A one-hour presentation and workshop for library staff engaged in, or thinking about engaging in, research. We draw on our experience as former Arcadia Research Fellows and authors of ANCIL (A New Curriculum for Information Literacy) as well as the practical aspects of 'doing research in your day job'. The presentation was accompanied by a worksheet and action plan for participants.
Presented at:
From the road less travelled to the information super highway: information literacy in the 21st Century.
Friday, January 31st, 2014 at The British Library Conference Centre
Presentation of my preliminary research findings at SRHE Digital University Network seminar "Critical Perspectives on 'Openness' in Higher Education" - SRHE, London, 18-Nov-2016
Presentation for IT Research Series seminar at NUI Galway, February 2014.
Related blog post: http://catherinecronin.wordpress.com/2014/02/12/openeducation-and-identities/
Presented at:
From the road less travelled to the information super highway: information literacy in the 21st Century.
Friday, January 31st, 2014 at The British Library Conference Centre
Presentation of my preliminary research findings at SRHE Digital University Network seminar "Critical Perspectives on 'Openness' in Higher Education" - SRHE, London, 18-Nov-2016
Presentation for IT Research Series seminar at NUI Galway, February 2014.
Related blog post: http://catherinecronin.wordpress.com/2014/02/12/openeducation-and-identities/
Keynote presentation for eAssessment Scotland conference #easc13, University of Dundee, 23rd August 2013 (Related blog post: http://catherinecronin.wordpress.com/2013/09/02/assessment-in-open-spaces/)
WORKSHOP: Navigating the Marvellous - considering opennessCatherine Cronin
Workshop for academic staff at NUI Galway & GMIT (Galway, Ireland) considering open education practices, based on the ideas shared in "Navigating the Marvellous".
http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Keynote presentation at ICT in Education Conference, LIT Thurles, 11th May 2013.
Related blog post: http://catherinecronin.wordpress.com/2013/05/28/making-spaces/
Thanks to students of CT231 (NUI Galway), CCC Media (Chalfonts Community College) and Ms. O'Keeffe's 5th class (Kinvara primary school) for their contributions to this presentation.
CC license as noted below, with the exception of slides 24, 26, 28 & 29: CC BY-NC-SA Media @CCC http://chalfontmediablog.blogspot.ie/2013/05/learning-in-media-ccc.html
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
Presentation for EdTech14 Conference, Dublin, 30th May 2014. The presentation was prepared by Catherine Cronin and Thom Cochrane, describing and reflecting on the iCollab project 2011-14. Other iCollab partners include: Helen Keegan, Mar Camacho, Ilona Buchem, Averill Gordon, Bernie Goldbach and Sarah Howard. See icollab.wordpress.com for further information.
Overview of ideas and concepts presented in recent *in education* article. Some slides are repeats from previous presentations, but we also tried to include some new ideas and concepts to move the conversation ahead.
Towards Consistency: Digital Learning ThresholdsDr Wayne Barry
This is a presentation that was given at the 2nd International Conference on Higher Education Advances (HEAd’16), 21-23 June 2016, Universitat Politècnica de València, Valencia, Spain.
This short presentation by Wayne Barry and Dr Bill Ashraf reports on the development of CCCU Digital Learning Thresholds (DLT). The principle aim of DLT is that all CCCU students have access to digital learning, and that all staff and students will have clear expectations about how, why and when to use digital learning. In addition DLT also align with and supports the VLE consistency agenda. In addition we have developed an innovative evaluation framework to assess the success of our DLT as well proposing their integrating into a blended learned model which emcompasses a quality assurance and enhancement pathway..
Full Paper: http://dx.doi.org/10.4995/HEAd16.2016.2724
Beyond the survey: Using qualitative research methods to support evidence-ba...Lynn Connaway
Connaway, L. S. (2019). Beyond the survey: Using qualitative research methods to support evidence-based practice. Keynote presented at the ALIA Information Online 2019 Conference, February 14, 2019, Sydney, Australia.
Keynote presentation for eAssessment Scotland conference #easc13, University of Dundee, 23rd August 2013 (Related blog post: http://catherinecronin.wordpress.com/2013/09/02/assessment-in-open-spaces/)
WORKSHOP: Navigating the Marvellous - considering opennessCatherine Cronin
Workshop for academic staff at NUI Galway & GMIT (Galway, Ireland) considering open education practices, based on the ideas shared in "Navigating the Marvellous".
http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Keynote presentation at ICT in Education Conference, LIT Thurles, 11th May 2013.
Related blog post: http://catherinecronin.wordpress.com/2013/05/28/making-spaces/
Thanks to students of CT231 (NUI Galway), CCC Media (Chalfonts Community College) and Ms. O'Keeffe's 5th class (Kinvara primary school) for their contributions to this presentation.
CC license as noted below, with the exception of slides 24, 26, 28 & 29: CC BY-NC-SA Media @CCC http://chalfontmediablog.blogspot.ie/2013/05/learning-in-media-ccc.html
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
Presentation for EdTech14 Conference, Dublin, 30th May 2014. The presentation was prepared by Catherine Cronin and Thom Cochrane, describing and reflecting on the iCollab project 2011-14. Other iCollab partners include: Helen Keegan, Mar Camacho, Ilona Buchem, Averill Gordon, Bernie Goldbach and Sarah Howard. See icollab.wordpress.com for further information.
Overview of ideas and concepts presented in recent *in education* article. Some slides are repeats from previous presentations, but we also tried to include some new ideas and concepts to move the conversation ahead.
Towards Consistency: Digital Learning ThresholdsDr Wayne Barry
This is a presentation that was given at the 2nd International Conference on Higher Education Advances (HEAd’16), 21-23 June 2016, Universitat Politècnica de València, Valencia, Spain.
This short presentation by Wayne Barry and Dr Bill Ashraf reports on the development of CCCU Digital Learning Thresholds (DLT). The principle aim of DLT is that all CCCU students have access to digital learning, and that all staff and students will have clear expectations about how, why and when to use digital learning. In addition DLT also align with and supports the VLE consistency agenda. In addition we have developed an innovative evaluation framework to assess the success of our DLT as well proposing their integrating into a blended learned model which emcompasses a quality assurance and enhancement pathway..
Full Paper: http://dx.doi.org/10.4995/HEAd16.2016.2724
Beyond the survey: Using qualitative research methods to support evidence-ba...Lynn Connaway
Connaway, L. S. (2019). Beyond the survey: Using qualitative research methods to support evidence-based practice. Keynote presented at the ALIA Information Online 2019 Conference, February 14, 2019, Sydney, Australia.
"You can just tell whether a website looks reliable or not." People's modes o...Lynn Connaway
Connaway, L. S. (2018). "You can just tell whether a website looks reliable or not." People's modes of online engagement. Keynote presented at Universidad Javeriana, October 2, 2018, Bogota, Colombia.
"You can just tell whether a website looks reliable or not." People's modes o...OCLC
Connaway, L. S. (2018). "You can just tell whether a website looks reliable or not." People's modes of online engagement. Keynote presented at Universidad Javeriana, October 2, 2018, Bogota, Colombia.
Convenient isn't always simple: Digital Visitors and Residents.Lynn Connaway
Connaway, L. S. (2019). Convenient isn't always simple: Digital Visitors and Residents. Presented at the University of Adelaide, February 18, 2019, Adelaide, Australia.
User-centered research for developing programs & articulating value.Lynn Connaway
Connaway, L. S. (2019). User-centered research for developing programs & articulating value. Presented at the University of Adelaide, February 18, 2019, Adelaide, Australia.
"I like interlibrary loans a lot. I don’t that three- or four-day turnaround...Lynn Connaway
Connaway, L. S. (2019). "I like interlibrary loans a lot. I don’t that three- or four-day turnaround." Academic librarian and user expectations for accessing resources and perceptions of ILL. Presented at the University of Melbourne, October 23, 2019, Melbourne, Australia.
Fall 2011 Conference Highlights: Presentation to CCSD Media Specialists, Jan...Buffy Hamilton
This does not include all of my fall conferences, but it highlights 3 major conferences for a 15 minute presentation at the January 2012 meeting of media specialists in my school district
Convenient isn't always simple: Digital Visitors and Residents.Lynn Connaway
Connaway, L. S. (2019). Convenient isn't always simple: Digital Visitors and Residents. Presented at the University of Adelaide, February 18, 2019, Adelaide, Australia.
The Learner, the Curriculum and the WardrobeDr Wayne Barry
The workshop ran as part of the Learning & Teaching Conference at Canterbury Christ Church University on Monday 30th June 2014. It was co-presented with Lynne Burroughs and sets out to examine and present examples of how e-portfolios (the ‘wardrobe’ of the title) can be embedded within the curriculum, thus allowing students to demonstrate the development of their skills and learning across a range of personal, academic and professional touch points. Furthermore, it is envisaged that e-portfolios could enable students to become 21st century self-reflective practitioners, a critical graduate skill, and to develop ‘multiple voices’ that are suitable for different audiences.
Delegates were asked to consider how e-portfolios could be situated within their own subject and professional disciplines and discuss the opportunities and challenges in embedding such a tool within their own curriculum.
Alphabet spaghetti: process vs. mess in academic writingEmma Coonan
Presentation for the Doctoral Forum at European Conference on Information Literacy, September 2018 (Oulu, Finland).
Some background on academic publishing and peer reviewing, tips for thinking about your audience and which journals to target, and some suggestions for managing the 'spaghetti' of academic writing!
ANCIL and the reflexive practitioner: a masterclassEmma Coonan
Workshop presented by Jane Secker and Emma Coonan at LILAC 2018, using resources and activities based on their 2011 research project 'A New Curriculum for Information Literacy (ANCIL)'
A friendly introduction to using action research in library and information environments. Presented at LILAC 2018 by Sam Aston, Geoff Walton and Emma Coonan.
'If you can't be kind, be scholarly': constructive peer reviewing (LILAC 2016)Emma Coonan
This workshop offers an introduction to the ‘what’ and ‘how’ of peer reviewing, suitable for both current and aspiring reviewers. It may also be useful for writers of academic articles. It explores what peer review is and how it serves scholarship; looks at an example of a peer review form; considers how to read an article critically and analytically; and suggests how to give constructive, courteous and workable feedback that will enhance the final article.
This presentation aims to demystify the experience of submitting an article to a journal. It explains what happens inside the ‘black box’ of the publication process, how peer reviewers evaluate articles, and what journal editors are looking for. The presentation contains lots of tips, including
• ways of dealing with peer reviewers’ comments
• key questions to help frame your research
• how to go about structuring your article
• ways to get started with writing - and to keep going!
Only Connect ... discovery pathways, library explorations and the information...Emma Coonan
Librarians, learning support and academic staff could benefit from knowing more about the pathways that learners take through academic information: how they perceive, model and negotiate the information environment. With a richer understanding of our learners’ individual journeys, we can make our interventions more relevant and more timely; we can structure our courses to allow pathfinding to develop; and we can help our learners to navigate reflectively through the sea of information. We present a range of information discovery journeys, from reflections upon formal search processes to a library fairy story. This book represents the richness of information discovery.
A snapshot of the effect that a trial implementation of Summon had on my 'How To Find Things on Your Reading List' class at Cambridge University Library.
Plagiarism is not always a matter of deliberate theft; it can happen inadvertently through misunderstanding academic conventions of referencing and attribution, or through inappropriate collaboration with other students on your course. This session is designed to explain guidelines on plagiarism, to look at some real-life case studies, and to give you information and strategies to help you avoid it.
Before you can contribute to the academic dialogue, you need to have a sound grasp of your topic and its context. This session will give you strategies for finding and evaluating published literature so you can get a 'big picture' view of your topic.
This session is designed to help you find the books and journal articles you need quickly and easily, using library catalogues and online academic resources. It explains the various scholary format and offers tips on active reading and notemaking.
Here be dragons: libraries and e-resourcesEmma Coonan
Presentation designed for the transition from school to higher education, introducing the concepts of independent learning and critical thinking as well as a general overview of key academic information sources.
A New Curriculum for Information Literacy: JISC-RSC, York, Oct 2011 Emma Coonan
A description and overview of the 'New Curriculum for Information Literacy' project research (Cambridge, May-July 2011). Presentation given at the JISC Regional Support Centre 'Empowering the Digital Native' conference, 20 October 2011.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Librarians as researchers: doing research in your day job
1. The Librarian as Researcher
Jane Secker and Emma Coonan
25th January 2013, ARLG, York St John University
Image: Kevin Dooley, flickr.com CC BY-NC 2.0
2. Introductions….
Jane Emma
PhD in history / Far too long as a
information science student
Interests: E-learning, Interests: learner
copyright, information agency, academic
/digital literacy / social development, literary
media theory/philosophy,
uncertainty, liminality
3. A New Curriculum for Information Literacy
(ANCIL)
Arcadia Research Fellowships May-July 2011
Understand the needs of undergraduates
entering HE over the coming 5 years
Map the current landscape of information
literacy
Develop a practical curriculum and
supporting resources
Image: mcginnley, flickr.com CC BY 2.0
4. Other research
DELILA & CoPILOT: End-user interface
OERs & IL testing
LASSIE: libraries and Cambridge 23 Things
social media Integrated IL for DL
MIDESS, DELIVER… students
Access to Core Course Peer Training and
Materials (UCL) Support scheme
NewsAgent (eLib) Open Access and
Creative Commons
5. Today’s session
Why do research as a practitioner?
What is your research environment –
and what might stand in your way?
How might you get started?
Image: Kevin Dooley, flickr.com CC BY-NC 2.0
6. Discuss …
Why do research as a practitioner?
Why might it be useful?
7. Why we do research
Inevitability in certain roles - project work
Improves credibility in own institution
Personal curiosity, desire to express and
engage, striving for improvements
Enjoyment: new people and places
8. Today’s session
Why do research as a practitioner?
What is your research environment –
and what might stand in your way?
How might you get started?
Image: Kevin Dooley, flickr.com CC BY-NC 2.0
9. Discuss …
What do you think the challenges of carrying
out research as a practitioner might be?
What or who might get in your way?
What would your ideal research environment
be like?
Image: Lynn Gardner, flickr.com CC BY-NC-SA 2.0
10. Some challenges we have found…..
Finding time and space - the day job gets in
the way of research and writing!
Not a recognised part of librarian’s remit
Lack of support from senior management
and/or colleagues
No budget
But you need to focus on how you are going to
make it happen in the environment you have!
11. Today’s session
Why do research as a practitioner?
What is your research environment –
and what might stand in your way?
How might you get started?
Image: Kevin Dooley, flickr.com CC BY-NC 2.0
18. 7. Present your ideas early and let them
grow
Image: ashleigh290, flickr.com CC BY 2.0
19. 8. The final step: academic publication
Image: lel4nd, flickr.com CC BY 2.0
20. 8. The final step: academic publication
Images: (l) zoe52, (c) lel4nd, (r) dylan17: all flickr.com CC BY-NC 2.0
21. Today’s session
Why do research as a practitioner?
What is your research environment –
and what might stand in your way?
How might you get started?
Image: Kevin Dooley, flickr.com CC BY-NC 2.0
22. Tomorrow’s research project ...
What is your research? What question does it
answer (or pose)?
Why are you doing it?
(= context, impact)
How are you doing it?
(= method)
23. What opportunities are there for you to do
more research in your day job?
What is holding you back?
What are you going to do after today?
EMC - Zen and the Art of Research Management - John Naughton, Robert W. Taylor:“3. PROTECT YOUR RESEARCHERS FROM EXTERNAL INTERFERENCE, whether from company personnel officers, senior executives or security personnel. Remember that your job is to create a supportive and protective space within which they can work.” (http://www.cl.cam.ac.uk/~jac22/zen-lab.txt)This was much easier during Arcadia of course; how did we manage afterwards, when it became clear that the work had only just started and there was still lots that we wanted to get our teeth into?J - Getting away from the day job can become almost impossible, which means if you want to do it you have to put in the time outside of work. M - After Arcadia I started to carve out time where I could go and sit in Costa/Wolfson because I need a ‘third space’ in which to concentrate, reflect and synthesise - these aren’t really things you do in the working day so much. Tip: Writers’ groups also give a ‘sheltered space’ where all you have to think about is the task at hand (and you can set these up for yourself, at the weekend if you can’t get away from work during the week).
EMC - M - You don’t leave it behind at 5pm, you live it : ) That’s one of the biggest pressures about doing research, but also one of the biggest rewards. You own it.J – It almost becomes like a hobby. But it means you need a sympathetic family / partner as you may need to spend free time on your research.(And as an interesting corollary - librarians suddenly don’t get your priorities/understand the pressure - you need this article NOW, not tomorrow (!))
EMC - J – working with someone else is highly motivating, it boosts your confidence. It makes things seem less daunting – two of you to divide up work, two heads better than one etc. But also much more fun. I guess it is how you find that right person![Also put tip about networking here?]M -Synergy of complementary working styles and approaches - J is practical, focused, a proper social scientist who understands how to design research that uses people as data sources (quant and qualv research); M is abstract, theoretical, uses written word as source of data as well as the instrument of assertion and exploration (desk research, traditional A&H method). Together we produced more than twice as much than one person would have done alone, and it’s probably more than twice as good as well : )
JS - Apply for external or internal project funds to facilitate research. I have always found that one way of allowing me time in the day job has been to get project funding to do what I want to do! Easier said that done of course, but you need to keep an eye on calls coming out, tap into resources and contacts. Again having a partner can help here. I am thinking of projects I worked on with Gwyneth Price, with Nancy Graham.
EMCJ - Think what is it that you do that no one else is doing? Or you have a specific focus on? Try to always find something new to say, that builds on the work of others, but is a bit novel. Whether it’s related to your institution, the students you teach (their level, their subject focus, the geographic area they come from)M – You may also tumble into this naturally as you spend time in your own research landscape. To make sure that what you have to say is useful and timely for your audience, the research community, you do need to “come into the parlor” (Kenneth Burke) and listen to the conversation – i.e., orientate yourself in the literature. You’ll find yourself becoming absorbed, and then you’ll want to answer back – but sometimes it’s the equivalent of a chance comment that will suddenly flick on the light bulb for you and help you identify closely with a part of your research landscape (for me it’s the concept of agency in information literacy).
JSJ - develop your web presence so your profile as a researcher in your own institution is recognised.Share your ideas – we do this using our blog and Slideshare. People can see we are speaking at other places and want to find out more. M – The cutting edge of research is no longer in published journals but in online form, generally self-published, not embargoed, and not behind paywalls. Using resources like researcher blogs, Twitter, Slideshare, Mendeley, JORUM, means you’re getting the most up-to-date state of the field. But don’t just consume – produce as well! Put yourself on LinkedIn and Mendeley and tell people what your research interests are. Every time you give a class presentation, think about putting it on SlideShare automatically (unless there’s a good reason to stop you). Every time you have a lightbulb moment at the inquiry desk, blog or tweet it. If you don’t have a blog, think about putting something on your institution’s blog. If you find a great resource, share it.This is also the start of your publication strategy : )
JSM – You don’t have to start with formal academic publishing of the journal article type. You can present your work through so many channels now and reach so many different spheres. And the huge advantage is that you can develop your ideas publicly, collaboratively – AJ Cann on the difference between the blog post as a kind of musing and the journal article as a commitment to a position.J - Everyone worries what they are doing and saying is just common sense and not of interest to others. But overcome your fears and be brave. Even if it’s just a small talk to colleagues at lunchtime. If you think what you are doing is interesting then chances are others will think it is too. Plus it doesn’t take long to get a reputation (!) if you agree to speak at an event, you’ll be amazed how it can lead to other opportunities.
JS Most managers will be only too pleased if you get something published, particularly if it shows your institution in a favourable light. They may even end up giving you time in your job to publish. But do learn to write your work up appropriately if you want to be published in research journals ... !
EMCMany articles skip describing the research method employed because they think it sounds too lightweight. Mistake! – if you don’t give a clear statement of your method, your reader can’t connect what you say you’re doing with what you’ve achieved – the ‘what’ with the ‘why’. Also, lots of articles don’t give sufficient theoretical support for their claims, and sometimes they get bogged down in trying to sound “properly academic” in order to make up for that (“This paper expounds on the affordances of new research modalities through the lens of Heidegger”). The great thing about practitioner or action research is that we have access to real people doing real tasks in a real context, and it’s our job to find out everything we can about who they are, what they bring, how they’re working and what they’re doing, so that we can help improve it. So don’t be afraid of the M word. It’s just “the means”. Your method is the framework that lets you execute the research, actually do it, and then describe it to other people so they can go “Oh, what a great idea” and replicate it. (Check out #overlyhonestmethods on Twitter for reassurance)Remember that there are only two types of methodology – quantitative and qualitative – and within that distinction, there are lots of research methods. You don’t employ a methodology, you use a method, or a means, to achieve something. And your research shouldn’t be dictated by your chosen method: your method should support what you want to achieve from the research. We wanted to use a recognised method to give us academic credibility – the Delphi study – but we didn’t have the time to do a “proper” Delphi, so we used a “modified Delphi study” and that got us what we needed both in terms of data collection and an analytical framework, and also in terms of credibility, academic authority, and reproducibility.These are very similar to students’ problems with academic writing and ECR’s decisions on where to publish! Learning from our students can not only help us offer better support, it will help us to become better researchers
EMC - We framed our session today around three questions.Those three questions, ‘why’, ‘what’ and ‘how’, are also the classic framework for structuring, describing and doing a research project ....
EMC... Like this. And here is the solution for anyone with a fear of the M word – because looking at what you’re doing together with why you’re doing it should enable to you to find the best procedural framework for making it happen.