Nariani - Enticing Graduate Students and Faculty Members: Librarians Creating Research Webs

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IL Group (CILIP Information Literacy Group)

Rajiv Nariani presented on ways that librarians at York University Libraries help users understand and keep up with research, including through customized searches of science, technology, and medicine databases; setting up public profiles; and supporting open access publishing. The presentation covered specific databases like PubMed, Web of Science, and Scopus, and how to use their features to track publications by researchers, funding, and more. It also discussed helping graduate students follow new papers and manage citations, as well as engaging faculty on open access publishing and evaluating the strengths, weaknesses, opportunities, and threats of these approaches.

Rajiv Nariani
York University Libraries
Toronto, Canada
LILAC 2011
18th April 2011
rajivn@yorku.ca

Overview
 Understanding research within our subject
areas
 Science Technology & Medicine databases
 Helping graduate students in keeping up
with current research
 Customized searches
 Setting up public profiles
 Supporting Open Access Publishing
 Helping faculty members and students
understand the OA landscape
 Future

Understanding research in our subject
areas
Understand and Open Access
highlight university Publishing ‐
research ‐ Sci Tech Med Databases, Publisher
databases: websites, Citations:
HealthLibDelicious , NetVibes_OA_Cite,
LibGuides, LibGuides
NetVibes_YUR

Research web: PubMed Central
Canada: CIHR
Librarians Policy for OA to
Research

Research
Newsletter. Graduate students &
Collection PubMed ‐ Customized
Development: searches:
SteacieLib Delicious NetVibes_Grad
LibGuides Students

Web of Science (WoS)
 Affiliation and departmental searching
 Papers acknowledging grant funding
 Analysis feature
Scopus
 Tracking Open Access publications
 Good for citation analysis
 Affiliation / department specific papers – RSS
feeds more durable than WoS
PubMed
 Kinesiology Graduate students

Search fields in Web of Science

 Address field
 Funding Agency

 Conduct your search
 Create Real Simple Syndication (RSS) feeds
 Display them
 Analyze!

Research from School of Kinesiology,
Vision Research & Psychology using Address
field in Web of Science (WoS)

Include relevant departments: WoS

Grant Funded Research

Create RSS Feeds: Scopus & Web of
Science

NetVibes: Display Research
Activities

Open to All

How does all this help?
 Top journals where our researchers are publishing
 Accreditation of our graduate programs
 Aware of emerging research areas
 Collection development
 Support for OA publishers
 Data analysis
 Informed us about funded research
 Implications for Research Officers
 Publicized these tools
 More engagement with faculty and students
 More IL classes

Support Journal of Vision? Scopus & Web of
Science
data using Affiliation search

FSE Research Officer: Scopus RSS Feeds on
Faculty of Science & Engineering page

For Graduate students
 Following latest papers  indexed in PubMed,
Scopus & Web of Science using innovative
features
 MeSH (Medical Subject Heading) in PubMed  +
Customized feeds
 Means to highlight their teaching and
learning activities
 Citation Management Programs e.g.  Mendeley,
Academia.edu, ResearcherID, WizFolio

Graduate students Research Portal

Open to All

Did it help us?
 Constant influx of students who need help
with literature review
 Students appreciate the RSS feature and
want librarians to create feeds for their topics
 Students come often and ask questions
related to:
 Citation Management Programs
 Setting up public profiles to display teaching &
learning activities
 Library support (Article Processing Charges) for
publishing in OA journals

York University Libraries: Open Access
Publishing

Open Access to Research: Engaging Faculty

Data from RSS feeds of STM databases &
OA publisher websites

SWOT
 Strengths
 Use STM databases & technology tools to benefit our work
and liaison role
 Weakness
 Not enough promotion
 Comprehensiveness of databases/searches?
 Analytics of free tools? Usage & statistics
 Opportunities
 Means to understand departmental research
 Liaison with Research Officers ‐ Bibliometrics
 Customized portal for graduate students: LibGuides
 Threats
 Permanence of free technology tools

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IL Group (CILIP Information Literacy Group)

The document discusses April Manabat's experiences as an instruction librarian at Nazarbayev University in Astana, Kazakhstan. She outlines some of the challenges of the role, including teaching anxiety, imposter syndrome, and incorporating culturally responsive teaching into library instruction. She then provides practical tips for instruction librarians to thrive in their work, such as preparing well, communicating effectively, facilitating active learning, and engaging in reflection. The talk concludes with case studies to prompt discussion around handling challenging situations that instruction librarians may face.

The opportunity of narrative inquiry for information literacy research_ Narra...

IL Group (CILIP Information Literacy Group)

This document discusses narrative inquiry as an approach for information literacy research. It defines narrative inquiry as understanding experience as a storied phenomenon through collaboration between researcher and participants over time. The document provides an example of a story from one of the author's pilot interviews. It discusses using narrative thinking to retell participants' stories and considering elements like interaction, continuity and situation. The author proposes using multiple approaches to storying data, including poetic transcription. Challenges of narrative inquiry include time, data volume and publishing conventions. The document argues narrative inquiry provides an opportunity for information literacy research by exploring lived experience as a storied phenomenon.

Taking Stock: A Scan of AI Literacy Instruction in Academic Libraries.pdf - B...

IL Group (CILIP Information Literacy Group)

The document summarizes the results of a survey about integrating artificial intelligence (AI) literacy instruction in academic libraries. It was distributed to academic librarians via email lists from September to October 2023. The survey included demographic, instruction experience, and attitude questions. Most respondents were from doctoral universities and identified as mid-career. Respondents reported a moderate level of experience and comfort with teaching AI literacy. The "Research as Inquiry" and "Information Has Value" ACRL frames best aligned with AI literacy lessons. Topics covered included evaluating AI-generated text, ethics, and plagiarism detection. Qualitative analysis of open-ended responses found one librarian took an approach of educating others on AI instead

Reciprocity in Learning: Co-creation with undergraduate students- creating co...

IL Group (CILIP Information Literacy Group)

This document summarizes a co-creation project between university staff and students to create online guides for incoming students. Students helped plan and create content for a website about what a typical week is like at the university. The project aimed to give students ownership and share expertise between students and staff. Evaluation found high website usage and positive feedback from participants who felt they learned from each other. The reciprocal nature of co-creation allowed different perspectives to be shared and helped position all participants as both learners and teachers. Future co-creation would benefit from more guidance for students and collaborating across departments.

Plagiarism and AI tools: an example of linking information- and digital liter...

IL Group (CILIP Information Literacy Group)

The document summarizes a presentation on linking information literacy and digital literacy in teaching. It discusses using AI tools like ChatGPT in a plagiarism workshop to make digital literacy aspects more explicit. The presentation defines information literacy and digital literacy, examines frameworks that link the two literacies, and provides an example workshop exploring how AI tools fit within definitions of plagiarism and scientific integrity. It encourages viewing the literacies as complementary and making digital aspects explicit as an initial step in education. The document concludes by inviting audience feedback on experimenting with AI tools.

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