 The next speaker trying to cope with the different microphones going to tear down the room Okay Our next speaker That's next speaker is Andrew Cox okay Andrew Cox is a lecture at the information school the former Department of Information Studies at the University of Sheffield in UK and His research areas are social media and virtual communities and use of technologies in libraries His coordinator of Sheffield's MSc in digital library management and a master in digital library management and leads the JISC funded RDM Rose projects and that is what he will talk about RDM Rose an open educational resource on research data management tailored for information professionals So It seems to work. Oh good. That's okay okay, so a number of Institutions in Yorkshire in the UK universities of Sheffield York and Leeds Work together on many things including having a shared repository for published work White Rose research online But they were also aware of the need for support for research data management So they're worked they're working together with us at the information school at Sheffield to produce a course for their library staff about research data management and Luckily JISC funded the project and so we were able to make available all the learning materials from the course so my take-home message really is if if you want to go to this website you can basically download our entire module about research data management and it's Specifically designed to support librarians to understand all the issues So it's rather similar to some things. We've already heard about so there are some repeated themes, but This is an open educational resource For a start by this isn't really as metaphysical question and it looks like I'm not saying why should librarians exist in general I was just asking the question why should librarians support research data management? What was our argument to JISC really about why why they should support funding developing this learning material? One is the obvious one that Many many people's minds and including today. I think sometimes the research data management agenda is Kind of closely entwined with the open access agenda librarians have played a key role in open access I think actually there's some dangers in mixing the two agendas and the Storage and security issues around search data management may turn out to be just as important as of open access Which is slightly more controversial area? But that might be one reason why librarians should be involved in research data management Another is that some of the other parts the institution that could support research data such as IT services and the research office Perhaps don't have the same networks around the organization that librarians do Course are specific skills the librarians bring to the to the area and in terms of managing information And particularly metadata creation obviously those specific skills are relevant to research data management to if they can be translated to a slightly different context of use We could also maybe see Training Researchers in research data management as an aspect of information literacy training Maybe one of the main things my main reasons why librarians are in a very strong position to respond to the research data management agenda is because We've got such good networks across organizations so Librarians share information with each other and Therefore they're in a good position to be act quite proactively to to respond to new agendas like research data management When other parts of say information IT communities are not as strong and although the archive community in the UK anyway archive managers in institutions also have a Lot of relevant knowledge to managing research data. They aren't a bit as big a group They simply haven't got the resources to kind of respond to research data So those are some of the reasons why librarians might be considering taking on this role of research data management and we did a survey of UK institutions last year in about 50% of HEIs that responded to our survey and This indicated that actually although service the development of services at quite a low level There's definitely It's perceived to be a priority for the next three years So you probably can't really understand this diagram very well But down the left hand side is a list of different roles with librarians have been It's been said in the literature that they should play in research data management Those are the roles that the blue is really saying well We're not really doing anything at the moment So you can tell that and read basically means where we're just providing a very basic service So in the UK, you can see in most areas libraries aren't really doing that much at the moment On this slide though, this this is where it presents it rather what plans there are in place for the next three years And again, you may not be able to see very clearly, but and there's one The lighter blue there is where where respondents basically were saying Somebody needs to do something about this, but it's not ours It's the responsibility of others and see that in fact that's a very low Percentage so people were saying it's a high priority for us at different priorities in different areas, but It's a high priority up for us, and we don't see it as the role of us or somebody else to do the work This is maybe slightly clearer kind of representation where you've got in rank order the things that people identified as The main priority now other than the current activity now One down to 18 and then in the right-hand column is the different what they were saying the priority for future is There's a quite interesting Different differences between what you're doing now and what we're planning to do in the future So you can see that Developing policy is at the top in both lists, but whereas things like copyright, which we're probably quite adept at supporting at the moment and doesn't seem that important in the long run where it's things like advisory services and training to research students and Early career Researchers were seen as a really high priority So to summarize all that basically People are gonna do stuff, but they're not doing much now with the overall conclusion I suppose and what did they identify as a key barriers? Well, they certainly thought that skills required and Also resourcing with the key issues That tended to be what the repeated message have we got the skills? But also have we got the resources? In regards to skills about 50 you know about 40% were saying something to effect We've got some people with the right skills But not enough people and then another 40% were saying something like nobody's got the right skills Oh, but a few people have got the right skills So as up to the same really they were basically saying we haven't we've got some of the right skills A few people who got the right skills we hadn't spread them around enough So there's obviously quite a lot of challenges in kind of addressing this new agenda research data management We know that Librarians already got lots of things to do they say they're very busy They haven't got time to take on new roles. They tell us and it also I think we've done some interviews since with and Different respondents asking them more depth about their experience and one of the things that comes out of that to me is They're already operating a very complex environment often. They're undergoing organizational change Anyway for other reasons partly perhaps because of the economic Climate so taking on a new role while actually having your resources under threat seems to be kind of a big problem Now the key issue that we felt was important was that a lot of librarians they've got a Masters in librarianship in the UK. They typically got that level of education They don't necessarily have any immediate or direct experience of research And many reports have indicated like the Auckland report last year Suggested that libraries Have over the long term not supported research as well as they should have done There's actually a lot of different services that libraries should be developing for research to support research And if librarians themselves haven't got a personal experience of research They can have problems identified kind of understanding the perspective of researchers So I think events like today are very useful where it's mostly been the researchers talking about what research really means I think that's what librarians need to get hold of really understanding them a Third thing that we thought was yes that we've got relevant skills, but do we Can we apply them to these new context? Do we know anything about? Metadata for data do we even know we do we even know how to cite data? Can we advise people on that even? Another issue is are we going to be taken seriously is the library somewhere people can go for advice about research data That's that was a very big concern with the librarians were working with Should we start going out and talking to people or should we wait until we've got some service to offer? that was Then there's also sheer complexity and scale of issues if you're trying to support every researcher and institution You're talking about many people and each of them have got a complex data issues That's going to be a big problem Finally in case I haven't put you off enough the resources and infrastructure in many institutions simply isn't in place So there are pretty big challenges for librarians, so we were not surprised that one one of our We're developing these learning materials. We have some quite amusing icebreaker activities So one was to ask people well as I should let you think about it first Well if research data management was an animal What would it be? Any thoughts anybody Had a call out if research data management were an animal itself. What do you think they would be? What do you think they might have said it's a porcupine? Yeah, that sounds good Very dangerous animal if cornered Any other suggestions a weak show a Turtle why a turtle? Oh? Yes, I see. Yeah. Okay. Yeah. That's a good one. Yeah, it's very good Any other any other suggestion? Yes, a centipede we call it. Yes. Yes, so we got some answers of that sort So we had things like a rather unpleasant pleasant looking spider in a web Octopus with many arms Some people somebody said it was like a dragon because they thought it was maybe a mythical beast anyway They weren't really sure did it really exist and really encountered it There's this rather nice one about ants clinging together some sort of ant That cleans together to form a raft in flooding to save each other And then maybe the most telling one was the last one that's kind of protein creature a creature That's just coming into being that we don't really know what it is. That was what librarian said so clearly there's a kind of lot of anxiety and Uncertainty around the whole agenda that was coming out of this particular exercise So what we thought we needed in developing these learning materials was something to Confidence raising which another speaker's already mentioned. It's really whole research data management Areas a whole social world and itself with institutions acronyms gurus Ways of doing things ways of talking discourses that we're not necessarily that familiar with we're familiar with our own Usual ways of talking about doing library work, but it's got its own reference points for search data management so people needed to kind of Just build confidence in dealing with these issues They obviously needed more knowledge and skills and competences. We also thought maybe there's some sort of change of identity involved if you're if you see your role as fundamentally about information literacy is That really going to transfer how's that going to translate into the research data management world? So we thought it might involve more fundamental changes and then how we talked about ourselves as professionals And we also thought the course should embed in itself Prompts to get people to actually go and do stuff rather than waiting until the infrastructure was all in place So the outcome of all that was we produced an open educational resource Which I remind you of the URL again, and by the way, there's some bookmarks of the back If you want to pick up don't be more comfortable to write it down This was built round interviewing and focus groups with the librarians themselves But also looking a lot of the literature and existing curricula and we sort of identified a range of particular areas that we thought Like different librarians Library staff will be involved in Some in the policy area may be more senior staff some people Teaching people Advisory services of different sorts quite specialist ones maybe in terms of copyright or licensing just some signposting activity We thought there obviously be some a lot of institutions seem to want to start by doing auditing of what assets They've already got and then there's ultimately creating a data repository So it's sort of grouped all the things that people might have to do around these different those particular functions And we built the whole course around those functions and we think probably different people will go down different routes So we tried to build the course is quite flexible so you can you can just go down the policy route if that's what interests you Clearly all those activities to emphasize something I'm sure everyone would emphasize none of this can be done except in Collaboration or something even stronger than that with researchers themselves and research administrators It's also got to be done in collaboration with other professional services So I've mentioned them really the computing services and the research support offices The most universities have and also records managers and institutions And there's quite a lot of other stakeholders around the institution and external stakeholders So it's obviously going to be a very collaborative Kind of activity that any of these tasks are not going to be handled by one single person and they're probably going to be highly collaborative as well So just to irritate so how do we build the learning materials one as we structured? The materials around these different activities so you can follow through the activity just to look at exercise and activities relate to that We thought also that Because most of the institutions we were helping were themselves just working out what their policy should be about and Trying to put services in place. Obviously the whole course had to be rather open-ended. It couldn't be just about Telling people what to do quite a lot of the time people wanted to say something like you tell me what to do and I'll do it but that isn't really an It's Gonna work as an approach really people have got to engage more Go and find out what they've got to do Also, I think it's a very personal journey about Discovering for you what research data management is going to mean because everybody's job might involve slightly different involvement So it's more than about lists of competencies or skills that you should acquire It could also be about professional identity as I said before And we stress the need to understand the perspective researchers and other stakeholders Again, we also had to resist the desire. Most of the librarians really wanted very practical things. They wanted to do stuff Partly because the institutions hadn't really developed much in that way of Processes at that point that was very hard We also thought it was more important that people engage in a kind of more thinking about the strategic issues and trying to work out where they fit it in and To help mold the policy of the whole institution or at least the library service rather than just focus on well What do I do in a mechanical way? in addition Sheffield the ice-cold Sheffield is We try to teach through problem-based and inquiry-based learning methods, which basically means are Putting people in the the position of asking research questions themselves that they go out and explore rather than Lecturing at people and telling people the answers. So we've built a lot of problem-based learning such as a big scenario about an imaginary institution in one of the last session and Also inquiry-based learning where they go out and have their own research as it were And it amounts to about eight sessions of material or about four hours long That's the total amount of learning and about 40 librarians have done the course so far and Also, some of our full-time students have done it as well So material consists of you know PowerPoint slides and readings different learning activities Quite a lot of audio files of interviews with researchers and also this fictional case study So to give you a bit more of a flavor of the kind of things we do We do have we try to engage with theory as well So we do say something about the theory of disciplinarity into disciplinarity I think that's key to a kind of understanding the nature of The fragmented nature the changing nature dynamic nature of disciplines that actually shapes the nature of data as well Another exercise is just discussing the DCC curation life cycle which has become a kind of Very widely cited model of how a search data management should be supported Bolster has his critics So we also looked at alternative models for that in an exercise Like some of the other courses that have been developed a big part of the course is to go out and actually talk to researchers yourself So identify someone who's worth talking to and ask talk to them about their own research work Although that's time-consuming for the researcher. We found mostly researchers love talking about their research So that wasn't really gonna be a problem another thing that people do is design a website that is a Guide to research data management for the institution Reading research data management plans because lots of talk about it But nobody really looked at the data management plans and when they read it. They said anything hang on I know a lot of this stuff. I can understand it. It's not some incomprehensible document We got them to read the local RDM policy at the institution if it existed and People hadn't done that either We looked at a long exercise about trying to come up with policies and To pre-enter question I might get it's not a very technical cause it focuses more on I'd say management issues. So what was about developing collection policies in terms of what would you collect for an? institutional repository data repository rather than the technicalities of some IT system We have conducted a number of Quite long interviews with researchers about their own work So they're all available on the website too and there's a series of activities around those to explore those and We also look a lot at the other stakeholders and research data management such as IT staff and Particularly research offices, which I don't know about in Europe than the UK People who support research getting grants and things like that Libraries tend not to have worked with them very much in the past So even thinking about the perspective of people like that is a novelty So that's a sample of the activities That should give you a fair feel of the kind of things That are on the website that you can download How can you use the materials? That's the main point isn't it really? it's Possible to use them for CPD because we deliberately designed them so they were self-supporting So basically you can work through them on your own and self-directed CPD It should be complete in itself So you could use it for that Another thing you could do is Repurpose the material for supporting people in your own institution If you're gonna get the responsibility of training your staff about research data management, you're able to reuse our material It's all on a Crater Commons license You could come to Sheffield and take the module of course as well a Bit of advertising there, but you don't have to do that. It's also available to other Library schools for reuse So I think that's really I've got some other slides, but they're basically Material about the project which is not that interesting But the slides will be available anyway, so in essence that's my message is really do pick up the Bookmark at the back of the room or write down this URL and have a look at the materials feel free to use them if you do use them It would be great if you could complete our evaluation forms Right. Thank you Andrew Any questions on this talk or any of the previous ones? We're quite ahead of schedule Thank you Hi, I'm Wilma Perhaps it's interesting to hear from all three of you How do you now work together because some of the parts modules of your courses are? Pretty overlapping and I know that there is also really contact perhaps to explain to the audience What good would brilliant opportunity I think to do that Well, I'll respond in the first instance. Well, yes, I agree. There is a lot of overlap between the courses A Sheffield well, we developed the course We'll have to maintain it into the future of the funding finishes at the end of June We're very keen to engage with any library services wants to reuse the material work with them because it will help us keep Keep it up to date. So we're very interested in collaboration on This is the first time I've been in the same room with Both other two. I mean, I knew Ellen before and as I said our work was inspired by hers And we've we've had some talks at various conferences. So So yeah, I'd be interested in and seeing how Materials could be sort of almost displayed together and what we would emphasize about You know, what what are the what are the strengths of using this or that or under what circumstances might you gravitate this way and that and I think the Organizers here did a good job grouping us together to get those thoughts rolling For me, it's also the first time that we Of the There are maybe some other organizations in Europe who can support that It's kind of Side comment, but I I'm already volunteer for working with the three of us of you on On on a new project that we are starting some of you that these two of you are partners on the foster project That's a project that that aims to train researchers librarians and other stakeholders of the era of the European research area for complying with with European policies, so We are looking for we are looking for see what the contents that are out there and try to Reuse them. So I really look forward to to work with the three of of you on that project that hopefully will start in January 2014 And the other questions I Think it was very interesting to see what's what's already out there. Yeah, I had a question for you because Because as you say you've used this with library students and Maybe have more than one aspect of the question, but I was curious if the students do react different to the material than the professionals Maybe maybe because you know, you're an authority figure up there teaching it then they just take it as a matter Of course, this is what we learn as librarians these days And they're not as daunted as the professionals on the other hand they have less experience maybe even with the researchers And then as a follow-up to that Is it is it assessed for the library students and How difficult do you think it will be to move towards some kind of certification, especially in light of what you were saying about All the different kinds of skills that that come to the table and The fact that different people in different places have different skills that come into the for and I'm thinking of that because I've Involved with I assist which is going to celebrate its 30th anniversary next year And they've never figured out any certification for what goes into being a data librarian. So It's curious about your views on that Was that one question or seven? Well the main people the main people who have taken the course actually practicing librarians, so they're not library students We have had some master students also taken They I Wouldn't say they saw me as an authority figure sadly and they enjoyed participating One of the attractions to them of doing the course was that they were getting to interact with professional staff Within because we deliver the course to them together Also, I think also the students Had quite a strong professional background already. Most of them were had at least a year's experience of working in a library And the reason they chose this module was probably because they'd encountered research So But as regards accreditation well, they will get accreditation within our course whether That's really within a generalist Digital library or library course is not as a data librarian I don't think we saw ourselves as teaching people to be specialists in data support. We saw it more as Maybe taking people who are liaison librarians or similar And giving them the confidence to go out there and translate their existing skills and apply them So it wasn't really it's not a specialist course in the same sense I think maybe that's one of the ways we could work together quite well, but I think we are slightly differently positioned Don't you think that something like this should be in such courses and in such Masterful librarians or something that because we are thinking about that now here in Belgium to isn't it something that should be in Well, this module will be available to all our postgraduate students But we haven't got a whole degree on data librarianship, which perhaps is too specialist on the whole We haven't found there's a market for that as a market for a more generalist Librarian specialist This module will be part is part of it. Yeah, it is an assessed course. Yeah Some of their staff also volunteered to be assessed on it as well. So they've done this time Well, I'm afraid it was just right to report well Lots of them chose to write a report on their own institution and what was going on in their institution. I Would like to thank our three speakers, and I think you still have a lot of things to talk about Coffee break so let's enjoy the coffee and we'll come back in about a half an hour a quarter