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1000
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Verantwortlich
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Jens Dierkes, Julia Fürst, Tanja Hörner, Sebastian Klammt, Birte Lindstädt, Iris Pigeot, Katja Restel, Carsten Oliver Schmidt, Dagmar Waltemath, Atinkut Zeleke for NFDI4Health ; NFDI4Health has received funding from the Deutsche Forschungsgemeinschaft (DFG) ; design, setting, layout: Alina Esken ; language editing: Andrew Rennison
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1000
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Abstract/Summary
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The digital transformation taking place across all sectors and the associated increase in the importance of research data in gaining knowledge or innovating new technologies poses enormous challenges for the workforce, policy makers, funders, educational institutions, etc. In particular, it is essential to equip everyone with the skills or skill sets that are required (i) to handle the many facets of data, (ii) to understand their various constraints, (iii) to be able to make informed decisions about the appropriate use of available technologies, and (iv) to gain "wisdom" from the data. It is therefore crucial to start teaching basic skills while at school and to deepen them as early as possible, e.g. in academic training programmes. The field of data literacy tackles these issues and is an attempt to systematise tasks and corresponding skills by way of one or more frameworks. According to Ridsdale et al. (2015), "Data literacy is the ability to collect, manage, evaluate, and apply data, in a critical manner."
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