literacy promotes the transformation of libraries to data services. On the basis of analyzing the concept of data literacy and the requirement of data literacy based on consultant librarians,this paper constructs a data literacy model for consultant librarians in the era of large data from four aspects: data awareness attitude,data knowledge, skill application and thinking method, and establishes data knowledge, data skills, data application and data. The five first-level indicators of consciousness, attitude and thinking mode of data, and thirteen second-level indicators of professional basis, basic knowledge of data and knowledge of data tools are classified into these five first-level indicators in order to provide reference for the evaluation of library's data service ability. Finally,the sustainable development of consultant librarians ' data literacy in the era of big data should be promoted by enhancing their awareness of data literacy training, setting up posts and formulating rules and regulations,creating a data-driven learning atmosphere for consultant librarians and encouraging exchanges and cooperation.
引文
[1]杨丽,张彤彤,周文杰.共词分析识别研究热点的效标关联效度研究:基于自然语言处理[J].图书与情报,2018(1):15-19.
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[14]袁红军.大数据时代下图书馆参考咨询服务创新机制探究[J].图书馆工作与研究,2017(1):16-19.
[15]李青,赵欢欢.教师数据素养评价指标体系研究[J].电化教育研究,2018(10):104-110.
[16]陈媛媛,柯平.大学图书馆数据馆员职业技能发展研究[J].情报资料工作,2018(2):97-102.
[17]王维佳,曹树金,廖昀赟.大学图书馆开展数据素养教育的方法与策略[J].图书馆,2017(1):89-95,103.
[18]张斌,刘三女牙,刘智,等.面向大数据的师范生数据素养课程体系构建研究[J].中国远程教育,2018(4):62-68,78.
[19]王晓文,沈思.国外科研人员数据素养教育述评及启示[J].情报资料工作,2017(3):102-106.
[20]高珊,卢志国.国外数据馆员的能力需求与职业教育研究[J].图书馆,2015(2):65-69,75.
[21]湛爱容.国外数据馆员培训实践及其启示[J].大学图书馆学报,2018(1):75-82.
[2]Carlson J,Fosmire M,Miller C C,et al.Determining Data Information Literacy Needs:A Study of Students and Research Faculty[J].Portal Libraries&the Academy,2011,11(3):257-271.
[3]Calzada Prado J,Marzal M A.Incorporating Data Literacy into Information Literacy Programs:Core Competencies and Contents[J].Libri,2013,63(2):123-134.
[4]张静波.大数据时代的数据素养教育[J].科学,2013(4):29-32,4.
[5]张进良,李保臻.大数据背景下教师数据素养的内涵、价值与发展路径[J].电化教育研究,2015(7):14-19,34.
[6]胡卉,吴鸣.面向不同参与主体的国内外数据素养教育现状研究[J].数字图书馆论坛,2016(9):61-67.
[7]张晓阳,李楣.基于胜任特征的研究生数据素养能力测评量表研究[J].图书情报工作,2017(8):89-95.
[8]王正青,张力文.大数据时代美国发展教师数据素养的基础与路径[J].比较教育研究,2018(2):68-75.
[9]曹树金,刘慧云,王维佳.从信息素养到数据素养[J].图书情报研究,2017(1):19-24.
[10]张文亮,刘敬仪.我国高校图书馆数据素养教育体系框架初探[J].高校图书馆工作,2017(4):80-84.
[11]张路路,张群,孔成果.基于用户视角的数据素养研究述评[J].图书情报知识,2018(1):114-121,104.
[12]刘雅馨,杨现民,李新,等.大数据时代教师数据素养模型构建[J].电化教育研究,2018(2):109-116.
[13]樊振佳,秦若玉.高校数据管护人员素养框架:探索与构建[J].情报理论与实践,2018(2):57-62.
[14]袁红军.大数据时代下图书馆参考咨询服务创新机制探究[J].图书馆工作与研究,2017(1):16-19.
[15]李青,赵欢欢.教师数据素养评价指标体系研究[J].电化教育研究,2018(10):104-110.
[16]陈媛媛,柯平.大学图书馆数据馆员职业技能发展研究[J].情报资料工作,2018(2):97-102.
[17]王维佳,曹树金,廖昀赟.大学图书馆开展数据素养教育的方法与策略[J].图书馆,2017(1):89-95,103.
[18]张斌,刘三女牙,刘智,等.面向大数据的师范生数据素养课程体系构建研究[J].中国远程教育,2018(4):62-68,78.
[19]王晓文,沈思.国外科研人员数据素养教育述评及启示[J].情报资料工作,2017(3):102-106.
[20]高珊,卢志国.国外数据馆员的能力需求与职业教育研究[J].图书馆,2015(2):65-69,75.
[21]湛爱容.国外数据馆员培训实践及其启示[J].大学图书馆学报,2018(1):75-82.