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Re-skilling for research : Mary Anne Kennon

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Re-skilling for research : Mary Anne Kennon

  1. 1. Emerging Trends in Library Support for Research Re-skilling for Research seminar – Brisbane February 2013 Based on research conducted by: Mary Anne Kennan (CSU), Sheila Corrall, University of Pittsburgh, and Waseem Afzal (CSU) School of Information Studies, Faculty of Education
  2. 2. Background Traditional Library support for research • Information discovery • Collection development • Information management (Auckland 2012) Shift to electronic made library services invisible Responses (“environment reconfigures the library” McColl 2010): • Study of impact of services, ways of adding value • Engagement with scholarly communication, repositories, e-research, informetrics/research evaluation support • Dedicated research support librarians School of Information Studies, Faculty of Education
  3. 3. Issues Ambiguity about roles (researchers/librarians, IT ...) (RIN 2007) Shift towards new roles • Bibliometrics/informetrics/altmetrics – moving from informing collection development etc to supporting the analysis of research output – strategic role • Repositories/open access • Data management and curation • Skills gaps School of Information Studies, Faculty of Education
  4. 4. Educational issues- Metrics •Bibliometrics (where it is taught) - collection development & journal evaluation •Importance of advanced numeracy, quantitative data management and analysis and statistics •Growing importance of theories •Many LIS research methods texts and courses omit bibliometrics School of Information Studies, Faculty of Education
  5. 5. Educational issues - Research data •Shorter history in LIS •Education preparedness of RDM roles reported as an issue in the literature •Discussion of who does what roles – researchers, librarians, other specialists? •Only 16/52 LIS schools in US (Harris-Pierce & Liu (2012)) •In Australia, NZ & UK? School of Information Studies, Faculty of Education
  6. 6. Educational issues - both Educating and training new graduates Up-skilling existing work force Need for formal training to be associated with “real- life situations and practice” (Pryor & Donnelly 2009, p.166) Experiential learning – e.g. Internships, field experience etc. School of Information Studies, Faculty of Education
  7. 7. Research design The research took a pragmatic approach, employing an online questionnaire survey analysed with descriptive statistics. The instrument contained 35 questions in four main sections: •About you and your organization •Research support services – Bibliometrics •Research support services – Research data management •Research support services – Future plans. •Focus here on background and education School of Information Studies, Faculty of Education
  8. 8. Sample Appropriate person from each institution: •CAUL •CONZUL •SCONUL •CONUL School of Information Studies, Faculty of Education
  9. 9. Bibliometrics services % Current 2012 100.00% 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% School of Information Studies, Faculty of Education
  10. 10. Bibliometrics Services % Planned 35.00% 30.00% 25.00% 20.00% 15.00% 10.00% 5.00% 0.00% School of Information Studies, Faculty of Education
  11. 11. Research Data Management Services % Current 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Assistance with technology, infrastructure and tools training deposit in external data archives Developing data management plansof institutional policy to man Data literacy education and/or for data Support for data deposit in institutional repository Technical aspects of digital curation Development Support Finding relevant external data sets Developing tools to assist researchers manage data School of Information Studies, Faculty of Education
  12. 12. Research Data Management Services% Planned 120 100 80 60 40 20 0 stance with technology, literacy education and/or traininginstitutional repository dataexternal data setsof digital data management plans of institutional policy to ma Data infrastructure for data depositfor data depositFinding relevant archives Support and tools Support in in external Technical aspectsDeveloping curationtoolsDevelopment Developing to assist researchers manage data School of Information Studies, Faculty of Education
  13. 13. Constraints on Bibliometrics Services % 120 100 80 60 40 20 0 Bibliometrics are not a Bibliometrics are not Different levels of Different specialist Staff equire additional Staff require additional priority perceived as library demand needs knowledge or skills confidence role School of Information Studies, Faculty of Education
  14. 14. Constraints on Research Data Management % 120 100 80 60 40 20 0 RDM not a priority Different levels of Different specialist RDM is not Staff require Staff require Other (mainly for our library demand needs perceived by additional additional various resourcing others as a library knowledge or skills confidence to work issues) role in this area School of Information Studies, Faculty of Education
  15. 15. Constraints – further discussion In the comments field – the other major constraint identified was resourcing As a practitioners and educators we know that confidence is highly correlated with knowledge and skills School of Information Studies, Faculty of Education
  16. 16. Education for new services delivery Most (~80%) reported staff learn bibliometrics and RDM “on the job” For bibliometrics – also training from vendors In Australia – ANDS Areas of skills needs reported different for Bibliometrics and RDM tho some overlap School of Information Studies, Faculty of Education
  17. 17. Australia Ireland New Zealand UK Source of staff education or Bib RDM Bib RDM Bib RDM Bib RDM training (n=34) (n=32) (n=8) (n=7) (n=8) (n=7) (n=69) (n=54) Prior to joining, as part of 14.7 31.3 0 14.3 25.0 28.6 15.9 29.6 their LIS or other education Within the library, through in-service training or 85.3 65.6 75.0 42.9 100 57.1 49.3 48.1 seminars Are self-trained 67.6 71.9 100 71.4 50.0 57.1 81.2 61.1 Learn on-the-job 85.3 81.3 100 85.7 100 85.7 81.2 77.8 Library-funded external 47.1 59.4 37.5 57.1 50.0 42.9 36.2 57.4 professional development Other 23.5 12.5 25.0 0 0 28.6 8.7 14.8 School of Information Studies, Faculty of Education
  18. 18. Australia Ireland New UK Areas where additional knowledge and skills (n=35) (n=9) Zealand (n=76) needed - BIBLIOMETRICS (n=8) Knowledge of different purposes and applications of bibliometrics (e.g. research evaluation, 85.7 88.9 87.5 88.2 collection development, benchmarking) Skills in quantitative methods and statistics 82.9 77.8 62.5 82.9 Knowledge of bibliometrics tools and techniques (e.g. citation analyses, impact factors and 88.6 77.8 87.5 97.4 associated indices) Required subject and/or disciplinary knowledge 60 44.4 50 26.3 Other 14.3 22.2 0 6.6 School of Information Studies, Faculty of Education
  19. 19. Australia Ireland New UK Areas where additional knowledge and (n=35) (n=9) Zealand (n=71) skills needed - RDM (n=8) Data curation skills 94.3 88.9 100 87.3 Technical and ICT skills 80 88.9 87.5 76.1 Required subject and/or disciplinary 57.1 44.4 37.5 36.6 knowledge Knowledge of research methods 68.6 44.4 50 71.8 Knowledge of research processes 77.1 66.7 62.5 84.5 Other 20 0 0 4.2 School of Information Studies, Faculty of Education
  20. 20. LIS Education and CPD? Research Perceived Australia Ireland New Zealand UK Service Educational Need Bibliometrics Part of Core 12 (34.3%) 5 (55.6%) 3 (37.5%) 27 (30.3%) Curriculum Bibliometrics Part of Elective 23 (65.7%) 4 (44.4%) 5 (62.5%) 55 (61.8%) Subjects Bibliometrics No Need 0 0 0 7 (7.9%) Research Data Part of Core 17 (47.2%) 3 (33.3%) 3 (37.5%) 31 (36.9%) Management Curriculum Research Data Part of Elective 19 (52.8%) 6 (66.7%) 5 (62.5%) 50 (59.5%) Management Subjects Research Data No Need 0 0 0 3 (3.6%) Management School of Information Studies, Faculty of Education
  21. 21. Critical areas for education Bibliometrics and impact measures (particularly UK) Understanding of the research environment at macro (university and government agendas) and micro (research processes, methodologies and workflows) School of Information Studies, Faculty of Education
  22. 22. Comments – RS growth areas • E-research, data intensive science, digital humanities support • Scholarly communication and publishing • Intellectual property and licencing • Research assessment/evaluation • Higher education policy and direction • Development of, and assistance with, data management policies, procedures and plans School of Information Studies, Faculty of Education
  23. 23. Conclusions • Bibliometrics regaining prominence with research assessment exercises - INFORMETRICS • Emergence of new measures and tools • RDM driven also by policy AND emergence of new tools and technologies in research • Libraries have been able to connect RDM with historical areas of professional practice, including • materials selection and collection management, • cataloguing/metadata, • reference and information literacy services, and • scholarly communication, open access and institutional repositories School of Information Studies, Faculty of Education
  24. 24. RDM subject @ CSU • Overview of data, data librarianship, data curation • Role of data in research • Data-driven scholarship and statistics • The data life cycle • Data archives and repositories • Intellectual property issues in data • Public policy for research data • Data curation • Data management plans and planning • The role of libraries and archives in data management • (Developed by MAK, Bob Pymm and Sigrid McCausland) School of Information Studies, Faculty of Education
  25. 25. Other •MOOCS etc as alternatives??? •JISC RDM Rose http://www.jisc.ac.uk/whatwedo/programmes/di_research management/managingresearchdata/research-data- management-training/rdmrose.aspx http://rdmrose.group.shef.ac.uk/ School of Information Studies, Faculty of Education
  26. 26. References • Auckland, M. (2012). Re-skilling for research: An investigation into the roles and skills of subject and liaison librarians required to effectively support the evolving information needs of researchers. London: RLUK Research Libraries UK. Retrieved October 22, 2012, from RLUK Web site: http://www.rluk.ac.uk/content/re- skilling-research • Corrall, S. Kennan, M.A. & Afzal, W. (forthcoming May 2013) Bibliometrics and Research Data Management Services: Emerging Trends in Library Support for Research Library Trends 61:3, • MacColl, J. (2010). Library roles in university research assessment. Liber Quarterly, 20, 152-168. Retrieved October 22, 2012, from http://liber.library.uu.nl/index.php/lq/article/view/7984/8299 School of Information Studies, Faculty of Education
  27. 27. References • MacColl, J. (2010). Library roles in university research assessment. Liber Quarterly, 20, 152-168. Retrieved October 22, 2012, from http://liber.library.uu.nl/index.php/lq/article/view/7984/8299 • Pryor, G., & Donnelly, M. (2009). Skilling up to do data: Whose role, whose responsibility, whose career? International Journal of Digital Curation, 4(2), 158-170. Retrieved October 22, 2012, from http://www.ijdc.net/index.php/ijdc/article/view/126 School of Information Studies, Faculty of Education
  28. 28. Thank you  Discussion & questions? Acknowledgements: The authors acknowledge with thanks the financial support provided by the Information Studies Research Priority Area, Information Infrastructure Program, Faculty of Education, Charles Sturt University. They also gratefully acknowledge the time and effort contributed to the study by the participants and colleagues who advised on design of the survey instrument. School of Information Studies, Faculty of Education

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