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Corrall & Goldstein - Using the Researcher Development Framework to Develop Postgraduate Information Literacy
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Corrall & Goldstein - Using the Researcher Development Framework to Develop Postgraduate Information Literacy






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    Corrall & Goldstein - Using the Researcher Development Framework to Develop Postgraduate Information Literacy Corrall & Goldstein - Using the Researcher Development Framework to Develop Postgraduate Information Literacy Presentation Transcript

    • Using the RDF to DevelopPostgraduate Information Literacy Sheila Corrall, Stéphane Goldstein Members of the RIN Working Group on Information Handling www.rin.ac.uk/info-handling-training
    • Intended OutcomesBy the end of the workshop participants will have:  gained an understanding of the purpose and content of the Researcher Development Framework (RDF) and the Researcher Development Statement (RDS)  reflected on how the RDF can be used to support and contextualise information literacy training and development for research students and staff  discussed specific methods and tools that could be used to develop key information literacy competencies  considered ways of promoting good practice in information training and development for researchers
    • Workshop Overview   The RIN working group and its partnership approach   The purpose and content of the RDF and RDS   Examples of courses and resources used to develop competencies in the RDF   Discussion of methods and tools for developing key information competencieswww.vitae.ac.uk   Round-up and conclusion
    • About the Working Group  A new advocacy group formed in 2009 as a result of the RIN Mind the Skills Gap report  A coalition of partners representing academic, research and library/information domains   e.g. BAILER, BL, CILIP, DCC, HEA, Info Lit Website, JISC, JORUM, SCONUL, RLUK, UKCGE, UUK, Vitae  A collective interlocutor and change agent   raising awareness, responding to strategic issues, investigating concerns, promoting good practice  A champion for information and data literacy
    • A Partnership Approachwith Vitae and SCONUL  Providing expert advice to Vitae on the information handling and data management content of the RDF  Mapping the RDF competency descriptors against the headline skills of the SCONUL Seven Pillars Model to develop an information literacy lens for the RDF  Collating examples of good practice in information- related training for the Vitae Database of Practice  Sponsoring work on a practical guidance booklet for Vitae to raise awareness and understanding of the information elements of the RDF among researchers  Promoting the RDF and Seven Pillars at conferences
    • Mapping IL training against theContributing RDF andto the Vitae Seven database Pillars
    • Promoting the RDF and Seven Pillars at conferences
    • Introducing the Researcher Development Framework andResearcher Development Statement Domains, Sub-domains, Key Descriptors Knowledge, Behaviours, Attitudes Phased descriptions/Strategic summary
    • Background to the RDF  Launched in 2010 by Vitae (formerly UKGrad)   agency supporting the personal, professional and career development of research students and staff  A comprehensive competency framework   covers knowledge, skills, behaviours and attitudes needed by researchers over their whole career  Replaces RCUK (2001) Joint Skills Statement   former benchmark for doctoral students with limited poorly-presented coverage of information literacy   a two-way mapping of the RDF and JSS is available on the Vitae website (see www.vitae.ac.uk/rdf)
    • Structure of the RDF 4 domains (A–D, inner circle) 12 sub-domains (3 per domain, outer circle) 63 descriptors (3 to 8 per sub-domain) 5 phases (career stages)
    • Domains of the RDFA.  Knowledge and intellectual abilities – the knowledge, intellectual abilities and techniques needed to be able to carry out excellent researchB.  Personal effectiveness – the personal qualities, career and self-management skills required to take ownership and engage in professional developmentC.  Research governance and organization – the knowledge of the standards, requirements and professional conduct that are needed for the effective management of researchD.  Engagement, influence and impact – the knowledge, understanding and skills needed to engage with, influence and impact on the academic, social, cultural, economic and broader context
    • Sub-domains of the RDFD Engagement, A Knowledge and influence and impact intellectualD1 Working with others abilitiesD2 Communication and A1 Knowledge base dissemination A2 Cognitive abilitiesD3 Engagement and A3 Creativity impact B PersonalC Research governance effectiveness and organisation B1 Personal qualitiesC1 Professional conduct B2 Self-managementC2 Research management B3 Personal and careerC3 Finance, funding and development resources
    • Roles of RDF and RDS  Researcher Development Statement (RDS)   intended as a high-level strategic statement for policy makers and research organisations   contains the domains, sub-domains and descriptors with a summary of the knowledge, behaviours and attitudes covered by each sub-domain area  Researcher Development Framework (RDF)   intended as an operational planning tool for researchers, managers/supervisors, trainers and developers, HR specialists and careers advisers   contains the domains, sub-domains and descriptors with detailed descriptions of the competencies needed at different stages for each descriptor
    • RDS Vitae Resources Poster Leafletwww.vitae.ac.uk/rdf RDF
    • Locating Information Literacy in the the Researcher Development Framework Mapping the RDF to the Seven Pillars Key Descriptors, Related Competencies Relevant Courses and Resources
    • Highlighting information literacy content in the RDFRIN WG Activitieswww.rin.ac.ukMapping training againstthe RDF and Seven Pillars Domain/Sub-domain Descriptors Competencies Pillars
    • Information LiteracyContent in RDF DescriptorsA1.2 Research methods – A3.2 Intellectual insight theoretical knowledge B1.3 IntegrityA1.3 Research methods – practical application C1.3 Legal requirementsA1.4 Information seeking C1.4 IPR and copyrightA1.5 Information literacy C1.6 Attribution and co- and management authorshipA1.7 Academic literacy and C2.2 Project planning and numeracy deliveryA2.1 Analysing C2.3 Risk managementA2.2 Synthesising D2.2 Communication mediaA2.3 Critical thinking D2.3 PublicationA2.4 Evaluating
    • Information Literacy Content in RDF CompetenciesD Engagement, influence and impactD2 Communication and disseminationD2.3 PublicationPhase 1   Is developing awareness of the range and diversity of outlets for publications.Phase 2   Disseminates in a range of research, professional and public outlets.Phase 3   Aims for the most prestigious publication in academic and non-academic outlets.Phase 4   Targets right journals/outlets to gain an ‘extensive track record of high quality published research’.
    • Courses and Resources for RDF Competencies  Citations count! Getting your research known Workshop, Cardiff University – Pillars 4, 5 and 6; Descriptors A1.4, A2.4, C1.4, C1.6, D2.3  Copy right, not copycat! Good academic practice when writing your thesis Course, Loughborough University – Pillar 6; Descriptors B1.3, C1.4, C1.6  E-thesis: Advice and resources about the submission of electronic theses Training unit, University of Southampton – Pillar 6; Descriptors B1.3, C1.4, C1.6, D2.3  Pathway 2 information [OPAC features] Interactive online tutorial, University of Nottingham – Pillars, 2, 3 and 4; Descriptor A1.4
    • Methods and Tools for Developing CompetenciesBite-sized training to develop RDF competencies  Review the competencies presented in the handout  Select one or more where you think IL practitioners could contribute to researcher development  Drawing on experience within your workshop group, discuss strategies for developing the competencies   do you have any existing courses or resources that could be used or adapted to meet these needs?   are you willing to offer your material to RIN for deposit with JORUM or in the Vitae database?  Record your proposals and offers on flipchart paper