ORCID education: a departmental approach

Please cite as: Droog, A. & Bredahl, L. (2021). ORCID education: A departmental approach. Library Hi Tech News, Vol. Ahead of Print. https://doi.org/10.1108/LHTN-11-2020-0106 Deposit License: This article is © Emerald Publishing Limited and permission has been granted for this version to appear here https://uwspace-uwaterloo-ca.proxy.lib.uwaterloo.ca/. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without express permission from Emerald Publishing Limited. Acknowledgements: The authors would like to thank Shannon Gordon (https://orcid.org/0000-0003-3428-8690), Brianna Samson (https://orcid.org/0000-0001-6391-4625) and Peter Stirling (https://orcid.org/0000-0002-8837-1660) from the University of Waterloo for their insight and support for the project described in this article and for their contributions to the Ontario Library Association Super Conference 2018 poster that inspired this article.Purpose This paper aims to provide a case study of an ORCID promotion at the University of Waterloo School of Optometry and Vision Science, providing context for the importance of education in ORCID outreach. Design/methodology/approach The three-month ORCID promotion used workshops and individual appointments to educate faculty about ORCID, identity management systems and research impact and scholarly communications. Findings A targeted and personal approach to ORCID promotion focused on education about why you might use this author disambiguation system resulted in 80% of the faculty within the School of Optometry and Vision Science signing up for, or using ORCID. Scaling an ORCID implementation to a larger group would likely benefit from a dedicated project group, and integration with existing institutional systems such as a requirement of an ORCID for internal grant applications. Originality/value Although time consuming, this small-scale ORCID promotion with one department reveals that a departmental approach to ORCID education may lead to larger conversations about scholarly communications and a stronger relationship between faculty and the library

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ORCID education: A departmental approach

Purpose: This paper provides a case study of an ORCID promotion at the University of Waterloo School of Optometry and Vision Science, providing context for the importance of education in ORCID outreach. Design/methodology/approach- The 3-month ORCID promotion used workshops and individual appointments to educate faculty about ORCID, identity management systems and research impact and scholarly communications. Findings- A targeted and personal approach to ORCID promotion focused on education about why you might use this author disambiguation system resulted in 80% of the faculty within the School of Optometry and Vision Science signing up for or using ORCID. Scaling an ORCID implementation to a larger group would likely benefit from a) a dedicated project group, and b) integration with existing institutional systems such as a requirement of an ORCID for internal grant applications. Originality- Although time consuming, this small-scale ORCID promotion with one department reveals that a departmental approach to ORCID education may lead to larger conversations about scholarly communications and a stronger relationship between faculty and the library

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