New Roles for Librarians: The Blended Professional


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Lamar Soutter Library Director Elaine Martin reviews the training initiatives, e-science developments, and questions that are being asked as librarians move from bounded to blended professional roles.

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  • Landing Page for NECDMC Website and URL for curriculum
  • Point here is that the modules are generic and not discipline-specific
  • Refer participants to their packets and piloting sign up sheetsShare experiences from pilot sitesElicit lessons learnedShare best practices for teaching RDMRevise curriculum as needed and add to database of casesReport results
  • New Roles for Librarians: The Blended Professional

    1. 1. New Roles for Librarians: The Blended Professional Elaine Martin, MLS, DA Director of Library Services, Lamar Soutter Library Director of the National Network of Libraries of Medicine, New England Region
    2. 2. Objectives 1. Explore roles in e-Science (eResearch) 2. Describe the research informationist 3. Explore library-readiness 4. Describe a new paradigm: the blended professional
    3. 3. NN/LM,NER Strategy to Support Emerging Roles e-Science COI (180+ librarians) Funders Advisory Group •NN/LM NER •IMLS •BLC •NAHSL •SBC sponsors e-Science Librarianship Prof. Development Education •Professional Development Day •e-Science symposium •Science Boot Camp •Simmons GSLIS •Course: How You Teach RDM Tools/Resources •e-Science portal •content for RDM class •e-Science Thesaurus •NECDMC curriculum Research Agenda Dissemination •Journal of eScience Librarianship •e-Science Community Blog •Twitter feeds
    4. 4. Teaching • • • • • • Workshops Embedded in the curriculum Embedded in the research lab Library school Graduate school courses for credit Staff training New England Data Management Curriculum
    5. 5. New England Data Management Curriculum
    6. 6. New England Data Management Curriculum
    7. 7. Cases New England Data Management Curriculum
    8. 8. Join the Collaboration! • • • • • View the 10/31 DMP webinar Use the NECDMC curriculum Participate in evaluation and feedback loop Potentially add to the database of cases Share your experiences on our Community Page New England Data Management Curriculum
    9. 9. Content Development • • • • • • Escience Portal Escience Community Blog Journal of Escience Librarianship YouTube Channel Webinars Curriculum New England Data Management Curriculum
    10. 10. e-Science Web Portal Project
    11. 11. Collaboration with Researchers • Building the science knowledge-base for librarians • Conference planning • Skill development (data interviews) • Learning what researchers want and need New England Data Management Curriculum
    12. 12. Science Boot Camp Science Boot Camp: June 2013 at UMass Amherst
    13. 13. Save the Date: June 11-13, 2014 Join us at the University of Connecticut Storrs, CT Further details forthcoming. Registration opens in Spring 2014.
    14. 14. Professional Development • • • • • • Annual symposium Professional development days Science bootcamp Poster session Research opportunities Dissemination of research findings New England Data Management Curriculum
    15. 15. Save the Date! When: April 9, 2014 Theme: “Librarians working with Data” Where: Faculty Conference Room, University of Massachusetts Medical School Registration is open! For further details see the Symposium website at
    16. 16. Emerging e-Science roles • • • • • • • Building research data services Teaching RDM courses Data management planning and consulting Liaison between researchers and library Maintaining IR and data repositories Content development Journal publishing
    17. 17. New England Data Management Curriculum
    18. 18. Birth of Research Informationist • 2010 NLM offered Administrative Supplement highlighting role of the librarian on the biomedical research team • Eight awards • 2013 second round of funding
    19. 19. What Does the Informationist Do? • Expert searching and filtering the literature • Bibliographic management and training on use of tools • Knowledge management (across multiple sites) • Data management • Co-authoring publications
    20. 20. What Does the Informationist Do? • Website development • Consultation services • Teaching RDM
    21. 21. Competencies Identified • Information science • Domain specific knowledge • Understanding of the grant funding process • Understanding of clinical and/or basic science research
    22. 22. Competencies Identified • Project Management • Database Management • Database Design • Statistics
    23. 23. Library-Readiness • Assessing researchers’ data needs • Conduct institutional self-assessment • Build relationship with Office of Research (grants funding, etc.) • Design strategic agenda and approach • Plan for sustainability
    24. 24. Librarian-Readiness • • • • • • Willing to work outside traditional boundaries Willing to take risks Comfort with ambiguity Entrepreneurship Open to learning new skills, subject-disciplines Work well with colleagues, non-librarians, and can communicate between multiple groups
    25. 25. How to Get Started Tips and Tricks 1. Build on existing faculty relationships 2. Find opportunities to work with students on research projects (group, poster symposia, etc.) 3. Use liaison contacts 4. Conduct assessment 5. Link to dissertations (personal librarian program, IR, etc.)
    26. 26. New Health Sciences/Science Librarian • Bounded professional moving to Blended professional • Defining a new professional identity • Needs additional model development and further study
    27. 27. The Blended Professional • Embraces entrepreneurship and change • Risk taking • Independent research • Pride in unique contributions of of librarianship to the team
    28. 28. Questions Raised by the Model • Do you need a library to be a librarian? • To whom does the blended professional report administratively? • To what extent will the library and/or other department fund the position? Will the funding model influence the blended professional’s home?
    29. 29. Role of the RMLs • Conduct assessments of community needs • Bring librarians together • Provide educational and programming support • Provide tools, space, platforms for sharing resources and experience • Disseminating findings
    30. 30. For More Information…
    31. 31. Questions and Further Discussion Contact: Elaine Martin, DA NER Escience Coordinators: Andrew Creamer Donna Kafel New England Data Management Curriculum