‘DIY’ Research Data Management Training Kit for Librarians

Abstract – This paper discusses extended professional development training in research data management for librarians piloted at the University of Edinburgh. This is framed by the evolving research data management Roadmap at the University, national and international initiatives in managing research data by bodies such as Jisc and LIBER, and the subsequent need to ‘up skill ’ information professionals in the emerging area of academic research data management. This knowledge-transfer exercise includes independent study based on the research data MANTRA course and reflective writing, face to face sessions with different speakers giving short presentations followed by discussion, and group exercises. The resultant training ‘kit ’ was released in Spring 2013 with an open licence for other institutions, particularly those without local research data management expertise, to utilise for ‘DIY ’ RDM training

SPEC Kit 356 Diversity and Inclusion

Today, diversity is defined beyond racial and ethnic groups and includes gender, sexual orientation, ability, language, religious belief, national origin, age, and ideas. The increase of published literature about cultural competencies, microaggressions, and assessment of diversity issues, as well as the inclusion of social justice movements in libraries, suggests diversity-related activities have increased and evolved over the last seven years. Over this time span, several libraries have obtained funding to support strategies to increase the number of minority librarians on their staff and support their advancement within the organization. There also appears to be an increase in the number of diversity or multicultural groups at the local, state, and national levels. However, these changes have not been consistently documented. Therefore, it is important to re-examine this topic to evaluate the impact of evolving endeavors, to see if more ARL libraries are involved, to see how diversity plans have changed over the years, and to document the current practices of research libraries. The main purpose of this survey was to identify diversity trends and changes in managing diversity issues in ARL libraries through exploring the components of diversity plans and initiatives since 2010, acknowledge library efforts since the 1990s, provide evidence of best practices and future trends, and identify current strategies that increase the number of minority librarians in research libraries and the types of programs that foster a diverse workplace and climate. The survey was conducted between May 1 and June 5, 2017. Sixty-eight of the 124 ARL member institutions responded to the survey for a 55% response rate. Interestingly, only 22 of the respondents to the 2010 SPEC survey participated in this survey, but this provides an opportunity to explore the diversity and inclusion efforts of a new set of institutions in addition to seeing what changes those 22 institutions have made since 2010. The SPEC Survey on Diversity and Inclusion was designed by Toni Anaya, Instruction Coordinator, and Charlene Maxey-Harris, Research and Instructional Services Chair, at the University of Nebraska-Lincoln. These results are based on responses from 68 of the 124 ARL member libraries (55%) by the deadline of June 12, 2017. The survey’s introductory text and questions are reproduced below, followed by the response data and selected comments from the respondents. The purpose of this survey is to explore the components of diversity plans created since 2010, identify current recruitment and retention strategies that aim to increase the number of minority librarians in research libraries, identify staff development programs that foster an inclusive workplace and climate, identify how diversity programs have changed, and gather information on how libraries assess these efforts

Information Outlook, May 1997

Volume 1, Issue 5https://scholarworks.sjsu.edu/sla_io_1997/1004/thumbnail.jp

Special Libraries, Spring 1995

Volume 86, Issue 2https://scholarworks.sjsu.edu/sla_sl_1995/1001/thumbnail.jp

Information Outlook, February 2001

Volume 5, Issue 2https://scholarworks.sjsu.edu/sla_io_2001/1001/thumbnail.jp

Information Outlook, April 2003

Volume 7, Issue 4https://scholarworks.sjsu.edu/sla_io_2003/1003/thumbnail.jp

Special Libraries, October 1956

Volume 47, Issue 8https://scholarworks.sjsu.edu/sla_sl_1956/1007/thumbnail.jp

An Exploratory Sequential Mixed Methods Approach to Understanding Researchers’ Data Management Practices at UVM: Integrated Findings to Develop Research Data Services

This article reports on the integrated findings of an exploratory sequential mixed methods research design aimed to understand data management behaviors and challenges of faculty at the University of Vermont (UVM) in order to develop relevant research data services. The exploratory sequential mixed methods design is characterized by an initial qualitative phase of data collection and analysis, followed by a phase of quantitative data collection and analysis, with a final phase of integration or linking of data from the two separate strands of data. A joint display was used to integrate data focused on the three primary research questions: How do faculty at UVM manage their research data, in particular how do they share and preserve data in the long-term?; What challenges or barriers do UVM faculty face in effectively managing their research data?; and What institutional data management support or services are UVM faculty interested in? As a result of the analysis, this study suggests four major areas of research data services for UVM to address: infrastructure, metadata, data analysis and statistical support, and informational research data services. The implementation of these potential areas of research data services is underscored by the need for cross-campus collaboration and support

Special Libraries, July-August 1961

Volume 52, Issue 6https://scholarworks.sjsu.edu/sla_sl_1961/1005/thumbnail.jp