V Międzynarodowa Konferencja Naukowa Nauka o informacji (informacja naukowa) w okresie zmian Innowacyjne usługi informacyjne. Wydział Dziennikarstwa, Informacji i Bibliologii Katedra Informatologii, Uniwersytet Warszawski, Warszawa, 15 – 16 maja 2017

1. Beyond literacies:
The evolving landscape
of library support
to Research 2.0

2. Tibor KOLTAY
Department of Information and Communication
Eszterházy Károly University,
Hungary
koltay.tibor@uni-eszterhazy.hu
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3. DISPENSARIES OF
BOOKS AND ARTICLES?
• “Libraries focus mainly on issues
regarding the output of scholarly
communication“
= collecting journals, monographs and
other documents
• They should focus more on researchers’
changing information behaviour.
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4. ENABLING FACTORS
• Widespread availability and use of ICTs,
• Technological innovations: by the Web 2.0
(social media)
• Abundance and relatively easy access to
research data
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5. RESEARCH 2.0
• Science 2.0, eScience,
digital scholarship
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6. RESEARCH 2.0
• Data-intensive research
• Open Science
= Open Data
= Open Access to scholarly publications
• Use of social media
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7. WHERE IS RESEARCH
2.0?
• In the natural sciences,
• the social sciences,
• the arts and humanities
• In different countries to a varied degree
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8. • You my feel that Research 2.0 is not
yet here.
• It is there = somewhere
in a few countries
in several environments
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9. ISSUES AND ACTIVITIES
• Research data services (RDS)
• Data literacy education
• Raising awareness on different issues
• Supporting individual teaching staff
members
• Awareness-raising
• Changing roles for/of the information
professional
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10. RESEARCH DATA
SERVICES
• An overall service framework
• that is related to these processes and
should be provided by academic libraries.
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11. RDS
Include
• Research data management (RDM),
• Data curation (not clearly differentiated
from RDM),
• Data stewardship,
• Data governance.
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12. RESEARCH DATA
MANAGEMENT
• A set of general activities not specifically
attached to the library, but potentially
performed by it.
• Informational services
• Technical services
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13. THE RDM LIFECICLE
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14. RDM IN SHORT
Caring for research data,
Facilitating access to it,
Preserving and adding value to it
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15. INFORMATIONAL
SERVICES
• Consulting with faculty, staff, or students
on data management plans and metadata
standards;
• Reference support for finding and citing
data sets;
• Providing web guides and finding aids for
data or data sets.
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16. DATA REFERENCE
INTERVIEWS
• Are rooted in traditional librarianship.
= Pointing towards some useful starting
points
→ Finding the perfect source
• More complicated and consist of more
questions than the traditional ones.
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17. TECHNICAL SERVICES
• Providing technical support for data repositories,
• Preparing data sets for a repository
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18. DATA GOVERNANCE
• Usually a subject of interest for the
business sector.
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19. DATA GOVERNANCE
REGULATES…
• Who can take what actions, when and
under what circumstances, using what
methods?
= Decision rights and accountabilities,
based on agreed-upon models,
• Deals with availability, access,
provenance, meaning and trustworthiness.
= data quality
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20. • Trust, e.g. the reputation of those
responsible for the creation of the data
• Authenticity
• Accessibility
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21. 21

22. DATA LITERACY
• A specific skill set and knowledge base,
• Empowers individuals to transform data
into information and into actionable
knowledge
• by enabling them to access, interpret,
critically assess, manage, and ethically
use data.
• Should incorporate the social and
technical aspects of data.
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23. DATA LITERACY
COMPETENCIES
• Knowing how to select and synthesize data and
combine them with other information sources and
prior knowledge.
• Identifying the context in which data is produced
and reused;
• Recognizing source data value, types and formats;
• Determining when data is needed;
• Accessing data sources appropriate to the
information needed;
• Critically assessing data and their sources;
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24. • Determining and using suitable research
methods;
• Handling and analysing data;
• Presenting quantitative information;
• Applying results to learning, decision
making or problem-solving;
• Planning, organizing and assessing
ourselves throughout the process.
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25. • Looks like something familiar?
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26. • Just like information literacy
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27. DATA LITERACY AND THE
LITERACIES
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28. 28

29. DATA LITERACY EDUCATION
• Data quality,
• data citation,
• and metadata
are foundational.
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30. DATA CITATION
• Identification, retrieval, replication, and
verification of data
• It can motivate researchers to publish
data.
 Reward and acknowledgment
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31. METADATA
• Creating metadata for data sets that
supplements the provision of “traditional”
metadata 
• Libraries may Occupy a niche in the support
chain
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32. SUPPORTING INDIVIDUAL
FACULTY MEMBERS
Make clear
• What is the perception of librarians about
their own role in relation to the research
activities of faculty and what do they want
to achieve?
• What is the perception of faculty members
about the supporting role of librarians in
their research?
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33. FORMS OF SUPPORT
• Providing informal alerting services
• Purchasing requested resources
• Answering in-depth reference questions
• Creating visual representations of data
• Consulting about searching
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34. RAISING AWARENESS
• Non-traditional activity =
Not offered directly by the libraries
themselves
• Social media tools
• Open access to scientific publications
• Open data
• Alternative metrics of scientific output
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35. ACADEMIC SOCIAL MEDIA TOOLS
• Restricted use ↔
• Raise awareness to tools
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36. 3636
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37. • Researchers must publish their work in in
prestigious, peer-reviewed journals
(books).
 Social media cannot serve as a
wholesale replacement for those channels.
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38. RESEARCHERS
• Often reluctant to share professional
information with a wide and uncontrolled
audience.
• Likely to accept new methods if they
improve the research outcomes
• and do not threaten their reputation.
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39. OPEN ACCESS
• Diamond, Gold and the Green routes
• Article processing charges→
• Predatory publishers ↔
• White list Directory of Open Access
Journals (DOAJ)
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40. ALTERNATIVE METRICS
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41. • Alternative metrics are complementary to
traditional measures,
• represent different aspects and disciplines
• Not familiar to most researchers;
• The related beliefs and norms of
professional communities may change,
• though change is usually slow.
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42. NEW ROLE MODELS FOR
ACADEMIC LIBRARIANS
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43. 43

44. • Librarians are not data scientists. ↔
• There are intersections between them in
data management and in the attention to
data quality.
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45. • Being specialised in examining pattern
and syntax and using quantitative
methodology,
• OR caring for meaning, semantics and
using qualitative methods
• Do not exclude each other.
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46. LERU
• League of European Universities
• Academic libraries can provide help in
increasing the visibility of research data,
• Well placed to advocate best practices in
data management and data citation
• Supporting RDM is a new role for them.
• RDM requires cooperation between
librarians and researchers.
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47. THE MAIN AIM
• Minimize the time that researchers have to
spend on technical and administrative
processes.
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48. RECOMMENDATIONS
• Association of European Research
Libraries (LIBER)
= Ten recommendations for libraries to get
started with research data management
(2012)
• There is no need to start with all
recommendations
• Learn from others, adopt best practices.
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49. • Offer research data management support,
including data management plans for grant
applications
• Engage in the development of metadata and
data standards and provide metadata services
for research data.
• Create Data Librarian posts and develop
professional staff skills for data librarianship.
• Liaise and partner with researchers, research
groups, data archives and data centres.
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50. THIS PAPER WAS SUPPORTED
by the
EFOP-3.6.1-16-2016-00001
project
“Complex Development of
Research Capacities and
Services at Eszterházy Károly
University"

51. Thank you for your attention.
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