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Moira Bent "Facilitating informed research: old wine in new bottles” SALCTG June 2013


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The changing nature of research; the concept of the research lifecycle and researchers' career development; the key role of Information Literacy in helping improve the quality of research; the Researcher Development Framework; the 'Informed Researcher' model

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Moira Bent "Facilitating informed research: old wine in new bottles” SALCTG June 2013

  1. 1. Moira Bent, Newcastle University.Facilitating Informed Research: oldwine in new bottlesSALCTG June 2013© Bridgeman Education© Bridgeman Education
  2. 2. What do researchers do?SALCTG June 2013© Bridgeman Education
  3. 3. What the researchers saidResearch is• Theory-led; Data-led; Scholarship• Grounded in disciplines; multi / inter / trans disciplinary• Investigation; interpretation; gathering evidence• A holistic activity; a set of transferable skills• Collaborative / solo activity• Related to self• Validated by peer group• Made meaningful by an external audienceSALCTG June 2013© Bridgeman Education
  4. 4. What do researchers do? Manage research projects Search for existing information Seek out new data Analyse information and data Evaluate information and data Manage information and data Communicate Network Write and present their findings Market their outcomes“Research is a process of investigation leading tonew insights, effectively shared”David Sweeney, HEFCE, April 2013SALCTG June 2013
  5. 5. Research lifecycleSALCTG June 2013Formulate aresearchquestionDevelop aresearchstrategyAcquire theappropriateinformation/dataReflect on theresearch process/ informationEngage with theinformation/dataTurn theinformationinto knowledge
  6. 6. Are all researchers the same? Disciplinary differences Age Experience Motivation Funding Workplace - HE, Industry, independent researchbody.... Stage in their research “lifecycle” Personal preferences – learning styles, habits,attitudes.SALCTG June 2013
  7. 7. A Personal Information Literacy LandscapeBent (2007) Moira’s Infolit blog
  8. 8. The 7 ages concept – the researcher’s lifecycle Masters students Doctoral students Contract researchers Early career researchers Established academic staff Senior researchers ExpertsBent, M., Gannon-Leary, P. and Webb, J. (2007) Information Literacy in aresearcher‟s learning life: the 7 ages of research. , New Review of InformationNetworking, 13, (2), pp. 81-99.SALCTG June 2013
  9. 9. Early Apprenticeship - influenced by supervisors / tutors / mentors Skills and competences are defined Different levels of control Transition from structured learning to self-organization Interaction between personal life / prior experiences Managing different roles e.g. other jobs, developing teaching skills Information consumer, objective is productionSALCTG June 2013
  10. 10. Mid• Moving field / moving role / learning a different landscape• Balancing teaching and research• Situating themselves / making their name / establishing credentials– locally (e.g. in department)– wider research community• Need to be adaptable / avoiding isolation• Starting to supervise other researchers• Starting role in management / administration• Information production and consumption• Shift from systematic to pragmatic information retrieval„Librarians love to search. Everyone else likes to find‟SALCTG June 2013
  11. 11. Late / Senior• Developing into/ having a significant role in research leadership andadministration• Leading research teams / research centres / research projects / mainstreammanagement• Supervising and examining theses• Teaching research methods• Plenary conference speaker• Editorial board of journals etc.• Refereeing / peer reviewer / specialist assessor• Disseminating research practice or defining their fieldSALCTG June 2013
  12. 12. Information Literacy LandscapeManagePresentEvaluateIdentIfyGatherScopePlanThe SCONUL Seven Pillars of Information LiteracySALCTG June 2013
  13. 13. Facilitating informed research at your institution What can you do to help develop “informedresearchers”? What „s the same? “old bottles” What‟s new/different? “new bottles” What do you still need to know?SALCTG June 2013© Bridgeman Education© Bridgeman Education© Bridgeman Education
  14. 14. RDF produced by Vitae afterconsultation with researchcommunityTool for planning, promoting &inspiring researchers to achieveexcellenceSupports personal, professional andcareer development of researchersin HEDescribes the knowledge, skills,behaviours and personal qualitiesof researchersResearcher Development FrameworkReproduced with kind permission from Vitae June 2013
  15. 15.  Information seeking Information literacy &management Synthesising Evaluating IPR/copyright Attribution/co-authorship PublicationRDF recognises importance & place ofinformation literacy in research processRDF & ILSALCTG June 2013
  16. 16. Seven Pillars: Research lensScopeUnderstands:• What types of information areavailable• The characteristics of the differenttypes of information source available tothem and how the format can affect it• The publication process in terms ofwhy individuals publish and thecurrency of information• Issues of accessibility•What services are available to helpand how to access themIs able to:• “Know what you don’t know” toidentify any information gaps• Identify the types of informationrequired to meet the need• Identify the available search tools,such as general and subject specificresources at different levels• Identify different formats in whichinformation may be provided• Demonstrate the ability to use newtools as they become availableIdentifyUnderstands:• New knowledge & data is constantly beingproduced & there is always more to learn• Being information literate involvesdeveloping a learning/research habit so newinformation is being actively sought all thetime• Ideas &opportunities are created byinvestigating/seeking information• Scale of the world of published &unpublished information & data• Different disciplines place greateremphasis on different types of information &data• A researchers’ need for information willvary depending on the task at hand, subjectdiscipline & stage of researchIs able to:• Identify a lack of knowledge in a subjectarea• Identify a research topic / question anddefine it using simple terminology• Articulate current knowledge on a topic•Recognise a need for information and datato achieve a specific end and define limits tothe information need• Use background information to underpinresearch•Take personal responsibility for researchproject• Manage time effectively to complete aresearch projectIdentifyScopePlanGatherEvaluateManagePresentSALCTG June 2013
  17. 17. Vitae’s Information Literacy lens on the RDF
  18. 18. The Informed ResearcherSALCTG June 2013
  19. 19. Informed Researcher@ NewcastleSALCTG June 2013
  20. 20. Old and new bottles? Structures Subject staff with additional/changed roles &/or Specialist ResearchSupport Librarian Blurred roles of library and other university departments – alliances andcollaborations Buildings and Locations Retaining the “wow” factor of a scholarly research collection Dedicated space in the library for researchers Taking the research support service to the users Collections Archives and special collections as USP Traditional research monographs Access to everything they need, where they need it, when they need it Specific research activities Systematic reviews Institutional repository / REF Data curation and management Information Literacy IL Skills: Finding, using, managing, but extending into how and where topublish, bibliometrics IL attributes: Understanding their role and responsibilitiesSALCTG June 2013© Bridgeman Education
  21. 21. Thank you Moira More about RIDLs: Download the Vitae resources: June 2013© Bridgeman Education