Here are some potential methods and tools discussed: - Online tutorials and workshops covering topics like citation management, copyright, publishing options; - Integrating relevant sessions into existing researcher induction and training programs; - Creating online learning objects and embedding them in Vitae, JORUM for reuse; - Developing self-paced online modules researchers can complete independently. The group agreed information literacy practitioners have expertise that could help develop competencies in the RDF. Members were willing to share existing resources and consider collaborations.

1. Using the RDF to Develop
Postgraduate Information Literacy
Sheila Corrall, Stéphane Goldstein
Members of the RIN Working
Group on Information Handling
www.rin.ac.uk/info-handling-training

2. Intended Outcomes
By the end of the workshop participants will have:
 gained an understanding of the purpose and content of
the Researcher Development Framework (RDF)
and the Researcher Development Statement (RDS)
 reflected on how the RDF can be used to support and
contextualise information literacy training and
development for research students and staff
 discussed specific methods and tools that could be
used to develop key information literacy competencies
 considered ways of promoting good practice in
information training and development for researchers

3. Workshop Overview
 The RIN working group and
its partnership approach
 The purpose and content of
the RDF and RDS
 Examples of courses and
resources used to develop
competencies in the RDF
 Discussion of methods and
tools for developing key
information competencies
www.vitae.ac.uk  Round-up and conclusion

4. About the Working Group
 A new advocacy group formed in 2009 as a
result of the RIN Mind the Skills Gap report
 A coalition of partners representing academic,
research and library/information domains
 e.g. BAILER, BL, CILIP, DCC, HEA, Info Lit Website,
JISC, JORUM, SCONUL, RLUK, UKCGE, UUK, Vitae
 A collective interlocutor and change agent
 raising awareness, responding to strategic issues,
investigating concerns, promoting good practice
 A champion for information and data literacy

5. A Partnership Approach
with Vitae and SCONUL
 Providing expert advice to Vitae on the information
handling and data management content of the RDF
 Mapping the RDF competency descriptors against the
headline skills of the SCONUL Seven Pillars Model to
develop an information literacy lens for the RDF
 Collating examples of good practice in information-
related training for the Vitae Database of Practice
 Sponsoring work on a practical guidance booklet for
Vitae to raise awareness and understanding of the
information elements of the RDF among researchers
 Promoting the RDF and Seven Pillars at conferences

6. Mapping IL
training
against the
Contributing RDF and
to the Vitae Seven
database Pillars

7. Promoting the RDF
and Seven Pillars
at conferences

8. Introducing the Researcher
Development Framework and
Researcher Development Statement
Domains, Sub-domains, Key Descriptors
Knowledge, Behaviours, Attitudes
Phased descriptions/Strategic summary

9. Background to the RDF
 Launched in 2010 by Vitae (formerly UKGrad)
 agency supporting the personal, professional and
career development of research students and staff
 A comprehensive competency framework
 covers knowledge, skills, behaviours and attitudes
needed by researchers over their whole career
 Replaces RCUK (2001) Joint Skills Statement
 former benchmark for doctoral students with limited
poorly-presented coverage of information literacy
 a two-way mapping of the RDF and JSS is available
on the Vitae website (see www.vitae.ac.uk/rdf)

10. Structure of the RDF
4 domains
(A–D,
inner circle)
12 sub-domains
(3 per domain,
outer circle)
63 descriptors
(3 to 8 per
sub-domain)
5 phases
(career stages)

11. Domains of the RDF
A. Knowledge and intellectual abilities – the
knowledge, intellectual abilities and techniques
needed to be able to carry out excellent research
B. Personal effectiveness – the personal qualities,
career and self-management skills required to take
ownership and engage in professional development
C. Research governance and organization – the
knowledge of the standards, requirements and
professional conduct that are needed for the effective
management of research
D. Engagement, influence and impact – the
knowledge, understanding and skills needed to
engage with, influence and impact on the academic,
social, cultural, economic and broader context

12. Sub-domains of the RDF
D Engagement, A Knowledge and
influence and impact intellectual
D1 Working with others abilities
D2 Communication and A1 Knowledge base
dissemination A2 Cognitive abilities
D3 Engagement and A3 Creativity
impact
B Personal
C Research governance effectiveness
and organisation
B1 Personal qualities
C1 Professional conduct
B2 Self-management
C2 Research management
B3 Personal and career
C3 Finance, funding and development
resources

13. Roles of RDF and RDS
 Researcher Development Statement (RDS)
 intended as a high-level strategic statement for
policy makers and research organisations
 contains the domains, sub-domains and descriptors
with a summary of the knowledge, behaviours and
attitudes covered by each sub-domain area
 Researcher Development Framework (RDF)
 intended as an operational planning tool for
researchers, managers/supervisors, trainers and
developers, HR specialists and careers advisers
 contains the domains, sub-domains and descriptors
with detailed descriptions of the competencies
needed at different stages for each descriptor

14. RDS
Vitae Resources
Poster
Leaflet
www.vitae.ac.uk/rdf RDF

15. Locating Information Literacy in the
the Researcher Development
Framework
Mapping the RDF to the Seven Pillars
Key Descriptors, Related Competencies
Relevant Courses and Resources

16. Highlighting information
literacy content in the RDF
RIN WG Activities
www.rin.ac.uk
Mapping training against
the RDF and Seven Pillars
Domain/Sub-domain Descriptors Competencies Pillars

17. Information Literacy
Content in RDF Descriptors
A1.2 Research methods – A3.2 Intellectual insight
theoretical knowledge
B1.3 Integrity
A1.3 Research methods –
practical application C1.3 Legal requirements
A1.4 Information seeking C1.4 IPR and copyright
A1.5 Information literacy C1.6 Attribution and co-
and management authorship
A1.7 Academic literacy and C2.2 Project planning and
numeracy delivery
A2.1 Analysing C2.3 Risk management
A2.2 Synthesising
D2.2 Communication media
A2.3 Critical thinking
D2.3 Publication
A2.4 Evaluating

18. Information Literacy Content
in RDF Competencies
D Engagement, influence and impact
D2 Communication and dissemination
D2.3 Publication
Phase 1
 Is developing awareness of the range and diversity of
outlets for publications.
Phase 2
 Disseminates in a range of research, professional and
public outlets.
Phase 3
 Aims for the most prestigious publication in academic and
non-academic outlets.
Phase 4
 Targets right journals/outlets to gain an ‘extensive track
record of high quality published research’.

19. Courses and Resources
for RDF Competencies
 Citations count! Getting your research known
Workshop, Cardiff University – Pillars 4, 5 and 6;
Descriptors A1.4, A2.4, C1.4, C1.6, D2.3
 Copy right, not copycat! Good academic
practice when writing your thesis
Course, Loughborough University – Pillar 6;
Descriptors B1.3, C1.4, C1.6
 E-thesis: Advice and resources about the
submission of electronic theses
Training unit, University of Southampton – Pillar 6;
Descriptors B1.3, C1.4, C1.6, D2.3
 Pathway 2 information [OPAC features]
Interactive online tutorial, University of Nottingham –
Pillars, 2, 3 and 4; Descriptor A1.4

20. Methods and Tools for
Developing Competencies
Bite-sized training to develop RDF competencies
 Review the competencies presented in the handout
 Select one or more where you think IL practitioners
could contribute to researcher development
 Drawing on experience within your workshop group,
discuss strategies for developing the competencies
 do you have any existing courses or resources that
could be used or adapted to meet these needs?
 are you willing to offer your material to RIN for
deposit with JORUM or in the Vitae database?
 Record your proposals and offers on flipchart paper