Elevating research
librarianship to a new level
Interest group open discussion
Session 6 Parallel Session H: RETIG
Wednesd...
Agenda
• Introduction and overview of the RLC and US
Internship programme - Naomi Visser
• Research support – Lucia Schoom...
Introduction and overview of the
RLC and US Internship programme

Naomi Visser, Stellenbosch University
Internship at Case...
Overview of the RLC
• Research Libraries Consortium, funded by
• Carnegie Corporation of New York
• to improve dramaticall...
Overview of the RLC
Three interrelated components:
• A Research Commons
• The development of a sophisticated web-based

re...
The 13th Annual LIASA
Conference, East London
International Convention Centre
(ELICC) , 3 – 7 October 2011 Session
US Internship programme
•

Mortenson Center for International Library Programs at the University of

Illinois, Urbana-Cham...
The culture of research
in the USA
• Sound foundation at undergraduate level
• Librarians trained at graduate level
• Role...
Sound foundation at
undergraduate level
• First-year seminars
• SAGES (Seminar Approach to General Education
and Scholarsh...
Librarians trained at
graduate level
• Professional librarians in the USA are required to
have a master‟s degree in Librar...
Role of the ACRL
•
•
•
•

Association of College and Research Libraries
Division of the American Library Association
Profe...
Research
support
Lucia Schoombee
Stellenbosch University
Internship at
University of Washington

The 13th Annual LIASA Con...
Four institutions
University of
Washington

Columbia
University
University
of Illinois

Purdue
University

The 13th Annual...
Research support @
University of Washington

The 13th Annual LIASA Conference, East London International Convention Centre...
University of Washington
Research Commons
oCollaborative environment
oSupport all steps of the research
process
oWorkshops...
Research support @
University of Illinois

The 13th Annual LIASA Conference, East London International Convention Centre (...
University of Illinois
Scholarly Commons
•
•
•
•
•
•

Data Services
Savvy Researcher workshops
Usability studies
Scholarly...
Research support @
Purdue University

The 13th Annual LIASA Conference, East London International Convention Centre (ELICC...
Distributed Data Curation
Center (D2C2)
• Data management
• Information literacy
• E-science research

The 13th Annual LIA...
Research support @
Columbia University

The 13th Annual LIASA Conference, East London International Convention Centre (ELI...
Center for Digital Research and
Scholarship (CDRS)
 Journal hosting
 Digital Repository
 Video Production
 Conference ...
Traditional library
services
•
•
•
•
•

Book deliveries
Loan privileges
Article requests
Interlibrary loans
Information li...
Information literacy from
a research perspective

Sunette Steynberg
University of Pretoria
Internship at Purdue University...
Overview
•
•
•
•
•
•

Introduction
Definitions
Pedagogy of information literacy
Diverse learning styles
Collaborative acti...
Computer literacy
Computer literacy is defined as
the knowledge and ability to
use computers and related
technology effici...
Information literacy
Recognize when information is needed
Have the ability to locate information
The ability to evaluate t...
Pedagogy of Information literacy
Type of instruction
Integrated IL within ongoing coursework
Information technology and me...
Collaborative activities
•
•
•
•
•

Human boolean
Voting
Cephalonian
Cell phones
Assessment: the one minute paper

The 13t...
Suggestions for
implementation
•
•
•
•

Short „How do I‟s‟
Researcher savvy workshops
Use flat screens for training videos...
“This

is what I want for my students –
for them to become habitual askers of
questions, seekers of new
knowledge, critica...
Collection building
Marguerite Nel, University of Pretoria
Internship at the University of California, Davis

The 13th Ann...
Introduction

“The planned purchase of materials in various formats
to match the instructional and research needs of the c...
Collection development to
support researchers
• Massive technological changes in the area of
research, knowledge productio...
Challenges
• Users needs (physical space, immediate and
unlimited access)
• Interdisciplinary research
• Need to preserve ...
Solution?
• Need to promote and exploit
the resources which are
available, making them
accessible to users
• Potential off...
Electronic Books
• Provide multimedia information, full-text searching, reference
linking, flexibility in searching and br...
University of California Libraries Academic e-Book
Usage Survey & Springer e-Book Pilot Project
http://www.cdlib.org/servi...
Preferred e-book functionalities
• Ability to search within and across e-book content
• Annotating and highlighting
• Abil...
Institutional repositories
• Special collections
• Archives
• Research objects
• Grey literature
• Research output
(peer-r...
eScience and Research data
“…envisioning how scientific research will be conducted in a
(possibly very near) future…
It wi...
Purdue’s 3 steps to data management
Understand the stages
researchers are going
through with data

Negotiation
(data curat...
Conclusion

They are the books, the arts, the academes,
That show, contain and nourish all the world.
- William Shakespear...
Conclusion

The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011
Ses...
Elevating research librarianship to a new level, presented at LIASA Conference, Oct 2011
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  • Introduction to RLC; the need for research librarians to grow and how this led to our visit to the USA and what we did there.
  • Introduction to RLC; the need for research librarians to grow and how this led to our visit to the USA and what we did there.
  • The culture of research in the USA, e.g. sound foundation at undergraduate level; training of librarians at graduate level; role of the ACRL
  • supports the institutional repository, but also provides consulting and computing services for e-journal publishing, collaborative spaces, video recording, and other initiatives.
  • Information Literacy from a research perspective.Teaching and training were not part of the skills taught to a librarian when most of us were trained. Over the years it has become part of our job description and most of us just did it intuitively as best as we could. This has become my passion and also topic of my research report for the research academy a year ago. During our internship in the US I had ample opportunity to learn more on the subject. In the next few minutes I am going to summarise what I have learned and started to implement.Information literacy is also known as lifelong learning and critical thinking.Business: competitive intelligenceEngineers prefer continuous and persistent learningSome people confuse information literacy with computer literacy.I would like to start of with some definitions to make sure we all understand information literacy as the same thing.
  • Information Literacy from a research perspective.Teaching and training were not part of the skills taught to a librarian when most of us were trained. Over the years it has become part of our job description and most of us just did it intuitively as best as we could. This has become my passion and also topic of my research report for the research academy a year ago. During our internship in the US I had ample opportunity to learn more on the subject. In the next few minutes I am going to summarise what I have learned and started to implement.Information literacy is also known as lifelong learning and critical thinking.Business: competitive intelligenceEngineers prefer continuous and persistent learningSome people confuse information literacy with computer literacy.I would like to start of with some definitions to make sure we all understand information literacy as the same thing.
  • Computer literacy can also refer to the comfort level someone has with using computer programs and other applications that are associated with computers.
  • Pedagogyis the study of being a teacher or the process of teaching. The term generally refers to strategies of instruction, or a style of instruction.It has to be suitable to the type of instruction (e.g. is it a one-shot or dedicated course?) It has to build on student’s existing knowledge and course assignments. It contextualizes information literacy within ongoing coursework and must be appropriate to the academic program and course level. It incorporates relevant information technology and other media resources, such as films or videos, audio programs, or any other type of media that can facilitate instruction. It takes into account diverse learning styles, e.g. the Diverging style, the Assimilating style, the Converging style, the Accommodating style It advances learning through collaborative and experiential learning activities. It promotes critical thinking and reflection.
  • With the humanbooleanstudents who wear glasses can be asked to raise their hands. Then students who wear glasses AND are female must raise their hands. This illustrates that results become fewer, but more specific when connected with an and. The operators OR, and NOT can be illustrated in the same manner. Ask students to study a reference that you provided, and vote on whether it is a book or journal reference. This encourages them to pay attention and take part.Cephalonianis the collaborative method where numbered questions are put on paper beforehand. These questions are given to some of the students as they enter the class. During the lecture you ask the person with question no. 1 to please read it. Then you answer it. In this way you get students to take part without feeling threatened or stupid. This might also encourage students to ask more questions. By providing your cell phone number in class, cell phones can be used to sms questions to the lecturer which can be answered at the end of the class. Many students are to shy to ask questions in a big group.Assessment: The one minute paper can be used effectively to find out what the students have learned that they did not know before and what would they have liked to know more about?It is important that we do not only teach content (what), but also how to search.Hands-on training. Give different assignments to different groups and have them share results with the whole group. With repetition learning take place.
  • Start by finding already existing material on the internet and YouTube.Get permission and use these.Then create the rest as needed.Short ‘How do I’s’Choose information sourcesEvaluating internet sourcesAvoid plagiarismIntegrate sourcesChoose a topicFind local and regional informationResearcher savvy workshopsCitation management tools, e.g. Refworks, Endnote, ZoteroWhere to publish, citations and h-indexesCritical thinkingIntellectual property and patents
  • A More complete version of this presentation is available on the University of Pretoria’s institutional repository
  • We’ve heard now of so many different ways to support the information needs of researchers. In the following part I will focus on collection building practices as a way to support our faculty and researchers.
  • I think you will agree that Collections drive library practice – in fact, most library resources go into purchasing, organizing, and managing the different collections. In addition, libraries base much of their identity on their collections. Isn’t it then just obvious that, in the case of college and research libraries, these collections need to meet the information needs of faculty, researchers and postgraduate students?
  • Massive technological changes in the area of research, knowledge production, publishing and communication are influencing the way research is done.New research forms appear – one example being the increase in interdisciplinary research. Research now tends to be done as cooperative projects that work in groups or teams, and new differentiated demands for information appear. ICTs enabled collaboration beyond faculties, institutions and even countries. The research environment changes, and the information needs of researchers are also changing – so the functions of the library and its collections in supporting and facilitating research and learning also need to adapt to the challenge of the research environment.
  • Researchers are more dynamic and demanding for information than ever before – they need 24/7 access to a variety of information resources; they need non-traditional information resources, such as grey literature and artifacts; they demand physical space and they need the librarian to assist them with the management and preservation of their research data.
  • Come to think of it – researchers want the library to be in their offices, laboratories, or clinics when and whenever needed. And, in the same way as researchers exploit new technologies, research librarians need to think innovative of new ways and methods to address the research and information needs of our users. Fortunately technology and collaboration can assist us here… An excellent example is e-books!
  • E-books have the potential to serve as a medium to provide information for researchers that is cost effective, easy accessible whenever it is needed and convenient to use. E-Books add thus to the culture of research, by taking the library to the researcher. “Though e-books are not new, their uptake has been slow, especially when compared to other e-formats such as e-journals and e-newspapers. One reason for this is because e-books have been available in many formats and these formats are often incompatible and non-interoperable…” (K.T. Anuradha, H.S. Usha, (2006) "Use of e-books in an academic and research environment: A case study from the Indian Institute of Science", Program: electronic library and information systems, Vol. 40(1), pp.48 – 62) Academic users approach e-books with a range of needs, expectations, and workflows. Understanding how users interact with e-books and uncovering useful e-book functionalities are essential to providing library services to the academic community and help inform future purchasing decisions. Such a study in which the user experience of e-books was assessed was done by the University of California.
  • In 2008, the University of California Libraries initiated the Springer e-Book Pilot Project with the goal of developing appropriate systemwide processes for acquiring and managing licensed e-books. Evaluation of the UC academic community’s experience utilizing the Springer e-book collection began in 2010, and a UC systemwide survey was launched by the UC Libraries in October 2010 for the purpose of assessing the user experience. The primary objectives of the survey were to determine:  Respondents’ general preference for print books as compared to e-books.  How respondents interact with e-books and barriers to e-book adoption and use.  How users of Springer e-books discover their availability.  Satisfaction level with Springer content and features. The report is available at this address, I therefore only want to highlight the following:Isn’t it interesting that the post doctoral researchers and graduate students are the groups with the highest use of e-books at the University of California? We can therefore assume that e-books has the potential to become a preferred information resource for researchers and post graduate students. Another interesting finding is how much more e-books are used by academics in the physical science and engineering disciplines.
  • The study also found the following: Users need e-books that present usable interfaces, quality content, high resolution illustrations, access at the chapter and book level, and importantly, that are easily discoverable through both the library catalogue and commercial search engines. As academic e-books become more broadly available and sophisticated in presentation and functionality, users’ expectations and acceptance of them will necessarily evolve. It is essential that those providing library and information services to the academic community continue to monitor and develop innovative services in support of the changing patterns of e-book use.
  • Another important collection for researchers is an institutional repository.Institutional repositories are perhaps particularly applicable in thecontext of research publications, as they emanate from institutions, and with the right technology in place can be caught at source and built intoservices. But, apart from research publications, the institutional repository can also serve as a gateway to other types of material which are generated within institutions.
  • When looking at articles focussing on the future of the library, most of then agree that the library can play an important role in the management and preservation of research data. I will not discuss this issue now, but it is important that in order to support the information needs of researchers, we need to start thinking of ways in which research data will be incorporated in our information collections.
  • Purdue University is one of the leaders in investigating data management and the role of the library in this. They suggest that one first needs to Understand the stages researchers are going through with data Negotiation (data curation) is the next step – and here the library can play an important part.Then we need to Ingest the data by making it available somewhere - These data can be put into Institutional Repositories, but it would seldom be put there on their own. Normally it is part of a research article. They investigated 300 highly ranked peer reviewed journals and determined that only 10 of those journals recommended that data be added as a supplemental. Most journals only suggested or mentioned that it could be added and then there were others that did not want supplemental data at all.
  • I only briefly overviewed a few new additions to academic library collections. It is however important to remember that in order to address the information needs of our users through our collections, we need to look away from the traditional collections of stacks of books and reference material. If we want to ensure the future of academic libraries, the library needs to go out to the researcher, and not wait for the researcher to come to the library.
  • Elevating research librarianship to a new level, presented at LIASA Conference, Oct 2011

    1. 1. Elevating research librarianship to a new level Interest group open discussion Session 6 Parallel Session H: RETIG Wednesday, 5 October 2011
    2. 2. Agenda • Introduction and overview of the RLC and US Internship programme - Naomi Visser • Research support – Lucia Schoombee • Research support: the Arizona perspective – Fiona Still – Drewett • Embedded librarianship - Linda Cartwright • Information Literacy from a research perspective – Sunette Steynberg • Collection building – Marguerite Nel The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    3. 3. Introduction and overview of the RLC and US Internship programme Naomi Visser, Stellenbosch University Internship at Case Western Reserve University The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    4. 4. Overview of the RLC • Research Libraries Consortium, funded by • Carnegie Corporation of New York • to improve dramatically the quality of library support for research • to enable the library sector to play its part in an eventual upsurge in research productivity in SA • Phase I (2006-2009): UCT, Wits, UKZN • Phase II (2010-2012): SU, UP, Rhodes The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    5. 5. Overview of the RLC Three interrelated components: • A Research Commons • The development of a sophisticated web-based research portal • Skills enhancement of mid-career subject-specialist librarians at a residential Library Academy programme, to enable them to improve their domain expertise, research knowledge, and support skills The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    6. 6. The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session
    7. 7. US Internship programme • Mortenson Center for International Library Programs at the University of Illinois, Urbana-Champaign • Nine universities (to learn about the practices of research librarians in these environments) o University of Washington, Seattle o Case Western Reserve University, Cleveland o University of California, Davis o Duke University, North Carolina o University of North Carolina o Texas A & M o University of Kansas o Purdue University o University of Arizona • ACRL Conference, Philadelphia • Mid-term meeting, New York The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    8. 8. The culture of research in the USA • Sound foundation at undergraduate level • Librarians trained at graduate level • Role of the ACRL The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    9. 9. Sound foundation at undergraduate level • First-year seminars • SAGES (Seminar Approach to General Education and Scholarship) at Case Western Reserve University http://case.edu/sages/ProgramOverview.html • Undergraduate Research Program and Seminar at University of Washington, Seattle http://www.washington.edu/research/urp/students /index.html • The Common Read The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    10. 10. Librarians trained at graduate level • Professional librarians in the USA are required to have a master‟s degree in Library and Information Science. • Example: GSLIS in Urbana-Champaign • The university‟s librarians are also GSLIS faculty • Graduate assistantships wherein students work alongside librarians in an academic environment • The librarians make great mentors and often go out of their way to help students grow as professionals The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    11. 11. Role of the ACRL • • • • Association of College and Research Libraries Division of the American Library Association Professional association of academic librarians Dedicated to enhancing the ability of academic library and information professionals to serve the information needs of the higher education community and to improve learning, teaching, and research. The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    12. 12. Research support Lucia Schoombee Stellenbosch University Internship at University of Washington The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    13. 13. Four institutions University of Washington Columbia University University of Illinois Purdue University The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    14. 14. Research support @ University of Washington The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    15. 15. University of Washington Research Commons oCollaborative environment oSupport all steps of the research process oWorkshops oPresentation opportunities The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    16. 16. Research support @ University of Illinois The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    17. 17. University of Illinois Scholarly Commons • • • • • • Data Services Savvy Researcher workshops Usability studies Scholarly publishing Digitisation Digital Humanities The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    18. 18. Research support @ Purdue University The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    19. 19. Distributed Data Curation Center (D2C2) • Data management • Information literacy • E-science research The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    20. 20. Research support @ Columbia University The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    21. 21. Center for Digital Research and Scholarship (CDRS)  Journal hosting  Digital Repository  Video Production  Conference support  Wikischolars The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    22. 22. Traditional library services • • • • • Book deliveries Loan privileges Article requests Interlibrary loans Information literacy The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    23. 23. Information literacy from a research perspective Sunette Steynberg University of Pretoria Internship at Purdue University The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    24. 24. Overview • • • • • • Introduction Definitions Pedagogy of information literacy Diverse learning styles Collaborative activities Suggestions for implementation The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    25. 25. Computer literacy Computer literacy is defined as the knowledge and ability to use computers and related technology efficiently, with a range of skills covering levels from elementary use to programming and advanced problem solving. The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    26. 26. Information literacy Recognize when information is needed Have the ability to locate information The ability to evaluate the information The ability to incorporate information into a personal knowledge base • The ability to integrate and use information effectively and ethically • • • • Association of College and Research librarians (ACRL) The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    27. 27. Pedagogy of Information literacy Type of instruction Integrated IL within ongoing coursework Information technology and media resources Diverse learning styles Collaborative and experiential learning activities • Critical thinking and reflection • • • • • The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    28. 28. Collaborative activities • • • • • Human boolean Voting Cephalonian Cell phones Assessment: the one minute paper The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    29. 29. Suggestions for implementation • • • • Short „How do I‟s‟ Researcher savvy workshops Use flat screens for training videos Teach Information literacy in 1 hour The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    30. 30. “This is what I want for my students – for them to become habitual askers of questions, seekers of new knowledge, critical thinkers, and informed decision makers.” Hinchliffe, Lisa J 2001, „Information literacy as a way of life‟, Research strategies, 18(2), pp. 95-96. The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    31. 31. Collection building Marguerite Nel, University of Pretoria Internship at the University of California, Davis The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    32. 32. Introduction “The planned purchase of materials in various formats to match the instructional and research needs of the campus within the current fiscal environment and resource sharing opportunities The heart of a library is its collections: The buildings house them; the library personnel acquire and manage them and teach users how best to access and use them.” University of Colorado at Boulder The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    33. 33. Collection development to support researchers • Massive technological changes in the area of research, knowledge production, publishing and communication • Researchers need to have access to all the information sources that support their information needs • Collection development and management activities should recognise and accommodate diversity and change • Need to consider the information universe from the perspective of our users (researchers) The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    34. 34. Challenges • Users needs (physical space, immediate and unlimited access) • Interdisciplinary research • Need to preserve non-print materials • Management and collection of grey literature • Special collections and archives • eScience • Data management and preservation The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    35. 35. Solution? • Need to promote and exploit the resources which are available, making them accessible to users • Potential offered by technology and collaboration “A digital library, a collection of information that is both digitized and organized, gives us powers we never had with traditional libraries.” (Lesk, 1997) The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    36. 36. Electronic Books • Provide multimedia information, full-text searching, reference linking, flexibility in searching and browsing, selection of different types of fonts, portability, and interoperability on a variety of devices • Highlight, annotate, underline and bookmark • Access • Cost effective The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    37. 37. University of California Libraries Academic e-Book Usage Survey & Springer e-Book Pilot Project http://www.cdlib.org/services/uxdesign/docs/2011/academic_ebook_usage_survey.pdf 80% 60% 40% 20% 0% 68% 67% 57% 55% Use of e-Books according to university status 80% 70% 60% 50% 40% 30% 20% 10% 0% 68% 57% 57% 54% 47% Use of e-Books according to discipline The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    38. 38. Preferred e-book functionalities • Ability to search within and across e-book content • Annotating and highlighting • Ability to download the entire e-book to a device for later use • “The dedicated e-book reader, such as the Kindle, and mobile devices, such as the iPhone, offer significant advantage over the personal computer as well as the print book for a noteworthy number of respondents...” The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    39. 39. Institutional repositories • Special collections • Archives • Research objects • Grey literature • Research output (peer-reviewed papers, e-prints, theses, reports, conference papers, working papers) • Open Access “Librarians are way too focused on published material: they should leave that to the Amazons and concentrate on the hard stuff.” (Online Computer Library Center, 2004) The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    40. 40. eScience and Research data “…envisioning how scientific research will be conducted in a (possibly very near) future… It will evolve around several aspects among which are: An explosion of data, which will reside online. It will need to be stored, preserved, managed and accessed as needed from any place, at any time, by anyone … new communication possibilities through powerful grid networks … interconnectedness and collaboration among researchers…” (ACRL, 2011) The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    41. 41. Purdue’s 3 steps to data management Understand the stages researchers are going through with data Negotiation (data curation) Ingest the data Raw data Process Analyze Experimental data for publication Present at conference Send in for publication Publish • Lifecycle Sharing Dissemina tion IP/ copyright Repository requirements • Institutional Repositories • Part of a research article • Data supplement The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG Abstract in database
    42. 42. Conclusion They are the books, the arts, the academes, That show, contain and nourish all the world. - William Shakespeare, Love's Labour's Lost The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG
    43. 43. Conclusion The 13th Annual LIASA Conference, East London International Convention Centre (ELICC) , 3 – 7 October 2011 Session 6 Parallel Session H: RETIG

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