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Author: bdlund

index.html

@@ -59,8 +59,8 @@ <h2>How to Navigate this Toolkit</h2>
 
 	<section>
 		<h2>Reusing and Citing this Toolkit</h2>
-		<p>This work is licensed under a <a href="https://creativecommons.org/licenses/by-nc/4.0/">CC BY-NC 4.0 license</a>. You may use, share, and remix this content with proper attribution to the creators of this toolkit, as long as it is not used for commercial purposes. 
-		<p>This toolkit was developed with support from the Institute of Museum and Library Services <a href="https://www.imls.gov/grants/awarded/re-256673-ols-24">RE-256673-OLS-24</a> </p>
+		<p>This work is licensed under a <a href="https://creativecommons.org/licenses/by-nc/4.0/" target="_blank" rel="noopener noreferrer">CC BY-NC 4.0 license</a>. You may use, share, and remix this content with proper attribution to the creators of this toolkit, as long as it is not used for commercial purposes. 
+		<p>This toolkit was developed with support from the Institute of Museum and Library Services <a href="https://www.imls.gov/grants/awarded/re-256673-ols-24" target="_blank" rel="noopener noreferrer">RE-256673-OLS-24</a> </p>
 	</section>
 
 	<section>	

modules/dlcompletion.html

@@ -30,7 +30,7 @@ <h1>Data Literacy Toolkit Completion</h1>
     <section>
       <h2>Thank You for Using This Data Literacy Toolkit!</h2>
 	  <p>We hope that you have found this resource to be helpful in developing a data culture on your campus and equipping your students and community members with data literacy skills.</p>
-	  <p>Please consider <a href="https://unt.az1.qualtrics.com/jfe/form/SV_0Gsg5V0FfYCzTng">providing your feedback</a> on this toolkit.</p>
+	  <p>Please consider <a href="https://unt.az1.qualtrics.com/jfe/form/SV_0Gsg5V0FfYCzTng" target="_blank" rel="noopener noreferrer">providing your feedback</a> on this toolkit.</p>
   </section>
 
 <section>
@@ -58,7 +58,7 @@ <h3><a href="https://www.linkedin.com/in/yanniskwon/" target="_blank" rel="noope
 	<section>
 	<div style="margin-top: 2rem; font-size: 14px; text-align: center; color: #555;">
   The creation of this toolkit was supported by a grant from the<br>
-  <strong>Institute of Museum and Library Services</strong>, <a href="https://ci.unt.edu/dlcc/about-project/phase2.html">RE-256673-OLS-24</a>
+  <strong>Institute of Museum and Library Services</strong>, <a href="https://ci.unt.edu/dlcc/about-project/phase2.html" target="_blank" rel="noopener noreferrer">RE-256673-OLS-24</a>
 	</div>
 	</section>
 

modules/dlmodule1.html

@@ -64,18 +64,18 @@ <h2>Becoming Data Literate</h2>
       <p>It is a popular misconception (perhaps owing to the name of “data literacy”) that one must master complex statistics or be a master coder in order to become data literate. While those can be useful skills for anyone to possess, data literacy focuses much more on developing the skills necessary to understand data when it is presented and communicate the significance of data-based findings to others. You can become data literate through engaging with the following concepts and activities:</p>
       <img src="../images/Module1_3.jpg" alt="Student presenting data findings" class="float-image-right" />
 	  <ul>
-        <li><b>Understanding the basics of data:</b> This <a href="https://libguides.tulane.edu/datalit/types">research guide</a> from Tulane University discusses the basics of what data is and its various forms. This will also be discussed further in our Data and Data Sources module.</li>
-        <li><b>Interpreting data visualizations:</b> This <a href="https://guides.library.yale.edu/datavisualization/types">research guide</a> from Yale University explains the uses and distinctions among various types of data visualizations. This will also be explored further in our Making Data Insightful and Actionable module. </li>
-        <li><b>Drawing conclusions from data:</b> This <a href="https://insight7.io/6-steps-to-developing-actionable-insights/">learning resource</a> from Insight7 describes the process of turning data into actionable insights.  This will also be explored further in our Making Data Insightful and Actionable module.</li>
-        <li><b>Communicating data-informed findings:</b> This <a href="https://www.pragmaticinstitute.com/resources/articles/data/communicating-data-to-non-data-teams/">informational article</a> from the Pragmatic Institute discusses the importance and process of communicating data insights to non-data professionals.  This will also be explored further in our Making Data Insightful and Actionable module. </li>
-        <li><b>Engaging in ethical and critical thinking:</b> This <a href="https://libguides.library.ncat.edu/c.php?g=778712&p=10368600">research guide</a> from North Carolina A&T University presents data ethics from the perspective of a research library. This will also be explored further in our Managing Data Responsibly and Ethically module.</li>
+        <li><b>Understanding the basics of data:</b> This <a href="https://libguides.tulane.edu/datalit/types" target="_blank" rel="noopener noreferrer">research guide</a> from Tulane University discusses the basics of what data is and its various forms. This will also be discussed further in our Data and Data Sources module.</li>
+        <li><b>Interpreting data visualizations:</b> This <a href="https://guides.library.yale.edu/datavisualization/types" target="_blank" rel="noopener noreferrer">research guide</a> from Yale University explains the uses and distinctions among various types of data visualizations. This will also be explored further in our Making Data Insightful and Actionable module. </li>
+        <li><b>Drawing conclusions from data:</b> This <a href="https://insight7.io/6-steps-to-developing-actionable-insights/" target="_blank" rel="noopener noreferrer">learning resource</a> from Insight7 describes the process of turning data into actionable insights.  This will also be explored further in our Making Data Insightful and Actionable module.</li>
+        <li><b>Communicating data-informed findings:</b> This <a href="https://www.pragmaticinstitute.com/resources/articles/data/communicating-data-to-non-data-teams/" target="_blank" rel="noopener noreferrer">informational article</a> from the Pragmatic Institute discusses the importance and process of communicating data insights to non-data professionals.  This will also be explored further in our Making Data Insightful and Actionable module. </li>
+        <li><b>Engaging in ethical and critical thinking:</b> This <a href="https://libguides.library.ncat.edu/c.php?g=778712&p=10368600" target="_blank" rel="noopener noreferrer">research guide</a> from North Carolina A&T University presents data ethics from the perspective of a research library. This will also be explored further in our Managing Data Responsibly and Ethically module.</li>
       </ul>
 	  <p>In order to enhance data literacy on your campus, it is important to first become data literate yourself. This does not require a formal education or degree. Just informal learning and practice through toolkits like this one can prepare you with the skills you need to be a data literacy instructor and advocate! </p>
     </section>
 
     <section>
       <h2>Case Example</h2>
-      <p>The University of South Florida-St. Petersburg engaged in the creation of a series of <a href="https://lib.usf.edu/research-and-instruction/workshops/a-z-list-of-info-data-literacy-workshops/">data literacy workshops and initiatives</a> to build on existing, successful information literacy programs. The outcomes of these programs for enhancing data literacy skills is discussed in a 2020 article by Burress et al. <a href="#ref4">[4]</a>. This program was driven by an interdisciplinary and cross-campus collaboration to expand data literacy skills that could be applied across disciplines. The initiative centered on a framework for data literacy that discussed data in all its forms but particularly emphasized research data skills. The success of this program allowed it to be integrated into the general education curriculum, engaging hundreds of students each year in data instruction.</p>
+      <p>The University of South Florida-St. Petersburg engaged in the creation of a series of <a href="https://lib.usf.edu/research-and-instruction/workshops/a-z-list-of-info-data-literacy-workshops/" target="_blank" rel="noopener noreferrer">data literacy workshops and initiatives</a> to build on existing, successful information literacy programs. The outcomes of these programs for enhancing data literacy skills is discussed in a 2020 article by Burress et al. <a href="#ref4">[4]</a>. This program was driven by an interdisciplinary and cross-campus collaboration to expand data literacy skills that could be applied across disciplines. The initiative centered on a framework for data literacy that discussed data in all its forms but particularly emphasized research data skills. The success of this program allowed it to be integrated into the general education curriculum, engaging hundreds of students each year in data instruction.</p>
     </section>
 
     <section>
@@ -97,19 +97,19 @@ <h2>Summary</h2>
     <section>
       <h2>Additional Resources</h2>
       <ul>
-        <li><a href="https://youtu.be/QcMzR1oFH20?si=G8UxwjiGHqYabk7k">IBM Technology: What is Data Literacy (video)</a></li>
-        <li><a href="https://literacy.ala.org/data-literacy/">American Library Association: Data Literacy Guide</a></li>
-        <li><a href="https://doi.org/10.1002/asi.24934">Kim, Hong, & Evans (2024): Toward Measuring Data Literacy for Higher Education</a></li>
+        <li><a href="https://youtu.be/QcMzR1oFH20?si=G8UxwjiGHqYabk7k" target="_blank" rel="noopener noreferrer">IBM Technology: What is Data Literacy (video)</a></li>
+        <li><a href="https://literacy.ala.org/data-literacy/" target="_blank" rel="noopener noreferrer">American Library Association: Data Literacy Guide</a></li>
+        <li><a href="https://doi.org/10.1002/asi.24934" target="_blank" rel="noopener noreferrer">Kim, Hong, & Evans (2024): Toward Measuring Data Literacy for Higher Education</a></li>
       </ul>
     </section>
 
     <section>
       <h2>References</h2>
       <ol>
-        <li id="ref1">Mandinach, E. B., & Gummer, E. S. (2013). <a href="https://doi.org/10.3102/0013189X12459803">A systemic view of implementing data literacy in educator preparation.</a> Educational Researcher, 42(1), 30-37.</li>
-        <li id="ref2">Kim, J., Hong, L., & Yoon, A. (2025). <a href="https://doi.org/10.1371/journal.pone.0322104">University students’ self-assessment of data literacy: A validation study.</a> PLoS One, 20(4), e0322104.</li>
-        <li id="ref3">He, C. et al. (2025). <a href="https://doi.org/10.3390/agriculture15060586">Impact of digital literacy on rural residents’ subjective well-being: An empirical study in China.</a> Agriculture, 15(6), article 586.</li>
-        <li id="ref4">Burress, T. et al. (2020). <a href="https://doi.org/10.1016/j.acalib.2019.102076">Exploring data literacy via a librarian-faculty learning community: A case study.</a> The Journal of Academic Librarianship, 46(1), article 102076.</li>
+        <li id="ref1">Mandinach, E. B., & Gummer, E. S. (2013). <a href="https://doi.org/10.3102/0013189X12459803" target="_blank" rel="noopener noreferrer">A systemic view of implementing data literacy in educator preparation.</a> Educational Researcher, 42(1), 30-37.</li>
+        <li id="ref2">Kim, J., Hong, L., & Yoon, A. (2025). <a href="https://doi.org/10.1371/journal.pone.0322104" target="_blank" rel="noopener noreferrer">University students’ self-assessment of data literacy: A validation study.</a> PLoS One, 20(4), e0322104.</li>
+        <li id="ref3">He, C. et al. (2025). <a href="https://doi.org/10.3390/agriculture15060586" target="_blank" rel="noopener noreferrer">Impact of digital literacy on rural residents’ subjective well-being: An empirical study in China.</a> Agriculture, 15(6), article 586.</li>
+        <li id="ref4">Burress, T. et al. (2020). <a href="https://doi.org/10.1016/j.acalib.2019.102076" target="_blank" rel="noopener noreferrer">Exploring data literacy via a librarian-faculty learning community: A case study.</a> The Journal of Academic Librarianship, 46(1), article 102076.</li>
       </ol>
 	</section>