This document discusses incorporating numeric and statistical data sources into library instruction. It begins by introducing John Snow's cholera map as an example data source and asks librarians about data sources they have used. It then defines statistical literacy and notes how data is referenced in ACRL standards. Sample student learning outcomes and activities involving USA Today snapshots and Pew Research Center topics are presented. Additional resources on data and statistical literacy for librarians are provided. The goal is to encourage librarians not to fear using data sources in their teaching and provide ideas for doing so.

1. Don’t Fear the Data
Lynda Kellam
May 13, 2014
The Innovative Library Classroom

2. John Snow’s Cholera Map
Excerpt from: http://www.ph.ucla.edu/epi/snow/snowmap1_1854_lge.htm

3. Write – Pair – Share
• Do you use numeric sources (like SimplyMap or
American FactFinder) in your library instruction? If
so, what sources have you used?
• What challenges have you faced in using numeric
sources in library instruction?
• Do you have a success story regarding numeric
sources in reference or instruction?

4. Statistical Literacy
• Generally is the ability to interpret or evaluate
statistics and numbers in evidence (Schield, 2004)
• Continuum of skills from basic descriptive statistics to
more advanced statistical analysis
• Basic descriptive statistics
o Number of unemployed women
o Percentage of students favor gun control
o Gross domestic product
• Numbers are information

5. Data are fun!
• Gentrification in neighborhoods around UNCG

6. Data in ACRL Information Literacy
Competency Standards
• 1.2c – Identifies the value and differences of
potential resources in a variety of formats
• 1.2f – Realizes that information might need to be
constructed with raw data from primary sources
• 2.3d – Uses surveys and other forms of inquiry to
retrieve primary information

7. Data in ACRL Information Literacy
Competency Standards
• 3.1b – Selects data accurately
• 3.4e – Determines probably accuracy by
questioning the source of the data, etc
• 5.2e – Legally obtains, stores, and disseminates data

8. Sample Student Learning
Outcomes
• UNCG’s SLOs
• Students will be able to evaluate statistics found in
the popular press according to authority, audience,
content, coverage, currency, and purpose.
• Students will be able to identify at least one source
of reliable public opinion statistics.

9. Sample Activity 1
• USA Today Snapshots

10. Just for Fun
• Stephen Colbert’s USA Todayinfographicsells out:
o http://thecolbertreport.cc.com/videos/883h13/usa-today-infographic-
sells-out

11. Sample Activity 2
• Pew Research Center’s Topics

12. Sample Activity 2
Global Views on Morality: http://www.pewglobal.org/2014/04/15/global-morality/

13. Brainstorming!
• Think about one of your classes from
this past semester and consider these
questions:
o What numeric sources are available at your
institution that would be appropriate to that
class?
o What student learning objectives would be most
relevant?
o What activities could you do to incorporate
those numeric sources?

14. Additional Resources
• Gray, A. (2004). Data and statistical literacy for librarians.
IASSIST Quarterly 28(2/3), 24-29.
• Kellam, L.& Peter, K. (2011). Numeric data services and
sources for the general reference librarian. Oxford:
Chandos Publications.
• Partlo, K. (2010). The pedagogical data reference
interview. IASSIST Quarterly 33(4): 6-10.
• Peter, K. & Kellam, L. (2013). Data on the run: Data and
statistical sources for reference and
instruction.http://libguides.usc.edu/dataontherun
• Peter, K. &Kellam, L. (2013). Statistics & the single girl:
Incorporating statistical literacy into information literacy
instruction. LOEX Quarterly 40(1): 2-3, 10.
• Schield, M. (2004). Information literacy, statistical literacy,
and data literacy. IASSIST Quarterly 28(2/3), 6-11.

15. Don’t Fear the Data
Questions? Comments?
Lynda Kellam
lmkellam@uncg.edu