1. Activity - Work with a Partner -Compare 2 Graphs and Answer Questions What time period is covered? What is being measured by the data? How is the data displayed (real number? Percent?) Can the data in the two graphs be compared? What story does the data in each graph tell, and does that story agree with the other graph?

2. Big Data for the Arts Industry Creating a Data Literacy Curriculum April Levy Jason Stephens

3. Agenda Why data literacy? Data literacy unit – In class activity with librarian – In class graphing – Graphing assignment Big Data unit – Library Fellows grant – In class instructor-selected case studies – Student-selected business case studies assignment Post-Assessment Results

4. Why data literacy? Students had difficulty – reading long numbers – interpreting data in charts and graphs – awareness of data sources Business & Entrepreneurship Department no longer taught a data course

5. Data Literacy Unit: In-class activity National Arts Index, 2014How a Nation Engages with Art, 2012

6. Data Literacy Unit In-Class Assignment: Converting and Comparing Data Objectives: 1.Understand “indexing” 2.Convert data sets into Excel 3.Create a comparative graph in Excel from multiple outside data sets 4.Identify correlating and deviating patterns between data sets 5.Propose hypotheses that explain data variations 6.Research and supply evidence that supports or refutes a hypothesis Example: 2 data sets taken from National Arts Index

7. Hypothesis: A rise in the ratio of BA’s to higher degrees between 2009 and 2012 in the Arts field led to a reduction in wages within those occupations, despite a rise in the number of degrees awarded. Evidence: https://www.census.gov/prod/2012pubs/acs-18.pdf http://www.census.gov/library/infographics/visual_art_majors.html Conclusion: Evidence refutes hypothesis, which shows the ratio of BA’s to higher degrees fell by 3% between 2009 and 2012. Undergraduate Students Example

8. Adapting “Information Has Value” Threshold Concept for Data Literacy Information Has Value Information possesses several dimensions of value, including as a commodity Adaptation for Business classes Data costs money to collect, analyze, store, and present, and is collected by government agencies, universities, foundations, corporations, and businesses whose purpose is to sell data to other businesses Legal and socioeconomic interests influence information production and dissemination Information is a commodity with greater access granted to those who can pay for it

9. Big Data Unit Expand upon Data Literacy unit We received a Library Fellows grant to develop new unit Importance of Big Data for small, arts-focused businesses

10. Developing a Big Data Curriculum Case Studies of Instructor-selected Businesses using Big Data Assignment Objectives: 1.Know the difference between qualitative and quantitative data 2.Understand where, how, why an existing business collects data 3.Identify the impact of big data on decision-making 4.Propose improvements to a company’s data collection and usage

11. Big Data Questions Students Answered What Data is Collected How Data is Collected Why Data is Collected How Data is Utilized Potential for Data Collected

12. Big Data Case Study Assignment Example: Starbucks Articles assigned: Thau, Barbara. 2014, April 24. "How Big Data Helps Retailers like Starbucks Pick Store Locations - An (Unsung) Key to Retail Success." http://www.forbes.com/sites/barbarathau/2014/04/24/how-big-data-helps-retailers- like-starbucks-pick-store-locations-an-unsung-key-to-retail-success/#11630e9221c3 http://www.forbes.com/sites/barbarathau/2014/04/24/how-big-data-helps-retailers- like-starbucks-pick-store-locations-an-unsung-key-to-retail-success/#11630e9221c3 Kaye, Kate. 2013, March 22. "At Starbucks, Data Pours In. But What to Do With It?” http://adage.com/article/datadriven-marketing/starbucks-data- pours/240502/ http://adage.com/article/datadriven-marketing/starbucks-data- pours/240502/

16. Big Data Final Assignment Case Study of Student-Selected Business Entity Objectives: Research a small, arts-oriented business Identify what data the business uses, and what data it may have access to that it doesn’t yet use Determine how the company can use data to improve its business Understand the opportunity costs, limitations and ethical concerns associated with data collection and usage Present the findings as an organized data-plan for the company

17. Big Data Final Assignment Example Undergraduate Students Example: Old Town School of Folk Music (excerpt from examination of opportunity costs and ethical concerns) Collecting data on competitors could require additional investment in order to participate in potentially high-cost, industry-wide researches. OTS could also approach this through designating a research position in the organization. This might reduce capital that would be otherwise utilized in other activities beneficial to the organization. Furthermore, an ethical issue to keep in mind is the temptation to slip into know-how theft....OTS would need to be ethically responsible to ensure that they do not steal competitors’ strategies and/or IP and directly apply them to their organization.

18. Big Data Final Assignment Example Graduate Students (summary of one recommendation from data plan related to branding) Assessment: [Via wordpress and Google analytics] they collect blog traffic (activity), number of visitors, blog interaction, number of shares, demographics and psychographics. Content is too broad and isn’t created with active users’ interests first based on the data. Data has shown that… interview videos are the most popular posts, yet most content doesn’t adhere to this. Recommendation: Use the data to make all content better match the interests of active viewers in order to gain more subscribers like them. Then, gradually, and singularly, introduce more diverse content to better assess where content growth can successfully happen.

19. Adapting “Information Has Value” Threshold Concept for Big Data Information Has ValueAdaptation for Business classes Information possesses several dimensions of value, including… as a means to influence Businesses can analyze Big data to generate competitive intelligence … value may also be leveraged by individuals and organizations to effect change and for civic, economic, social, or personal gains. Some Big data can be gathered inexpensively and utilized to improve a business leading to increased revenues

20. Undergrads Post-Assessment Results

21. Post-Assessment Results, continued When thinking about what we've studied regarding data in this class, I feel I've:

22. Undergrads Post-Assessment Results, continued

23. Undergrads Post-Assessment Results, continued

24. Before taking this class, I considered data to be: Post-Assessment Results, continued

25. Now, after taking this class, I consider data to be: Grads Post-Assessment Results, continued

26. Undergrads Post-Assessment Results, continued

28. Before taking this class, when it comes to the collection and use of data: Post-Assessment Results, continued

29. Grads After taking this class, when it comes to the collection and use of data: Post-Assessment Results, continued

30. Undergrads Grads

31. Undergrads Post-Assessment Results, continued

32. Overall, I feel the lessons in the class spent on data: Post-Assessment Results, continued

33. QUESTIONS Links to Resources: http://libguides.colum.edu/bigdataforartshttp://libguides.colum.edu/bigdataforarts April Levy – alevy@colum.edualevy@colum.edu Jason Stephens – jstephens@colum.edujstephens@colum.edu