Numbers and Pictures are Information too

Statistical and Spatial Literacy Skills and the Information Literacy Program

Andrew Nicholson –GIS/Data Librarian, University of Toronto at Mississauga

Laine G.M. Ruus –Data Librarian, University of Toronto

UTL Staff Conference

May 8, 2006

Outline Introduction What is Statistical Literacy, with examples (Laine) What is Spatial Literacy, with examples (Andrew) Information literacy: the Big Picture & Next Steps What can the U of T Libraries do? Questions??

Introduction Libraries have made great strides in recent years in

promoting and integrating information literacy concepts across university campuses.

Emphasis in information literacy instruction has been text based.

A need for statistical and spatial literacy education is becoming increasingly recognized by librarians and educators across North America

Statistical literacy

Statistical literacy“…refers broadly to two interrelated components, primarily

(a) people's ability to interpret and critically evaluate statistical information, data-related arguments, or stochastic phenomena, which they may encounter in diverse contexts, and when relevant (b) their ability to discuss or communicate their reactions to such statistical information, such as their understanding of the meaning of the information, or their concerns regarding the acceptability of given conclusions.  These capabilities and behaviors [sic] do not stand on their own but are founded on several interrelated knowledge bases and dispositions...".

Source: Gal, Iddo. Adults’ Statistical Literacy:  Meanings, Components, and Responsibilities International Statistical Review70( 1): 1-25, April 2002

Stories The Metro article of 2006/05/03 chose to tell one story: a

“growing trend” of private or semi-private worship, rather than conspicuous worship in a public place (church, etc)

Refers to a source, a Statistics Canada study. Found article entitled Who's religious? listed in the Statistics Canada Daily of 2006/05/02

Source: Study: Who’s religious? The Daily Tuesday, May 2, 2006

The Dailyarticle refers to an article inCanadianSocialTrends, May 2006 …

… which contains statistical tables, as well as charts which help visualize some of the statistics in the tables, including …

What the Metro article got wrong: Focused on only one of the stories in the Statistics

Canada Daily/Social trends articles The phrase “growing trend” came from a different

story, one of declining religious affiliation and church attendance

Misinterprets the information in the table There is only one time period, therefore cannot identify

a trend from this table Implies that a majority prefer private to public religious

observance, but from the article and table it appears to be only 27-37% of the 21% of the population who attend religious services infrequently/never

Frequency of public religious observance (eg frequency attend church, etc)

Frequency of private religious observance

Producing a similar cross-tabulation using the original microdata provides support for a slightly different variation on the story….

Frequency of private religious observance

Frequency of public religious observance (eg frequency attend church, etc)

Standing the table ‘on its head’ gives a differentinterpretation of the data…

Statistical literacy skills include: Ability to follow the trail of breadcrumbs to find the

Canadian social trends article and the tables/charts that accompany it

To assess the reliability of Statistics Canada as a source of statistics on religion – ie what if any might Statistics Canada’s bias be vis-à-vis religion?

To assess the validity of survey-based information versus anecdotal information (the Metro article) – ie are there other data sources that would provide better information on the question? How good is Statistics Canada at taking surveys that represent the population?

Statistical literacy skills include (cont’d): Ability to interpret the information provided in the table,

including ability to visualize it

0

10

20

30

40

50

60

70

80

weekly monthly a few timesper year

not in pastyear

At least monthly

Infrequently

Not in last 12 months

Frequency of religious practices on one’s own showing attendance at religious services/meetings (%)

Attend public religious services

Frequency of religious practices on one’s own

Statistical literacy skills include (cont’d): Ability to assess the significance of the information that is

not in the table – how many cases were there in this survey? Does this table tell us what % of the population go to church once a month or more?

Ability to assess cross-tabulations and percentages as appropriate descriptive statistics for this type of data – are there other descriptive statistics that would have added to the information in the table, eg cell counts as well as row percentages?

Statistical literacy skills include (cont’d):

Understand the role of the tests of significance that have been used – ie, what does ‘95%’ confidence interval mean?

Understanding what has to be done to examine the influence of a third variable (eg gender, age, education, or province) on religious attendance & private religious practice

In summary … Like information literacy, statistical literacy includes:

determining information needs information access skills critical evaluation of sources understanding of the information

Unlike information literacy, statistical literacy includes: some understanding of data collection, descriptive

statistics, significance, inference, and causality active involvement in process of

creation/transformation of descriptive statistics

Now…Spatial literacy

What is Spatial Literacy? Has been difficult to define

Often confused with map literacy (map reading skills) and geographic literacy (location of places).

More recent work to define it has taken a broader approach encompassing such areas as visual literacy, technology literacy, and “graphicacy”.

Spatial literacy involves students understanding and applying three main concepts when searching and/or using (geographic or visual) information.* These include:

1. Space

2. Representation

3. Reasoning

What is Spatial Literacy?

*National Academies Press (2006). Executive Summary In Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum.Retrieved on May 1st, 2006 from http://www.nap.edu/catalog/11019.html

1. SpaceDimensions

What is Spatial Literacy? -Examples

University of Toronto at Mississauga Campus

2D Maps 3D Maps or Views

Map & Data Source: NTS Sheet 30M012 “Brampton”;Natural Resources Canada, 1994.

What is Spatial Literacy? -Examples

1. SpaceDifferent ways of calculating distance between two points(UTM Campus to St. Michaels College)

By time

By Distance

By Travel CostGoogle Maps

1. Space Understanding coordinate systems

What is Spatial Literacy? -Examples

Cartesian Coordinates (x, y, z)

Polar Coordinates

Eric W. Weisstein. "Polar Coordinates." From MathWorld--A Wolfram Web Resource.http://mathworld.wolfram.com/PolarCoordinates.html

Eric W. Weisstein. "Cartesian Coordinates." From MathWorld--A Wolfram Web Resource.http://mathworld.wolfram.com/CartesianCoordinates.html

More information:

2. Representation Principles of graphical design

What is Spatial Literacy? -Examples

Include and contrast different data.

Data Source: Statistics Canada, 2001 Census.

What is Spatial Literacy? -Examples

Present data in a clear and accurate

presentation.

1996 Population: 4.8 million (1 Dot = Ten People)

2028 Population: 7.8 million (1 Dot = Two People)

2. Representation Principles of graphical design

A misrepresentation ofpopulation growtharound the Oak Ridges Moraine

Data Source: Ontario Ministry of Natural Resource and OntarioMinistry of Finance.

Oak Rides Moraine

2. Representation How Projections work–controlling distortion

What is Spatial Literacy? -Examples

Presenting a three dimensional object on a flat form (like a paper map)will always involve distortion•Projections can minimize distortion in elements such as scale, area, distance, direction and shape.•No perfect projection. Hundreds of different projections exist.•Choice of projection depends on many factors particularly the purpose of the map

Mollweide (Equal-Area) Projection Mercator Projection

3. ReasoningWhat is the shortest distance between two points?

What is Spatial Literacy? -Examples

The shortest distance from the Robarts Library to the Conferenceusing a direct line (0.68 km).

Photo source: JD Barnes/OGDE, 2002.

3. ReasoningWhat is the shortest distance between two points?

What is Spatial Literacy? -Examples

The shortest driving distance from the Robarts Library to the conference (1.87 km)

Photo source: JD Barnes/OGDE, 2002.

3. ReasoningAbility to interpolate and extrapolate from spatial data or map.

What is Spatial Literacy? -Examples

Deaths from Cholera epidemic in London, 1859. Original Map by Dr.John Snow. Downloaded from Wikipedia. May 6th, 2006.Retrieved at: http://en.wikipedia.org/wiki/Image:Snow-cholera-map.jpg

3. ReasoningMaking Decisions.

What is Spatial Literacy? -ExamplesShould this city build a new highway to ease traffic congestion?

3. ReasoningMaking Decisions.

What is Spatial Literacy? -ExamplesNo, the proposed highways cuts through the centre of a wetlands area.

3. ReasoningMaking Decisions.

What is Spatial Literacy? -Examples

Highway project cancelled. Wetlands boundary established and protected from future development

Data Source: Lane Council of Governments, 2001.

Information Literacy: the Big PictureDefinition from ALA:

“a set of abilities…to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”

ACRL Information Literacy Competency Standardsfor Higher Education

-a set of five standards for assessing “the information literate individual”.-each standard has performance indicators and outcomes, several of which consider the use, manipulation, and dissemination of data, and imagery.

Source: Information literacy competency standards for higher education. (2000). [Brochure]. Chicago: Association of College & Research Libraries.

Information Literacy: the Big Picture Spatial Literacy is particularly relevant in the following ACRL

Information Literacy Competency Standards for Higher EducationStandard One:Outcomes:

Identifies the value and differences of potential resources in a variety of formats.Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources.

Standard Three:Outcomes:

Utilizes computer and other technologies for the studying the interaction of ideas and other phenomena.Determines probable accuracy by questioning the source of the data…

Standard Four:Outcomes:

Manipulates…images, and data as needed…to a new context.

Source:Information literacy competency standards for higher education. (2000). [Brochure]. Chicago: Association of College & Research Libraries.

Information Literacy -Next Steps:At a presentation on “Defining Information Literacyin the 21st Century”* at the 2004 IFLA General Conference,three areas for moving forward were suggested: Critical Thinking and Awareness of Information

“Making users self-reliant” Decoding the Packaging

“Interpretation of statistical data , cartographic and spatial data…require additional literacy instruction”

“the ability to understand why an image is presented in a a particular way and the impact…on the viewer will become a critical piece of information literacy”.

Appropriate use of Information “develop sensitivity to cultural variations in what is

considered…appropriate use of information.”

*Campbell, Sandy. (2004). Defining Information Literacy in the 21st Century. Paper presented at the World Library and Information Congress: 70th IFLA General Conference and Council. Retrieved May 1st, 2006 from http://www.ifla.org/IV/ifla70/papers/059e-Campbell.pdf

Information Literacy -Next Steps: At a colloquium on Information Literacy and Lifelong

Learning in November 2005 sponsored by IFLA and UNESCO, the importance of critical thinking and decoding were made clear in Proposition #5*:

The rapidity of technological chance requires continuous

updating of the definition of Information Literacy and our assumptions about information technology.

Information Literacy is the ability to use “knowledge and information interactively”.

*Garenr, Sarah Devotion. (2006) High-Level Colloquium on Information Literacy and Lifelong Learning, Bibliotheca Alexandrina, Alexandria, Egypt, November 6-9, 2005:Report. Cairo: BibliothecaAlexandrina, Pg.38-39.

Information Literacy -Next Steps:

* Newcombe, Nora. “A Plea for Spatial Literacy”. The Chronicle of Higher Education.March 3rd, 2006.

In March 2006, the Chronicle of Higher Education issued a “Plea for Spatial Literacy”noting that:

“Spatial literacy is as important a goal as traditional literacy is. We need to invest our resources and efforts accordingly.”*

What can the U of T Libraries do?

collaborate with GIS and Data Librarians to learn more about Statistical and Spatial literacy and share these concepts with faculty and students.

What can the U of T Libraries do?

at the UTM Library, we have started to collaborate closely with some faculty on course instruction and assignments relating to statistical and spatial information.

at the UTM Library, we have a well established course related instruction program. We are now moving towards embedding information literacy into the course curriculum, including statistical and spatial literacy.

For example:

Conclusion

The variety of online (statistical and spatial) resources and software now offered through the University of Toronto Libraries makes the teaching of statistical and spatial literacy essential…and attainable.

Questions???