data visualization

Submitted by Nicole Murph on April 20th, 2021
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Short Description: 

Reading charts and infographics is part of everyday life, yet telling a story with data can be tricky. Luckily, data visualization is a skill that everyone can learn! Data visualization is the practice of translating information into a visual context, helping humans understand complex concepts and making it easier to identify patterns and uncover insights. In this workshop, learn the basics of designing data visualizations, selecting appropriate graph styles, and how to identify misleading data visuals.

Attachments: 
AttachmentSize
Data Visualization Lesson Plan.docxdisplayed 799 times16 KB
Data Visualization Literacy Presentation.pdfdisplayed 3113 times2.93 MB
Data Visualization Workshop_Script.docxdisplayed 672 times29.73 KB
Misleading Visualization_Activity 1_Answer Key.docxdisplayed 732 times284.93 KB
Selecting A Visualization Type_Activity 2_Answer Key.docxdisplayed 794 times65.49 KB
Learning Outcomes: 

Students will understand inherent bias in data visualizations in order to be informed digital citizens.
Students will learn strategies to read and analyze data visualizations in order to meet their information needs.
Students will learn the elements of design in order to create appropriate visualizations.

Discipline: 
Multidisciplinary

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 
Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Murph, Nicole. "Understanding Data Visualization." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/understanding-data-visualization.
Submitted by Justin de la Cruz on December 15th, 2019
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Short Description: 

This is an introduction to the classic version of ArcGIS StoryMaps. It provides a walkthrough of the website functions and has tasks listed for students to build their first story map.

Attachments: 
AttachmentSize
ArcGIS Story Maps (Classic) - Updated 1-29-2020.pdfdisplayed 1125 times125.52 KB
Learning Outcomes: 
  1. Students will learn how to make a story map via ArcGIS StoryMaps Classic.
  2. Students will learn about crafting narratives.

Individual or Group:

Suggested Citation: 
de la Cruz, Justin. "ArcGIS StoryMaps." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/arcgis-storymaps.
Submitted by Duke University Libraries RIS Team on December 4th, 2019
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Short Description: 

This lesson on journal prestige could be taught by itself, as part of a series on scholarly communication, or as a small part of a larger lesson on information prestige.

Attachments: 
AttachmentSize
Citations for Info Privilege Lessons Mediadisplayed 908 times10.84 KB
Lesson Plandisplayed 1056 times377.57 KB
Learning Outcomes: 

Students will recognize the practices of scholarly publishers

Students will evaluate whether citation count is a good indicator of authority

Discipline: 
Multidisciplinary

Individual or Group:

Potential Pitfalls and Teaching Tips: 

This topic could fit well into instruction sessions that include significant treatment of source evaluation and is one potential approach as you move beyond simple categorization of sources as scholarly/non-scholarly or primary/secondary. It stops short of a critical examination of construction of authority but could be used to hint at greater subtlety and complexity. This topic has particular relevance for upper level undergraduates engaged in research, who may be starting to think about publication from an author’s perspective.

Suggested Citation: 
RIS Team, Duke University Libraries. "Journal Prestige." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/journal-prestige.
Submitted by Katrina Stierholz on December 12th, 2018
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Short Description: 

Students learn about innovation, the distribution of innovation across the country, and what can be patented. Working in groups, they examine patents and consider the changes the patents brought. They then use a mapping program and interpret data from that map to consider how local resources promote innovation.

Attachments: 
AttachmentSize
Lesson plan (pdf)displayed 1111 times153.12 KB
Learning Outcomes: 

Students will be able to • define innovation, • define patents as protection of intellectual property, • explain how patents promote entrepreneurship, • interpret a map of patents assignments by county, and • explain the relationship between education, research institutions, and the frequency of patents and innovation.

Information Literacy concepts:

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

Florida, Richard. “The Geography of Innovation.” Citylab blog post, September 2017; https://www.citylab.com/life/2017/08/the-geography-of-innovation/530349/

Assessment or Criteria for Success
Assessment Short Description: 
Assessment is in lesson plan.
Suggested Citation: 
Stierholz, Katrina. "Demonstrating the Distribution of Innovation and Entrepreneurship Using Patent Data and a Mapping Tool: GeoFRED® Marks the Spot." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/demonstrating-distribution-innovation-and-entrepreneurship-using-patent-data-and-mapping.
Submitted by Katrina Stierholz on June 24th, 2018
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Short Description: 

A hybrid teaching module with two elements: an interactive online module for students to complete ahead of class and a face-to-face lesson plan that builds on the skills learned in the online lesson. The in-class session provides students with a critical exploration of the purchasing power of minimum wages across states and/or the earnings gap between men and women employed full time.

The pre-class online course is titled: “FRED Interactive: Information Literacy” available through www.econlowdown.org. In the online course, students review a FRED graph made in the course; define the concepts nominal, real, and inflation; and discuss basic strategies for establishing the reliability of a data source.

The in-person class lesson is titled: ACRL Information Literacy Frames as FRED-Integrated Abilities: The frames Research as Inquiry, Information Creation as a Process, Scholarship as Conversation, and Authority Is Constructed and Contextual are highlighted. The instructor has two possible tasks for students;
-Option A, students work in FRED and use the formula real = (nominal/CPI)*100 to plot inflation-adjusted minimum wage rates for two states and compare the results.
-Option B, students work in FRED to plot and compare nominal and real earnings differentials for men and woman.

The lesson includes a variety of in-class and out-of-class assessment activities and links to resources and a glossary of terms provide additional learning opportunities.

Attachments: 
AttachmentSize
Keeping_It_Real.pdfdisplayed 1065 times281.15 KB
Learning Outcomes: 

Students will:

Create
❏ New FRED® graphs

Define
❏ Minimum wage
❏ Nominal and real wages
❏ Consumer price inflation (CPI)

Identify
❏ Metadata in a FRED graph
❏ Additional questions for further research

Describe
❏ The frequency of data collection
❏ The components of a data citation
❏ The difference between data sources and aggregators
❏ The reasons for knowing how data are collected
❏ The difference between nominal and real wages
❏ The issues of authority regarding trustworthiness, reliability, and credibility of data sources

Individual or Group:

Suggested Citation: 
Stierholz, Katrina. "Keeping It Real: Teach ACRL Information Literacy Frames with FRED data ." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/keeping-it-real-teach-acrl-information-literacy-frames-fred-data.
Submitted by Aisha Conner-Gaten on February 9th, 2017
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Short Description: 

This instructional session coincided with a project comparing data from two cities for an Urban Studies 1000 level (Freshmen) course. The session provided a basic overview of Simply Map as a web-based application, described the data available within and its origins (Census, American Community Survey, etc.), two activities for creating and visualizing the data, and supporting materials for understanding the data including a libguide and deliverable handout.

Learning Outcomes: 

User will be able to: -To create a map using variable data in SimplyMap -To create a standard report using variable data in SimplyMap -To create a ring study using variable data in SimplyMap -Develop relationships between variable data in SimplyMap

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 

This session was conducted before the announcement of the course project that specifically calls for students to create SimplyMap reports to compare data across multiple locations for the Urban Studies course. Data found in SimplyMap can be used by students as maps, charts, and tables on a poster project to be completed at the semester's end.

Potential Pitfalls and Teaching Tips: 

Ensure that all users have SimplyMap access before the session begins. SimplyMap does have a user threshold for simultaneous access so contact the company to ensure enough seats for your session.

Collaborators: 
Suggested Citation: 
Conner-Gaten, Aisha. "Simply Map: Visualizing Census and Survey Data." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/simply-map-visualizing-census-and-survey-data.
Submitted by Ryne Leuzinger on March 13th, 2016
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Short Description: 

This workshop provides an introduction to creating infographics using Piktochart and includes advice on selecting a design, incorporating data, and structuring a story.

Attachments: 
AttachmentSize
Infographics Workshop.docxdisplayed 919 times325.84 KB
Learning Outcomes: 

1. Participants will view and critique examples of infographics, in order to gain exposure to best practices in infographic design. 2. Participants will utilize the basic features of Piktochart, in order to gain experience employing best practices in infographic design.

Discipline: 
Multidisciplinary

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 

This workshop was created as an offering of the Savvy Researcher workshop series at the University of Illinois at Urbana - Champaign [http://www.library.illinois.edu/sc/services/savvy_researcher.html]

Suggested Citation: 
Leuzinger, Ryne. "Infographics Workshop." CORA (Community of Online Research Assignments), 2016. https://projectcora.org/assignment/infographics-workshop.