Workshop at Northern Collaboration 2017 Conference

Alison, McNab

Andrew, Tattersall

University of Huddersfield Repository

University of Huddersfield RepositoryAlison, McNab and Andrew, TattersallThe digital transformation of research supportOriginal CitationAlison, McNab and Andrew, Tattersall (2017) The digital transformation of research support. In: Northern Collaboration 2017 Conference, 08/09/2017, York, England. This version is available at http://eprints.hud.ac.uk/id/eprint/33173/The University Repository is a digital collection of the research output of theUniversity, available on Open Access. Copyright and Moral Rights for the itemson this site are retained by the individual author and/or other copyright owners.Users may access full items free of charge; copies of full text items generallycan be reproduced, displayed or performed and given to third parties in anyformat or medium for personal research or study, educational or not­for­profitpurposes without prior permission or charge, provided:• The authors, title and full bibliographic details is credited in any copy;• A hyperlink and/or URL is included for the original metadata page; and• The content is not changed in any way.For more information, including our policy and submission procedure, pleasecontact the Repository Team at: E.mailbox@hud.ac.uk.http://eprints.hud.ac.uk/The digital transformation of research supportAlison McNab & Andy Tattersall@AlisonMcNabAcademic LibrarianUniversity of Huddersfield@Andy_TattersallInformation SpecialistUniversity of SheffieldDisruptorsAgents of changeTechnology expertsHorizon scannersCommunicatorsChampionsTeachersTrainersAcademicsOutline•Researchers in a digital landscape• The digital transformation of the research lifecycle• The digital transformation of research support•Meeting the challenge:  •The research technologist manifesto •Key competencies•ResourcesThe digital transformation of research supportResearch has changed foreverOpen AccessImpact Agenda/REFBig DataEvolving manuscriptsAltmetricsOpen pre/post publication reviewORCiDTransparent JournalsCloud reference managementMobile research appsInstitutional publishingOverlay journalsData citationScholarly communicationsResearch data managementPublic engagement/StorytellingWorking with the mediaSci-HubPredatory Publishing/Conferences Open DataWhat matters to academics• The REF • Winning funding bids• Getting cited• Publishing papers• Getting promoted• Gaining esteem• Showing Impact• Retaining tenure• Getting enough sleep(and TEF)Jisc digital capability frameworkhttps://www.jisc.ac.uk/rd/projects/building-digital-capabilityhttp://repository.jisc.ac.uk/6610/1/JFL0066F_DIGICAP_MOD_ORG_FRAME.PDFHow well is the organisation supporting digital scholarship and innovation?Issues to consider:»   Research environment»   Support for digital copyright and IPR»   Support for open and public scholarship»   Influence of digital scholarship on research impact»   Subject specialist requirements»   Researcher development»   Support for digital enterprise and innovation»   Centres of digital excellenceIncreasing the Productivity of Scholarship - Paul Groth http://dl.acm.org/citation.cfm?id=2742031Where today’s library and information professional may support the new research life cycle● Preparation● Discovery● Analysis ● Writing ● Publication● Outreach● AssessmentFramework based on 101 Innovations in Scholarly Communication https://figshare.com/articles/101_Innovations_in_Scholarly_Communication_the_Changing_Research_Workflow/1286826Across entire workflowhttp://dashboard101innovations.silk.co/Meeting the challenge• What skills are needed?• Where can these be obtained?• Recent discussions around academic library skill sets and future roles (see Further Resources)• Where should we be located? (Does it matter?)The research technologist manifestoFor decades skilled LIS professionals have provided researchers with excellent services around collection management, content curation and discovery, critical appraisal and reference management. More recently they have stepped into new areas of support and applied their wealth of knowledge around social media, altmetrics, scholarly communications and research data management. All of this requires a good working knowledge of research practices and technologies. Importantly it also requires knowledge of research office culture - something which can be difficult if based at arm’s length in a centralised department.Researchers increasingly need to understand a multitude of topics including digital copyright, impact, altmetrics, communications, social media, research data management and sharing, open access, infographics, video, animation and mobile apps. Yet all too often they have little time, support or encouragement to explore these topics within their own departments. With what limited time they do have they need to make informed judgements on the growing number of technologies and tools to employ. As we have seen with the development of learning technologists to guide teachers through the myriad of new technologies, is it not time that a new role was created - that of the research technologist or digital academic specialist?Given that the modern research LIS professional is adept of working across platforms, good at problem solving and the use of new technologies that they are well equipped to fill such a role. Many already have the skillsets for such a role thatincludes superb networking, horizon scanning, teaching and training skills as well as the ability to solve a diverse set of evolving problems. Whilst embedded into faculties and departments, all of this can then be supported by the central LIS specialist roles around journal, research data, open access, scholarly communications to ensure a better connection between researcher and the 21st Century research cycle.The research technologist manifestoKey competenciesImage via https://www.canva.com/Where LIS Professionals can help• Scholarly communications (infographics, social media, video creation)• Research data management (RDM plan, hosting, sharing)• Analysis (altmetrics, traditional metrics, capturing impact)• Forming an online identity (digital literacy, information management, social media)• Horizon scanning (working with champions and interested parties to explore new technologies and ideas)Prescribing a Digital Technology• You need to understand why you are taking it• You need to understand the benefits• You need to understand the side-effects• You need to understand that the benefits may take time• You may need two courses• You may need a different intervention• Do not feel pressured to use it - as it won’t workWhich tool is right?https://osf.iohttps://projects.ac/http://direct2experts.org/http://www.scholaruniverse.com/http://beta.briefideas.org/http://thinklab.com/http://www.kaggle.com/https://www.consano.org/https://experiment.com/http://myprojects.cancerresearchuk.org/http://www.petridish.org/http://sciflies.org/http://walacea.com/https://fconline.foundationcenter.org/http://search.crossref.org/fundrefhttp://www.grants.gov/http://newtonslist.crdfglobal.org/http://pivot.cos.com/http://info.researchprofessional.com/http://www.worldcat.org/http://www.standardanalytics.io/http://www.linknovate.com/http://www.crossref.org/SimpleTextQuery/https://nanohub.org/https://www.neuinfo.org/https://www.ncbi.nlm.nih.gov/pubmed/http://scicurve.com/http://citeseerx.ist.psu.edu/http://www.gopubmed.com/web/gopubmed/http://www.nlm.nih.gov/pubs/factsheets/medline.htmhttp://pubget.com/http://www.quertle.info/http://repec.org/http://www.ocoph.org/http://philpapers.org/http://data.worldbank.org/http://scibite.comhttp://www.ncbi.nlm.nih.gov/genbank/http://www.openphacts.org/https://en.expernova.comhttp://www.nactem.ac.uk/medie/search.cgihttp://libraccess.org/http://www.oalib.comhttp://paperity.org/http://researchpad.co/https://www.scienceopen.com/home?5http://www.scilit.netdbpedia.orghttp://scholar.google.com/http://academic.research.microsoft.com/http://thomsonreuters.com/thomson-reuters-web-of-science/http://www.scopus.comhttp://www.bookgenie451.comhttp://www.delpher.nl/http://www.openedition.org/?lang=enhttp://www.base-search.net/http://core.ac.uk/http://network.bepress.com/http://www.oclc.org/oaister.en.html?urlm=168646https://www.openaire.euhttp://www.rockyourpaper.org/http://stackexchange.com/sites#https://www.biostars.org/http://www.wolframalpha.com/http://contentmine.org/http://scholar.aci.info/mloss.org/http://search.crossref.org/http://sciencetoolbox.org/https://www.biosharing.org/http://sciencestage.com/http://www.zanran.comhttp://timetravel.mementoweb.org/http://www.proquest.com/products-services/AquaBrowser.htmlhttp://arrowsmith.psych.uic.edu/cgi-bin/arrowsmith_uic/start.cgihttp://labs.europepmc.org/evfhttp://paperscape.org/http://www.wikidata.orghttp://www.ebscohost.com/discoveryhttp://www.exlibrisgroup.com/category/PrimoOverviewhttp://www.proquest.com/products-services/The-Summon-Service.htmlhttps://www.worldcat.org/http://www.oclc.org/worldcat-local.en.htmlhttp://oag.cottagelabs.com/https://www.openaccessbutton.org/scoap3.orghttps://unglue.it/https://www.deepdyve.com/http://extranet.who.int/hinari/en/journals.phphttp://www.research4life.orghttp://sparrho.com/https://twitter.com/fly_papershttp://nowomics.com/http://myscizzle.com/https://www.pubchase.com/https://sciencescape.org/http://thirdiron.com/browzine/http://www.bibsonomy.org/http://www.citeulike.org/https://www.citavi.com/https://www.colwiz.com/http://www.docear.org/http://endnote.com/http://f1000.com/beta/http://www.mendeley.com/http://www.papersapp.com/https://flow.proquest.com/http://www.refman.com/http://www.refworks.com/https://www.zotero.org/http://www.qiqqa.com/http://wizfolio.com/http://jcb-dataviewer.rupress.org/https://www.readcube.com/http://utopiadocs.com/http://www.crossref.org/crossmark/https://code.google.com/p/surf-incontext/http://www.ncbi.nlm.nih.gov/pmc/about/pubreader/http://olabout.wiley.com/WileyCDA/Section/id-819787.htmlhttp://onlinelibrary.wiley.com/subject/code/000128/homepage/new.htmhttp://jonreeve.com/projects/annotags/http://hypothes.ishttps://www.annotate.co/about.htmlhttp://www.annotatedbooksonline.com/http://screening.metaxis.com/EMBASE/login.phphttps://www.historypin.org/https://mark2cure.org/http://peerlibrary.orghttp://www.resquotes.comhttps://www.manylabs.org/https://books.google.com/ngramshttps://import.io/http://www.unixuser.org/~euske/python/pdfminer/index.htmlhttps://scraperwiki.com/http://tabula.technology/http://arohatgi.info/WebPlotDigitizer/http://1degreebio.org/https://www.addgene.org/http://www.biocompare.com/http://www.geosamples.org/http://scicrunch.com/resourceshttps://www.sampleofscience.net/http://www.selectscience.net/http://www.straincontrol.com/http://www.genomecompiler.com/www.wings-workflows.orghttp://findingsapp.com/https://www.labfolder.com/http://www.labguru.com/http://lablog.sourceforge.net/http://www.esurveyspro.com/http://fluidsurveys.com/freeonlinesurveys.comhttp://www.google.com/forms/about/https://www.limeservice.com/en/http://www.proprofs.com/form/http://www.qualtrics.com/https://www.socialsci.com/http://www.surveygizmo.comhttps://www.surveymonkey.com/http://www.typeform.comhttp://www.alltrials.net/https://clinicaltrials.gov/http://www.crd.york.ac.uk/PROSPERO/https://www.docollab.com/http://www.hivebench.com/http://www.labarchives.com/http://onsnetwork.org/ of 1st: http://usefulchem.wikispaces.com/http://openwetware.orghttp://neuralensemble.org/sumatra/www.protocol-online.orghttp://www.benchfly.com/https://benchling.com/http://www.protocols.io/https://www.scientificprotocols.orghttp://www.crowdlabs.org/http://www.jove.com/http://www.myexperiment.org/https://appsoma.comhttp://www.arvados.org/http://dhbox.org/http://galaxyproject.org/http://www.broadinstitute.org/cancer/software/genepattern/http://ipython.org/notebook.htmlhttps://kepler-project.org/http://www.kitware.comhttp://openrefine.org/http://pegasus.isi.edu/http://ropensci.org/http://www.statcrunch.com/http://hermeneuti.ca/voyeur/ , http://voyeurtools.org/https://wakari.io/http://boinc.berkeley.edu/http://folding.stanford.edu/http://www.opensciencegrid.org/Issues around supporting research technologies• Duplication of platforms • Issues relating to third party software - support, data security• Hybrid platforms (Mendeley and Figshare both host data, Research Professional and Mendeley both promote funding sources)• Limited time for personal research and development• Technologies can come and go• Users have different needs/levels of technical competenciesTaming the research treadmillImage CC BY 2.0 normanack http://bit.ly/2vFh0UP  Which three competencies do you feel you most need to develop?Further resourcesBooks • Bastow, S., Tinkler, J., & Dunleavey, P. (2014). The impact of the social sciences: how academics and their research make a difference. London: Sage.• Carrigan, M. (2016) Social media for academics. London: Sage.• Mollett, A. et al (2017) Communicating your research with social media: a practical guide to using blogs, podcasts, data visualisations and video. London: Sage• Hall, M., Harrow, M., & Estelle, L. (Eds.) (2015). Digital futures: expert briefings on digital technologies for education and research London: Chandos Publishing• Lupton, D., Mewburn, I., & Thomson, P. (Eds.) (2018). The Digital Academic: critical perspectives on digital technologies in higher education. London: Routledge.• Lyons, R. E., & Rayner, S. J. (2015;2016;). The academic book of the future. Basingstoke: Palgrave Macmillan UK. doi:10.1057/9781137595775 (OA)• Tattersall, A. (2016). Altmetrics: a practical guide for librarians, researchers and academics. London: Facet Publishing.• Veletsianos, G. (2016). Social media in academia: networked scholars. Abingdon: Routledge.• Weller, M. (2011). The digital scholar: how technology is transforming scholarly practice. London: Bloomsbury Academic. dx.doi.org/10.5040/9781849666275 (OA)Meeting the challenge: readings• Ekstrøm, J., Elbaek, M., Erdmann, C., & Grigorov, I. (2016). The research librarian of the future: data scientist and co-investigator [Blog post]. Retrieved from http://blogs.lse.ac.uk/impactofsocialsciences/2016/12/14/the-research-librarian-of-the-future-data-scientist-and-co-investigator/• Kingsley, D. (2016), Changing roles and changing needs for academic librarians [Blog post]. Retrieved from https://unlockingresearch.blog.lib.cam.ac.uk/?p=1189• Kingsley, D. (2017). Shifting sands – changing academic library skill sets (UKSG Conference 2017 Breakout). [PowerPoint slides]. Retrieved from https://www.slideshare.net/UKSG/uksg-conference-2017-breakout-shifting-sands-changing-academic-library-skill-sets-danny-kingsley• Tattersall, A. (2017), Following the success of the learning technologist, is it time for a research equivalent? [Blog post]. Retrieved from http://blogs.lse.ac.uk/impactofsocialsciences/2017/03/27/following-the-success-of-the-learning-technologist-is-it-time-for-a-research-equivalent/Aspects of research support• Research Data Management • RDMRose http://rdmrose.group.shef.ac.uk/?page_id=1061• MANTRA http://mantra.edina.ac.uk/• Audiovisual research data https://www.jisc.ac.uk/guides/audiovisual-research-data• Scholarly Communications• Unlocking Research blog https://unlockingresearch.blog.lib.cam.ac.uk/• Planning scholarly communication training in the UK https://unlockingresearch.blog.lib.cam.ac.uk/?p=1517• Handbook for Open Access good practice http://repository.jisc.ac.uk/6565/1/JISC_OAGP_OUTPUTS_HANDBOOK_FINAL.PDF• Metrics • The Bibliomagician blog (see Resource Hub)  https://thebibliomagician.wordpress.com/• Research Impact Metrics Quick Guide (Elsevier) https://libraryconnect.elsevier.com/articles/librarian-quick-reference-cards-research-impact-metrics• Impact and visibility• Living Bibliography for The Impact of the Social Sciences: How academics and their work make a difference. Retrieved from  http://blogs.lse.ac.uk/impactofsocialsciences/living-bibliography-impact-of-social-sciences-research-book/Rapple, C. (2016) Broadening the visibility of your research: ideas from a workshop at the 2016 ARMA conference. Retrieved from https://blog.growkudos.com/2016/06/14/broadening-the-visibility-of-your-research/• Digital communication• Social media https://www.timeshighereducation.com/a-z-social-media• jobs.ac.uk. (2017). The Digital Academic Resources and information to help you enhance your research. Retrieved from http://www.jobs.ac.uk/media/pdf/careers/resources/the-digital-academic.pdf• Images and infographics:•12 common types of infographics  https://infogram.com/blog/12-types-of-infographics/•Information is Beautiful (sample visualizations)  http://www.informationisbeautiful.net/

The digital transformation of research support

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