Corrall Goldstein lilac 2011

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

Corrall Goldstein lilac 2011

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