Data Intro for Librarians: Instructor Notes


Making a handout

Librarians like handouts. To make a handout for this lesson, adapt/print from http://data-lessons.github.io/library-data-intro/reference/.


General

Two sets of sticky notes (ideally one red and one blue) are required to run a Library Carpentry workshop. Learners should be encouraged to put a red sticky note on the back of their laptop (raised like a flag) if they need help, and to put the blue sticky note on the back of their laptop if they don’t need help.

At each break, ask learners to provide feedback on their learning experience since the last break. They should do this by writing one thing that didn’t go well on their red sticky note and and one thing that did go well on their white sticky note. Collect these sticky notes, keep them organised so you know which section of the lesson their pertain to, and collate them after the workshop. Matters arising should be raised as Github issues for the relevant lesson.


02-jargon-busting.md

Requirements for this task are:

The purpose of this task is threefold. First, it is an icebreaker. Second, it helps learners find their confidence level and situate their experience and knowledge in the context of fellow learners. Third, it helps manage expectation as the instructor can explain to learners which terms, phrases, or ideas will be covered by this Library Carpentry workshop, which terms, phrases, or ideas are covered by other Library Carpentry lessons, and which terms, phrases, or ideas are covered elsewhere.

When collating feedback on the whiteboard, one strategy is to organise the board from sad (on the left) to happy (on the right), then to locate the terms, phrases, or ideas offered by learners on that spectrum. This performs three functions. First, it opens space to discuss which terms, phrases, or ideas people find or perceive to be easy to understand and what they find or perceive to be hard to understand. Second, it helps identify expertise in the room that learners may turn to for questions during breaks. Third, the instructor can return to the board at the end of the workshop to judge whether learners are more or less confident with some of the terms, phrases, or ideas identified at the outset.


03-foundation.md

The material in this episode is intended as a guide. Instructors are recommended to use this section as an opportunity to discuss foundational skills that they think are relevant.

The purpose of the section is to situate a Library Carpentry workshop in a wider landscape of practice and to demonstrate the value of commonsense approaches to software and data.


04-regular-expressions.md 05-quiz.md 06-quiz-answers.md

You may find it useful to use slides to work through episode four (see below for potential slides). Before starting the exercise, encourage learners to work with pen and paper, explain that with regex there are sometimes multiple answers to the same question (that is, some regex is perfect and some does the job given the likely data structures we use) and point them towards places to test their regex: for example regex101 https://regex101.com/, rexegper http://regexper.com/, myregexp http://myregexp.com/, or whichever service you prefer. Also point them towards the quiz (episode five and six) as something they may move onto if they they finish the exercises early or look at after the workshop.


Potential Slides for Instructor

If you want, use the below as a basis for slides

Where go to for help

There are many places!

Stickers

Helpers

Sticky notes

github.com/???

Jargon Busting

Teams of 5 or 6

Write terms you want busting on stickies

Cluster (retaining duplicates)

Discuss and explain

Note resolved terms

Note unresolved terms

Report back

Foundations

The Computer is Stupid

Why automate

Keyboard shortcuts are your friend

Plain text formats are your friend

Structuring files and folders

Foundations

The Computer is Stupid

ERROR

Foundations

Why automate?

Borrow, borrow, borrow

There is no correct language

Professional development

Knowing some code ~ evaluating software

Making time to do fun stuff!

Andromeda Yelton, “Coding for Librarians: Learning by Example”, Library Technology Reports 51:3 (April 2015), doi: 10.5860/ltr.51n3

Foundations

Why automate?

Credit: Andy Kirk

Foundations

Keyboard shortcuts are your friend

Efficiency and control

Foundations

Plain text formats are your friend

Computers process them better

Platform agnostic

Display orientated files aren’t your friend

Markdown

Foundations

Structuring files and folders

Consistent and predictable data structure

Semantic-data hybrid directory names

Your own system is fine

You are the most likely person to forget what you once did!

Regular Expressions

Match on types of character

Match patterns

Capture the parts that match your pattern

Regular Expressions

organi[sz]e

organise (match)

organize (match)

reorganise (match part so will also find)

reorganize (match part so will also find)

Regular Expressions

[ABC] matches A or B or C.

[A-Z] matches any upper case letter.

[A-Za-z0-9] matches any upper or lower case letter or any digit.

Regular Expressions

. matches any character at all.

\d matches any single digit.

\w matches any part of word character.

\s matches any space, tab, or newline.

\b matches a word boundary.

^ asserts start of the line.

$ asserts end of the line

Regular Expressions

^\[Oo\]rgani.e\b

Regular Expressions

* matches proceeding character any number of times including zero.

+ matches proceeding character any number of times excluding zero.

? matches the proceeding character one or zero times.

{VALUE,VALUE} matches proceeding character a defined number of times.

| simply means or.

Regular Expressions

^[Oo]rgani.e\w\*

Regular Expressions

[Oo]rgani.e\w+$

Regular Expressions

^[Oo]rgani.e\w?\b

Regular Expressions

^[Oo]rgani.e\w?$

Regular Expressions

\b[Oo]rgani.e\w{2}\b

Regular Expressions

\b[Oo]rgani.e\b|\b[Oo]rgani.e\w{1}\b