Poster RDAP13 DataDay: Participant-driven training for library research data services
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Poster RDAP13 DataDay: Participant-driven training for library research data services

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Megan Bresnahan and Andrew Johnson ...

Megan Bresnahan and Andrew Johnson
University of Colorado
Poster title: DataDay: Participant-driven training for library research data services


Research Data Access & Preservation Summit 2013
Baltimore, MD April 4, 2013 #rdap13

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Poster RDAP13 DataDay: Participant-driven training for library research data services Presentation Transcript

  • 1. Assessment results indicate that participants found the structure and content of theworkshop valuable to work involving research data. The learning outcomes of theDataDay workshop resulted in several benefits within the organization. Immediatelyfollowing the workshop and in the 3-month follow-up, participants reported manypositive outcomes compared to the pre-assessment, including increased knowledge,confidence, skills, and awareness around research data issues and resources.We believe that involving potential trainees in the design process of the workshop helpedmeet the training needs of the organization while increasing participants’ engagement inand receptivity to training.Survey results revealed that participants were:• 35% more likely to report that they understand the basic stages of the researchdata lifecycle immediately after participating in the DataDay Workshop• 31% more likely to report understanding the stages of the research data lifecycle 3months after the workshop than before the training• 35% more likely to report feeling confident in their ability to assist researchers withtheir data immediately after the workshop• 30% more likely to report feeling confident in their ability to assist researchers withtheir data 3 months after the workshop than prior to the trainingParticipants reported a number of learning outcomes from the workshop in the 3-month follow-up survey. When asked to list the most important thing that theylearned in the workshop, participants listed the following most frequently:Understanding models for creating services with an awareness of what others inthe region are already doing (40%)Identifying researcher needs in departments with which they liaise (25%)Developing practical strategies for offering research data support to researchers inthe immediate future (25%)DataDay: Participant-driven training for library research data servicesMegan BresnahanScience & Engineering LibrarianAndrew JohnsonResearch Data & Metadata LibrarianIntroductionWorkshop DesignOutcomes & ConclusionsParticipant Input in Training DesignOverall indicator of training need for survey topicsPreferred training formats (# of responses)Exercise 1: -Identify researcher needs in each stageof data lifecycle-Brainstorm library roles based on theseneedsExercise 2: -Examine actual data sets-Come up with advice for researcher thatproduced data-Identify resources for these researchers-Compare/contrast this experience witha “traditional” reference questionExercise 3: -Develop an outreach tool for marketingdata services to facultyExercise 4: -Apply workshop content to a five-minute paper on a novel situation(request for help with a datamanagement plan)Preliminary Workshop Assessment ResultsPOST-PRE-What do you imagine your role will be in supportingresearchers with their data?Future DirectionsContact InformationMany libraries interested in offering research data services must train current personnelto engage in new roles and to extend existing services to research data. Even librarieswith dedicated positions and/or technical infrastructure for research data managementand curation may find greater success if others within the organization understand thesenew efforts and can incorporate relevant aspects into their duties.At the University of Colorado Boulder (CU-Boulder), local demand for training aroundresearch data issues emerged from a broader assessment of training needs for subjectlibrarians. This assessment involved potential trainees in the identification of areas oftraining need as well as in the design of training opportunities. The results of theassessment led to the development of a hands-on workshop on research data services.In the summer of 2012, we distributed a survey to all subject librarians at CU-Boulder.This instrument was designed to assess the training needs of subject librarians related to anumber of emerging and established roles for librarians in areas like scholarlycommunication and research data. Specifically, questions attempted to identify levels ofanxiety and knowledge, as well as perceived professional relevance, associated with eachtopic.The results of this needs assessment revealed that subject librarians reported high levelsof anxiety and lack of knowledge associated with the survey topics related to researchdata. Taking all factors into account (e.g., anxiety, knowledge, relevance), we created anoverall indicator of training need for each survey topic. As shown below, a comparison ofthese indicators suggested that training for research data topics should be prioritized.Strongly AgreeStrongly DisagreeIn response to the training needs assessment results, we developed an interactive workshop called DataDay that allowedparticipants to explore strategies for meeting research data needs through their reference work and liaison activities withresearchers on campus. Participants examined potential library roles in research data support and applied skills associated withfamiliar and existing liaison duties to research data services. The workshop incorporated hands-on exercises with panelpresentations and informal discussions, and participants also received a print handout with tips, resources, and tools.Participants were also asked to indicate preferences for training formats. Participantsreported a strong desire for practical training around research data topics. As shownbelow, participants preferred formats such as one-day workshops, panel presentations,print handouts, and informal discussions.Workshop Learning GoalsParticipants will be able to:Articulate basic stages of the data lifecycleDefine the library’s potential role in researchdata servicesApply skills from workshop to novel datasituationsDevelop customized outreach plans forpromoting new services to their departmentsFeel comfortable discussing the issuesassociated with new research data servicesEffectively engage with researchers whenadvocating for how the library can supporttheir researchAssessment ToolsSeveral assessment tools were used to evaluatethe effectiveness of the DataDay workshop:Pre-Workshop SurveyPost-Workshop Survey5-Minute Paper Exercise (participants wereasked to apply skills from the workshop to anovel situation)3-Month Follow-up SurveySurvey results for knowledge and confidenceDataDay Workshop: December 11, 2012We plan to analyze the workshop assessment results in greater depth, including adetailed content analysis of survey and 5-minute paper responses, in order to furtherevaluate the effectiveness of the workshop and to identify areas in need of additionaltraining for CU-Boulder subject librarians. We will also conduct another broad trainingneeds assessment as part of the iterative process of helping those librarians who workmost closely with researchers develop the knowledge and skills necessary to providesupport for research data.Megan BresnahanScience & Engineering Librarian(303) 492-4679megan.bresnahan@colorado.eduAndrew JohnsonResearch Data & Metadata Librarian(303) 492-6102andrew.m.johnson@colorado.eduThis work is licensed under a Creative Commons Attribution 3.0 Unported License