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The Newsam Library
&
Archives
Developing the Digital
Researcher
Digital Roadshow16
Nazlin Bhimani,
Research Support & Special Collections Librarian
@IOELibrary and @NazlinBhimani
UCL Institute of Education Library
Not in vain… but no gain
without pain!
Source: © The Guardian (Photograph Rex)
What is digital literacy?
JISC defined digital literacies as those which fit someone for
living, learning and working in a digital society.
More specifically, it is “the ability to locate, organise,
understand, evaluate and analyse information using digital
technology. It involves a working knowledge of current
high-technology, and an understanding of how it can be
used. Digitally literate people can communicate and work
more efficiently …[and efficiently]”.
Scholarly communications
There are many stakeholders in the
scholarly communications process:
 Researchers
 Funders
 Publishers
 Indexers
 Reviewers
 Researchers / Practitioners
 Libraries
Traditional scholarly communications
involves the researcher producing an
article, book or book chapter and it
being purchased by the library for its
readers.
From a static web to a social
& interactive web
“Social media is transforming one-way monologues into
collaborative dialogues and interactions. It is democratising
information and knowledge: it involves everyone, everywhere,
in all-the-time conversations. It helps to weave communities,
encourage greater openness and transparency, accelerate
information sharing, help to access diverse perspectives,
mobilise people, stimulate collaborative knowledge building
and reduce the cost of participation and co-ordination of
resources and actions.”
Minocha, S. and Petre, M. (2012).
Altmetrics as a gauge of
impact
OECD. (2014). Does Homework Perpetuate
Inequities in Education? (PISA in Focus No. 46).
Social networks
• CV services such as LinkedIn
Resource sharing sites such as Flickr,
Pinterest, SlideShare, SoundCloud,
Vimeo and YouTube
• ID services such as Orchid and
ResearcherID
• Profile services such as Google
Scholar, Academia.edu and
ResearchGate
• Blogging and microblogging
platforms such as WordPress, Blogger,
Twitter, Quora etc.
• Collaboration sites such as CiteULike,
Mendeley and Zotero
• Social networking sites such as
Facebook, Twitter, Zotero, Mendeley
and Lanyrd
Six degrees of separation
“The illiterate of the 21st century will not be those
who cannot read and write, but those who cannot
learn, unlearn, and relearn”.
Alvin Toffler quoting the psychologist Herbert Gerjuoy in
Future Shock (1970), p. 211)
Digital as a way of life
JISC’s Digital capabilities for the
researcher
Information, Data
and Media Literacy
ICT Literacy
Digital Learning
and
personal/professio
nal development
Digital Identity and
wellbeing
Digital
Communication,
collaboration and
participation
Digital Creation,
Innovation,
Research and
Scholarship
How do we develop
researchers at the IOE
1-2-1
An initial interview determines their needs
A 1-2-1 session on getting them started on a
blog, twitter, collating bookmarks, referencing
software etc.
Workshops (Lunch time and bespoke
workshops)
Mainly for the ECR and MPhil/PhD students
e.g. Referencing, RSS etc.
Some in conjunction with IT for IOE e.g.
Blogging and Twitter
Online (many students are distant learners)
 Using LibGuides
 LibAnswers
 Library’s Blog
 YouTube and Lynda.com
Researching
• Researching
• Searching
• Finding
• Accessing
Evaluating
• Bibliometrics and Citation Searching
• Altmetrics
Managing Information
• EndNote, Mendeley, Zotero
• Keeping Current with Research: RSS
• Evernote
• Copyright & IPR
Using New Technologies
• Scholarly Communications
• Social Media: Twitter for Researchers
• Digital Researcher to network & share content
• Research Data: Sources & Software
Research
Question
Search,
Find &
Access
Evaluate
Literature
Synthesise
Use
Ethically &
Manage
Information
Disseminate/
Share
Digital scholar
Searching, Finding & Accessing
Evaluating information
Using ethically
Communicating/sharing in an ethical manner
InformationLiteracyDigitalLiteracy
Information and Literature
Searching
Information and Literature Searching
Getting started
 Minocha, S. and Petre, M. (2012)The
Handbook of Social Media for
Researchers and Supervisors. Milton
Keynes: OUP/VITAE INNOVATE
 Veletsianos, G. (2016). Social media
in academia: networked scholars. New
York ; London: Routledge.
 IOE LibGuides (includes a training
request form on the Information
Literacy IOE LibGuide)
 The 30-day Impact Challenge by
Stacy Konkiel brought to you by
Impact Story.
Questions

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Slides from ISD Digital Roadshow @IOE 29th June 2016, 'Developing the digital researcher'

  • 1. The Newsam Library & Archives Developing the Digital Researcher Digital Roadshow16 Nazlin Bhimani, Research Support & Special Collections Librarian @IOELibrary and @NazlinBhimani UCL Institute of Education Library
  • 2. Not in vain… but no gain without pain! Source: © The Guardian (Photograph Rex)
  • 3. What is digital literacy? JISC defined digital literacies as those which fit someone for living, learning and working in a digital society. More specifically, it is “the ability to locate, organise, understand, evaluate and analyse information using digital technology. It involves a working knowledge of current high-technology, and an understanding of how it can be used. Digitally literate people can communicate and work more efficiently …[and efficiently]”.
  • 4. Scholarly communications There are many stakeholders in the scholarly communications process:  Researchers  Funders  Publishers  Indexers  Reviewers  Researchers / Practitioners  Libraries Traditional scholarly communications involves the researcher producing an article, book or book chapter and it being purchased by the library for its readers.
  • 5. From a static web to a social & interactive web “Social media is transforming one-way monologues into collaborative dialogues and interactions. It is democratising information and knowledge: it involves everyone, everywhere, in all-the-time conversations. It helps to weave communities, encourage greater openness and transparency, accelerate information sharing, help to access diverse perspectives, mobilise people, stimulate collaborative knowledge building and reduce the cost of participation and co-ordination of resources and actions.” Minocha, S. and Petre, M. (2012).
  • 6. Altmetrics as a gauge of impact OECD. (2014). Does Homework Perpetuate Inequities in Education? (PISA in Focus No. 46).
  • 7. Social networks • CV services such as LinkedIn Resource sharing sites such as Flickr, Pinterest, SlideShare, SoundCloud, Vimeo and YouTube • ID services such as Orchid and ResearcherID • Profile services such as Google Scholar, Academia.edu and ResearchGate • Blogging and microblogging platforms such as WordPress, Blogger, Twitter, Quora etc. • Collaboration sites such as CiteULike, Mendeley and Zotero • Social networking sites such as Facebook, Twitter, Zotero, Mendeley and Lanyrd Six degrees of separation
  • 8. “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn”. Alvin Toffler quoting the psychologist Herbert Gerjuoy in Future Shock (1970), p. 211) Digital as a way of life
  • 9. JISC’s Digital capabilities for the researcher Information, Data and Media Literacy ICT Literacy Digital Learning and personal/professio nal development Digital Identity and wellbeing Digital Communication, collaboration and participation Digital Creation, Innovation, Research and Scholarship
  • 10. How do we develop researchers at the IOE 1-2-1 An initial interview determines their needs A 1-2-1 session on getting them started on a blog, twitter, collating bookmarks, referencing software etc. Workshops (Lunch time and bespoke workshops) Mainly for the ECR and MPhil/PhD students e.g. Referencing, RSS etc. Some in conjunction with IT for IOE e.g. Blogging and Twitter Online (many students are distant learners)  Using LibGuides  LibAnswers  Library’s Blog  YouTube and Lynda.com
  • 11. Researching • Researching • Searching • Finding • Accessing Evaluating • Bibliometrics and Citation Searching • Altmetrics Managing Information • EndNote, Mendeley, Zotero • Keeping Current with Research: RSS • Evernote • Copyright & IPR Using New Technologies • Scholarly Communications • Social Media: Twitter for Researchers • Digital Researcher to network & share content • Research Data: Sources & Software Research Question Search, Find & Access Evaluate Literature Synthesise Use Ethically & Manage Information Disseminate/ Share Digital scholar Searching, Finding & Accessing Evaluating information Using ethically Communicating/sharing in an ethical manner InformationLiteracyDigitalLiteracy
  • 13. Getting started  Minocha, S. and Petre, M. (2012)The Handbook of Social Media for Researchers and Supervisors. Milton Keynes: OUP/VITAE INNOVATE  Veletsianos, G. (2016). Social media in academia: networked scholars. New York ; London: Routledge.  IOE LibGuides (includes a training request form on the Information Literacy IOE LibGuide)  The 30-day Impact Challenge by Stacy Konkiel brought to you by Impact Story.

Editor's Notes

  1. Thank you for inviting me to talk to you today. My presentation will begin with a definition of digital ltieracy and in doing this I will spend some time looking at the capabilities required for a digital researcher as defined by JISC. I will then give you a flavour of what we in the IOE Library do to develp the digital researcher.
  2. We have moved from a static web, where we scrolled down pages to an interactive web. We are now invited to interact with others, whether it is by simply posting comments or by putting up information, in the form of blogs, posts, tweets etc. As Minocha and Petre state, “Social media is transforming one-way monologues into collaborative dialogues and interactions. It is democratising information and knowledge: it involves everyone, everywhere, in all-the-time conversations. It helps to weave communities, encourage greater openness and transparency, accelerate information sharing, help to access diverse perspectives, mobilise people, stimulate collaborative knowledge building and reduce the cost of participation and co-ordination of resources and actions.” But in order to take part in collaborative dialogues and interactions, we need to perhaps have the appropriate skills.
  3. The full quote (by ‘Ubert Gerjoui’) has to do with information: "The new education must teach the individual how to classify and reclassify information, how to evaluate its veracity [truthfulness], how to change categories when necessary, how to move from the concrete to the abstract and back, how to look at problems from a new direction—how to teach himself. Tomorrow's illiterate will not be the man who can't read; he will be the man who has not learned how to learn." The point about learning new ways to work in the digital is the point I am trying to make. For researchers, this means, in some cases, relearning ways in which to disseminating research in evolving digital environment. To do this effectively, we need to have the right digital literacies? What is digital literacy?
  4. More specifically, they are 1. ICT Literacy –the ability to adopt, adapt and use digital devices, applications and services to support productivity and efficiency in the research process 2. Information, Data and Media Literacy (the critical use) requires the critical assessment of printed and digital content for relevance, accuracy and scholarly value. More specifically, Information Literacy Bearing in mind the CLIP definition where IL equals knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner, IL for the researcher is equivalent to using a range of databases, journals, indexes, portals, digital archives, including grey and open literature and data – the skills that we take for granted in an academic institution as the output of this critical evaluation of information is evidenced in critical reviews of literature which form the basis of scholarly output. However, it is also about the ethical use of information and understanding of copyright and intellectual property so that we are able to know when to share our work openly and whether we are signing our IPR when we publish content in traditional formats. Data literacy includes the ability to collate, manage (curate and archive), access and use digital data in spreadsheets, databases, archives, corpora and other formats including open data and to run appropriate analyses and reports. All of this requires an understanding of the legal guidelines for the use, curation and archiving of data including data security as it relates to ethical guidelines provided by research funders. Media Literacy is the ability to critically read and creatively produce academic and professional communications in a range of media whether it is text, graphics, video, animation and simulation, audio, data visualisations, presentations, wikis, blogs, etc. Once again, an understanding of digital copyright laws is imperative as is the understanding of the value of open alternatives and the importance of referencing and acknowledging the work of other scholars in whatever medium is used for communication purposes. (1)Digital Creation, (2)Innovation and (3)Digital Research and Scholarship (creative production) Digital Creation skills require the use of a range of digital media (text, images, video, audio, visualisations, infographs, presentations, podcasts, screencasts, blogs, web posts etc.) to create digital content relevant to their area of scholarship and the needs of the stakeholders. Digital innovation has the potential of developing new research questions, methods and practices, hypotheses and explanations using new technologies and of exploring new approaches relevant to the digital age. This could provide new opportunities as research is taken into novel directions. Digital Research and Scholarship is the ability to collect research data securely and responsibly using digital methods where appropriate (online surveys, data capture tools, video and audio recordings, social and sharing media), analyse the data using qualitative and quantitative tools suitable to the research field and questions, use the outcomes of analysis to answer questions, validate/invalidate hypotheses, solve problems and develop new lines of enquiry, publish and present in digital formats openly in order to repurpose and reuse open data as appropriately. At a higher level link digital research to digital teaching opportunities. 4. Digital Communication, Collaboration and Participation Digital Communication is about being able to communicate [respectfully, i.e. across boundaries of nationality, culture, research areas and paradigms] research output using a variety of digital formats to different audiences, networks and stakeholders Digital Collaboration is about participating with other researchers in order to jointly produce scholarly outputs – this could be in the form developing research bids and working on projects in partnership with other researchers. Digital Participation is about taking opportunities to participate, facilitate and build networks through sharing information (e.g. links and resources) in an ethical manner. 5. Digital Learning and Personal and Professional Development Is about the desire to undertake personal development in order to enhance working practices. It is about learning new technologies in order to better manage your time, for example, using reference management software, learning how to curate web links through the use of bookmarking software, using online note taking tools which all go towards effectively supporting the research process. It is also about establishing links between digital research and teaching in the subject area.   Digital Identity and Wellbeing Digital Identity Management is the strategic development of a positive digital identity as a research/scholar to promote the values of scholarship in digital settings. This includes your profile, CV etc but also knowledge sharing, an ethical and respectful response to open peer review and integrity and transparency in acknowledging the work of others. Digital Wellbeing is about your personal health, safety, relationships and work-life balance in relation to digital technology use. It is important to ensure that your health and the health of others on your research team are considered when using the technologies in the research process. Because the digital is all pervasive and instantaneous, it is important to define times when you will not respond to emails, tweets, comments etc.
  5. Content is curated in library guides that support the development of information and digital literacies.
  6. Students are asked to investigate these tools; to conduct a vanity search and to consider ways in which they can establish their digital footprint, establish their digital brands, share, network and collaborate with researchers working in their area.
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(2016, March 20). Retrieved May 12, 2016, from http://www.bbc.co.uk/news/uk-england-35707956   McCay-Peet, L., & Toms, E. G. (2015). Investigating serendipity: How it unfolds and what may influence it. Journal of the Association for Information Science and Technology, 66(7), 1463–1476. http://doi.org/10.1002/asi.23273   Miller, E., & Westfall, M. (2011). Linked Data and Libraries. The Serials Librarian, 60(1–4), 17–22. http://doi.org/10.1080/0361526X.2011.556427   Mullins, R. W. A. B. (2015, March 19). How Google Skewed Search Results. Wall Street Journal. Retrieved from http://www.wsj.com/articles/how-google-skewed-search-results-1426793553   Peters, J. D. (n.d.). Google wants to be God’s mind: The secret theology of “I’m feeling lucky.” Retrieved May 1, 2016, from http://www.salon.com/2015/07/19/google_wants_to_be_gods_mind_the_secret_theology_of_im_feeling_lucky/   Regalado, M. (2007). Research Authority in the Age of Google: Equilibrium Sought - viewcontent.cgi. 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