%0 Journal Article %1 cook2018teaching %A Cook, Katherine %A Çakirlar, Canan %A Goddard, Timothy %A DeMuth, Robert Carl %A Wells, Joshua %B Advances in Archaeological Practice %D 2018 %I Cambridge University Press %K education open_science teaching %N 2 %P 144-156-- %R DOI: 10.1017/aap.2018.5 %T Teaching Open Science: Published Data and Digital Literacy in Archaeology Classrooms %U https://www.cambridge.org/core/article/teaching-open-science-published-data-and-digital-literacy-in-archaeology-classrooms/8404682E019727CCF43416B81E4E9092 %V 6 %X Digital literacy has been cited as one of the primary challenges to ensuring data reuse and increasing the value placed on open science. Incorporating published data into classrooms and training is at the core of tackling this issue. This article presents case studies in teaching with different published data platforms, in three different countries (the Netherlands, Canada, and the United States), to students at different levels and with differing skill levels. In outlining their approaches, successes, and failures in teaching with open data, it is argued that collaboration with data publishers is critical to improving data reuse and education. Moreover, increased opportunities for digital skills training and scaffolding across program curriculum are necessary for managing the learning curve and teaching students the values of open science.

@article{cook2018teaching, abstract = {Digital literacy has been cited as one of the primary challenges to ensuring data reuse and increasing the value placed on open science. Incorporating published data into classrooms and training is at the core of tackling this issue. This article presents case studies in teaching with different published data platforms, in three different countries (the Netherlands, Canada, and the United States), to students at different levels and with differing skill levels. In outlining their approaches, successes, and failures in teaching with open data, it is argued that collaboration with data publishers is critical to improving data reuse and education. Moreover, increased opportunities for digital skills training and scaffolding across program curriculum are necessary for managing the learning curve and teaching students the values of open science.}, added-at = {2018-09-21T15:36:31.000+0200}, author = {Cook, Katherine and Çakirlar, Canan and Goddard, Timothy and DeMuth, Robert Carl and Wells, Joshua}, biburl = {https://www.bibsonomy.org/bibtex/2cfbca1d59448ef892b39d8cb95ffad37/blostben}, booktitle = {Advances in Archaeological Practice}, doi = {DOI: 10.1017/aap.2018.5}, interhash = {53b190744e9b6acf917539a1769c19b8}, intrahash = {cfbca1d59448ef892b39d8cb95ffad37}, keywords = {education open_science teaching}, number = 2, pages = {144-156--}, publisher = {Cambridge University Press}, timestamp = {2018-09-21T15:36:31.000+0200}, title = {Teaching Open Science: Published Data and Digital Literacy in Archaeology Classrooms}, url = {https://www.cambridge.org/core/article/teaching-open-science-published-data-and-digital-literacy-in-archaeology-classrooms/8404682E019727CCF43416B81E4E9092}, volume = 6, year = 2018 }