Presentation presented in the ALISE 2023 conference in October 2023 in Pittsburgh - Juried Panel presentation. The presentation discusses socially just research impact assessment support from the LIS discipline. Research and research impact assessment have been greatly transformed over the years and thus providing an opportunity for the LIS discipline to explore equitable and context-sensitive approaches that cater for marginalized groups; and how these approaches can be embedded in LIS scholarship and education. Andiswa discuss challenges and propose solutions on how research impact assessment support from the LIS discipline can be more inclusive, flexible, and equitable in practice and in curricula.
Dr Margo Greenwood (March 2017) Community- Based Participatory Research: A S...Sightsavers
This presentation was delivered at IAFOR’s Asian Conference on Education and International Development (ACEID) 2017 in Kobe, Japan.
Presentation abstract:
Community-based participatory research (CBPR) in an education context equitably involves teachers, pupils, community members, organisational representatives and researchers, with a commitment to sharing power and resources and drawing on the unique strengths that each partner brings. The aim through this approach is to increase knowledge and understanding of a given phenomenon and integrate the knowledge gained into interventions, policy and social change to improve the health and quality of life of those in the school community. Sightsavers, a disability-focused iNGO, has been implementing a community-based participatory research approach (CBPR) within its education and social inclusion research in the global South. This paper describes the CBPR methodology, how it works within international development, and its impact on Sightsavers interventions in schools. Specific reference will be made to working with teachers as peer researchers – including those with disabilities, training material for peer researchers, CBPR ethical principles, and community analysis of data.
Dr Margo Greenwood (March 2017) Community- Based Participatory Research: A S...Sightsavers
This presentation was delivered at IAFOR’s Asian Conference on Education and International Development (ACEID) 2017 in Kobe, Japan.
Presentation abstract:
Community-based participatory research (CBPR) in an education context equitably involves teachers, pupils, community members, organisational representatives and researchers, with a commitment to sharing power and resources and drawing on the unique strengths that each partner brings. The aim through this approach is to increase knowledge and understanding of a given phenomenon and integrate the knowledge gained into interventions, policy and social change to improve the health and quality of life of those in the school community. Sightsavers, a disability-focused iNGO, has been implementing a community-based participatory research approach (CBPR) within its education and social inclusion research in the global South. This paper describes the CBPR methodology, how it works within international development, and its impact on Sightsavers interventions in schools. Specific reference will be made to working with teachers as peer researchers – including those with disabilities, training material for peer researchers, CBPR ethical principles, and community analysis of data.
Researching ePortfolios: The current state of play- Darren Cambridge, Barbara...EPNET-Europortfolio
#ePortfolios #Webinar
webianr available at https://www.youtube.com/watch?v=AUVTGmLHYmU
Published on Feb 19, 2014
Researching ePortfolios: The current state of play led by Darren Cambridge, Babara Cambridge and Kathleen Blake Yancey
This webinar was held on Friday 7th Febuary 2014 by www.europortfolio.org
This webinar discusses the research on e-portfolios, presenting the work of the Inter/National Coalition for Electronic Portfolio Research as a model for collaborative inquiry embedded within the process of implementation that both generates new knowledge and leads to successful results.
Over more than a decade, the Coalition has worked with nearly 70 further and higher education institutions in the US, Canada, the UK, Australia, and the Netherlands to better understand how e-portfolios can supporting learning, assessment, and institutional change.
The webinar will provide an overview of the Coalition's process, survey some results from cohorts that have completed their work, and discuss current questions it is investigating and how they might apply to cross-sector practice in Europe.
For more information about the Coalition and its work see http://ncepr.org/
Webinar leaders will be: Barbara Cambridge, Director, Washington Office, National Council of Teachers of English, Darren Cambridge, Principal Consultant, Networked Learning Group, American Institutes for Research and Kathi Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor, Florida State University.
Europortfolio is a European Network of ePortfolio Experts & Practitioners.
Europortfolio, a not-for profit association established with the support of the European Commission, is, dedicated to exploring how e-portfolios and e-portfolio-related technologies and practices can help us to empower:
1. 'Individuals as reflective learners and practitioners;
2. Organisations as a place for authentic learning and assessment, and
3. Society as a place for lifelong learning, employability and self-realisation."
Europortfolio has a broad agenda, if you would wish to know more, or to get involved, you can do this by visiting our website www.europortfolio.org
Community engagement 101 CBPR Overview.pptxBonnieDuran1
1. Introductions /Share past experience and future plans for CBPR research
2. Define and describe community-based participatory research (CBPR) for health in AI/AN communities
3. Explore the history of CBPR
4. Identify and describe theoretical approaches that align with AIAN CBPR.
Decolonising DMU and the PGR ExperienceRichard Hall
Slides for my session at the Decolonising Research Festival on 24 June at 2pm. For more events see: https://www.exeter.ac.uk/research/doctoralcollege/events/decolonisingresearch/ For more resources, see: http://www.richard-hall.org/2022/06/24/decolonising-the-pgr-experience-resources/
An overview of ethical research practices by Malcolm MacLean, Chair of UoG Research Ethics Committee.
Reader in the Culture & History of Sport, Faculty of Applied Sciences
Researching e-portfolios: The current state of playdcambrid
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
How research on research can help to inform and accelerate positive changes in research cultures. Stephen Curry, Assistant Provost for Equality, Diversity & Inclusion, Imperial
College & Chair, San Francisco Declaration on Research Assessment (DORA)
I need this completed by 7pm cstTypes of Research (250 words).docxheathmirella
I need this completed by 7pm cst?
Types of Research (250 words) 1 scholarly source read the presentation and chapter 1 reading below:
After completing the readings and reviewing the media piece assigned for Unit 1, discuss the ways in which Action Research relates to other forms of research? How is it similar? How is it different?
Collaborative Inquiry: Participatory Action
In this presentation, you will learn more about some specific types of projects in action research. This will provide fertile ground to plant your own possible dissertation concepts and topics to grow and tend over the coming quarters!
Remember – action research must include the participants as part of the solution development, and it must be community based, no matter how broad or large that community might be. Finally, action for social change must occur.
Four typical types of action research:
Diagnostic
– needs assessment or causal analysis (What is causing homelessness in our county?)
Prescriptive
– best program or policy to solve an identified community problem (Which type of housing would best serve the homeless population?)
Implementation
– accomplishes program goals outside of data collection (How can we strengthen ties within our community so that the homeless are not invisible?)
Evaluation
– assesses program impacts (How effective is this program to provide free medical and dental care in meeting the needs of the homeless?)
Any of these examples could be action research, and in some cases, a project may include more than one of these types. Diagnostic and prescriptive are the most common and the ones most often combined.
Most common partners: nonprofit organizations or community-based organizations, so cross-sector collaborations are a key factor. (Intersection of public sector/government, nonprofits/community organizations, and individuals with interests in this topic, plus the researcher.)
Typical ways to link action and research – through outcomes:
Organizing
– helping the participants organize for social change
Advocacy
– advocating for social change with the participants
Most of the time, the outcome in action research is mislabeled as simple reporting – written report, oral presentations, websites on the project, education models. None of these reporting features in and of themselves empower the participants, a key trait of action research.
If the participants only put a report on a shelf, social change has not occurred. Outcomes must be stated clearly.
Partners for action research may include:
Community based organizations
Community residents (individuals)
Coalition groups
Grass roots constituents/special interest constituents
Nonprofit organizations
Educational institutions at all levels
Government agencies
Stages are accomplished with participants, not solely prepared by the researcher:
Defining the research question
Developing the research method
Gathering the data
Analyzing the data
Reporting and acting on the research results/solutions
Rem.
Relevance of LIS schools in South Africa and how 4IR has shaped the professionAndiswa Mfengu
Keynote presented at the Library and Information Association of South Africa North West Branch meeting on the 27 September 2023 on the "Relevance of LIS schools in South Africa and how 4IR has shaped the profession"
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Researching ePortfolios: The current state of play- Darren Cambridge, Barbara...EPNET-Europortfolio
#ePortfolios #Webinar
webianr available at https://www.youtube.com/watch?v=AUVTGmLHYmU
Published on Feb 19, 2014
Researching ePortfolios: The current state of play led by Darren Cambridge, Babara Cambridge and Kathleen Blake Yancey
This webinar was held on Friday 7th Febuary 2014 by www.europortfolio.org
This webinar discusses the research on e-portfolios, presenting the work of the Inter/National Coalition for Electronic Portfolio Research as a model for collaborative inquiry embedded within the process of implementation that both generates new knowledge and leads to successful results.
Over more than a decade, the Coalition has worked with nearly 70 further and higher education institutions in the US, Canada, the UK, Australia, and the Netherlands to better understand how e-portfolios can supporting learning, assessment, and institutional change.
The webinar will provide an overview of the Coalition's process, survey some results from cohorts that have completed their work, and discuss current questions it is investigating and how they might apply to cross-sector practice in Europe.
For more information about the Coalition and its work see http://ncepr.org/
Webinar leaders will be: Barbara Cambridge, Director, Washington Office, National Council of Teachers of English, Darren Cambridge, Principal Consultant, Networked Learning Group, American Institutes for Research and Kathi Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor, Florida State University.
Europortfolio is a European Network of ePortfolio Experts & Practitioners.
Europortfolio, a not-for profit association established with the support of the European Commission, is, dedicated to exploring how e-portfolios and e-portfolio-related technologies and practices can help us to empower:
1. 'Individuals as reflective learners and practitioners;
2. Organisations as a place for authentic learning and assessment, and
3. Society as a place for lifelong learning, employability and self-realisation."
Europortfolio has a broad agenda, if you would wish to know more, or to get involved, you can do this by visiting our website www.europortfolio.org
Community engagement 101 CBPR Overview.pptxBonnieDuran1
1. Introductions /Share past experience and future plans for CBPR research
2. Define and describe community-based participatory research (CBPR) for health in AI/AN communities
3. Explore the history of CBPR
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Decolonising DMU and the PGR ExperienceRichard Hall
Slides for my session at the Decolonising Research Festival on 24 June at 2pm. For more events see: https://www.exeter.ac.uk/research/doctoralcollege/events/decolonisingresearch/ For more resources, see: http://www.richard-hall.org/2022/06/24/decolonising-the-pgr-experience-resources/
An overview of ethical research practices by Malcolm MacLean, Chair of UoG Research Ethics Committee.
Reader in the Culture & History of Sport, Faculty of Applied Sciences
Researching e-portfolios: The current state of playdcambrid
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
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I need this completed by 7pm cstTypes of Research (250 words).docxheathmirella
I need this completed by 7pm cst?
Types of Research (250 words) 1 scholarly source read the presentation and chapter 1 reading below:
After completing the readings and reviewing the media piece assigned for Unit 1, discuss the ways in which Action Research relates to other forms of research? How is it similar? How is it different?
Collaborative Inquiry: Participatory Action
In this presentation, you will learn more about some specific types of projects in action research. This will provide fertile ground to plant your own possible dissertation concepts and topics to grow and tend over the coming quarters!
Remember – action research must include the participants as part of the solution development, and it must be community based, no matter how broad or large that community might be. Finally, action for social change must occur.
Four typical types of action research:
Diagnostic
– needs assessment or causal analysis (What is causing homelessness in our county?)
Prescriptive
– best program or policy to solve an identified community problem (Which type of housing would best serve the homeless population?)
Implementation
– accomplishes program goals outside of data collection (How can we strengthen ties within our community so that the homeless are not invisible?)
Evaluation
– assesses program impacts (How effective is this program to provide free medical and dental care in meeting the needs of the homeless?)
Any of these examples could be action research, and in some cases, a project may include more than one of these types. Diagnostic and prescriptive are the most common and the ones most often combined.
Most common partners: nonprofit organizations or community-based organizations, so cross-sector collaborations are a key factor. (Intersection of public sector/government, nonprofits/community organizations, and individuals with interests in this topic, plus the researcher.)
Typical ways to link action and research – through outcomes:
Organizing
– helping the participants organize for social change
Advocacy
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Most of the time, the outcome in action research is mislabeled as simple reporting – written report, oral presentations, websites on the project, education models. None of these reporting features in and of themselves empower the participants, a key trait of action research.
If the participants only put a report on a shelf, social change has not occurred. Outcomes must be stated clearly.
Partners for action research may include:
Community based organizations
Community residents (individuals)
Coalition groups
Grass roots constituents/special interest constituents
Nonprofit organizations
Educational institutions at all levels
Government agencies
Stages are accomplished with participants, not solely prepared by the researcher:
Defining the research question
Developing the research method
Gathering the data
Analyzing the data
Reporting and acting on the research results/solutions
Rem.
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Research Frameworks for Multiple Ways of Knowing: Social Justice, Methodology, and Policy
1. Research Frameworks for Multiple
Ways of Knowing: Social Justice,
Methodology, and Policy
Lynn Silipigni Connaway, OCLC Research, United States
Clara M. Chu, University of Illinois Urbana-Champaign, United States
Dick Kawooya, University of South Carolina, United States
Andiswa Mfengu, University of Cape Town, South Africa
2. Research impact assessment
Research impact - the influence, effect, contribution, change or benefits that result from
the research (academia and beyond)
Rational for assessment (UN SDG’s, values, etc.)
Assessment is an integral part of knowledge production in HE spaces, however
“assessment is rarely brought into the decolonization conversation” (Godsell 2021)
Assessment performs a crucial inclusion or exclusion function
Call to incentivize and recognize broader research activities and contributions
Decolonized and democratized research impact assessment practices - contextualized and
co-created
2
3. Knowledge production
Epistemologies and knowledge-making practices (global north vs south)
Beliefs, culture, norms, what is valid and acceptable
Different ways of knowing – indigenous knowledge, indigenous languages, etc.
Current knowledge practices - epistemic injustices which reinforces these colonial structures
Prioritization of the English language - citations and international recognition (linguistic apartheid)
Unjust knowledge hierarchies – power imbalances
Shifting away from the ‘rat race’ of metrics towards more holistic processes focused on valuing
and nurturing talent
3
4. Challenges and biases
Inherent biases with language and geographic location
The differences in citation patterns between disciplines, lack of coverage of certain
disciplines and bias in journal indexing thus under-representing some areas of the
world in their coverage
Gender and race biases
Global north databases – source of evidence for impact
Open science and open access are currently not adequately recognized and
incentivized
4
5. Challenges and biases
Extracts from interviews with researchers/academics at the University of Cape Town
“The publication process can be crippling for early career academics because it is biased and racist,
gatekeeping takes place as it is an elite environment. Many early career researchers find that they
don’t have the correct surnames, like Smith, to be allowed to publish within those journals”. - UCT
Researcher
“If your surname is Nxumalo and not Jefferson it has a different kind of feel in how it gets cited”. -
UCT Academic
5
6. Curriculum and pedagogy
Integrate emerging trends such research impact assessment into LIS curricula for
professional education of professionals
Intentionally design curriculum to include ways in how professionals can be more
socially justice in practice
Collaboration and co-creation
Be willing to dismantle what is not serving our needs to allow the new
Flexibility – pedagogically and content inclusion
6
7. Professionals
Evolving new roles in scholarly communication in the digital environment
Can and should take a leading and key role in how these criteria are developed and what tools
institutions should invest in for equitable and responsible research impact assessment practice
Advocate for equitable and responsible research impact assessment
Academic libraries have always been involved in raising awareness about new trends such as open
access, research data management, etc. and in training of researchers in these trends - this role
should now expand into the area of research impact assessment
Communities of practice, resource guides, be flexible and willing to acknowledge different ways of
knowing
7
8. Scholarship
What research are we doing
Who is part of the conceptualisation
(monological approaches)
What questions are we asking
How are we asking these questions
8
What theories and worldviews are we
using to understand these problems
Power imbalances in LIS scholarship
Social justice imperatives
9. Scholarship
Research in research impact assessment in the context of EDIA - marginalized voices, engage with
communities we are researching, critical of theories we use, the lens we are viewing the problem
in
Responsible research assessment - approaches to assessment which incentivize, reflect, and
reward the plural characteristics of high-quality research, in support of diverse and inclusive
research cultures (Curry et al. 2020).
Equitable and context-sensitive approaches that cater for marginalized groups
Cultural sensitivity - differences and local realities
Empower marginalized communities
Equitable, respectful, ethical research practices
9
10. Policy implications
Policy development or transformation processes
Alignment - values, systems, structures and policy
“There is a need to center social and broader impact from research, trying to find those softer
spaces and centering them” – UCT Researcher
Alignment of open access and open science related policy and research impact
assessment practices
“The institution needs to decide what is valuable and then valuing those things in policies and
tenure processes” – UCT Researcher
Advocacy - policy developments and transformations
10
11. Conclusion
Transformative and socially just approaches
Values - EDIA embody these principles (modelling, create a safe space, etc.)
Critical diversity literacy
Engaged scholarship – empower marginalised communities
Authentic collaborations – communities and scholars/educators
Intentional link between practice, scholarship and curriculum
Alignment of policy, practice and scholarship
11
Editor's Notes
The panelists will discuss how LIS researchers and educators are integrating social justice into their scholarship and teaching, within a context of decolonizing research and advancing multiple ways of knowing. They then will highlight LIS social justice research, methodologies, and frameworks as well as future directions for research. Examples of how these research findings can be translated into LIS curricula will be highlighted.
Clara M. Chu will introduce the scholarship of dialogue framework for LIS research that engages the voice of the research participants to provide them agency and enhance equity throughout the research process. She will discuss the perils of drive-by and helicopter research when studying the Other, including conducting research in marginalized and Global South communities.
Chu, C.M. (2005)
‘Web-based communities scholarship: from silence to dialogue’, Int. J.
Web Based Communities, Vol. 1, No. 4, pp.423–435.
The panelists will lead attendee discussion groups on ways to integrate inclusive and equitable policies and practices into LIS research and multiple ways of knowing. Examples of discussion questions are:
1. In what ways can LIS research increase its impact to create more welcoming academic and public library spaces within our communities?
2. How can we embed the core principles of equitable, diverse, and inclusive research practices to advance multiple ways of knowing in LIS?
3. What should be included in an LIS social justice research agenda? Why? What makes these topics relevant and appropriate?
4. How do we meaningfully engage marginalized communities in LIS research?
The session will conclude by connecting the frameworks and the discussion of implications for research and teaching.
Research assessment includes the evaluation of research quality and measurements of research inputs, outputs and impacts and embraces both qualitative and quantitative methodologies, including the application of bibliometric indicators and mapping, and peer review (Moed, 2011).
According to the European Science Foundation (2012: 3), research impact assessment performs a dual task: demonstrating the value of research and increasing the value of research through a more effective way of financing research in order for research to have impact. Research impact assessment provides a richer picture by looking at the research process instead of focusing only on research products.
Decolonization from an African perspective
northernized the publishing landscape
Gender apartheid
Be unapologetic social just
Academic library role has evolved over the years and will continue to do so as it continues to play a fundamental role in the research lifecycle of higher education knowledge systems propelled by digital technology
LIS professional’s competencies in research impact assessment
Advocacy
More pivotal role
Working with research administrators – Research offices
Encourage research in research impact assessment in the context of EDIA especially embracing marginalized voices, engaged research with communities we are researching, theories we use, the lens we are viewing the problem in
Critical theory, feminist theories, critical race theory
Responsible research assessment is an umbrella term for approaches to assessment which incentivize, reflect, and reward the plural characteristics of high-quality research, in support of diverse and inclusive research cultures (Curry et al. 2020).
Plurality – different way of knows
How do we account and recognize involvement in public discourse and public interventions – going beyond self reflection but more mixed approach that encourages, encourages and rewards contributions beyond the academy
Set of practices or conceptual tools which allow one to think critically about complex social issues such as identity, power and differences
LIS curriculum needs to reflect needs of LIS professionals
it is crucial that higher education institutions collaborate with academic libraries to align research impact assessment practices with relevant existing policies, values (EDIA) and develop (with their academic libraries) policies where these are absent, that are in line with responsible research impact assessment practices
Critical
Intentional
Flexible
Radical and bold