Traditional post 92 universityThe University is also in the top 10 in England for teaching excellence* 2011 Sunday Times University GuideFirst UK University with all teaching staff as HEA fellowsResearch Centres Groups and InstitutesA number of research centres, institutes and groups Pockets of research centres within the universityLooking forward - move towards all academic staff to become research active…?Become an internationally recognised research-led institution
Used Vitae RDF to develop a Framework and series of support for researchersAll about the RDFSCONULs 7 pillars model that is heavily used within UK and Higher Education each of the seven pillars relating to a series of skills/competencies and a set of attitudes/understandings that have been mapped against the RDF.. Which is the model on screen (go through the model) The model shows the 4 domains identified in the RDF with the 12 sub-domains and then the 63 descriptors. The descriptors that are highlighted in bold relate to areas or key words that match areas within SCONUL 7 pillarsYou have the domains of the RDF with the sub domains – with the series of The model is not a linear process a researcher can be developing within several domains simultaneously and independently, although they are often closely linked and overlap. The lens provides an overview of the key knowledge, behaviours and attributes that can be acquired through or used in information literacy activities. We used the RDF to develop a framework and series of support for researchers – additional points were added (tailoring to our needs)
Will look at these in turn in more detail – … but these were things done/created in order to offer support and materials to back up the informed researcher framework..
The Good: A range of workshops offered – all mapped back on to the RDF
The Good: Organising and arranging the workshops has allowed me to collaborate closely with Staff Development and the researcher hub, in particular Elizabeth Nassem (Research Development Framework Administrator). Some of the workshops called for expertise outside of the librarys remit and so I contacted staff from around the institution to see if they would run a workshop as part of the series. This has included Martin Plant: workshop 10, Berenice Golding (Academic): workshop 8, Barry Timmins (Head of Business Development): workshop 9, Ruth Pearson: workshop 5 and Graham Stone workshops 11 &13.
The Bad: The 2nd workshop on using social media in Research – the workshop had really good uptake but the continuation with 9 research things has been disappointing. Really not engaging with us at all….
The Ugly: Online materials (a but of a dumping ground for materials found that may be useful to researchers all focused to particular domains of the RDF and things/stuff researchers need to know in order to develop their knowledge/attributes/skills/behaviours in that particular area. Used libguides to display a range of online matierals to support the workshops and allow researchers to dip in and dip out. Libguides means there is a range of information that is easily accessible, can be changed easily – things added or taken away. Broken down in to the 4 domains with a range of information and materials – where possible we have used Reusable Learning Objects including online tutorials and other sources.
Responses from various workshops by researchers when asked to comment how they intend to apply the learning to their role… Just a few sound bites from the researchers – but overall the feedback has been extremely positive (in terms of the workshops) Feedback from the first workshop was very positive, one researcher stated he had been here for 18 months and nothing had made sense quite like the programme we put together. I was also able to feedback to Elizabeth Nassem (Researcher Hub) about potential training/development sessions that PGRs had specifically asked for including ideas of how the space in the researcher hub could be utilised. Some of the positive comments from the workshops: Workshop 3: “Nicola very approachable, enthusiastic and supportive”, “Encouraged me to learn more and use summon more”Workshop 4: “The session was really educational and very relevant for researchers.”Workshop 5: “A well paced informative session - details will be e-mailed - good to save time writing.”Workshop 6: “A very lively and informative session”, “Worth the time”.
Andrew to waffle……….
Howorth & Walsh - The Informed Researcher at Huddersfield
What is research about if not about finding, absorbing, creating and disseminating information?Creating the informedresearcher: adapting theinformation literacy lens of theVitae Researcher DevelopmentFramework for local needs. LILAC Andrew Walsh, Academic Librarian, Teaching Fellow Nicola Howorth, Subject Librarian, Project Officer
An informed researcher is able toAbout us engage with and develop a personal profile in relevant scholarly communities deploying a range of electronic and virtual means
An informed researcher is able to critically analyse,RDF Informed Researcher synthesise, validate and evaluate new and complex information/ data from different sources
An informed researcher is able toWhat we’ve done incorporate new research findings into context of existing knowledge, and see connections between sections of own data and relevant literature•Workshops•LibGuides•9 Research things
An informed researcher is able to Workshops assess and advise on the credibility, quality, integrity and authenticity of primary and secondary information/data1. Introducing The Informed Researcher: Overview of the ‘Informed Researcher Framework’ including how it can be used to aid researchers development and information literacy. A/B/C/D2. Using Social media in Research: workshop to identify social media tools for research and exploring the use of social media in research to communicate exchange and share ideas. A/B/D3. Summon –Research has never been so easy: Introductory workshop to our web scale discovery tool, Summon. A/B4. Search Smarter, Search Faster: advanced search techniques for researchers equipping them with the skills to search more successfully for electronic resources. A/B5. Managing Research Information: workshop outlining the need for researchers to organise, store and share research information safely, securely and in-line with current legislation. A/C6. Referencing and Citing for Researchers: workshop on referencing and the implications of plagiarism with an introduction to the University’s preferred referencing style, Harvard. C7. Organising Your References with EndNote: covering the basics of using this reference management software to organise, store and share references. A/C
An informed researcher Workshops understands scholarly communications in all their forms and the different means of disseminating research results, including open access8. Research Ethics: workshop exploring the role and purpose of research ethics and to develop an understanding of ethical practices and procedures in research. B/C9. Intellectual Property Rights & Copyright IPR: overview of the rules relating to ownership and control of intellectual property including patents and copyright. C10. Research - Networking Skills for PGRs: workshop to identify the key skills required for successful networking in a research active context. Tools and techniques to promote effective networking will also be considered. B/D11. Disseminating Your Research: using the repository: overview of the benefits to Open Access and using the University Repository for the dissemination of research. C/D12. Whos Quoting Your Work? : workshop covering how to carry out citation searching and identify impact factors for key journals in any given research domain. D/A13. Open Access publishing: increasing your audience: overview of the benefits of open access publishing. Introduction of the University of Huddersfield Press A/D Workshops ran through the academic year from October - May
An informed researcher is able to9 Research Things critically analyse, synthesise, validate and evaluate new and complex information/ data from different sources
An informed researcher is able toLibGuides assess and advise on the credibility, quality, integrity and authenticity of primary and secondary information/data
An informed researcher is able to Feedback acquire, collate, organise, validate, share, store and curate information/dataGood & necessary for new Improve personal, Have gained work and researchresearchers. This has to be useful tips forcontinued in the future data privacy. pending proposal submission Required for all academicIt will be very useful Very helpful work produced andfor my PhD literature Worth the to my publishedreview time research The session Use in PhD research - was really engaging development educational Using the sessions scope and very to conduct future research relevant for researchers
An informed researcherGoing forward understands scholarly communications in all their forms and the different means of disseminating research results, including open access• Workshops to run year on year• Further develop LibGuides (promote)• Funding for further development• Evaluation
An informed researcher is able toidentify and communicate datamanagement requirements toother stakeholders