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Charlie Inskip - The key issues affecting the enhancement of digital scholarship skills of information professionals


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SCONUL Conference 20-21 June 2013, Dublin …

SCONUL Conference 20-21 June 2013, Dublin
SCONUL Fringe Session - The key issues affecting the enhancement of digital scholarship skills of information professionals, with Dr Charlie Inskip, SCONUL/RIDLS Project Officer, Digital Scholarship and Information Literacy

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  • 1. The key issues affecting theenhancement of digital scholarshipskills of information professionals.Dr Charlie InskipProject Officer - RILADSSCONUL / Research Information
  • 2. Summary• Wide range of skills and competencies,including digital scholarship skills, required ofthe staff delivering information literacyresources• These range beyond the ‘traditional’ jobrequirements of the librarian.• How can we develop these skills?
  • 3. Digital scholarship• Ability to participate in emerging academic,professional and research practices that dependon digital systems.• Use of digital content• Use of virtual learning / research environments,• Use of emergent technologies• Awareness of issues– content discovery, authority, reliability, provenance,licence restrictions, adaption/repurposing andassessment of sources.
  • 4. Some research findingsPartridge, H . & Hallam G, (2004)Orme, V. (2008)Missingham, R. (2006)
  • 5. CILIP Professional Knowledge and Skills Base
  • 6. SCONUL Baseline Survey• Digital literacies– ICT / computer literacy– Information literacy– Media literacy– Communication and collaboration– Digital scholarship– Learning skillsStaff expertise
  • 7. Baseline survey – digital scholarship• Staff expertise currently limited• Almost 90% of respondents describing staff expertise as beingcompetent/novice• Staff development is seen as an essential by over 70% of respondents.• Roles are in the process of being defined• Recognition of importance of developing expertise• Challenge is defining priorities and focussing on those areas of digitalscholarship most relevant to individual institutions.Staff expertise Importance of staff developing expertise in this area
  • 8. Research Information Literacy andDigital Scholarship (RILADS)Information literacy:• “the content and delivery is the Library’sresponsibility”• “in consultation with Academic Departmentstaff/students and the University’s ResearchDevelopment Office staff”• Effective liaison “with the Graduate School,Planning Office and Research and InnovationServices”
  • 9. Teaching, research, technicalskills and know-how• “skills and expert knowledge are core skills forthe Library staff running individual sessionsand also necessary for those planning andputting into place the combined programme”• “We will need to update our skills on a moresustainable basis in future”.
  • 10. Acquiringskills and know-how• “good oral written and oral communicationsskills, plus flexibility”• “Many of the tutors have completed a PGCertin teaching in HE”• “Knowledge of Information Literacy Skillspedagogy”• “It is obvious, but essential, that there be anunderstanding of the research experience”
  • 11. Acquiringskills and know-how• “developing subject librarians’ teaching skillsover recent years, through workshops,conference attendance”• “sharing good practice and materials amongLibrary staff and … shared teaching ofindividual sessions”• “joint meetings with the teaching team.
  • 12. Librarian skills• “expertise in the practice of literaturessearching and evaluation and expert knowledgeof subject resources and databases”• “Background knowledge, technical knowledge(bibliometrics etc).”• “Understanding of the width of the informationlandscape and the research life cycle.”
  • 13. Teaching skills• “teaching skills, current teaching practices anddevelopments. In addition to knowledge of e-learning.”• “Teaching ability / Presentation Skills”• “Pro-active in supporting participants throughtheir blogs”• “Good oral written and oral communicationsskills”
  • 14. Researcher skills• “Understanding of the research experience”• “A thorough knowledge of the principles ofresearch data management”• “Understanding of researchers’ needs & theresearch process”• “Understanding of the width of the informationlandscape and the research life cycle.”• “Understanding of research and understanding ofeffective online resource design.”• “Understanding of postgraduate research “
  • 15. Technical skills• “Dreamweaver editing”• “uploading files to Blackboard”• “Ability to use site content management system”• “IT Skills – various“• “Technical skills, about the tools being describedand taught “• “Ability to write for the web”• “maintaining the database”• “Powerpoint skills at present”
  • 16. University skills• “Contextual understanding of university and HE“• “Specific needs of academic and staff, compared withthose of students; e.g. time frame of research,specificity of subject areas, time pressures; wide varietyof experiences and depth of knowledge of topics andinformation resources.”• “Understanding of the specific needs of PGR students,compared with those of UG/PG students”• “Ability to liaise effectively with faculty and SkillsOfficers to promote the programme”
  • 17. Life / office skills and attributes• “Keeping up to date”• “Excellent organisational skills,”• “Respect for the others’ role and expertise “• “Able to manage time & be flexible when supportingparticipants”• “Collaborative approach in designing/promoting thecourse“• “Reflective when re-designing different iterations of thecourse”• “clerical skills for analyzing feedback forms, timetablingetc.”• “Ability to produce clear instructional materials”
  • 18. RILADS report findingsSummary: skills and competenciesLibrarianTeachingResearcherTechnicalUniversityLife / officeManagementMarketing
  • 19. Literacies development frameworkAttributes / identitiesPractices (ways of thinking and acting)Skills (personal capabilities)Functional access(Sharpe & Beetham, 2010)
  • 20. A selection of useful resourcesfrom projectsJISC Developing Digital Literacies
  • 21. DIGIDOLCardiff University, DIGIDOL project
  • 22. Digital Learner ProfileUniversity of Exeter, Cascade project
  • 23. University of Bath, PriDE project
  • 24. University of Arts London, DIAL project
  • 25. University of Plymouth,SEEDPod project
  • 26. A selection of useful resourcesfrom professional associationsJISC Developing Digital Literacies
  • 27. Staff and Educational Development Association
  • 28. The SCONUL7 Pillars of Information Literacy through a Digital Literacy ‘lens’Identify Scope Plan Gather Evaluate Manage PresentUnderstands: Understands: Understands: Understands: Understands: Understands: Understands:The concept of digitalliteracy within aneducational settingThe Internet is not regulatedbut content may bestructured and regulated in avariety of ways depending onthe requirements of theproviderTechnology is constantlyevolving and the explorationand evaluation of new andemerging informationsystems is a lifelong processThe lifecycle of digitalcontent, including issuesaround provenance, sharingand long-term access andpreservationThe benefits and limitationsof using different forms ofdigital content, tools andtechnologies to meet specificneedsIssues around copyright,IPR and CC licences inrelation to the use andcreation of digital materialThe need to address issuesof accessibility relating todigital contentThe characteristics ofdifferent digital publicationformats, the functionalityavailable within softwareplatforms and the benefitsand limitations of these inrelation to the taskThe impact of onlinecollaboration andnetworking as a means ofdeveloping, exchangingand communicatinginformationHow to search for digitalcontent using appropriatetools and techniquesThe differences betweensearch tools (operatingwithin and betweenenvironments), recognisingtheir benefits andlimitationsThe impact of sharingdigital contentHow the use of differentonline communication toolscan extend reach andenable teamwork andcollaborationWhere to locate andpublish digital content forformal publicationpurposes and forinformation exchangepurposes, appreciating thedifferences between thetwoThe range of differentforms of digitalpublication and media,the different audiencesthey are designed for andhow they are organisedIssues around thepopularity of a resourceversus its academicqualityHow digital technologiesare providingcollaborative tools tocreate and shareknowledge and theimplications this has ongathering specificinformation.The risks of operating in avirtual world and howthey can be mitigatedThe importance ofappraising and evaluatingresults of online searchesThe need to makechoices in the use ofdifferent technologies tomeet specific needsIssues of quality,accuracy, relevance,credibility, format andaccessibility relating todigital informationHow to assess the profileand visibility of digitallypublished informationusing analyticfunctionality and toolsThe need to be a criticaluser of digitaltechnologiesThe importance ofcitation of digitalresources in learning andresearch contextsThe need to handle, storeand disseminate digitalinformation and data in aresponsible and ethicalwayIssues of plagiarismThe principles of citingand referencing digitalsources and formats toenable verificationThe need to keepsystematic records ofdigital sources usingrelevant technologyHow technologies can beused to personaliseindividual and shareddigital environmentsHow security profiles canbe used to manage levelsof interactionThe need to select acommunication approachsuitable for the audienceIssues around accessibility ofdigital information, formatsand compatibility withaccessibility softwareThe importance of onlinesecurity and privacyHow to communicateappropriately onlineThe need to consider thedigital self and ones onlinepresenceThat new technologies allowfor information in new ways(blogs, wikis, open access)Is able to: Is able to: Is able to: Is able to: Is able to: Is able to: Is able to:Recognise the importance ofskills in locating, creatingmanaging and sharinginformation through avariety of digital formsIdentify gaps relating to theuse, application ordevelopment of digitalenvironments and toolsContinuously assess how theuse of digital content andtools could enhanceacademic practiceRecognise where digitalsolutions can meet a specificinformation task or needIdentify gaps in knowledgerelating to digital tools orcontentIdentify search tools forlocating quality digitalmaterialAssess different digitalformats and select thoseto meet current needUse new tools andtechnologies as theybecome available andevaluate them forsuitabilityAssess how onlinecollaboration can enhanceacademic practiceIdentify appropriate onlinesearch techniquesRemotely access externaldigital sources in order toextend opportunities fordiscoveryAssess which form(s) ofdigital media best meetsthe criteria identifiedUse different onlinecommunication approachesto extend reachAssign meta-data tags tocontent to enable futurediscoverabilityUse a range of digitalretrieval tools andtechnology effectivelyAccess, read anddownload digitalinformation and dataEngage in onlinecollaboration andnetworking to access andshare informationAssess the suitability ofdigital content for theintended audienceAssess the quality,accuracy, relevance,credibility, format andaccessibility of digitalmaterialRead online informationcritically, taking intoaccount accessrestrictionsMaximise discoverabilityof own digital materialusing indexing strategiesUse appropriate tools toorganise digital contentand data (socialbookmarking,bibliographic software)Cite and referenceelectronic sourcesappropriatelyManage digital resourceseffectively taking accountof version control, filestorage and recordkeeping issuesPersonalise the digitalenvironment according toneedCommunicate effectively in adigital environment, usingappropriate tools, to meetaudience needs, takingaccount of accessibility issuesConfidently use the digitalmedia appropriate forpresentationDevelop an online personalprofile using appropriatenetworks and technologiesStay safe and, if necessary,private in the digital worldSelect appropriatepublication anddissemination outlets toshare informationSCONUL Digital literacy lens
  • 29. ALDinHE
  • 30. AUA Resources for administrative staff
  • 31. Association for Learning Technology ocTEL
  • 32. Information literacy lens on the Vitae Researcher Development Framework using the SCONULSeven Pillars of Information Literacy
  • 33. Heads of Educational Development Group survey analysis
  • 34. DiscussionIn groups, discuss one of these questions (10 mins):• What digital scholarship skills and competencies doinformation professionals in my institution have already?• What steps are currently in place to help develop theseskills?• What steps could we take to develop these skills further?• What are the likely problems in taking these steps?Summarise your discussion on post-it notesEach group report back to the workshop, comments added toslides after the session
  • 35. • The following slides were generated from theworkshop discussion and include verbatimcontributions from the participants’ insights
  • 36. What digital scholarship skills and competencies do informationprofessionals in my institution have already?• Research data management, very broad set ofskills needed (scary), HTML/Dreamweaver, RSS,Facebook / blogs / other social media, metadataschema standards & how to apply them, 7 Pillars,knowledge of info relevant resources, basic ITskills, IT confidence / problem solving• Skills development needs to be targettedappropriately, digital scholarship clearly defined,boundaries between departmentalresponsibilities clarified
  • 37. What steps are currently in place tohelp develop these skills?• Institutional staff development programmes• In-house library programmes• Staff teaching each other• Summer training sessions (sharing expertise)• Peer observation scheme (Loughborough)• IL action plan– Identifying competences for staff– Most innovations come from Science areas (lib staff)– Staff getting teaching qualifications• Funded projects• Additional resources (iPads)
  • 38. What steps could we take to developthese skills further?• Promote the skills more to library staff• ‘Time to learn’ (PD hour)• Incentivise the library staff• Partner with someone with skills already• Partner with a researcher• Exchange of experience / case studies / OERs to promotebest practice• Increase staff capacity in this area• Ensure institution promotes recognise value of the skills,helps secure resources for these additional services• Give up some of our existing offer to release staff time
  • 39. What are the likely problems in takingthese steps?• Pace of change• Unrealistic views as to current competences /what we need to learn• Encroaching on others areas leads to resistance• Putting training and development into practice• Conservatism / late adopters• Concept of fuzzy professional boundaries• Lack of understanding in terminology• Resources and time for staff development• Making it fit user needs
  • 40. Summary• Need for library and information professionals todevelop their digital scholarship skills• Recognised by established frameworks andsupported by our research• Importance of teaching, research and technicalskills in developing IL and DS resources• Multiple staff development resources availablevia JISC DDL projects and associations
  • 41. Useful links• RILADS project• Definition of Digital Scholarship• CILIP PKSB• SCONUL baseline survey report• Literacies development framework• JISC DDL home page• JISC DDL projects• JISC DDL professional associations• JISC DL staff development materials
  • 42. • Thank you to all the participants in thisworkshop for their participation, healthydiscussion, and contributions to the slides