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"Research data management: where are we now?" Jenni Crossley, DARTS4
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"Research data management: where are we now?" Jenni Crossley, DARTS4

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In January 2013, the research librarians at UWE hosted a workshop focussing on the skills that librarians need to develop in order to support researchers in research data management. As part of this …

In January 2013, the research librarians at UWE hosted a workshop focussing on the skills that librarians need to develop in order to support researchers in research data management. As part of this day, participants undertook a brief maturity modelling exercise which looked at their library services state of readiness to support RDM, and where they would like to be in 3 years’ time. This talk looks at progress made to date by those services, and includes an opportunity for the audience to undertake an as-is exercise. There will also be a brief overview of UWE’s own progress in implementing RDM support.

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  • 1. UWE Bristol Research data management: where are we now? Jenni Crossley, Research Librarian Jennifer.crossley@uwe.ac.uk Darts4 June 6th , 2014
  • 2. A re-cap • RLUK (2012) Reskilling for research : An investigation into the role and skills of subject and liaison librarians required to effectively support the evolving information needs of researchers. RLUK.
  • 3. Most significant skills gap 1.Ability to advise on preserving research outputs (49% essential in 2-- 5 years; 10% now)‐ 2.Knowledge to advise on data management and curation, including ingest, discovery, access, dissemination, preservation, and portability (48% essential in 2-- 5 years; 16% now)‐ 3.Knowledge to support researchers in complying with the various mandates of funders, including open access requirements (40% essential in 2-- 5 years; 16% now)‐ 4.Knowledge to advise on potential data manipulation tools used in the discipline/ subject (34% essential in 2-- 5 years; 7% now)‐ 5.Knowledge to advise on data mining (33% essential in 2-- 5 years; 3% now)‐ 6.Knowledge to advocate, and advise on, the use of metadata (29% essential in 2-- 5 years; 10%‐ now) 7.Ability to advise on the preservation of project records (24% essential in 2-- 5 years; 3% now )‐ 8.Knowledge of sources of research funding to assist researchers to identify potential funders (21% essential in 2-- 5 years; 8% now)‐ 9.Skills to develop metadata schema, and advise on discipline/subject standards and practices, for individual research projects (16% essential in 2-- 5 years; 2% now)‐ Auckland (2012) p 43.
  • 4. From the “Asisinator” to Maturity • Developed series of questions based on the skills gaps identified • Adapted an existing maturity model tool • Questioned the audience • 15 months later have (to some extent) repeated the exercise.
  • 5. Questions • How is the library involved in the institutional approach to RDM? • How much do you know about research funder data policies? • What do you know about data management and curation?
  • 6. Questions • How do you support your researchers in RDM? • How do you advise on the use of metadata? • What do you know about longer term data preservation practices?
  • 7. How is the library involved in the institutional approach to RDM? A. What is RDM? B. We’d like to know more. C. We’re following where others lead D. We’re working together E. We’re leading and others are following A. B. C. D. E. 0% 24% 17% 43% 17% A. B. C. D. E. 3% 0% 40% 57% 0% 1 2 3 4 5 0% 0% 47% 53% 0% As-was Jan 2013 Aspirational Jan 2016 As-is April/May 2014
  • 8. How much do you know about research funder data policies? A. We aren’t familiar with funders’ data policies B. There is some knowledge but we’d like to know more C. We’re not sure how they relate to research interests, or how to advise researchers D. We’re working on it E. Librarians are fully briefed A. B. C. D. E. 7% 31% 0% 33% 29% A. B. C. D. E. 9% 11% 26% 49% 6% 1 2 3 4 5 0% 0% 13% 80% 7% As-was January 2013 As-is April/May 2014 Aspirational Jan 2016
  • 9. What do you know about data management and curation?A. Our librarians don’t know much about this. B. Individual librarians are interested C. We’re discussing our contribution with colleagues D. We’ve had some training and are working with others in the university E. We are trained and can provide consistent advice to researchers A. B. C. D. E. 14% 33% 5% 23% 26% A. B. C. D. E. 0% 6% 51% 40% 3% 1 2 3 4 5 0% 0% 13% 80% 7% As-was Jan 2013 As-is April/May 2014 Aspirational Jan 2016
  • 10. How do you support your researchers in RDM? A. We don’t B. We have some loosely related training C. We are learning about RDM and working on training for researchers D. We are working with others to develop a training strategy for all relevant staff E. Our training is fully developed A. B. C. D. E. 20% 14% 0% 9% 57% A. B. C. D. E. 0% 0% 43% 49% 9% 1 2 3 4 5 0% 0% 20% 60% 20% As-was Jan 2013 Aspirational Jan 2016 As-is April/May 2014
  • 11. How do you advise on the use of metadata?A. We’re not sure how metadata relates to RDM B. Individual librarians are interested C. We are advising researchers on an ad hoc basis D. We have a strategy for training librarians and sharing knowledge E. We have some metadata experts who advise on schema and standards for RDM A. B. C. D. E. 9% 59% 9% 0% 23% A. B. C. D. E. 0% 0% 49%49% 3% 1 2 3 4 5 0% 0% 20% 60% 20% As-was Jan 2013 As-is April/May 2014 Aspirational Jan 2016
  • 12. What do you know about longer term data preservation practices? A. Not much B. We are aware that some researchers use subject repositories, but we don’t know much about them C. We know we should consider a data repository alongside our outputs repository D. We are working on a solution E. We’ve got a data repository and it works A. B. C. D. E. 7% 16% 11% 36% 31% A. B. C. D. E. 0% 0% 69% 29% 3% 1 2 3 4 5 0% 0% 25% 75% 0% As-was Jan 2013 Aspirational Jan 2016 As-is April/May 2014
  • 13. Supporting researchers with RDM 9% 2013 80% 2014 either developing a training strategy, or have a fully developed training plan https://www.flickr.com/photos/-po/434673055/
  • 14. Supporting researchers with metadata 9% 2013 80% 2014 either training librarians, or have experts who can advise researchers.
  • 15. Knowledge about data management and curation https://www.flickr.com/photos/verbeeldingskr8/5727398446/ 28% (2013) 93% (2014) either have had some training or able to provide consistent support.
  • 16. Understanding funders’ data policies 33% (2013) 93% (2014) Either working on increasing understanding, or fully briefed.https://www.flickr.com/photos/humphreyking/8199045417/
  • 17. Knowledge about longer term data preservation practices https://www.flickr.com/photos/ksdriedger/2074072547/ 46% in 2013 100% in 2014 either working on a data preservation solution, or have a data repository which works.
  • 18. Leading the response 60% (2013) 100% (2014) either working together or leading the responsehttps://flic.kr/p/8CVYLy
  • 19. What’s the picture in the room?
  • 20. How is the library involved in the institutional approach to RDM? 1 2 3 4 5 0% 28% 16% 40% 16% 1. What is RDM? 2. We’d like to know more 3. We’re following where others lead 4. We’re working together 5. We’re leading and others are following
  • 21. How much do you know about research funder data policies? 1 2 3 4 5 12% 37% 14% 30% 7% 1. We aren’t familiar with these 2. There is some knowledge but we’d like to know more 3. We’re not sure how they relate to research interests, or how to advise researchers 4. We’re working on it 5. Librarians are fully briefed
  • 22. What do you know about data management and curation? 1 2 3 4 5 16% 26% 16% 23% 19% 1. Our librarians don’t know much about this 2. Individual librarians are interested 3. We’re discussing our contribution with colleagues 4. We’ve had some training and are working with others in the University 5. We are trained and can provide consistent advice
  • 23. How do you support your researchers in RDM? 1 2 3 4 5 30% 7% 16% 21% 26% 1. We don’t 2. We have some loosely related training 3. We are learning about RDM and are working on training for researchers 4. We are working with others to develop a training strategy for all relevant staff 5. Our training is fully developed
  • 24. How do you advise on the use of metadata? A. B. C. D. E. 12% 26% 19% 2% 42% A. We’re not sure how metadata relates to RDM B. Individual librarians are interested C. We are advising researchers on an ad hoc basis D. We have a strategy for training librarians and sharing knowledge E. We have some metadata experts who advise on schema and standards for RDM
  • 25. What do you know about longer term data preservation practices? A. B. C. D. E. 16% 12% 26% 30% 16% A. Not much B. We are aware that some researchers use subject repositories, but we don’t know much about them C. We know we should consider a data repository alongside our outputs repository D. We are working on a solution E. We’ve got a data repository and it works
  • 26. Staffing Staffing
  • 27. Engagement Engagement
  • 28. PolicyPolicy
  • 29. Data Repository Development
  • 30. How is the library involved in the institutional approach to RDM? (workshop attendee and DARTS4 comparison) 1 2 3 4 5 0% 0% 47% 53% 0% 1. What is RDM? 2. We’d like to know more. 3. We’re following where others lead 4. We’re working together 5. We’re leading and others are following 1 2 3 4 5 0% 28% 16% 40% 16% DARTS4 June 2014 Workshop attendees As-Is May 2014
  • 31. What do you know about data management and curation? (Workshop and DARTS4 comparison) 1. Our librarians don’t know much about this 2. Individual librarians are interested 3. We’re discussing our contribution with colleagues 4. We’ve had some training and are working with others in the University 5. We are trained and can provide consistent advice 1 2 3 4 5 0% 0% 13% 80% 7% Workshop attendees As-Is May 2014 1 2 3 4 5 16% 26% 16% 23% 19% DARTS4 June 2014
  • 32. How much do you know about research funder data policies? (Workshop and DARTS4 comparison) 1. We aren’t familiar with these 2. There is some knowledge but we’d like to know more 3. We’re not sure how they relate to research interests, or how to advise researchers 4. We’re working on it 5. Librarians are fully briefed 1 2 3 4 5 0% 0% 13% 80% 7% Workshop attendees As-Is May 2014 DARTS4 June 2014 A. B. C. D. E. 7% 31% 0% 33% 29%
  • 33. How do you support your researchers in RDM? (Workshop and DARTS comparison) 1. We don’t 2. We have some loosely related training 3. We are learning about RDM and are working on training for researchers 4. We are working with others to develop a training strategy for all relevant staff 5. Our training is fully developed 1 2 3 4 5 0% 0% 20% 60% 20% Workshop attendees As-Is May 2014 1 2 3 4 5 30% 7% 16% 21% 26% DARTS4 June 2014
  • 34. How do you advise on the use of metadata? (Workshop and DARTS4 comparison) 1. We’re not sure how metadata relates to RDM 2. Individual librarians are interested 3. We are advising researchers on an ad hoc basis 4. We have a strategy for training librarians and sharing knowledge 5. We have some metadata experts who advise on schema and standards for RDM 1 2 3 4 5 0% 0% 20% 60% 20% Workshop attendees As-Is May 2014 A. B. C. D. E. 12% 26% 19% 2% 42% DARTS4 June 2014
  • 35. What do you know about longer term data preservation practices? (Workshop and DARTS4 comparison) 1. Not much 2. We are aware that some researchers use subject repositories, but we don’t know much about them 3. We know we should consider a data repository alongside our outputs repository 4. We are working on a solution 5. We’ve got a data repository and it works 1 2 3 4 5 0% 0% 25% 75% 0% Workshop attendees As-Is May 2014 A. B. C. D. E. 16% 12% 26% 30% 16% DARTS4 June 2014