This document summarizes research on emerging trends in library support for research. It finds that libraries are shifting from traditional roles like collection development to new roles like supporting bibliometrics, data management, and scholarly communication. There are gaps in staff skills for these new areas. Most staff learn on the job, but education is needed. The researchers conducted a survey finding bibliometrics and research data management services are growing, but constraints include priorities, demand levels, and staff skills. Critical areas for education are bibliometrics, research processes, and data-driven research.
The document summarizes Janice Chia's presentation about NTU Libraries' models for library instruction at NTU. It describes a collaborative information literacy program model implemented in 2004 with online and in-person workshops. It also details a Library Instructional Matrix version 1 with 39 modules divided into 4 tracks. Feedback led to developing Matrix version 2 to better meet needs with limited resources and a changing university environment. The presentation reflects on improvements and moving instruction programs forward with clear objectives and support from subject heads.
Ict awareness, internet literacy skills and internet searching patterns of co...Kishor Satpathy
The document summarizes a study on the ICT awareness, internet literacy skills, and internet searching patterns of college library users in Barak Valley, South Assam. The study used a survey methodology, distributing questionnaires to 400 students and faculty across 10 college libraries. The findings showed that most respondents were aware of and intermediate users of ICT/internet, with the most common purpose and frequency of use being academic assignments and weekly/monthly respectively. Common problems faced included slow internet speeds and lack of awareness of e-resources. Suggestions to improve services included more training, computers, and access to e-resources.
The document discusses the importance of faculty status and tenure for academic librarians, arguing that only these guarantees fully integrate librarians into university governance and academics. It references a 2006 article that discusses loosening ties that previously bound academic librarians, suggesting tenure provides more independence.
Charting the Design and Analytics Agenda of Learnersourcing SystemsHassan Khosravi
This presentation offers data-driven reflections and lessons learned from the development and deployment of a learnersourcing adaptive educational system called RiPPLE, which to date, has been used in more than 50-course offerings with over 12,000 students. Our reflections are categorised into examples and best practices on (1) assessing the quality of students’ contributions using accurate, explainable and fair approaches to data analysis, (2) incentivising students to develop high-quality contributions and (3) empowering instructors with actionable and explainable insights to guide student learning. The paper associated with the presentation is available at https://dl.acm.org/doi/abs/10.1145/3448139.3448143
This document outlines the author's previous experience and current research interests related to social semantic infrastructures, learning analytics, and workplace learning. It then discusses the envisioned research work for the CEITER project, including developing a learning analytics data infrastructure for Estonia that incorporates stakeholders, integrates datasets from various sources, and scales nationally while ensuring privacy and promoting educational innovation. The infrastructure would be evaluated through design-based research and promote the use of learning analytics at institutional and policy levels.
This document discusses scaling up adaptive education systems and provides 4 examples of research projects on this topic. It notes that adaptive education technology has strong foundations but remains primarily in labs. The examples include projects on adaptive tutorial feedback, adaptive content in virtual reality, adaptive course generation, and linking textbooks to ontologies. Challenges of modern education around knowledge, content and student explosions are also discussed.
1. This document discusses using learning analytics to gain insights from educational data.
2. Two case studies are described that analyzed institutional data to better understand the impacts of a new virtual learning environment and predictors of student satisfaction in science and engineering courses.
3. Both cases followed a process of appreciating the issue, identifying relevant data sources, summarizing individual data, joining data sources, preparing data for analysis, analyzing and visualizing results, and refining understanding.
The document summarizes Janice Chia's presentation about NTU Libraries' models for library instruction at NTU. It describes a collaborative information literacy program model implemented in 2004 with online and in-person workshops. It also details a Library Instructional Matrix version 1 with 39 modules divided into 4 tracks. Feedback led to developing Matrix version 2 to better meet needs with limited resources and a changing university environment. The presentation reflects on improvements and moving instruction programs forward with clear objectives and support from subject heads.
Ict awareness, internet literacy skills and internet searching patterns of co...Kishor Satpathy
The document summarizes a study on the ICT awareness, internet literacy skills, and internet searching patterns of college library users in Barak Valley, South Assam. The study used a survey methodology, distributing questionnaires to 400 students and faculty across 10 college libraries. The findings showed that most respondents were aware of and intermediate users of ICT/internet, with the most common purpose and frequency of use being academic assignments and weekly/monthly respectively. Common problems faced included slow internet speeds and lack of awareness of e-resources. Suggestions to improve services included more training, computers, and access to e-resources.
The document discusses the importance of faculty status and tenure for academic librarians, arguing that only these guarantees fully integrate librarians into university governance and academics. It references a 2006 article that discusses loosening ties that previously bound academic librarians, suggesting tenure provides more independence.
Charting the Design and Analytics Agenda of Learnersourcing SystemsHassan Khosravi
This presentation offers data-driven reflections and lessons learned from the development and deployment of a learnersourcing adaptive educational system called RiPPLE, which to date, has been used in more than 50-course offerings with over 12,000 students. Our reflections are categorised into examples and best practices on (1) assessing the quality of students’ contributions using accurate, explainable and fair approaches to data analysis, (2) incentivising students to develop high-quality contributions and (3) empowering instructors with actionable and explainable insights to guide student learning. The paper associated with the presentation is available at https://dl.acm.org/doi/abs/10.1145/3448139.3448143
This document outlines the author's previous experience and current research interests related to social semantic infrastructures, learning analytics, and workplace learning. It then discusses the envisioned research work for the CEITER project, including developing a learning analytics data infrastructure for Estonia that incorporates stakeholders, integrates datasets from various sources, and scales nationally while ensuring privacy and promoting educational innovation. The infrastructure would be evaluated through design-based research and promote the use of learning analytics at institutional and policy levels.
This document discusses scaling up adaptive education systems and provides 4 examples of research projects on this topic. It notes that adaptive education technology has strong foundations but remains primarily in labs. The examples include projects on adaptive tutorial feedback, adaptive content in virtual reality, adaptive course generation, and linking textbooks to ontologies. Challenges of modern education around knowledge, content and student explosions are also discussed.
1. This document discusses using learning analytics to gain insights from educational data.
2. Two case studies are described that analyzed institutional data to better understand the impacts of a new virtual learning environment and predictors of student satisfaction in science and engineering courses.
3. Both cases followed a process of appreciating the issue, identifying relevant data sources, summarizing individual data, joining data sources, preparing data for analysis, analyzing and visualizing results, and refining understanding.
This document discusses the need to redefine information literacy frameworks to incorporate data literacy for the 21st century. It provides context on the growth of data-driven research and debates around roles in data management. It examines conceptions of data literacy from social science and science perspectives and examples of libraries developing data services. Finally, it analyzes pedagogical approaches to teaching data literacy and calls for discussion on integrating data literacy into information literacy frameworks and education.
Carmen O'Dell and Barbara Sen JIBS-RLUK event July 2012sherif user group
RDM Rose by Carmen O'Dell and Barbara Sen, (University of Sheffield). Presentation at Demystifying Research Data: don’t be scared be prepared: A joint JIBS/RLUK event, Tuesday 17th July 17th July 2012, Brunei Gallery at SOAS (School of Oriental and African Studies), London.
Presentation Slides from ISSOTL 2015.
Bronnimann, J., West, D., Heath, D. & Huijser, H. (2015) Leveraging learning analytics for future pedagogies and scholarship. Paper presented at Leading learning and the scholarship of change: 12th annual ISSOTL conference, Melbourne, Australia.
ICPSR: Resources for Use in Undergraduate InstructionICPSR
This presentation was given at an ICPSR Lunch and Learn on 2-24-2010. Resources that can be used in undergraduate social science education were discussed and the slides/notes should contain enough information that they can be used by others to promote these resources.
1) Rensselaer Polytechnic Institute aims to incorporate data science education across its curriculum to develop "data dexterity" in every student.
2) A proposed core curriculum includes data-intensive courses in science and the major, as well as collaborative projects through a new Data INCITE laboratory.
3) The goal is for data management and analysis to become as fundamental as calculus, with open data sharing and verification of results.
UCD Library is reorganizing to better support the university's mission and core values of excellence and fairness. The library has experienced budget cuts resulting in reduced staffing. In response, the library is consolidating from 5 libraries to 2 new libraries and developing a college liaison librarian role to strengthen relationships between libraries and academic departments. This role will focus on teaching and learning support through developing resource toolkits, delivering instruction sessions, and supporting university strategies. The library aims to take a curriculum-driven and consultative approach to learning support. Key challenges for the reorganization include bringing library teams together, defining responsibilities, and managing the transition period.
This document summarizes a presentation on how repository and subject librarian roles interact to support data management based on evidence from UK institutions. It finds that repository managers are playing a leading role in developing research data management policies, guidance, and support services. Subject librarians are also getting involved through training to expand their skills, though some resistance exists. Examples from three post-1992 universities show repository managers developing surveys, guidance, and training for subject librarians. Key gaps are getting researchers to deposit data and providing long-term preservation, while challenges include fulfilling consultancy roles and recommending repositories.
Immersive informatics - research data management at Pitt iSchool and Carnegie...Keith Webster
A joint presentation by Liz Lyon and Keith Webster on providing education for librarians engaged in research data management. This was delivered at Library Research Seminar VI, at the University of Illinois Urbana Champaign in September 2014. The presentation looks at a class delivered by Lyon at the University of Pittsburgh's iSchool in 2014, and the related needs for immersive training opportunities amongst experienced practicing librarians, using Carnegie Mellon University's library, led by Webster, as a case study.
2-6-14 ESI Supplemental Webinar: The Data Information Literacy ProjectDuraSpace
The document summarizes a webinar about the past, present, and future of the Data Information Literacy Project. The project aims to identify data literacy skills for different disciplines, build infrastructure for teaching those skills, and develop a toolkit for librarians. Case studies were conducted at 5 universities to determine data needs of students and faculty. Educational programs were developed and a symposium and toolkit are planned next. The project identifies 12 core data literacy competencies and aims to develop standards in this area.
The document discusses Edinburgh Napier University's approach to developing an institutional Learning, Teaching and Assessment (LTA) Strategy. [1] The strategy was created through consultation and identifying key priorities. [2] It features three layers including strategic directions, responses to key statements, and an embedded resource bank. [3] The resource bank provides case studies, policies, and collaboration tools to help embed the strategy into practice.
Libraries and Research Data Management – What Works? - Sheila Corrall - Immer...LIBER Europe
This presentation by Sheila Corrall was given at the Scholarly Communication and Research Infrastructures Steering Committee Workshop. The workshop title was Libraries and Research Data Management – What Works?
Data Science and What It Means to Library and Information ScienceJian Qin
Data science involves collecting, analyzing, and preserving large datasets to extract knowledge and make predictions. It differs from traditional disciplines by dealing with heterogeneous, unstructured data from complex networks. A data scientist requires math, computing, communication skills, and the ability to ask the right questions. Libraries are well-positioned to offer various data services including data discovery, consulting, mining, integration, and curation to support research and decision-making. Practicing data science in libraries requires vision, risk-taking, data science knowledge, careful planning, and collaboration.
Cuna Ekmekcioglu (University of Edinburgh) - “Engaging academic support libra...ARLGSW
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This document provides information about Maria Theresa P. Pelones and her proposed research course. It includes her educational background and professional experience, as well as details about the course such as objectives, topics, requirements and references. The course aims to introduce research methodology and guide students through the process of developing a thesis proposal.
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Similar to Re-skilling for research : Mary Anne Kennon (20)
1. Emerging Trends in Library Support
for Research
Re-skilling for Research seminar –
Brisbane February 2013
Based on research conducted by:
Mary Anne Kennan (CSU),
Sheila Corrall, University of Pittsburgh, and
Waseem Afzal (CSU)
School of Information Studies, Faculty of Education
2. Background
Traditional Library support for research
• Information discovery
• Collection development
• Information management (Auckland 2012)
Shift to electronic made library services invisible
Responses (“environment reconfigures the library”
McColl 2010):
• Study of impact of services, ways of adding value
• Engagement with scholarly communication,
repositories, e-research, informetrics/research
evaluation support
• Dedicated research support librarians
School of Information Studies, Faculty of Education
3. Issues
Ambiguity about roles (researchers/librarians, IT ...)
(RIN 2007)
Shift towards new roles
• Bibliometrics/informetrics/altmetrics – moving from
informing collection development etc to supporting the
analysis of research output – strategic role
• Repositories/open access
• Data management and curation
• Skills gaps
School of Information Studies, Faculty of Education
4. Educational issues- Metrics
•Bibliometrics (where it is taught) - collection
development & journal evaluation
•Importance of advanced numeracy, quantitative data
management and analysis and statistics
•Growing importance of theories
•Many LIS research methods texts and courses omit
bibliometrics
School of Information Studies, Faculty of Education
5. Educational issues -
Research data
•Shorter history in LIS
•Education preparedness of RDM roles reported as an
issue in the literature
•Discussion of who does what roles – researchers,
librarians, other specialists?
•Only 16/52 LIS schools in US (Harris-Pierce & Liu (2012))
•In Australia, NZ & UK?
School of Information Studies, Faculty of Education
6. Educational issues - both
Educating and training new graduates
Up-skilling existing work force
Need for formal training to be associated with “real-
life situations and practice” (Pryor & Donnelly 2009,
p.166)
Experiential learning – e.g. Internships, field
experience etc.
School of Information Studies, Faculty of Education
7. Research design
The research took a pragmatic approach,
employing an online questionnaire survey analysed
with descriptive statistics. The instrument
contained 35 questions in four main sections:
•About you and your organization
•Research support services – Bibliometrics
•Research support services – Research data
management
•Research support services – Future plans.
•Focus here on background and education
School of Information Studies, Faculty of Education
8. Sample
Appropriate person from each institution:
•CAUL
•CONZUL
•SCONUL
•CONUL
School of Information Studies, Faculty of Education
9. Bibliometrics services %
Current 2012
100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
School of Information Studies, Faculty of Education
10. Bibliometrics Services %
Planned
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
School of Information Studies, Faculty of Education
11. Research Data Management Services %
Current
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Assistance with technology, infrastructure and tools training deposit in external data archives Developing data management plansof institutional policy to man
Data literacy education and/or for data
Support for data deposit in institutional repository Technical aspects of digital curation Development
Support Finding relevant external data sets Developing tools to assist researchers manage data
School of Information Studies, Faculty of Education
12. Research Data Management Services%
Planned
120
100
80
60
40
20
0
stance with technology, literacy education and/or traininginstitutional repository dataexternal data setsof digital data management plans of institutional policy to ma
Data infrastructure for data depositfor data depositFinding relevant archives
Support and tools
Support in in external Technical aspectsDeveloping curationtoolsDevelopment
Developing to assist researchers manage data
School of Information Studies, Faculty of Education
13. Constraints on Bibliometrics Services %
120
100
80
60
40
20
0
Bibliometrics are not a Bibliometrics are not Different levels of Different specialist Staff equire additional Staff require additional
priority perceived as library demand needs knowledge or skills confidence
role
School of Information Studies, Faculty of Education
14. Constraints on Research Data Management %
120
100
80
60
40
20
0
RDM not a priority Different levels of Different specialist RDM is not Staff require Staff require Other (mainly
for our library demand needs perceived by additional additional various resourcing
others as a library knowledge or skills confidence to work issues)
role in this area
School of Information Studies, Faculty of Education
15. Constraints – further discussion
In the comments field – the other major constraint
identified was resourcing
As a practitioners and educators we know that
confidence is highly correlated with knowledge and
skills
School of Information Studies, Faculty of Education
16. Education for new services
delivery
Most (~80%) reported staff learn bibliometrics and
RDM “on the job”
For bibliometrics – also training from vendors
In Australia – ANDS
Areas of skills needs reported different for
Bibliometrics and RDM tho some overlap
School of Information Studies, Faculty of Education
17. Australia Ireland New Zealand UK
Source of staff education or
Bib RDM Bib RDM Bib RDM Bib RDM
training
(n=34) (n=32) (n=8) (n=7) (n=8) (n=7) (n=69) (n=54)
Prior to joining, as part of
14.7 31.3 0 14.3 25.0 28.6 15.9 29.6
their LIS or other education
Within the library, through
in-service training or 85.3 65.6 75.0 42.9 100 57.1 49.3 48.1
seminars
Are self-trained 67.6 71.9 100 71.4 50.0 57.1 81.2 61.1
Learn on-the-job 85.3 81.3 100 85.7 100 85.7 81.2 77.8
Library-funded external
47.1 59.4 37.5 57.1 50.0 42.9 36.2 57.4
professional development
Other 23.5 12.5 25.0 0 0 28.6 8.7 14.8
School of Information Studies, Faculty of Education
18. Australia Ireland New UK
Areas where additional knowledge and skills (n=35) (n=9) Zealand (n=76)
needed - BIBLIOMETRICS (n=8)
Knowledge of different purposes and applications
of bibliometrics (e.g. research evaluation, 85.7 88.9 87.5 88.2
collection development, benchmarking)
Skills in quantitative methods and statistics
82.9 77.8 62.5 82.9
Knowledge of bibliometrics tools and techniques
(e.g. citation analyses, impact factors and 88.6 77.8 87.5 97.4
associated indices)
Required subject and/or disciplinary knowledge
60 44.4 50 26.3
Other
14.3 22.2 0 6.6
School of Information Studies, Faculty of Education
19. Australia Ireland New UK
Areas where additional knowledge and (n=35) (n=9) Zealand (n=71)
skills needed - RDM (n=8)
Data curation skills 94.3 88.9 100 87.3
Technical and ICT skills 80 88.9 87.5 76.1
Required subject and/or disciplinary 57.1 44.4 37.5 36.6
knowledge
Knowledge of research methods 68.6 44.4 50 71.8
Knowledge of research processes 77.1 66.7 62.5 84.5
Other 20 0 0 4.2
School of Information Studies, Faculty of Education
20. LIS Education and CPD?
Research Perceived Australia Ireland New Zealand UK
Service Educational
Need
Bibliometrics Part of Core 12 (34.3%) 5 (55.6%) 3 (37.5%) 27 (30.3%)
Curriculum
Bibliometrics Part of Elective 23 (65.7%) 4 (44.4%) 5 (62.5%) 55 (61.8%)
Subjects
Bibliometrics No Need 0 0 0 7 (7.9%)
Research Data Part of Core 17 (47.2%) 3 (33.3%) 3 (37.5%) 31 (36.9%)
Management Curriculum
Research Data Part of Elective 19 (52.8%) 6 (66.7%) 5 (62.5%) 50 (59.5%)
Management Subjects
Research Data No Need 0 0 0 3 (3.6%)
Management
School of Information Studies, Faculty of Education
21. Critical areas for education
Bibliometrics and impact measures (particularly
UK)
Understanding of the research environment at
macro (university and government agendas) and
micro (research processes, methodologies and
workflows)
School of Information Studies, Faculty of Education
22. Comments – RS growth areas
• E-research, data intensive science, digital humanities
support
• Scholarly communication and publishing
• Intellectual property and licencing
• Research assessment/evaluation
• Higher education policy and direction
• Development of, and assistance with, data
management policies, procedures and plans
School of Information Studies, Faculty of Education
23. Conclusions
• Bibliometrics regaining prominence with research
assessment exercises - INFORMETRICS
• Emergence of new measures and tools
• RDM driven also by policy AND emergence of new
tools and technologies in research
• Libraries have been able to connect RDM with
historical areas of professional practice, including
• materials selection and collection management,
• cataloguing/metadata,
• reference and information literacy services, and
• scholarly communication, open access and institutional
repositories
School of Information Studies, Faculty of Education
24. RDM subject @ CSU
• Overview of data, data librarianship, data curation
• Role of data in research
• Data-driven scholarship and statistics
• The data life cycle
• Data archives and repositories
• Intellectual property issues in data
• Public policy for research data
• Data curation
• Data management plans and planning
• The role of libraries and archives in data management
• (Developed by MAK, Bob Pymm and Sigrid
McCausland)
School of Information Studies, Faculty of Education
25. Other
•MOOCS etc as alternatives???
•JISC RDM Rose
http://www.jisc.ac.uk/whatwedo/programmes/di_research
management/managingresearchdata/research-data-
management-training/rdmrose.aspx
http://rdmrose.group.shef.ac.uk/
School of Information Studies, Faculty of Education
26. References
• Auckland, M. (2012). Re-skilling for research: An investigation into
the roles and skills of subject and liaison librarians required to
effectively support the evolving information needs of researchers.
London: RLUK Research Libraries UK. Retrieved October 22,
2012, from RLUK Web site: http://www.rluk.ac.uk/content/re-
skilling-research
• Corrall, S. Kennan, M.A. & Afzal, W. (forthcoming May 2013)
Bibliometrics and Research Data Management Services:
Emerging Trends in Library Support for Research Library Trends
61:3,
• MacColl, J. (2010). Library roles in university research
assessment. Liber Quarterly, 20, 152-168. Retrieved October 22,
2012, from
http://liber.library.uu.nl/index.php/lq/article/view/7984/8299
School of Information Studies, Faculty of Education
27. References
• MacColl, J. (2010). Library roles in university research
assessment. Liber Quarterly, 20, 152-168. Retrieved October 22,
2012, from
http://liber.library.uu.nl/index.php/lq/article/view/7984/8299
• Pryor, G., & Donnelly, M. (2009). Skilling up to do data: Whose
role, whose responsibility, whose career? International Journal of
Digital Curation, 4(2), 158-170. Retrieved October 22, 2012, from
http://www.ijdc.net/index.php/ijdc/article/view/126
School of Information Studies, Faculty of Education
28. Thank you
Discussion & questions?
Acknowledgements:
The authors acknowledge with thanks the financial
support provided by the Information Studies Research
Priority Area, Information Infrastructure Program, Faculty
of Education, Charles Sturt University. They also
gratefully acknowledge the time and effort contributed to
the study by the participants and colleagues who advised
on design of the survey instrument.
School of Information Studies, Faculty of Education