Learning Hands-on and by Trial & Error with Data Curation Profiles


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Presentation by D Scott Brandt, Purdue Libraries, USA at the DigCurV International Conference; Framing the digital curation curriculum

6-7 May, 2013
Florence, Rome

Published in: Education, Technology
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  • Research revealed that: the definition of what was considered data was quite variable; researchers had varying ideas about sharing data sets at different points in the research lifecycle; and concerns about getting credit for something shared were very similar across a range of research disciplines.
  • Interested in understanding and helping researchers who don’t have a typical pathway for making accessible, let alone preserving, their research outputs
  • As noted in the paper, one of the difficulties of trying to look at this through the perspective of the framework is the hands-on nature of using the DCP, and the trial and error needed to identify a research project to purse, the art of interviewing and then synthesizing information into a Profile, all with the ultimate goal of getting data deposited so that it can be curated, archived and preserved…. Part of this struggle may be directly related to the fact that in many ways we’re talking about art, in a sense, not science… the art of creating a data curation profile
  • There is a lot that the Framework has to offer… I am especially interested in suggestions as to which subjects should be covered in shorter, and how or whether we should provide more specialized courses addressing one particular area of professional digital curation practice. We are very much in need of some kind of a common language as we move forward, especially if we to collaboration with others inbuilding and developing training
  • 1) Utilizing the framework helps clarify that there are knowledge and principles related to multiple topics…. data curation, the DCP as instrument, research project, data lifecycle– how deeply can/should each of these be addressed? 2) It became clear that we have muddled out attempts so far in defining skills and competences– there are skills related to using the tool that depend on broader competencies such as interviewing itself (asking probing questions, keeping on track, etc.) and raise the question can we teach what the tool is intended but not all the ins-and-outs of how to interview? 3) While training to use the DCP is aimed at the person doing the interview, there are several perspectives that can be considered– in the cases up to now, the interviewer has been an academic librarian who is a kind of mediator– but could the researcher or data producer use the instrument to essentially interview herself? I was recently asked by a municipal archivist if the tool could be used by him as pre-appraisal tool to understand what and agency is doing with their data… 4) Although I haven’t sorted through it yet, there is a little question of how much of which lifecycle does one need to know? (is there one lifecycle to rule them all?) 5) This is one of the things that is driving me crazy… as noted in the paper, we gave context (lecture), instruction (reading), modeling (videos) and employed problem solving (exercises) but who can find time to recreate online???
  • Part of what I struggle with is where along a continuum of a researcher who does not currently share (or is the gatekeeper for doing so with all the inequality of scale associated with that) and the archive or repository where the person who does preservation is, do I and countless others stand (or sit)? What aspect of curation am I focusing on, and is it in fact curation or something like pre-curation?
  • So as I suggested earlier, I’m not sure how much of working with the Profiles, and teaching others how to, relies on art, which is to say in the heart, or relies more educational on instructional design and education technology, which is to say, the head… I am here to network with others to gain more insight and learn more
  • One reason I want to take advantage of tools like the Framework is that we are starting to see some successes, and we’d like to leverage this further
  • Another reasons we came to the Framework is that we want to carry on to get this right… the DCP have been recognized for innovation in science and technology in librarians
  • Learning Hands-on and by Trial & Error with Data Curation Profiles

    1. 1. Learning Hands-onand by Trial & Errorwith Data Curation ProfilesD. Scott Brandtassoc dean for researchFraming the digital curation curriculumInternational ConferenceFlorence, Italy / 6 - 7 May 2013
    2. 2. Who’s willing to share what with whom?2007: interviews with 20 dataproducing researchers found theyhas similar questions/concernsabout their data— this resulted inthe development of the DataCuration Profile, and became thebasis for the subsequent Toolkit.http://datacurationprofiles.org
    3. 3. *D. Scott Brandt. Provost Fellowship, Final Report 2009 (unpublished)“small science” – single PI in a fairly small lab settingSuch researchers self report: no specific person fordata management/curation; data is likely saved tohard drives in the lab and backed up on CDs, usuallyby the students. While students have received“research integrity” training (which focuses onmaking data available upon request byfunder, publisher, or FOIA, etc.) it is not likely thatanyone could retrieve usable data easily orquickly.*Single PI/Small lab scenarios
    4. 4. Hands on Trail & ErrorResearcharticleDCPinterviewDataCurationProfileResearchdatarepository
    5. 5. Initial goal: create DCP, toolkit, workshopson how to use, resource of ProfilesToolkit DIY instructionsTutorial learning objectivesWorkshop lesson planUnderstanding datacuration/managementin academic settingCan the Curriculum Framework helpassess ‘curriculum’ going forward?
    6. 6. 012345ConfidenceRatingChange in Confidence LevelsPre-Workshop Post-Workshop Follow-upN = 119Outcome of 12 DCP Toolkit Workshops
    7. 7. Knowledge and principlesSkills and competencesAudience/profile typesPart of digital curation lifecycleTeaching methods/training deliveryProfessional contextDIYDCPDCPworkshopDCPtutorialCurriculum Framework and DCP…other?
    8. 8. 1. Knowledge: data curation, the DCP asinstrument, research project, data lifecycle…2. Skills and competences: depends on context3. Audience/profile types: multiple perspectives4. Part of digital curation lifecycle: curation?research? data? scholarly communication?5. Teaching methods/training delivery:lecture, reading, modeling, scenarios, video, exercises, problem solving, reflection and peerreviewFramework, Profiles and Preservation…
    9. 9. Researcher DataRepository3.2 Data kinds3.3 Target data2.Descriptionof data5. Organizationand Description6. Ingest/Transfer4.4 Attribution8. Discovery10. Interoperability7. Sharing &Access13. Preservation12. DataMgmtunderstanding negotiation4. IntellectualPropertyDigital --- Curation --- Preservation
    10. 10. Tell me where is curation bred,in the heart or in the head?To best use Framework for Data Curation Profiletraining, I need to more clearly identify• what is curricular, what is extra-curricular…• what is requisite and prerequisite• if multiple perspectives can be represented• how much about digital curation a librarianneeds to interview a researcher about her/hisresearch data and workflow and sharing
    11. 11. DCP Directory launched January 201330 published Profilesas of FebruaryPurdue LibrariesPublishing Servicesprovides platformand sustainabilityProfiles are citablepublications w/ DOIsEditorially revieweddocs.lib.purdue.edu/dcp/
    12. 12. One of those times where, even if yourparents don’t understand what youdo, they can at least say, “well you musthalf way know what you’re doing…”Michael Witt, Jake Carlson, D. Scott Brandt
    13. 13. D. Scott Brandttechman@purdue.eduFraming the digital curation curriculumInternational ConferenceFlorence, Italy / 6 - 7 May 2013grazie mille