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[目的/意义]调研加拿大高校图书馆数据素养教育现状,总结其特点和经验,为我国探索数据素养教育提供参考和借鉴。[方法/过程]从数据素养的概念和内涵出发,选取加拿大12所高校图书馆作为研究对象,从教学对象、教学目标、教学形式、教学内容和教学评估5个方面分析加拿大高校图书馆数据素养教育的实践情况,并总结其数据管理培训和数据素养教育的特点和经验。[结果/结论]可借鉴的加拿大高校图书馆数据素养最佳实践包括:合理安排授课时间和教学内容、选用恰当的教学形式、将数据素养集成到其他课程、教学内容与实践工作相结合以促进创新、可持续开展教学等。
[Purpose / Significance] To investigate the current situation of data literacy education in Canadian university libraries, summarize their characteristics and experiences, and provide references for our country to explore data literacy education. [Methods / Processes] Based on the concept and connotation of data literacy, 12 university libraries in Canada were selected as research objects. Data literacy of Canadian university libraries was analyzed from five aspects: teaching object, teaching goal, teaching form, teaching content and teaching evaluation Education practices and summarizes the characteristics and experience of data management training and data literacy education. [Results / Conclusions] Best practices for data literacy in Canadian university libraries can be drawn from: appropriate placement of teaching hours and content, selection of appropriate teaching forms, integration of data literacy into other curricula, teaching content and practical work to promote Innovation, sustainable teaching.