Data-Intelligence Training for Library Staff


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Presentation by Ellen Verbakel, 3TU.Datacentrum at the DigCurV International Conference; Framing the digital curation curriculum

May 6-7
Florence, Rome

Published in: Education, Technology, Business
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Data-Intelligence Training for Library Staff

  1. 1. “Data intelligence training forlibrary staff”Ellen Verbakel
  2. 2. ContentsContents- Introduction-Process of development (3 phases):1) investigation of the training needs2) design of the course3) development of training materials-Four modules:1) Current topics2) Data management3) Technical skills4) Acquisition & Advise-Findings-Conclusions- Future developmentsImage retrieved
  3. 3. IntroductionIntroduction3TU.Datacentrum•Data archive•Data labs•Data services
  4. 4. Data servicesData Intelligence 4 Librarians
  5. 5. • Focus on support staff, particularly librarians• Supports library’s mission to be a partner inresearch:Data intelligence 4 librarians want to contributeto the professionalization and positioning ofsupport staff as a trusted partner in thesupport of data-intensive research
  6. 6. ProcessProcess3 phases:•Investigation of the training needs•Design of the course•Development of the training materialsImage retrieved from:
  7. 7. Phase 1: Investigation of the training needs•Information sessions with library staff of 3TUNeed for: technical skills and soft skillsImage retrieved
  8. 8. Phase 2: Design of the courseCompetence-based modular course, combining onlineand face-to-face tuition (blended learning)Image retrieved from:
  9. 9. 7 core competences defined:•Handles ICT skilfully•Has specific library knowledge•Develops entrepreneurship•Develops a systemic view•Develops advisory skills•Develops collaboration skills•Develops training materialsImage retrieved from:
  10. 10. 4 modules:1.Current topics2.Data management3.Technical skills4.Acquisition & Advice
  11. 11. Module 1: Current topicsModule 1: Current topicsMain goal: gain understanding about the currentdevelopments in the working field of the datalibrarian who is supporting researchers in theirresearch data management.Do it together!Image retrieved from:
  12. 12. Module 2: Data managementModule 2: Data managementMain goal: learn to advise researchers on ways toprepare research data for storage and (re)use.- research process- data life cycle- data management plan- data selection- data formats- metadata- data policy- data and the lawImage retrieved from:
  13. 13. Module 3: Technical skillsModule 3: Technical skillsMain goal: learn more about ways research datacan be archived and (re)used.- citing data- digital objects- data processing- enhanced publications- data labsImage retrieved
  14. 14. Module 4: Acquisition and adviseModule 4: Acquisition and adviseMain goal: gain insight into the factors whichpositively influence the quality of acquisition oradvice- from acquisition to advice- phases in acquisition- Stages of change- Arguments- On conversations- Barriers- Data interview- CasesImage retrieved from:
  15. 15. Phase 3: Development of training materials- content of the website- images- homework assignments & role playsImage retrieved from:
  16. 16. websitewebsite
  17. 17. imagesimages
  18. 18. FindingsFindingsMain findings/issues:- participants appreciated the discussions- participants were interested to hear from researchersthemselves how they deal with data management issues- participants would have liked more actual use cases- participants missed the opportunity to practice writing an actualdata management plan- participants urgently needed practical information about settingup a front office for data management services- participants appreciated the images included in the coursematerial on the website
  19. 19. Conclusions-The development of the course was a leap into the unknown asno similar courses existed in The Netherlands or abroad at thattime.-Our pragmatic approach of just getting started has paid off.Participants while appreciating the course as a whole, haveindicated some shortcomings, thereby enabling improvements.Image retrieved
  20. 20. Cooperation withCooperation with- Extension of the course to other disciplines- Learning materials are expanded- DANS provides one of the coaches, making it atruly joint undertakingImage retrieved from:
  21. 21. Next steps-Design of a new, flexible and dynamic learningenvironment to make the course more interactive,collaborative and constructive.Photograph retrieved from:
  22. 22. AcknowledgmentAcknowledgmentAuthors of the paper:•Nicole Potters•Marina Noordegraaf -•Madeleine de Smaele•Ellen VerbakelImage retrieved from:
  23. 23. QuestionsQuestionsWebsite: us at Twitter via @datalibrariansOr contact me: