The central role of metadata in a science data literacy course

Science research is increasingly computer and network enabled and referred to as e-science. The change has had an impact on the information environment in which scientists across disciplines operate to conduct their research. This paper reports on an NSF funded project at the Syracuse University School of Information Studies (2007-2009) that examined this changing environment and directed specific attention to digital data management practices. A local faculty survey of data management practices and attitudes was conducted, as was a scan of related courses at peer institutions. Knowledge about data management in e-science was used to design a new course addressing data-related literacy for science students and teach them skills for managing data created as part of the scientific research process. Through out the project, metadata proved to have a central role in how scientists operate in the e-science information environment and to be a key component of data literacy in the e-science environment.