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Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
Andrew cox   rdm rose
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Andrew cox rdm rose

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  • 1. An Open Educational Resource ofmaterials for taught and CPD learningabout Research Data Managementtailored for Information ProfessionalsFunded bySCONUL conference fringeJune 2013
  • 2. The URL…http://www.sheffield.ac.uk/is/research/projects/rdmrose
  • 3. Survey results: challenges• “The skill set of the library workforce, the costsof RDM and the difficult economic climate.”• “Capacity and workload in a context ofshrinking resources”
  • 4. Do library staff have right skills to playa significant role in RDM?• “A few library staff have some of the right skills”• “Librarians have core skills regarding theorganisation of information but these needextending to fully encompass the requirements ofdata management.”• “They may not be aware that the skills they haveare transferable however”
  • 5. Challenges• Librarians are already over-taxed with roles• They often do not have personal experience ofresearch• Translating library skills to research data issues• Will researchers look to libraries for thissupport? “Being taken seriously”• Complexity and scale of issues• Resources, infrastructure, managementstructures have yet to be created in mostinstitutions
  • 6. What some librarians drew whenasked “if RDM were an animal whatwould it be”?• A rather malicious looking spider in a web• A girly octopus• A dragon: (“a mystery animal I cannot defeat”)• A dung beetle• Ants that cling together to form a living raft tosave themselves in a flood• A creature just coming into being
  • 7. What librarians need…• Confidence raising… demystification of acomplex social world• Increased knowledge and competencies• A change of identity – ability to takerisks, operate in undefined contexts• Prompts to get started with RDM, rather thanwaiting till policy or infrastructure is clear
  • 8. Why librarians?• Open access leadership role• Liaison, negotiation skills and contacts withacademics• Knowledge of information management, collectiondevelopment, metadata skills and practices• Understanding of research data management as aform of information literacy (IL)• Established LIS networks for sharing best practiceacross the profession• Librarians are good at explaining things in accessibleways
  • 9. Learning material produced by RDMRosehttp://www.sheffield.ac.uk/is/research/projects/rdmroseAreas where libraries can contribute• Policy• Teaching appropriate literacies to PIs andearly career researchers, PGR, taughtstudents• Advisory services on RDM; web sites– Awareness of data for reuse; data citationpractices; copyright and licensing of data• Signposting• Auditing/ asset review of data setsresearchers have• Data curation capacity, e.g. appraisal andcollection management policy, metadatacreation/advice• In collaboration withother professionalservices such ascomputerservices, researchoffice andarchives/recordsmanagement staff• In collaboration withresearchers andresearchadministrators• In collaboration withotherstakeholders, internaland external
  • 10. InstitutionalStakeholdersExtra-InstitutionalStakeholdersIndividualprofessionalperspectiveTheResearcherResearchOfficeComputingservicesHumanresourcesRecords unitand university archivePVCresearchFundingcouncilsOtherHEIsOtherResearchersIn the disciplineLibraryResearchersIn otherdisciplinesDatarepositorymanagerCommercialPartnersandCustomersThe public and widerSocietyPerspectives on RDMResearch ProjectDepartment
  • 11. Objectives of the project: RDMRose• Create and evaluate learning materials about RDMtailored for liaison librarians• Produce an Open Educational Resource (OER) for selfsupported Continuing Professional Development and fulltime Library & Information Management students
  • 12. The URL…http://www.sheffield.ac.uk/is/research/projects/rdmrose
  • 13. Design approach to learning materials• Participatory design process• Process based or emergent curriculum• Trialled with 40+ library staff at Leeds, Sheffieldand YorkLiterature andexisting curricula• List of potential libraryrolesFocus groupswith library staff• List of topics /requiredcompetenciesFeedback fromtraining sessionswith library staff• Revised list oftopics
  • 14. Philosophy behind the curriculum• Structured around different potential roles in RDM• Open ended context demands exploration ofissues, with individual professional reflecting on howissues relate to their own role and how the libraryorganisation might change• More than about lists ofcompetencies/knowledge, also about professionalidentity• Need to understand perspective of researchers• Need to understand perspective of other professionalservices: especially research office, computingservice, archives and records managers• Not for specialist curators or data analysts
  • 15. Learning material produced by RDMRosehttp://www.sheffield.ac.uk/is/research/projects/rdmroseThe learning materials• Desire for practicalhands on experienceneeds to be balancedby a grasp of strategicissues• Problem Based Learning(PBL)• Inquiry Based Learning(IBL)• Eight sessionsequivalent to about 4hours of study each• Slides• Readings• Learning activity ideas• Audio files of interviewswith researchers• A fictional case study
  • 16. A sample of the activities• An introduction to the theory of disciplinarity• A discussion of DCC curation lifecycle and alternative models• Carrying out an interview with a researcher about their work• Design of a guidance web site• Reading Data Management Plans; reading the local RDMpolicy• Writing potential collection policies for an institutionalrepository• Analysing recordings of interviews with five researchers• Discussing research and professional staff stakeholdersperspectives through a complex fictional case study
  • 17. Learning outcomes• Explain the diverse nature of research across academic disciplinesand specialities and discuss different conceptions of research data• Analyse the context in which research data management hasbecome an issue• Discuss the role of a range of support services, including libraries, inRDM• Reflect for themselves as individuals and for informationprofessionals in general on the role and priority of supportingresearch data management• Explain and apply the key concepts of research data managementand data curation to real world case studies and professionalpractice• Understand how to keep knowledge acquired on the module up-to-dateMaterial can be studied systematically orfollowed by theme
  • 18. How can you use the learningmaterials?• Gain a systematic grounding in RDM, throughself-directed CPD• Undertake targeted learning about an RDMtopic that is key for your role• Reuse material or ideas for teaching yourlibrary colleagues and others – join an on-going informal RDMRose user group• Come to Sheffield to take RDM as a module
  • 19. Learning material produced by RDMRosehttp://www.sheffield.ac.uk/is/research/projects/rdmroseTHE PROJECT
  • 20. About the partnership• White Rose libraries:– Leeds, Sheffield and York,– iSchool, University of Sheffield• Thank you to the library staff who participated in the delivery of thematerials f2f at Sheffield, then and Leeds and York• Advisory Board– Neil Beagrie – expert on digital preservation– D. Scott Brandt (D2C2) - Associate Dean for Research, Purdue University– Sheila Corrall – University of Pittsburgh, formerly Sheffield– Martin Lewis – Director of Library Service, University of Sheffield– Liz Lyon - Director of UKOLN and Associate Director , DCC– Andrew Thompson (DMSPpsych) University of Sheffield– Madeleine de Smaelen (3TU.Datacentrum)
  • 21. Project Management Team• Led by the Information School, University ofSheffield– Eddy Verbaan and Jen Smith, ResearchAssociates/Curriculum Developers; AndrewCox, Barbara Sen, Lecturers, InformationSchool, University of Sheffield.– Brian Clifford, Deputy University Librarian (Head ofLearning and Research Support), University of Leedsand Project Director, RoaDMaP– Denise Harrison, Head of the Learning and ResearchServices Team, Library, University of Sheffield.– Liz Waller, Deputy Director Information and Head ofInformation Services, University of York.
  • 22. Project• Starting July 2012– ending Summer 2013• Focus groups (White Rose libraries) will scope theknowledge base, skills gaps, and training requirements• Development of a core of material built round existingwork• Case study material• Delivery and evaluation with Sheffield librarians (AutumnSemester 2012-13)• Iteration with Leeds and York and FT Sheffield mastersstudents (Spring semester 2012-13)• Dissemination via website, blog and publications andevent for LIS educators
  • 23. Deliverables• A module within Sheffield’s taught masters courses(but also available for stand alone study)– MSc Digital Library Management– MA Librarianship– Also MSc Information Management, Information Systems• Curriculum material (lesson plans, casestudy, assignments etc) for other InformationDepartments as OER in Jorum• A self study CPD version, with support forum
  • 24. Strengths of the Project• Addresses a real need• Brings together practitioners, researchers, experts, teachingstaff, managers, students– Sharing expertise, and promoting communication and understanding• Draws on expertise across organisations exploiting the strengthswithin the consortium and beyond• Participative curriculum development tailored for librarians• Provides outputs to support best practice, teaching, and research• Supported mutual learning, and engagement with reflectivetechniques• Continuous evaluation built into the project design• The resources will be made openly accessible
  • 25. Evaluation and quality control• Participating learners’ qualitative and quantitativeformative and summative evaluation:– Is the material suitable in terms of content, level andapproach?• Tutors’ reflections: success of learning, also impact onpersonal practice• Interviews with project stakeholders: widerexpectations and impacts• Response of wider LIS community• Advisers to check quality against pedagogic principles
  • 26. Timeline• Current status: Designed and delivered halfday sessions @ Sheffield• Version 1 of CPD material launch January 2013• Second iteration with Leeds andYork, completed March 2013• Final Version 2 launched 1st May 2013
  • 27. Learning material produced by RDMRosehttp://www.sheffield.ac.uk/is/research/projects/rdmroseIf RDM were a movie…Carry on Research DataManagement!data
  • 28. The URL…http://www.sheffield.ac.uk/is/research/projects/rdmrose
  • 29. Sources and further reading• Corrall, S. (2012) Roles and responsibilities: libraries, librarians anddata. In Pryor, G. (Ed.), Managing research data. (pp. 105-133).London: Facet.• Gabridge, T. (2009). ‘The last mile: liaison roles in curating scienceand engineering research data’, Research Libraries Issues, 265, 15-21. http://www.arl.org/bm~doc/rli-265-gabridge.pdf• JISC. URL: http://www.jisc.ac.uk/• Jorum. URL: http://www.jorum.ac.uk/• Lewis, M.J. (2010) Libraries and the management of researchdata. In: Envisioning Future Academic Library Services. FacetPublishing, London. OA URL: http://eprints.whiterose.ac.uk/11171/• Lyon, L. (2012) The informatics transform: Re-engineering librariesof the data decade, The International Journal of Digital Curation, 7(1) 126-138.• Pryor, G. (2012) Managing research data. London: Facet.

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