Bibliografía

  • Adeney, K., & Carey, S.. (2009). Contextualising the teaching of statistics in political science. Politics, 29(3), 193-200.
    [BibTeX] [Abstract] [Download PDF]
    The teaching of quantitative research methods is an integral part of most postgraduate programmes in politics, but less common at undergraduate level. This article explores the extent to which research methods in general, and quantitative research methods in particular, form part of the curricula of Politics departments in the UK.We then discuss an approach for motivating interest in a subject that tends to be unpopular with many students.We recommend an approach that utilises the links between the general quantification of politics with the quantitative study of political phenomena, as well as a combination of basic research methods for all and more advanced student-focused training for some.

    @article{Adeney2009,
    abstract = {The teaching of quantitative research methods is an integral part of most postgraduate programmes in politics, but less common at undergraduate level. This article explores the extent to which research methods in general, and quantitative research methods in particular, form part of the curricula of Politics departments in the UK.We then discuss an approach for motivating interest in a subject that tends to be unpopular with many students.We recommend an approach that utilises the links between the general quantification of politics with the quantitative study of political phenomena, as well as a combination of basic research methods for all and more advanced student-focused training for some.},
    author = {Adeney, Katharine and Carey, Sean},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Adeney, Carey/Adeney, Carey\_2009\_Contextualising the teaching of statistics in political science.pdf:pdf},
    journal = {Politics},
    number = {3},
    pages = {193--200},
    title = {{Contextualising the teaching of statistics in political science}},
    url = {http://www.esrc.ac.uk/my-esrc/grants/RES-043-25-0004/outputs/Read/7dc6a097-b46f-4113-a780-df8d7982a5dc http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9256.2009.01355.x/full},
    volume = {29},
    year = {2009}
    }

  • Aiden, E., & Michel, J.. (2013). Uncharted: Big Data as a Lens on Human Culture.
    [BibTeX] [Download PDF]
    @book{Aiden2013,
    author = {Aiden, Erez and Michel, Jean-Baptiste},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Aiden, Michel/Aiden, Michel\_2013\_Uncharted Big Data as a Lens on Human Culture.epub:epub},
    isbn = {978-1-101-63211-6},
    title = {{Uncharted: Big Data as a Lens on Human Culture}},
    url = {http://books.google.com/books?hl=en\&lr=\&id=1-3jXxKHTKIC\&oi=fnd\&pg=PT6\&dq=Uncharted:+Big+Data+as+a+Lens+on+Human+Culture\&ots=OXq9vNtDev\&sig=8wMPUO44fG2CTkvE9ITcRDKL\_Xs},
    year = {2013}
    }

  • Carey, S.. (2009). The Development of Undergraduate Curricula in Quantitative Methods Background Swindon: ESRC.
    [BibTeX] [Download PDF]
    @techreport{Carey2009,
    address = {Swindon},
    author = {Carey, Sean},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Carey/Carey\_2009\_The Development of Undergraduate Curricula in Quantitative Methods Background.pdf:pdf},
    institution = {ESRC},
    pages = {13--19},
    title = {{The Development of Undergraduate Curricula in Quantitative Methods Background}},
    url = {http://www.esrc.ac.uk/my-esrc/grants/RES-043-25-0004/outputs/Read/83fba64e-6cc9-4da4-a623-d17b1451def6},
    year = {2009}
    }

  • Carlson, J. R., Johnston, L., Westra, B., & Nichols, M.. (2013). Developing an Approach for Data Management Education: A Report from the Data Information Literacy Project. International Journal of Digital Curation, 8(1), 204-217. doi:10.2218/ijdc.v8i1.254
    [BibTeX] [Abstract] [Download PDF]
    This paper describes the initial results from the Data Information Literacy (DIL) project designed to identify the educational needs of graduate students across a variety of science disciplines and respond with effective educational interventions to meet those needs. The DIL project consists of five teams in disparate disciplines from four academic institutions in the United States. The project teams include a data librarian, a subject-specialist or information literacy librarian, and a faculty member representing a disciplinary group of students. Interviews with the students and faculty members present a detailed snapshot of graduate student needs in data management education. Following our study, educational programs addressing identified needs will be delivered in the fall of 2012 and spring of 2013. Our findings from the project interviews are analyzed here, with a preview of the training approaches that will be taken by the five teams.

    @article{Carlson2013,
    abstract = {This paper describes the initial results from the Data Information Literacy (DIL) project designed to identify the educational needs of graduate students across a variety of science disciplines and respond with effective educational interventions to meet those needs. The DIL project consists of five teams in disparate disciplines from four academic institutions in the United States. The project teams include a data librarian, a subject-specialist or information literacy librarian, and a faculty member representing a disciplinary group of students. Interviews with the students and faculty members present a detailed snapshot of graduate student needs in data management education. Following our study, educational programs addressing identified needs will be delivered in the fall of 2012 and spring of 2013. Our findings from the project interviews are analyzed here, with a preview of the training approaches that will be taken by the five teams.},
    author = {Carlson, Jake R. and Johnston, Lisa and Westra, Brian and Nichols, Mason},
    doi = {10.2218/ijdc.v8i1.254},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Carlson et al/Carlson et al.\_2013\_Developing an Approach for Data Management Education A Report from the Data Information Literacy Project.pdf:pdf},
    issn = {1746-8256},
    journal = {International Journal of Digital Curation},
    keywords = {data literacy},
    mendeley-tags = {data literacy},
    month = jun,
    number = {1},
    pages = {204--217},
    title = {{Developing an Approach for Data Management Education: A Report from the Data Information Literacy Project}},
    url = {http://www.ijdc.net/index.php/ijdc/article/view/254},
    volume = {8},
    year = {2013}
    }

  • Carlson, J. R., Fosmire, M., Miller, C., & Nelson, M. S.. (2011). Determining Data Information Literacy Needs: A Study of Students and Research Faculty. Libraries Faculty and Staff Scholarship and Research(Paper 23), 629-657. doi:10.1353/pla.2011.0022
    [BibTeX] [Download PDF]
    @article{Carlson2011,
    author = {Carlson, Jake R. and Fosmire, Michael and Miller, Chris and Nelson, Megan Sapp},
    doi = {10.1353/pla.2011.0022},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Carlson et al/Carlson et al.\_2011\_Determining Data Information Literacy Needs A Study of Students and Research Faculty.pdf:pdf},
    issn = {1530-7131},
    journal = {Libraries Faculty and Staff Scholarship and Research},
    number = {Paper 23},
    pages = {629--657},
    title = {{Determining Data Information Literacy Needs: A Study of Students and Research Faculty}},
    url = {http://muse.jhu.edu/content/crossref/journals/portal\_libraries\_and\_the\_academy/v011/11.2.carlson.html},
    year = {2011}
    }

  • Cook, D., & Cooper, N.. (2006). Teaching Information Literacy Skills to Social Sciences Students and Practitioners: A Casebook of Applications (Vol. 33). doi:10.1016/j.acalib.2007.07.006
    [BibTeX] [Abstract] [Download PDF]
    Teaching Information Literacy to Social Sciences Students & Practitioners is a second discipline-based casebook from ACRL. This volume is based on the ACRL Information Literacy Competency Standards and presents cases on learning situations and how they can be analyzed and addressed. Also included are descriptions of instruction sessions for each case, notes, and teaching resources. Each case explicitly reflects one or more of the ACRL Information Literacy Standards. This practical collection of cases and applications brings a new set of resources to librarians doing instruction in the social sciences. Contributors cover such topics as data literacy, visual literacy, and developmental research skills training. Information on teaching undergraduate, graduate, and international students, and how to incorporate information literacy into various social science curricula are also presented.

    @book{Cook2007,
    abstract = {Teaching Information Literacy to Social Sciences Students \& Practitioners is a second discipline-based casebook from ACRL. This volume is based on the ACRL Information Literacy Competency Standards and presents cases on learning situations and how they can be analyzed and addressed. Also included are descriptions of instruction sessions for each case, notes, and teaching resources. Each case explicitly reflects one or more of the ACRL Information Literacy Standards. This practical collection of cases and applications brings a new set of resources to librarians doing instruction in the social sciences. Contributors cover such topics as data literacy, visual literacy, and developmental research skills training. Information on teaching undergraduate, graduate, and international students, and how to incorporate information literacy into various social science curricula are also presented.},
    author = {Cook, Douglas and Cooper, Natasha},
    booktitle = {The Journal of Academic Librarianship},
    doi = {10.1016/j.acalib.2007.07.006},
    editor = {Cook, Douglas and Cooper, Natasha},
    isbn = {978-0-8389-8389-8},
    issn = {00991333},
    keywords = {Books / Professional Development,Books for Academic Librarians,Issues and Trends,Library Studies,information literacy},
    number = {5},
    pages = {614},
    title = {{Teaching Information Literacy Skills to Social Sciences Students and Practitioners: A Casebook of Applications}},
    url = {http://www.alastore.ala.org/detail.aspx?ID=2316},
    volume = {33},
    year = {2006}
    }

  • Croll, A.. (2015). Data: Emerging Trends and Technologies Sebastopol, California: O’Reilly.
    [BibTeX] [Abstract] [Download PDF]
    What are the emerging trends and technologies that will transform the data landscape in coming months? In this report from Strata + Hadoop World co-chair Alistair Croll, you’ll learn how the ubiquity of cheap sensors, fast networks, and distributed computing have given rise to several developments that will soon have a profound effect on individuals and society as a whole. Machine learning, for example, has quickly moved from lab tool to hosted, pay-as-you-go services in the cloud. Those services, in turn, are leading to predictive apps that will provide individuals with the right functionality and content at the right time by continuously learning about them and predicting what they’ll need. Computational power can produce cognitive augmentation. Report topics include: The swing between centralized and distributed computing Machine learning as a service Personal digital assistants and cognitive augmentation Graph databases and analytics Regulating complex algorithms The pace of real-time data and automation Solving dire problems with big data Implications of having sensors everywhere This report contains many more examples of how big data is starting to reshape business and change behavior, and it’s just a small sample of the in-depth information Strata + Hadoop World provides. Pick up this report and make plans to attend one of several Strata + Hadoop World conferences in the San Francisco Bay Area, London, and New York.

    @techreport{Croll2015,
    abstract = {What are the emerging trends and technologies that will transform the data landscape in coming months? In this report from Strata + Hadoop World co-chair Alistair Croll, you'll learn how the ubiquity of cheap sensors, fast networks, and distributed computing have given rise to several developments that will soon have a profound effect on individuals and society as a whole. Machine learning, for example, has quickly moved from lab tool to hosted, pay-as-you-go services in the cloud. Those services, in turn, are leading to predictive apps that will provide individuals with the right functionality and content at the right time by continuously learning about them and predicting what they'll need. Computational power can produce cognitive augmentation. Report topics include: The swing between centralized and distributed computing Machine learning as a service Personal digital assistants and cognitive augmentation Graph databases and analytics Regulating complex algorithms The pace of real-time data and automation Solving dire problems with big data Implications of having sensors everywhere This report contains many more examples of how big data is starting to reshape business and change behavior, and it's just a small sample of the in-depth information Strata + Hadoop World provides. Pick up this report and make plans to attend one of several Strata + Hadoop World conferences in the San Francisco Bay Area, London, and New York.},
    address = {Sebastopol, California},
    author = {Croll, Alistair},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Croll/Croll\_2015\_Data Emerging Trends and Technologies.pdf:pdf;:D$\backslash$:/Dropbox/Google Drive/library/Croll/Croll\_2015\_Data Emerging Trends and Technologies.epub:epub},
    institution = {O'Reilly},
    isbn = {978-1-491-92073-2},
    pages = {24},
    publisher = {O'Reilly},
    title = {{Data: Emerging Trends and Technologies}},
    url = {http://www.oreilly.com/data/free/data-emerging-trends-and-technologies.csp},
    year = {2015}
    }

  • Darley, R., Reynolds, D., & Wickham, C.. (2014). Open Access Journals in Humanities and Social Science British Academy for the Humanities and Social Sciences.
    [BibTeX] [Download PDF]
    @techreport{Darley2014,
    author = {Darley, Rebecca and Reynolds, Daniel and Wickham, Chris},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Darley, Reynolds, Wickham/Darley, Reynolds, Wickham\_2014\_Open Access Journals in Humanities and Social Science.pdf:pdf},
    institution = {British Academy for the Humanities and Social Sciences},
    isbn = {9780856726149},
    pages = {108},
    publisher = {British Academy},
    title = {{Open Access Journals in Humanities and Social Science}},
    url = {http://www.britac.ac.uk/openaccess/index.cfm},
    year = {2014}
    }

  • Data Quality Campaign (DQC). (2014). Teacher Data Literacy: It’s About Time A Brief for State Policymakers (No. February). .
    [BibTeX]
    @techreport{DataQualityCampaignDQC2014,
    author = {{Data Quality Campaign (DQC)}},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Data Quality Campaign (DQC)/Data Quality Campaign (DQC)\_2014\_Teacher Data Literacy It's About Time A Brief for State Policymakers.pdf:pdf},
    number = {February},
    pages = {9},
    title = {{Teacher Data Literacy: It's About Time A Brief for State Policymakers}},
    year = {2014}
    }

  • Dibona, C., Cooper, D., & Stone, M.. (2006). Open Sources 2.0. The Continuing Evolution.
    [BibTeX]
    @book{Dibona2006,
    author = {Dibona, Chris and Cooper, Danese and Stone, Mark},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Dibona, Cooper, Stone/Dibona, Cooper, Stone\_2006\_Open Sources 2.0. The Continuing Evolution.pdf:pdf},
    isbn = {0596008023},
    pages = {500},
    title = {{Open Sources 2.0. The Continuing Evolution}},
    year = {2006}
    }

  • Eve, M. P.. (2014). Open Access and the Humanities: Contexts, Controversies and the Future Cambridge University Press. doi:http://dx.doi.org/10.1017/CBO9781316161012
    [BibTeX] [Download PDF]
    @book{Eve2014,
    author = {Eve, Martin Paul},
    doi = {http://dx.doi.org/10.1017/CBO9781316161012},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Eve/Eve\_2014\_Open Access and the Humanities Contexts, Controversies and the Future.pdf:pdf},
    isbn = {9781316161012},
    publisher = {Cambridge University Press},
    title = {{Open Access and the Humanities: Contexts, Controversies and the Future}},
    url = {http://ebooks.cambridge.org/ebook.jsf?bid=CBO9781316161012},
    year = {2014}
    }

  • Fainholc, B.. (2010). La formación científico-tecnológica digital en educación superior. RUSC. Revista de Universidad y Sociedad del \ldots, 7(2).
    [BibTeX] [Download PDF]
    @article{Fainholc2010,
    author = {Fainholc, Beatriz},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Fainholc/Fainholc\_2010\_La formaci\'{o}n cient\'{\i}fico-tecnol\'{o}gica digital en educaci\'{o}n superior.pdf:pdf},
    journal = {RUSC. Revista de Universidad y Sociedad del \ldots},
    keywords = {desaf\'{\i}o imaginativo para reformulaci\'{o}n,desarrollo de capacidades,digital de la en-,digital scientific-technological training in,encrucijadas de escenarios de,ense\~{n}anza electr\'{o}nica de formatos,higher education,la sociedad del conocimiento,mixtos y abierta,se\~{n}anza superior latinoamericana},
    number = {2},
    title = {{La formaci\'{o}n cient\'{\i}fico-tecnol\'{o}gica digital en educaci\'{o}n superior}},
    url = {http://openaccess.uoc.edu/webapps/o2/handle/10609/2599},
    volume = {7},
    year = {2010}
    }

  • Falkingham, J.. (2009). Enhancing the Integration of Quantitative Method Skills in Undergraduate Social Sciences Curricula Swindon: ESRC.
    [BibTeX] [Download PDF]
    @techreport{Falkingham2009,
    address = {Swindon},
    author = {Falkingham, Jane},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Falkingham/Falkingham\_2009\_Enhancing the Integration of Quantitative Method Skills in Undergraduate Social Sciences Curricula.pdf:pdf},
    institution = {ESRC},
    keywords = {as is often the,case in uk he,common administrative framework,extensive in-house expertise in,modules,multi-disciplinary,problem where qm are,programme structure within a,quantitative methods and its,sciences,taught in separate,the school of social,therefore provided an,this is an inherent,units,with its},
    pages = {12--21},
    title = {{Enhancing the Integration of Quantitative Method Skills in Undergraduate Social Sciences Curricula}},
    url = {http://www.esrc.ac.uk/my-esrc/grants/RES-043-25-0008/outputs/Read/305e2c10-3d64-4def-ab81-249d6790e36b},
    year = {2009}
    }

  • Falkingham, J.. (2009). Increasing the use of Quantitative Methods in Social Sciences Undergraduate Dissertations ( No. October 2007). Swindon: ESRC.
    [BibTeX] [Download PDF]
    @techreport{Falkingham2009a,
    address = {Swindon},
    author = {Falkingham, Jane},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Falkingham/Falkingham\_2009\_Increasing the use of Quantitative Methods in Social Sciences Undergraduate Dissertations.pdf:pdf},
    institution = {ESRC},
    number = {October 2007},
    pages = {14--28},
    title = {{Increasing the use of Quantitative Methods in Social Sciences Undergraduate Dissertations}},
    url = {http://www.esrc.ac.uk/my-esrc/grants/RES-043-25-0009/outputs/Read/e9f695b6-d7a1-43b5-a008-495d53ab8b54},
    year = {2009}
    }

  • Gold, M. K.. (2014). Debates in the Digital Humanities: Scholarly Publishing Across Print/Digital Streams. .
    [BibTeX] [Download PDF]
    @misc{Gold2014,
    author = {Gold, Matthew K.},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Gold/Gold\_2014\_Debates in the Digital Humanities Scholarly Publishing Across PrintDigital Streams.pdf:pdf},
    keywords = {DH2013 Poster Gallery,No. 1 Spring 2014,Vol. 3},
    language = {English},
    title = {{Debates in the Digital Humanities: Scholarly Publishing Across Print/Digital Streams}},
    url = {http://journalofdigitalhumanities.org/3-1/debates-in-the-digital-humanities-scholarly-publishing-across-printdigital-streams/},
    year = {2014}
    }

  • Graves, L., Kelly, J., & Gluck, M.. (2010). Confusion online: Faulty metrics and the future of digital journalism. Columbia Journalism Review(September).
    [BibTeX] [Download PDF]
    @article{Graves2010,
    author = {Graves, Lucas and Kelly, John and Gluck, Marissa},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Graves, Kelly, Gluck/Graves, Kelly, Gluck\_2010\_Confusion online Faulty metrics and the future of digital journalism.pdf:pdf},
    journal = {Columbia Journalism Review},
    number = {September},
    title = {{Confusion online: Faulty metrics and the future of digital journalism}},
    url = {http://groupe.dupont.org/system/documents/345/original/online\_metrics\_report.pdf http://www.cjr.org/reports/traffic\_jam.php},
    year = {2010}
    }

  • Gunter, G.. (2007). Building Student Data Literacy: An Essential Critical-Thinking Skill for the 21st Century. MultiMedia & Internet@Schools, 14(3), 24-28.
    [BibTeX] [Abstract] [Download PDF]
    This article focuses on the importance for educators to ensure that students are information-literate. Traditionally, literacy is defined as the ability to read and write. However, 21st-century literacy has moved to include the realm of possessing the critical-thinking skills necessary to delve into information or data. The article describes strategies for developing data literacy and the recommended technology tools.

    @article{Gunter2007,
    abstract = {This article focuses on the importance for educators to ensure that students are information-literate. Traditionally, literacy is defined as the ability to read and write. However, 21st-century literacy has moved to include the realm of possessing the critical-thinking skills necessary to delve into information or data. The article describes strategies for developing data literacy and the recommended technology tools.},
    author = {Gunter, G},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Gunter/Gunter\_2007\_Building Student Data Literacy An Essential Critical-Thinking Skill for the 21st Century.pdf:pdf},
    journal = {MultiMedia \& Internet@Schools},
    number = {3},
    pages = {24--28},
    title = {{Building Student Data Literacy: An Essential Critical-Thinking Skill for the 21st Century}},
    url = {http://www.questia.com/magazine/1G1-204544306/building-student-data-literacy-an-essential-critical-thinking},
    volume = {14},
    year = {2007}
    }

  • Hastie, T., Tibshirani, R., & Friedman, J.. (2008). The Elements of Statistical Learning (Second Edi ed.) Springer.
    [BibTeX]
    @book{Hastie2008,
    annote = {Bible for Statistical Learning},
    author = {Hastie, Trevor and Tibshirani, Robert and Friedman, Jerome},
    edition = {Second Edi},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Hastie, Tibshirani, Friedman/Hastie, Tibshirani, Friedman\_2008\_The Elements of Statistical Learning.pdf:pdf},
    pages = {764},
    publisher = {Springer},
    title = {{The Elements of Statistical Learning}},
    year = {2008}
    }

  • Haustein, S., Bowman, T. D., Holmberg, K., Tsou, A., Sugimoto, C. R., & Larivière, V.. (2014). Tweets as impact indicators: Examining the implications of automated bot accounts on Twitter. .
    [BibTeX] [Download PDF]
    @article{Haustein2014,
    author = {Haustein, Stefanie and Bowman, Timothy D. and Holmberg, Kim and Tsou, Andrew and Sugimoto, Cassidy R. and Larivi\`{e}re, Vincent},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Haustein et al/Haustein et al.\_2014\_Tweets as impact indicators Examining the implications of automated bot accounts on Twitter.pdf:pdf},
    keywords = {altmetrics,arxiv,bots,twitter},
    mendeley-tags = {altmetrics,arxiv,bots,twitter},
    month = oct,
    title = {{Tweets as impact indicators: Examining the implications of automated bot accounts on Twitter}},
    url = {http://arxiv.org/abs/1410.4139},
    year = {2014}
    }

  • Hernández, C. J.. (2010). Un plan de formación en competencias de información a través de aulas virtuales: análisis de una experiencia con alumnado universitario. RUSC. Revista de Universidad y Sociedad del \ldots, 7(2), 50-62.
    [BibTeX] [Download PDF]
    @article{Hernandez2010b,
    author = {Hern\'{a}ndez, Carmen J.},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Hern\'{a}ndez/Hern\'{a}ndez\_2010\_Un plan de formaci\'{o}n en competencias de informaci\'{o}n a trav\'{e}s de aulas virtuales an\'{a}lisis de una experiencia con alumnado.pdf:pdf},
    journal = {RUSC. Revista de Universidad y Sociedad del \ldots},
    keywords = {a plan for information,alfabetizaci\'{o}n informacional,analysis of an experience,classrooms,competencias informacionales,competency training via virtual,cursos virtuales,e-learning,formaci\'{o}n,involving university students},
    number = {2},
    pages = {50--62},
    title = {{Un plan de formaci\'{o}n en competencias de informaci\'{o}n a trav\'{e}s de aulas virtuales: an\'{a}lisis de una experiencia con alumnado universitario}},
    url = {http://openaccess.uoc.edu/webapps/o2/handle/10609/2587},
    volume = {7},
    year = {2010}
    }

  • Hernández, J. G.. (2010). Las bibliotecas universitarias y el desarrollo de las competencias informacionales en los profesores y los estudiantes. RUSC. Revista de Universidad y Sociedad del \ldots, 7(2), 39-49.
    [BibTeX] [Download PDF]
    @article{Hernandez2010,
    author = {Hern\'{a}ndez, JA G\'{o}mez},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Hern\'{a}ndez/Hern\'{a}ndez\_2010\_Las bibliotecas universitarias y el desarrollo de las competencias informacionales en los profesores y los estudiantes.pdf:pdf},
    journal = {RUSC. Revista de Universidad y Sociedad del \ldots},
    keywords = {alfabetizaci\'{o}n informacional,bibliotecas universitarias,cios bibliotecarios,competencias informacionales,development of lecturers,estudiantes universitarios,profesores universitarios,servi-,university libraries and the},
    number = {2},
    pages = {39--49},
    title = {{Las bibliotecas universitarias y el desarrollo de las competencias informacionales en los profesores y los estudiantes}},
    url = {http://openaccess.uoc.edu/webapps/o2/handle/10609/2585},
    volume = {7},
    year = {2010}
    }

  • Hernández-Perez, T., & Pacios, A.. (2011). La formación en alfabetización en información en las aulas universitarias: el caso de la UC3M. Scire: representación y \ldots, 2(1), 27-37.
    [BibTeX] [Download PDF]
    @article{Hernandez-Perez2011a,
    author = {Hern\'{a}ndez-Perez, T and Pacios, AR},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Hern\'{a}ndez-Perez, Pacios/Hern\'{a}ndez-Perez, Pacios\_2011\_La formaci\'{o}n en alfabetizaci\'{o}n en informaci\'{o}n en las aulas universitarias el caso de la UC3M.pdf:pdf},
    journal = {Scire: representaci\'{o}n y \ldots},
    keywords = {alfabetizaci\'{o}n informacional,asignaturas transversales,colaboraci\'{o}n entre bibliotecas y,com-,departamentos de,desarrollo curricular,ense\~{n}anza de pregrado,petencias informacionales},
    number = {1},
    pages = {27--37},
    title = {{La formaci\'{o}n en alfabetizaci\'{o}n en informaci\'{o}n en las aulas universitarias: el caso de la UC3M}},
    url = {http://ibersid.eu/ojs/index.php/scire/article/viewArticle/3927},
    volume = {2},
    year = {2011}
    }

  • Hill, C., Corbett, C., & {St. Rose}, A.. (2010). Why So Few? Women in Science, Technology, Engineering, and Mathematics Washington DC: AAUW.
    [BibTeX] [Download PDF]
    @techreport{Hill2010,
    address = {Washington DC},
    author = {Hill, Catherine and Corbett, Christianne and {St. Rose}, Andresse},
    booktitle = {Agricultural Education Magazine},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Hill, Corbett, St. Rose/Hill, Corbett, St. Rose\_2010\_Why So Few Women in Science, Technology, Engineering, and Mathematics.pdf:pdf},
    institution = {AAUW},
    isbn = {9781879922402},
    pages = {134},
    title = {{Why So Few? Women in Science, Technology, Engineering, and Mathematics}},
    url = {http://eric.ed.gov/?id=EJ117075 http://eric.ed.gov/?id=ED509653},
    year = {2010}
    }

  • Howard, A. B.. (2012). The Art and Science of Data-Driven Jouralism Tow Center for Digital Journalism.
    [BibTeX] [Download PDF]
    @book{AlexanderBenj,
    author = {Howard, Alexander Benjamin},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Howard/Howard\_2012\_The Art and Science of Data-Driven Jouralism.pdf:pdf},
    publisher = {Tow Center for Digital Journalism},
    title = {{The Art and Science of Data-Driven Jouralism}},
    url = {http://towcenter.org/wp-content/uploads/2014/05/Tow-Center-Data-Driven-Journalism.pdf},
    year = {2012}
    }

  • Huff, D.. (1954). How to lie with statistics Penguin Books.
    [BibTeX] [Download PDF]
    @book{Huff1954,
    author = {Huff, Darrell},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Huff/Huff\_1954\_How to lie with statistics.pdf:pdf},
    pages = {129},
    publisher = {Penguin Books},
    title = {{How to lie with statistics}},
    url = {http://scholar.google.com/scholar?hl=en\&btnG=Search\&q=intitle:How+To+Lie+With+Statistics\#0},
    year = {1954}
    }

  • James, G., Witten, D., Hastie, T., & Tibshirani, R.. (2013). An Introduction to Statistical Learning with Applications in R. New York: Springer.
    [BibTeX]
    @book{James2013,
    address = {New York},
    annote = {Simpler introduction to statistical learning (deepen with Elements of SL).},
    author = {James, Gareth and Witten, Daniela and Hastie, Trevor and Tibshirani, Robert},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/James et al/James et al.\_2013\_An Introduction to Statistical Learning with Applications in R.pdf:pdf},
    isbn = {9781461471370},
    pages = {441},
    publisher = {Springer},
    title = {{An Introduction to Statistical Learning with Applications in R}},
    year = {2013}
    }

  • Kirk, A.. (2012). Data Visualization: a successful design process.
    [BibTeX] [Abstract] [Download PDF]
    A structured design approach to equip you with the knowledge of how to successfully accomplish any data visualization challenge efficiently and effectively.

    @book{Kirk2012,
    abstract = {A structured design approach to equip you with the knowledge of how to successfully accomplish any data visualization challenge efficiently and effectively.},
    author = {Kirk, Andy},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Kirk/Kirk\_2012\_Data Visualization a successful design process.pdf:pdf},
    isbn = {9781849693462},
    pages = {206},
    title = {{Data Visualization: a successful design process}},
    url = {http://books.google.com/books?hl=en\&lr=\&id=I4qBVLfD3t4C\&oi=fnd\&pg=PT6\&dq=Data+Visualization:+a+successful+design+process\&ots=b5UHpPcH0s\&sig=z2ohXAD3a3bLIn4c-lHTZbwZUw4},
    year = {2012}
    }

  • Lewis, S. C., & Usher, N.. (2013). Open source and journalism: toward new frameworks for imagining news innovation. Media, Culture & Society, 35(5), 602-619. doi:10.1177/0163443713485494
    [BibTeX] [Download PDF]
    @article{Lewis2013,
    author = {Lewis, S. C. and Usher, N.},
    doi = {10.1177/0163443713485494},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Lewis, Usher/Lewis, Usher\_2013\_Open source and journalism toward new frameworks for imagining news innovation.pdf:pdf},
    issn = {0163-4437},
    journal = {Media, Culture \& Society},
    month = jun,
    number = {5},
    pages = {602--619},
    title = {{Open source and journalism: toward new frameworks for imagining news innovation}},
    url = {http://mcs.sagepub.com/cgi/doi/10.1177/0163443713485494},
    volume = {35},
    year = {2013}
    }

  • Livingston, C., & Voakes, P.. (2005). Working with Numbers and Statistics: A Handbook for Journalists. London: Lawrence Erlbaum Associates.
    [BibTeX]
    @book{Livingston2005,
    address = {London},
    author = {Livingston, Charles and Voakes, Paul},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Livingston, Voakes/Livingston, Voakes\_2005\_Working with Numbers and Statistics A Handbook for Journalists.pdf:pdf},
    isbn = {0-8058-5248-4},
    pages = {124},
    publisher = {Lawrence Erlbaum Associates},
    title = {{Working with Numbers and Statistics: A Handbook for Journalists}},
    year = {2005}
    }

  • Marzal, M. Á.. (2004). Investigación para la formación de bibliotecarios y documentalistas en alfabetización en información: un doctorado en la Universidad Carlos III de Madrid. Boletín de la ANABAD, 1-17.
    [BibTeX] [Download PDF]
    @article{Marzal2004,
    author = {Marzal, Miguel \'{A}ngel},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Marzal/Marzal\_2004\_Investigaci\'{o}n para la formaci\'{o}n de bibliotecarios y documentalistas en alfabetizaci\'{o}n en informaci\'{o}n un doctorado en la Univ.pdf:pdf},
    journal = {Bolet\'{\i}n de la ANABAD},
    keywords = {an\'{a}lisis de,contenido en educaci\'{o}n,doctorado en documentaci\'{o}n,formaci\'{o}n en,investigaci\'{o}n en alfabetizaci\'{o}n informacional},
    pages = {1--17},
    title = {{Investigaci\'{o}n para la formaci\'{o}n de bibliotecarios y documentalistas en alfabetizaci\'{o}n en informaci\'{o}n: un doctorado en la Universidad Carlos III de Madrid}},
    url = {http://dialnet.unirioja.es/descarga/articulo/1198781.pdf},
    year = {2004}
    }

  • Marzal, M. Á.. (2009). Evaluación y alfabetización en información: motores para el Centro de Recursos de Enseñanza y Aprendizaje (CREA) desde la biblioteca escolar. Educación y Biblioteca(172), 98-104.
    [BibTeX] [Download PDF]
    @article{Marzal2009a,
    author = {Marzal, Miguel \'{A}ngel},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Marzal/Marzal\_2009\_Evaluaci\'{o}n y alfabetizaci\'{o}n en informaci\'{o}n motores para el Centro de Recursos de Ense\~{n}anza y Aprendizaje (CREA) desde la bib.pdf:pdf},
    journal = {Educaci\'{o}n y Biblioteca},
    number = {172},
    pages = {98--104},
    title = {{Evaluaci\'{o}n y alfabetizaci\'{o}n en informaci\'{o}n: motores para el Centro de Recursos de Ense\~{n}anza y Aprendizaje (CREA) desde la biblioteca escolar}},
    url = {http://gredos.usal.es/jspui/handle/10366/119658},
    year = {2009}
    }

  • Marzal, M. Á.. (2008). La alfabetización en información como dimensión de un nuevo modelo educativo: la innovación docente desde la documentación y los CRAI. RIED. Revista iberoamericana de educación a \ldots, 11(2), 41-66.
    [BibTeX] [Download PDF]
    @article{Marzal2008,
    author = {Marzal, Miguel \'{A}ngel},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Marzal/Marzal\_2008\_La alfabetizaci\'{o}n en informaci\'{o}n como dimensi\'{o}n de un nuevo modelo educativo la innovaci\'{o}n docente desde la documentaci\'{o}n y.pdf:pdf},
    journal = {RIED. Revista iberoamericana de educaci\'{o}n a \ldots},
    keywords = {alfabetizaci\'{o}n en informaci\'{o}n,competencias,contenidos digitales,crai},
    number = {2},
    pages = {41--66},
    title = {{La alfabetizaci\'{o}n en informaci\'{o}n como dimensi\'{o}n de un nuevo modelo educativo: la innovaci\'{o}n docente desde la documentaci\'{o}n y los CRAI}},
    url = {http://e-spacio.uned.es/revistasuned/index.php/ried/article/view/930},
    volume = {11},
    year = {2008}
    }

  • Marzal, M. Á., Parra, P., & Colmenero, M. J.. (2011). La medición de impacto y evaluación de programas de alfabetización en información para bibliotecas escolares. Revista española de Documentación Científica, 34(2), 190-211. doi:10.3989/redc.2011.2.780
    [BibTeX] [Download PDF]
    @article{Marzal2011,
    author = {Marzal, Miguel \'{A}ngel and Parra, Pablo and Colmenero, Mar\'{\i}a Jes\'{u}s},
    doi = {10.3989/redc.2011.2.780},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Marzal, Parra, Colmenero/Marzal, Parra, Colmenero\_2011\_La medici\'{o}n de impacto y evaluaci\'{o}n de programas de alfabetizaci\'{o}n en informaci\'{o}n para bibliotecas escolar.pdf:pdf},
    issn = {1988-4621},
    journal = {Revista espa\~{n}ola de Documentaci\'{o}n Cient\'{\i}fica},
    keywords = {CREA,alfabetizaci\'{o}n en informaci\'{o}n,and evaluation of information,biblioteca escolar,crea,evaluaci\'{o}n de,evaluaci\'{o}n de programas de alfabetizaci\'{o}n en infor,informaci\'{o}n,information literacy,information literacy program’s assessment,learning and teaching resources centres,literacy,programas de alfabetizaci\'{o}n en,programs in school libraries,school libraries,the measurement of impact},
    month = may,
    number = {2},
    pages = {190--211},
    title = {{La medici\'{o}n de impacto y evaluaci\'{o}n de programas de alfabetizaci\'{o}n en informaci\'{o}n para bibliotecas escolares}},
    url = {http://redc.revistas.csic.es/index.php/redc/article/view/692/766},
    volume = {34},
    year = {2011}
    }

  • Marzal, M. Á.. (2009). Evolución conceptual de la alfabetización en información a partir de la alfabetización múltiple en su perspectiva educativa y bibliotecaria. Investigación bibliotecológica, 23(47), 129-160.
    [BibTeX] [Download PDF]
    @article{Marzal2009,
    author = {Marzal, Miguel \'{A}ngel},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Marzal/Marzal\_2009\_Evoluci\'{o}n conceptual de la alfabetizaci\'{o}n en informaci\'{o}n a partir de la alfabetizaci\'{o}n m\'{u}ltiple en su perspectiva educativa.pdf:pdf},
    journal = {Investigaci\'{o}n bibliotecol\'{o}gica},
    keywords = {alfabetizaci\'{o}n en informaci\'{o}n},
    number = {47},
    pages = {129--160},
    title = {{Evoluci\'{o}n conceptual de la alfabetizaci\'{o}n en informaci\'{o}n a partir de la alfabetizaci\'{o}n m\'{u}ltiple en su perspectiva educativa y bibliotecaria}},
    url = {http://www.scielo.org.mx/scielo.php?pid=S0187-358X2009000100006\&script=sci\_arttext\&tlng=en},
    volume = {23},
    year = {2009}
    }

  • Marzal, M. Á.. (2010). Evaluation of Information Literacy Programmes in Higher Education: Strategies and Tools. RUSC. Universities and Knowledge Society Journal, 7(2), 26-36.
    [BibTeX] [Download PDF]
    @article{Garcia-Quismondo2010,
    author = {Marzal, Miguel \'{A}ngel},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Marzal/Marzal\_2010\_Evaluation of Information Literacy Programmes in Higher Education Strategies and Tools.pdf:pdf},
    journal = {RUSC. Universities and Knowledge Society Journal},
    keywords = {information literacy,information literacy evaluation,information literacy indicators,information literacy training},
    number = {2},
    pages = {26--36},
    title = {{Evaluation of Information Literacy Programmes in Higher Education: Strategies and Tools}},
    url = {http://scholar.google.com/scholar?hl=en\&btnG=Search\&q=intitle:Evaluation+of+Information+Literacy+Programmes+in+Higher+Education+:+Strategies+and+Tools\#0},
    volume = {7},
    year = {2010}
    }

  • Marzal, M. Á.. (2010). La evaluación de los programas de alfabetización en información en la educación superior: estrategias e instrumentos. RUSC. Revista de Universidad y Sociedad del \ldots, 7(2), 28-38.
    [BibTeX] [Download PDF]
    @article{Marzal2010,
    author = {Marzal, Miguel \'{A}ngel},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Marzal/Marzal\_2010\_La evaluaci\'{o}n de los programas de alfabetizaci\'{o}n en informaci\'{o}n en la educaci\'{o}n superior estrategias e instrumentos.pdf:pdf},
    journal = {RUSC. Revista de Universidad y Sociedad del \ldots},
    keywords = {alfabetizaci\'{o}n en informaci\'{o}n,en informaci\'{o}n,evaluaci\'{o}n de alfabetizaci\'{o}n en,evaluation of information literacy,indicadores de alfabetizaci\'{o}n en,infor-,informaci\'{o}n,maci\'{o}n,programas formativos de alfabetizaci\'{o}n,programmes},
    number = {2},
    pages = {28--38},
    title = {{La evaluaci\'{o}n de los programas de alfabetizaci\'{o}n en informaci\'{o}n en la educaci\'{o}n superior: estrategias e instrumentos}},
    url = {http://dialnet.unirioja.es/descarga/articulo/3666644.pdf},
    volume = {7},
    year = {2010}
    }

  • O’Neil, C.. (2013). On being a data skeptic.
    [BibTeX] [Download PDF]
    @book{O'Neil2013,
    author = {O'Neil, Cathy},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/O'Neil/O'Neil\_2013\_On being a data skeptic.pdf:pdf;:D$\backslash$:/Dropbox/Google Drive/library/O'Neil/O'Neil\_2013\_On being a data skeptic.epub:epub},
    title = {{On being a data skeptic}},
    url = {http://books.google.com/books?hl=en\&lr=\&id=ETuVAQAAQBAJ\&oi=fnd\&pg=PR2\&dq=On+Being+a+Data+Skeptic\&ots=s2nACjZiBY\&sig=hqThIkGKJskG8sFTuDkCd-hoF1Q http://books.google.com/books?hl=en\&lr=\&id=ETuVAQAAQBAJ\&oi=fnd\&pg=PR2\&dq=being-a-data-skeptic\&ots=s2nACjZiCY\&sig=AjrXwvyc8TJ6yhCP-fk1qnohvaU},
    year = {2013}
    }

  • Patil, D., & Mason, H.. (2015). Data Driven. Creating a Data Culture .
    [BibTeX]
    @techreport{Patil2015,
    author = {Patil, DJ and Mason, Hilary},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Patil, Mason/Patil, Mason\_2015\_Data Driven. Creating a Data Culture.pdf:pdf},
    title = {{Data Driven. Creating a Data Culture}},
    year = {2015}
    }

  • Payne, G., & Williams, M.. (2011). Teaching Quantitative Methods: Getting the Basics Right. London: SAGE.
    [BibTeX] [Download PDF]
    @book{Payne2011,
    address = {London},
    author = {Payne, Geoff and Williams, Malcolm},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Payne, Williams/Payne, Williams\_2011\_Teaching Quantitative Methods Getting the Basics Right.PDF:PDF},
    isbn = {9781848600010},
    keywords = {analysis,curricula,data,innovation,research,sociology,statistics,survey},
    publisher = {SAGE},
    title = {{Teaching Quantitative Methods: Getting the Basics Right}},
    url = {http://www.uk.sagepub.com/books/Book233302?siteId=sage-uk\&prodTypes=any\&q=+++9781848600003+\&pageTitle=productsSearch},
    year = {2011}
    }

  • Poole, A. H.. (2013). Now is the Future Now? The Urgency of Digital Curation in the Digital Humanities. Digital Humanities Quarterly, 007(2).
    [BibTeX]
    @article{Poole2013,
    author = {Poole, Alex H.},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Poole/Poole\_2013\_Now is the Future Now The Urgency of Digital Curation in the Digital Humanities.pdf:pdf},
    issn = {1938-4122},
    journal = {Digital Humanities Quarterly},
    number = {2},
    title = {{Now is the Future Now? The Urgency of Digital Curation in the Digital Humanities}},
    volume = {007},
    year = {2013}
    }

  • Porsdam, H.. (2013). Digital Humanities: On Finding the Proper Balance between Qualitative and Quantitative Ways of Doing Research in the Humanities. Digital Humanities Quarterly, 007(3).
    [BibTeX]
    @article{Porsdam2013,
    author = {Porsdam, Helle},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Porsdam/Porsdam\_2013\_Digital Humanities On Finding the Proper Balance between Qualitative and Quantitative Ways of Doing Research in the Humanit.pdf:pdf},
    issn = {1938-4122},
    journal = {Digital Humanities Quarterly},
    number = {3},
    title = {{Digital Humanities: On Finding the Proper Balance between Qualitative and Quantitative Ways of Doing Research in the Humanities}},
    volume = {007},
    year = {2013}
    }

  • Radu, P. C.. Follow the Money: A Digital Guide for Tracking Corruption.
    [BibTeX]
    @book{Radu,
    author = {Radu, Paul Cristian},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Radu/Radu\_Unknown\_Follow the Money A Digital Guide for Tracking Corruption.pdf:pdf},
    pages = {50},
    title = {{Follow the Money: A Digital Guide for Tracking Corruption}}
    }

  • Raymond, E. S., Mckusick, M. K., Bradner, S., Stallman, R., Young, R., & Wall, L.. (1998). Open Sources. Voices from the Open Source Revolution.
    [BibTeX]
    @book{Raymond1998a,
    author = {Raymond, Eric S and Mckusick, Marshall Kirk and Bradner, Scott and Stallman, Richard and Young, Robert and Wall, Larry},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Raymond et al/Raymond et al.\_1998\_Open Sources. Voices from the Open Source Revolution.pdf:pdf},
    title = {{Open Sources. Voices from the Open Source Revolution}},
    year = {1998}
    }

  • Rodríguez, M. P., & Cucklanz, L.. (2014). Gender Dimension in Media and Communication Studies: Main Concepts and Illustrations in Mass Mediated Texts.. Anàlisi. Quaderns de Comunicació i Cultura(50), 27-38. doi:http://dx.doi.org/10.7238/a.v0i50.2250
    [BibTeX] [Abstract]
    This article defends the notion that incorporation of the gender dimension in all Commu- nication and Media studies is highly desirable because of its contribution to the study of ideology, ethics, and balance in media. The first part of the article explores the main reasons for the need of such transversal integration of gender studies in university curricula, espe- cially in the field of Communication and Media Studies and indicates the main concepts that should be part of undergraduate degrees that include these areas. The second part of the article provides an illustration of the pervasive presence of gender bias in mass mediated texts including mainstream news stories and television programs. The exposition of insights related to gender stereotypes and biases in these two areas are intended as illustrative exam- ples that point to the range and significance of scholarship on gender and communication/ media more generally.

    @article{Rodriguez2014,
    abstract = {This article defends the notion that incorporation of the gender dimension in all Commu- nication and Media studies is highly desirable because of its contribution to the study of ideology, ethics, and balance in media. The first part of the article explores the main reasons for the need of such transversal integration of gender studies in university curricula, espe- cially in the field of Communication and Media Studies and indicates the main concepts that should be part of undergraduate degrees that include these areas. The second part of the article provides an illustration of the pervasive presence of gender bias in mass mediated texts including mainstream news stories and television programs. The exposition of insights related to gender stereotypes and biases in these two areas are intended as illustrative exam- ples that point to the range and significance of scholarship on gender and communication/ media more generally.},
    author = {Rodr\'{\i}guez, Mar\'{\i}a Pilar and Cucklanz, Lisa},
    doi = {http://dx.doi.org/10.7238/a.v0i50.2250},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Rodr\'{\i}guez, Cucklanz/Rodr\'{\i}guez, Cucklanz\_2014\_Gender Dimension in Media and Communication Studies Main Concepts and Illustrations in Mass Mediated Texts.pdf:pdf},
    journal = {An\`{a}lisi. Quaderns de Comunicaci\'{o} i Cultura},
    keywords = {Spain,bias,education,ethics,gender,ideology,media,news,stereotype,television},
    number = {50},
    pages = {27--38},
    title = {{Gender Dimension in Media and Communication Studies: Main Concepts and Illustrations in Mass Mediated Texts.}},
    year = {2014}
    }

  • Russell, M. A.. (2011). Mining the Social Web.
    [BibTeX]
    @book{Russell2011,
    author = {Russell, Matthew A.},
    editor = {O'Reilly},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Russell/Russell\_2011\_Mining the Social Web.pdf:pdf;:D$\backslash$:/Dropbox/Google Drive/library/Russell/Russell\_2011\_Mining the Social Web.epub:epub},
    isbn = {978-1-449-38834-8},
    pages = {356},
    title = {{Mining the Social Web}},
    year = {2011}
    }

  • Silverman, C.. (2014). Verification Handbook.
    [BibTeX]
    @book{Silverman,
    author = {Silverman, Craig},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Silverman/Silverman\_2014\_Verification Handbook.epub:epub;:D$\backslash$:/Dropbox/Google Drive/library/Silverman/Silverman\_2014\_Verification Handbook.pdf:pdf},
    title = {{Verification Handbook}},
    year = {2014}
    }

  • Stephenson, E., {Schifter Caravello}, P., & Caravello, P. S.. (2007). Incorporating data literacy into undergraduate information literacy programs in the social sciences: A pilot project. Reference Services Review, 35(4), 525-540. doi:10.1108/00907320710838354
    [BibTeX] [Abstract] [Download PDF]
    Purpose – The purpose of this paper is to describe and analyze the confluence of data literacy with information literacy in an experimental one-unit course taught in the UCLA Department of Sociology, and present the literature on, rationale for, and future of integrating these interrelated literacies into social science courses. Design/methodology/approach – The course was co-taught twice by a librarian and a data archivist using a syllabus and assignments that reflect sociological research problems and tools and information literacy competencies in the social sciences. Findings – The need for information and data skills in sociology is well-established, and their integration into a sociology course (rather than in a stand-alone information literacy course) would produce more opportunities for students to apply what they learn and for the instructors to assess learning in the context of doing sociology coursework. Research limitations/implications – The class sizes were too small for full-scale assessment and pre-tests/post-tests were not given. Assessment of student learning was based on work produced in and outside class and on course evaluations. Practical implications – It is suggested that librarians and data archivists work with faculty to innovate curricular approaches based on recommendations and outcomes in key documents on learning sociology from professional library and sociology organizations. Attaching the lab to an existing course and promoting the data literacy modules for faculty to adopt in other courses are also suggested. Originality/value – This paper invites social science librarians to examine the value to students and faculty of collaboration with professional data services staff to teach and merge information and data literacy within the social sciences curricula. Keywords

    @article{Stephenson2007,
    abstract = {Purpose – The purpose of this paper is to describe and analyze the confluence of data literacy with information literacy in an experimental one-unit course taught in the UCLA Department of Sociology, and present the literature on, rationale for, and future of integrating these interrelated literacies into social science courses. Design/methodology/approach – The course was co-taught twice by a librarian and a data archivist using a syllabus and assignments that reflect sociological research problems and tools and information literacy competencies in the social sciences. Findings – The need for information and data skills in sociology is well-established, and their integration into a sociology course (rather than in a stand-alone information literacy course) would produce more opportunities for students to apply what they learn and for the instructors to assess learning in the context of doing sociology coursework. Research limitations/implications – The class sizes were too small for full-scale assessment and pre-tests/post-tests were not given. Assessment of student learning was based on work produced in and outside class and on course evaluations. Practical implications – It is suggested that librarians and data archivists work with faculty to innovate curricular approaches based on recommendations and outcomes in key documents on learning sociology from professional library and sociology organizations. Attaching the lab to an existing course and promoting the data literacy modules for faculty to adopt in other courses are also suggested. Originality/value – This paper invites social science librarians to examine the value to students and faculty of collaboration with professional data services staff to teach and merge information and data literacy within the social sciences curricula. Keywords},
    author = {Stephenson, Elizabeth and {Schifter Caravello}, Patti and Caravello, Patti Schifter},
    doi = {10.1108/00907320710838354},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Stephenson, Schifter Caravello, Caravello/Stephenson, Schifter Caravello, Caravello\_2007\_Incorporating data literacy into undergraduate information literacy programs in the socia.pdf:pdf;:D$\backslash$:/Dropbox/Google Drive/library/Stephenson, Schifter Caravello, Caravello/Stephenson, Schifter Caravello, Caravello\_2007\_Incorporating data literacy into undergraduate information literacy programs in the so(2).pdf:pdf},
    isbn = {0090732111},
    issn = {0090-7324},
    journal = {Reference Services Review},
    keywords = {Information literacy,Sociology,Undergraduates,data literacy},
    mendeley-tags = {data literacy},
    month = nov,
    number = {4},
    pages = {525--540},
    title = {{Incorporating data literacy into undergraduate information literacy programs in the social sciences: A pilot project}},
    url = {http://www.emeraldinsight.com/10.1108/00907320710838354 http://www.emeraldinsight.com/doi/abs/10.1108/00907320710838354},
    volume = {35},
    year = {2007}
    }

  • Swales, J. M.. (2004). Research Genres Cambridge University Press.
    [BibTeX]
    @book{Swales2004,
    annote = {CRAI, 802.0/Swa1j},
    author = {Swales, John M},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Swales/Swales\_2004\_Research Genres.pdf:pdf;:D$\backslash$:/Dropbox/Google Drive/library/Swales/Swales\_2004\_Research Genres(2).pdf:pdf},
    isbn = {0521533341},
    publisher = {Cambridge University Press},
    title = {{Research Genres}},
    year = {2004}
    }

  • Tal, A., & Wansink, B.. (2014). Blinded with science: Trivial graphs and formulas increase ad persuasiveness and belief in product efficacy. Public Understanding of Science, 0963662514549688–. doi:10.1177/0963662514549688
    [BibTeX] [Abstract] [Download PDF]
    The appearance of being scientific can increase persuasiveness. Even trivial cues can create such an appearance of a scientific basis. In our studies, including simple elements, such as graphs (Studies 1-2) or a chemical formula (Study 3), increased belief in a medication’s efficacy. This appears to be due to the association of such elements with science, rather than increased comprehensibility, use of visuals, or recall. Belief in science moderates the persuasive effect of graphs, such that people who have a greater belief in science are more affected by the presence of graphs (Study 2). Overall, the studies contribute to past research by demonstrating that even trivial elements can increase public persuasion despite their not truly indicating scientific expertise or objective support.

    @article{Tal2014,
    abstract = {The appearance of being scientific can increase persuasiveness. Even trivial cues can create such an appearance of a scientific basis. In our studies, including simple elements, such as graphs (Studies 1-2) or a chemical formula (Study 3), increased belief in a medication's efficacy. This appears to be due to the association of such elements with science, rather than increased comprehensibility, use of visuals, or recall. Belief in science moderates the persuasive effect of graphs, such that people who have a greater belief in science are more affected by the presence of graphs (Study 2). Overall, the studies contribute to past research by demonstrating that even trivial elements can increase public persuasion despite their not truly indicating scientific expertise or objective support.},
    author = {Tal, Aner and Wansink, Brian},
    doi = {10.1177/0963662514549688},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Tal, Wansink/Tal, Wansink\_2014\_Blinded with science Trivial graphs and formulas increase ad persuasiveness and belief in product efficacy.pdf:pdf},
    issn = {0963-6625},
    journal = {Public Understanding of Science},
    month = oct,
    pages = {0963662514549688--},
    title = {{Blinded with science: Trivial graphs and formulas increase ad persuasiveness and belief in product efficacy}},
    url = {http://pus.sagepub.com/content/early/2014/09/23/0963662514549688.abstract},
    year = {2014}
    }

  • Tarango, J., & Marzal, MÁ.. (2012). Funcionalidad de la alfabetización informativa y sus ámbitos de actuación: aproximaciones a los entornos mexicano y español. Revista Interamericana de \ldots, 34(3), 283-299.
    [BibTeX] [Download PDF]
    @article{Tarango2012,
    author = {Tarango, Javier and Marzal, M\'{A}},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Tarango, Marzal/Tarango, Marzal\_2012\_Funcionalidad de la alfabetizaci\'{o}n informativa y sus \'{a}mbitos de actuaci\'{o}n aproximaciones a los entornos mexicano y.pdf:pdf},
    journal = {Revista Interamericana de \ldots},
    keywords = {a lfabetizaci\'{o}n informativa,habilidades informativas,investigaci\'{o}n cooperativa,lectura,nuevas formas de},
    number = {3},
    pages = {283--299},
    title = {{Funcionalidad de la alfabetizaci\'{o}n informativa y sus \'{a}mbitos de actuaci\'{o}n: aproximaciones a los entornos mexicano y espa\~{n}ol}},
    url = {http://aprendeenlinea.udea.edu.co/revistas/index.php/RIB/article/viewArticle/11967},
    volume = {34},
    year = {2012}
    }

  • Tedre, M., Ngumbuke, F., & Kemppainen, J.. (2010). Redefining the Digital Divide in Higher Education Framing the Digital Divide in Higher Education. RUSC. Universities and Knowledge Society Journal, 7(1), 1-52.
    [BibTeX]
    @article{Tedre2010,
    author = {Tedre, Matti and Ngumbuke, Fredrick and Kemppainen, Jyri},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Tedre, Ngumbuke, Kemppainen/Tedre, Ngumbuke, Kemppainen\_2010\_Redefining the Digital Divide in Higher Education Framing the Digital Divide in Higher Education.pdf:pdf},
    journal = {RUSC. Universities and Knowledge Society Journal},
    number = {1},
    pages = {1--52},
    title = {{Redefining the Digital Divide in Higher Education Framing the Digital Divide in Higher Education}},
    volume = {7},
    year = {2010}
    }

  • The British Academy. (2013). Stand Out and Be Counted. A Guide to Maximising your Prospects. London: .
    [BibTeX]
    @misc{TheBritishAcademy2013,
    address = {London},
    author = {{The British Academy}},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/The British Academy/The British Academy\_2013\_Stand Out and Be Counted. A Guide to Maximising your Prospects.pdf:pdf},
    pages = {16},
    title = {{Stand Out and Be Counted. A Guide to Maximising your Prospects}},
    year = {2013}
    }

  • The British Academy. (2011). Contribution to the Higher Education Funding Council for England (HEFCE) consultation on Strategically Important and Vulnerable Subjects (SIVS). .
    [BibTeX]
    @unpublished{TheBritishAcademy2011,
    author = {{The British Academy}},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/The British Academy/The British Academy\_2011\_Contribution to the Higher Education Funding Council for England (HEFCE) consultation on Strategically Importan.pdf:pdf},
    pages = {1--10},
    title = {{Contribution to the Higher Education Funding Council for England (HEFCE) consultation on Strategically Important and Vulnerable Subjects (SIVS)}},
    year = {2011}
    }

  • The British Academy. (2012). Society Counts. Quantitative Skills in the Social Sciences. A position statement. .
    [BibTeX]
    @unpublished{TheBritishAcademy2012,
    author = {{The British Academy}},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/The British Academy/The British Academy\_2012\_Society Counts. Quantitative Skills in the Social Sciences. A position statement.pdf:pdf},
    title = {{Society Counts. Quantitative Skills in the Social Sciences. A position statement}},
    year = {2012}
    }

  • Vahey, P., Rafanan, K., Patton, C., Swan, K., {van ’t Hooft}, M., Kratcoski, A., & Stanford, T.. (2012). A cross-disciplinary approach to teaching data literacy and proportionality. Educational Studies in Mathematics, 81(2), 179-205. doi:10.1007/s10649-012-9392-z
    [BibTeX] [Abstract] [Download PDF]
    The Thinking with Data project (TWD) expands on current notions of data literacy by (1) focusing on proportional reasoning as key to data literacy and (2) leveraging the non-mathematics disciplines to engage students in deep thinking about the context of data and the application of proportionality. A set of four 2-week, sequential modules for cross-disciplinary implementation in seventh-grade classrooms was designed and evaluated. Using a quasi-experimental approach, we found that student data literacy was increased through the focused integration of social studies, mathematics, science, and English language arts. In this article, we describe our theoretical approach to designing and imple- menting the modules, report on student learning gains in mathematics, and describe teacher reactions to the materials. In sum, our study provides evidence that the TWD approach has the potential to build data literacy while also allowing students to learn core discipline-based content standards.

    @article{Vahey2012,
    abstract = {The Thinking with Data project (TWD) expands on current notions of data literacy by (1) focusing on proportional reasoning as key to data literacy and (2) leveraging the non-mathematics disciplines to engage students in deep thinking about the context of data and the application of proportionality. A set of four 2-week, sequential modules for cross-disciplinary implementation in seventh-grade classrooms was designed and evaluated. Using a quasi-experimental approach, we found that student data literacy was increased through the focused integration of social studies, mathematics, science, and English language arts. In this article, we describe our theoretical approach to designing and imple- menting the modules, report on student learning gains in mathematics, and describe teacher reactions to the materials. In sum, our study provides evidence that the TWD approach has the potential to build data literacy while also allowing students to learn core discipline-based content standards.},
    author = {Vahey, Philip and Rafanan, Ken and Patton, Charles and Swan, Karen and {van ’t Hooft}, Mark and Kratcoski, Annette and Stanford, Tina},
    doi = {10.1007/s10649-012-9392-z},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Vahey et al/Vahey et al.\_2012\_A cross-disciplinary approach to teaching data literacy and proportionality.pdf:pdf},
    issn = {0013-1954},
    journal = {Educational Studies in Mathematics},
    keywords = {Data literacy,Instruction in middle school,Proportional reasoning,Proportionality,data literacy},
    mendeley-tags = {data literacy},
    month = mar,
    number = {2},
    pages = {179--205},
    title = {{A cross-disciplinary approach to teaching data literacy and proportionality}},
    url = {http://link.springer.com/10.1007/s10649-012-9392-z},
    volume = {81},
    year = {2012}
    }

  • Zilinski, L. D., Epps, A. V. S., Nelson, M. S., & {Van Epps}, A. S.. (2012). Developing Professional Skills in STEM Students: Data Information Literacy. Issues in Science and Technology Librarianship(77), 1-10. doi:10.5062/F42V2D2Z
    [BibTeX] [Abstract] [Download PDF]
    Undergraduate STEM students are increasingly expected to have some data use skills upon graduation, whether they pursue post-graduate education or move into industry. This project was an initial foray into the application of data information literacy competencies to training undergraduate students to identify mark- ers of data and information quality. The data consumer training appeared within two courses to help students evaluate data objects, including databases and datasets available on the Internet. The application of the Data Credibility Checklist provides a foundation for developing data reuse competencies. Based upon the initial presentation of the content, it became obvious that students need very basic introductions to data concepts, including definitions for database and dataset, and the process of data object discovery. Introduction

    @article{Zilinski2012,
    abstract = {Undergraduate STEM students are increasingly expected to have some data use skills upon graduation, whether they pursue post-graduate education or move into industry. This project was an initial foray into the application of data information literacy competencies to training undergraduate students to identify mark- ers of data and information quality. The data consumer training appeared within two courses to help students evaluate data objects, including databases and datasets available on the Internet. The application of the Data Credibility Checklist provides a foundation for developing data reuse competencies. Based upon the initial presentation of the content, it became obvious that students need very basic introductions to data concepts, including definitions for database and dataset, and the process of data object discovery. Introduction},
    author = {Zilinski, Lisa D. and Epps, Amy S Van and Nelson, Megan Sapp and {Van Epps}, Amy S.},
    doi = {10.5062/F42V2D2Z},
    file = {:C$\backslash$:/Users/mberasat/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Zilinski, Nelson, Van Epps - 2014 - Developing Professional Skills in STEM Students Data Information Literacy.pdf:pdf},
    journal = {Issues in Science and Technology Librarianship},
    keywords = {data literacy},
    mendeley-tags = {data literacy},
    number = {77},
    pages = {1--10},
    title = {{Developing Professional Skills in STEM Students: Data Information Literacy}},
    url = {http://www.istl.org/14-summer/refereed4.html},
    year = {2012}
    }

  • {Calzada Prado}, J., & Marzal, M. Á.. (2013). Incorporating Data Literacy into Information Literacy Programs: Core Competencies and Contents. Libri, 63(2), 123-135. doi:10.1515/libri-2013-0010
    [BibTeX] [Abstract] [Download PDF]
    The growing importance of data in society in general and scientific domains in particular, mirrored in the Open Data initiative and in the advent of eScience, requires public, school and academic libraries to contrib- ute to both data and information literacy, as part of their mission to further knowledge and innovation in their re- spective fields of action. No specific library standards have been proposed to date, however, and most research stud- ies conducted adopt a partial view of data literacy, stress- ing only the components needed in any given context. The present paper aims to contribute to the advancement of data literacy with the proposal of a set of core competen- cies and contents that can serve as a framework of refer- ence for its inclusion in libraries’ information literacy programs. The various definitions of data literacy are dis- cussed, the coverage of the competencies listed in infor- mation literacy standards is described, and the compe- tencies considered in the experiments conducted to date in education and libraries are identified. The conclusion drawn is that the model proposed can favour the develop- ment of data literacy support resources and services. Top- ics for further research are also specified.

    @article{CalzadaPrado2013,
    abstract = {The growing importance of data in society in general and scientific domains in particular, mirrored in the Open Data initiative and in the advent of eScience, requires public, school and academic libraries to contrib- ute to both data and information literacy, as part of their mission to further knowledge and innovation in their re- spective fields of action. No specific library standards have been proposed to date, however, and most research stud- ies conducted adopt a partial view of data literacy, stress- ing only the components needed in any given context. The present paper aims to contribute to the advancement of data literacy with the proposal of a set of core competen- cies and contents that can serve as a framework of refer- ence for its inclusion in libraries’ information literacy programs. The various definitions of data literacy are dis- cussed, the coverage of the competencies listed in infor- mation literacy standards is described, and the compe- tencies considered in the experiments conducted to date in education and libraries are identified. The conclusion drawn is that the model proposed can favour the develop- ment of data literacy support resources and services. Top- ics for further research are also specified.},
    author = {{Calzada Prado}, Javier and Marzal, Miguel \'{A}ngel},
    doi = {10.1515/libri-2013-0010},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Calzada Prado, Marzal/Calzada Prado, Marzal\_2013\_Incorporating Data Literacy into Information Literacy Programs Core Competencies and Contents.pdf:pdf},
    issn = {1865-8423},
    journal = {Libri},
    keywords = {data literacy},
    mendeley-tags = {data literacy},
    month = jan,
    number = {2},
    pages = {123--135},
    title = {{Incorporating Data Literacy into Information Literacy Programs: Core Competencies and Contents}},
    url = {http://www.degruyter.com/view/j/libr.2013.63.issue-2/libri-2013-0010/libri-2013-0010.xml},
    volume = {63},
    year = {2013}
    }

  • {Calzada Prado}, J., & Marzal, M. Á.. (2007). 15 años de alfabetización en información: investigación internacional recogida en LISA, ERIC y SSCI entre 1990 y 2005. Boletín de la Asociación Andaluza de Bibliotecarios(86-87), 15-27.
    [BibTeX] [Download PDF]
    @article{CalzadaPrado2007,
    author = {{Calzada Prado}, Javier and Marzal, Miguel \'{A}ngel},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Calzada Prado, Marzal/Calzada Prado, Marzal\_2007\_15 a\~{n}os de alfabetizaci\'{o}n en informaci\'{o}n investigaci\'{o}n internacional recogida en LISA, ERIC y SSCI entre 1990.pdf:pdf},
    journal = {Bolet\'{\i}n de la Asociaci\'{o}n Andaluza de Bibliotecarios},
    keywords = {15 years of information,1990 and 2005,alfabetizaci\'{o}n en informaci\'{o}n,an\'{a}lisis de contenido,eric,lisa,literacy,producci\'{o}n cient\'{\i}fica,scci},
    number = {86-87},
    pages = {15--27},
    title = {{15 a\~{n}os de alfabetizaci\'{o}n en informaci\'{o}n: investigaci\'{o}n internacional recogida en LISA, ERIC y SSCI entre 1990 y 2005}},
    url = {https://e-archivo.uc3m.es/handle/10016/4630},
    year = {2007}
    }

  • {Cuevas Cerveró}, A., & Marzal, M. Á.. (2007). La competencia lectora como modelo de alfabetización en información. Anales de Documentación(10), 49-70.
    [BibTeX] [Download PDF]
    @article{CuevasCervero2007,
    author = {{Cuevas Cerver\'{o}}, Aurora and Marzal, Miguel \'{A}ngel},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Cuevas Cerver\'{o}, Marzal/Cuevas Cerver\'{o}, Marzal\_2007\_La competencia lectora como modelo de alfabetizaci\'{o}n en informaci\'{o}n.pdf:pdf},
    journal = {Anales de Documentaci\'{o}n},
    keywords = {alfabetizaci\'{o}n en informaci\'{o}n,competencia lectora},
    number = {10},
    pages = {49--70},
    title = {{La competencia lectora como modelo de alfabetizaci\'{o}n en informaci\'{o}n}},
    url = {http://revistas.um.es/analesdoc/article/download/1082/1132},
    year = {2007}
    }

  • de {Pablos Pons}, J.. (2010). Universidad y sociedad del conocimiento. Las competencias informacionales y digitales. RUSC. Revista de Universidad y Sociedad del \ldots, 7(2).
    [BibTeX] [Download PDF]
    @article{PablosPons2010,
    author = {de {Pablos Pons}, Juan},
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Pablos Pons/Pablos Pons\_2010\_Universidad y sociedad del conocimiento. Las competencias informacionales y digitales.pdf:pdf},
    journal = {RUSC. Revista de Universidad y Sociedad del \ldots},
    keywords = {competencias digitales,competencias informacionales,de la informaci\'{o}n y,ense\~{n}anza superior,higher education and the,knowledge society,la comunicaci\'{o}n,sociedad del conocimiento,tecnolog\'{\i}as},
    number = {2},
    title = {{Universidad y sociedad del conocimiento. Las competencias informacionales y digitales}},
    url = {http://openaccess.uoc.edu/webapps/o2/handle/10609/2603},
    volume = {7},
    year = {2010}
    }

  • (2010). Scoping a national degree level qualification in quantitative skills in social science .
    [BibTeX]
    @techreport{Education2010,
    file = {:D$\backslash$:/Dropbox/Google Drive/library/Unknown/Unknown\_2010\_Scoping a national degree level qualification in quantitative skills in social science.pdf:pdf},
    pages = {1--15},
    title = {{Scoping a national degree level qualification in quantitative skills in social science}},
    year = {2010}
    }