Re-‐skilling for Research: An investigation into the role and skills of subject andliaison librarians required to effectively support the evolving information needs of researchersConducted for RLUK by Mary Auckland, January 2012This list is the “High skills gap, relatively high importance” list on p46 – the skills that are not currently available but are needed either now or in the next two-five years. RDM itself is second in the list after digital preservation
Here’s a sample Xerte page from the module 1 on roles and players in RDM. It’s an image with hotspots to bring up more text in the yellow box. You can either click on the red box outlines, or just advance with the arrow buttons at bottom right. The pyramid comes from Martin Lewis’ chapter ‘Libraries and the management of research data’ in Envisioning future academic library services (Facet, 2010).
This exercise in the face-to-face meetings gave our subject librarians a list of journal articles, then some data (which came from the articles) and asked them to match the two. It shows that it is possible to follow clues and identify data. You’re all thinking this is clearly the one about Neuropsychological effects associated with recreational cocaine use – it’s staring you in the face.Also that data underpins publishing (a world librarians are familiar with), but only a small proportion is surfaced in the articles.
And what was worth copying from that site when we come to make our own support site at UEL. I’m going to use the students’ work when I do this for real in the summer! But more seriously you could undertake such a review to get ideas and kick-start your own site development.
Look for good examples of other RDM websites
Look on the DCC website for other policies
Here is an exercise you can undertake here and now. Look at these ten activities taken from the LIBER guidance document from last summer – are there any which are feasible in your institutional setting, either now or in the next year or so? You don’t have to wait to get an institutional policy handed down from on high. For instance, you could look at other RDM websites and take some standard advice/guidance which you can offer to your staff and students.Take 3 minutes to chat to the person next to you about what would be possible, or you would like to tackle. You don’t have to score yourselves – but you could take the ten recommendations back to your library and talk to your colleagues and managers.
Sharing the load: librarians and research data support services
Sharing the load – librarians andresearch data support servicesStephen Grace, Research Services LibrarianM25 Conference, Wellcome Collection, 23 April 2013
Outline1. Context at UEL2. Why librarians, and the skills gap3. Learning resource “supportDM”4. Setting up an RDM support service
UEL and data management• Identified RDM as issue in 2009 following„Keeping Research Data Safe‟ report• Recruited Research Services Librarianwith prior expertise in digital curation• Responded to EPSRC letter by drafting apolicy adopted March 2012• Bespoke support under DCC‟s InstitutionalEngagement
UEL and data management - 2• Training covered in Jisc-funded projectcalled TraD – Training for DataManagement at UEL – with four strands:– Reuse MANTRA for Psychology profdocs– Create a course for Geoinformatics MSc– Run workshops on good RDM practice– Devise “supportDM” course for thosesupporting researchers, tested with subjectlibrarians at UEL
Why are libraries leading RDM?• Most of the Jisc RDM projects are library-led – not all, and often working inconjunction with IT and/or Research Office• Close to researchers as library users• Data are a form of information – and whois better at managing information?• Libraries are trusted partners committed tolong-term scientific/scholarly endeavour
Sheila Corrall, Univ. of Pittsburgh“Powerful synergies exist between the longstandinglibrary commitment to open access and thephilosophy of open science, between theprinciples underpinning library collectionmanagement and emerging protocols for curatingdigital data, between the track record of libraries intechnology adoption and systems developmentand the complex demands for integratedinfrastructure and novel workflows, and betweenthe teaching mission of librarians and theeducational agenda for e-research.”Corrall, Sheila (2012), "Roles and responsibilities: libraries, librarians and data", In: Pryor, G.(ed.), Managing research data. Facet Publishing, ISBN 978-1-85604-756-2.
Skills gap for librarians• Ability to advise on preserving research outputs• Knowledge to advise on data management andcuration, includingingest, discovery, access, dissemination, preservation, andportability• Knowledge to support researchers in complying with the variousmandates of funders, including open access requirements• Knowledge to advise on potential data manipulation tools used inthe discipline/ subject• Knowledge to advise on data mining• Knowledge to advocate, and advise on, the use of metadata• Ability to advise on the preservation of project records e.g.correspondence• Knowledge of sources of research funding to assist researchersto identify potential funders• Skills to develop metadata schema, and advise ondiscipline/subject standards and practices, for individualresearch projectsTaken from Auckland, Mary (2012), Reskilling for Research. RLUK.
Help yourself with supportDM• Xerte training course of 5 modules1. Introduction to RDM2. Guidance and support to researchers3. Data Management Plans4. What data to keep, and why5. Cataloguing and sharing data• Supporting materials –presentations, exercises, tasks, videos, Xerte modules – for blended or self-learning
RDM Website reviewUniversity of LeicestersupportDM Module 2Task: Review an RDM website
What the site coversThe site is split into the following sections:• Data management support• Creating data• Organising data• Keeping data• Finding and sharing data• Training• Advice, support and feedback
The tone, language, lookTone and language• Formal approach buteasily understandableLayout and presentation• Very clear sections whichfollow logically the datamanagement process• As the sections are clearit is easy to go straight tothe required part of theprocess• Contact details visible onthe front page
Beg, steal or borrow• Other support websites• Existing university RDM policies• DCC publications• Tools and techniques from Jisc-fundedMRD projects• Training material for librarians fromsupportDM, RDMRose and MANTRA• Videos
Exercise1. Offer research datamanagement support2. Provide metadata servicesfor research data3. Develop professional staffskills for data librarianship4. Institutional research datapolicy5. Interoperable infrastructurefor data access, discoveryand sharing6. Services forstorage, discovery andpermanent access7. Promote research datacitation by applying persistentidentifiers to research data8. Provide an institutional DataCatalogue or Repository9. Get involved in subject-specific data managementpractice10. Storage for dynamic andstatic research data in co-operation with ITLIBER (2012), Ten recommendations for libraries to get started with research datamanagement.http://www.libereurope.eu/sites/default/files/The%20research%20data%20group%202012%20v7%20final.pdf
Feedback from exercise• Things we could do • Things we can‟t – orshouldn‟t
Summary• Libraries are ideal partners to share thedata load of researchers• Plenty of existing material will help you getstarted, and gain researchers‟ confidence• Your university needs data curators (datamanagers, data librarians)• And so does the one down the road…
TraD is a Jisc-funded project of Library andLearning Services at the University of East London.The supportDM course was developed by UEL andthe Digital Curation Centre.Stephen GraceEmail firstname.lastname@example.orgWeb www.uel.ac.uk/trad/Blog datamanagementuel.wordpress.comThank you