eMRSG Meeting

 

I had lunch with Katie Fraser overlooking the lake at the University of Nottingham.

On Tuesday 11th September Helen Steele & I visited the University of Nottingham for the East Midlands Research Support Group meeting.

The first half of the meeting was about the creation of online learning resources for researchers (presented by Wendy Stanton & Helen Young), which you can find out more about on the eMRSG website. Some of the interesting points the group found when creating the online resources and talking to researchers were:

• Researchers prefer online tutorials to be 10-30mins and include visuals, links, quizzes and screencasts.
• They also prefer peer support, which was not an option for the current online tutorial project.
• Skills they rated highly and think researchers should develop = literature search planning, assessing quality information and in-depth knowledge of published literature.
• Tutorial creators thought they would need to present a balanced view – researchers wanted to know how to advance their career in three amazing leaps.
• Tutorial creators thought they should include high level content such as ‘how to start a journal’ but many researchers were bemused as to why anyone would want to do that!
• Calling the tutorial ‘Promotion of Research’ was perceived as too aggressive so changed to ‘Dissemination of Research’
• Content more important than aesthetics – both were important.
• The ‘Dissemination of your Research’ tutorials are now available under a creative commons license.

The second half of the meeting was a discussion of what the various libraries represented were doing to support research and the future of the group.

Keighton Auditorium, University of Nottingham

Main themes of research support were:

• Work closely with Graduate School, Research Office, Staff Development/Learning Development.
• Blogs, websites or Blackboard sites to bring scattered resources together as a one stop shop for research support within institutions.
• Research Data Management – big theme for the future, how to support, where funds are coming from, working closely with IT Services etc.
• Looking at different ways of engaging researchers – training sessions, Elevenses, attending appropriate committees, blogs, social media.
• Mapping training and support on to the Researcher Development Framework.
• Library support costed into research bids e.g. systematic reviews
• Institutional repository data and REF.
• OA publishing – how Finch Report will affect things – how/where OA funds placed and managed – what about institutions not receiving extra funds from Government?
• Modules or moderated courses on information literacy and research skills for PGRs.
• How to measure impact of training provided.
• Contacting new staff/researchers on arrival (if possible).
• Reference Management training and support.
• Some libraries (like our new team at Leicester) have staff specifically responsible for research support, others it is part of the remit for all subject librarians.
• Catalogue of Research Equipment (across the M5 group, as announced today here at Leicester) – could the equipment catalogue be linked to research data and research publications? (Loughborough investigating this).
• Research Support Space within the library.
• Challenges = time, resource, funding, do we know what researchers really want/need?

It was a really useful afternoon and everyone in attendance agreed that it would be useful to have a few meetings every year and keep in touch regarding developments to research support within the East Midlands. The next meeting will be hosted here at the University of Leicester in March, provisionally on Open Access Publishing Funds and the affects of the Finch Report.

USTLG Spring 2012 Meeting – Being a Science/Engineering Librarian

A very, very late report on the Spring meeting that I attended and spoke at, which was held at the University of Newcastle.

Although the main theme of the event was sharing experiences of being a science and engineering librarian, some other loose themes emerged becoming embedded vs becoming generic, and the way the profession has/is changing.

Being a subject librarian – Changes to the Profession

So, what does it mean to be a subject librarian? Jenny Campbell, Newcastle University

– Recognise how our jobs are changing – teaching, marketing, web guru
– Allowed to develop more things on OA & Endnote.
– Different ways of teaching, larger groups, lectures with drop-ins
– Research support growing – workshops at Faculty level (50-60hrs to PhD students) + need to do more
– Using social media & have some engagement
– Student surveys for refurbishment of library = more study space, quiet areas, more books, power supply at every desk, more IT…

The Environment and Technology librarian: a new professional’s perspective, making the role your own, Emma Illingworth, University of Brighton

– Know my students, researchers, school staff, academics, subjects
– Social networking on the student/staff community networking site
– Twitter for the subjects – but are the students on there? Professionals are on there but students prefer FB. Are there better ways of engaging?
– Little funky business cards to give to staff & students
– Mainly a L&T role & has become embedded in some modules
– Info skills in each year – need a clear path through the modules
– Tried various ways of delivering teaching – for some groups need to change activities to keep attention
– Email before session to online noticeboard to ask what they want out of session – works well for some groups & not others
– Working collaboratively with academics & sharing successes
– Helped with open day & it was pointed out as a unique selling point to students = their own librarian
– Future – wants to be an embedded librarian

From Soviet Studies to Science and Engineering, Jenny Brine, Lancaster University

– 40 years of librarianship, but only science for a few years
– 1st degree in Russian & first post was running library for Russian & East European Studies = Essential to have language skills, hard to find reliable information, embedded/worked closely with research staff, encouraged to do a PhD, specialised, treated as member of research team and found researchers didn’t want to share data until after they were published,
– Moved to Aberdeen & started teaching IL skills (just didn’t realise that they were called IL, but had been compiling bibliographies for years so had the skills required) to a wide range of subjects, encouraged to do a teaching qualification, had to supervise students doing searches in many subjects – learned about how to find out about research/suject vocabularly,
– Lancaster Uni Library – started in ILL which gives you a good picture of research within the Uni plus contact with staff and students, could notice trends and suggest books for purchase.

– Learning about new subjects – informal (family), formal – colleagues, reading, web resources etc
– Read new scientist
– Support from sci & tech lib colleagues e.g. lis-medical, USTLG, courses & conferences
– Read the study skills/research skills books for subjects
– Talk to academics – get invites to meetings or to look around the Depts.

Widening Participation: building on the role of a science librarian, Tony Wilson, University of York

– Helps with Developing Independent Learning Day for schools & colleges network – aimed at 6th formers
– Library challenges = researching & evaluating info (other session on day about academic writing, campus tour & student ambassadors help with day)
– Quzzies about how library works
– Wanted to work closely with other Uni services to make the events more joined up – collaborated more & became the actual widening participation co-ordinator for Uni
– Extended projects may start to be taken into consideration for Uni admissions
– Develpoing a realising opp website at York – freely available resources
– Also work with local primary school projects – they liked the tour of the library! Done some sessions with school librarians and 10yr olds about evaluating websites
– Challenges – Doing on top of normal liaison post, need to be an all rounder, lack of clear leanining objectives from schools, maintaining discipline within classes
– Top tips – use student ambassadors, ensure clear understanding/agreement over what is being covered, keep session interactive, keep groups small
– Now have a relationship management team with WP as an area they deal with, share the workload – in future all liaison librarians will play a role.

All Change! Restructuring Academic Liaison, Selina Lock, University of Leicester

– I talked about our restructure from a team of subject librarians to a team of T&L Librarians (each with a subject remit for UG & PGT students) and a Research Support Team (each with a much wider subject remit for PGR and Researchers).

– I move into my new position supporting STEM researchers in a couple of weeks and I already know I need to learn more about/provide more support on our research archive, OA publishing, REF preparation, copyright, research data management… on top of the experience I already have in teaching literature searching and bibliographic software.

Becoming Embedded (in various ways…)

Embedding information literacy teaching within Engineering, Liz Martin, De Montfort University

– Moved from one induction slot in 2005 to sessions in induction, 1st yr, final yr UG, PG students
– Web-based Induction before students arrive & available all during their first year plus face to face induction within course induction

– 1st yr session = 2hr within design project module (e.g. design a remote controlled gutter cleaner), within report have to show evidence of research & IEEE referencing.

– Final yr UG as part as project briefings, big lecture to everyone as a refresher with the option to sign up for tutorials for more help.
– PG (MSc) – 2hr session
– How from one induction to embedding? Lots of chance opportunities, put together a Bb module for another subject & then showed it to other academics, Technology module leaders liked it, other links were forged through management boards (external examiner feedback), once referencing session in place led to other academics being interested & 1st yr engineering project session came through that, also worked with study support to introduce sessions on report formatting & do team teaching on some sessions.
– Future – a lot of teaching still ad-hoc/short notice, would prefer to be timetabled, see students every year of course, keep plugging for other subjects.

Making yourself indispensible – Science Community Librarianship, Steve Lee, University of Glamorgan

– Science, sport, chiropractice – too many subject to be traditionally embedded!
– Must be valued by our users – how?
– Make our users lives easier – if they value us they will fight to keep us
– Get out of the library – go to where users are
– Visit academic staff in their offices (on their turf) – what are their problems & work out action plan to resolve problems
– What are their problems? = time management, getting research time, dealing with students, accessing journals, searching easier on google, marking, admin takes time, keeping up to date etc
– Library matters not a priority, help solve their problems and their priorities – what makes their life easier?
– Visit your researchers & find out their interests – keep notes
– Plan individual strategies to meet needs – become valued member of support team
– Upskill users – you don’t loose value as they will come back when they need updating
– Takes time to set up e.g. new book lists & Journal ToC, but once up & running they can become automated
– Can then focus on individual problems- take ownership of problems & see it through to resolution instead of passing on to someone else
– Staff & students want fast resolutions to problems – want help now.
– E.g. staff member wanted to be able to borrow moe than 15 books – is it a resonable request? What do other institutions do? Present evidence to colleagues to increase loan limit & take it to senior management – agreed to put it up to 22 for a year – tiny amount took it up but had a few very happy academics.
– Periodically revisit staff to re-evaluate & find out about new needs.
– If you can’t solve the problems then at least they know you tried.
– In response to student need – sits in chiropractic dept at set times to help, as they are in a building away from both libraries – sit in student computer room so became another channel for helping students solve other problems too. Other people wanted same service & now done in other Depts.
– These surgeries allow you to get to know students, staff & researchers, can do work even if people don’t come, on average answer a couple of indepth queries each time, gather evidence for resources needed, only do in term time (exam times usually very quiet).

– Have to be pro-active so users cannot afford to loose you…

Hiding library training in other classes, Kirsty Thomson, Heriot-Watt University

– Students not keen on library training – think they already know it – even if they turn up they are not there in spirit.
– What do students care about? Getting their degree.
– Intro to Essay writing – biology students in wk 2+3, jointly teaching with effective learning tutor – saw in groups of 60-70 & got them to do group work looking at extracts of texts (e.g. journal, textbook, fiction, newspaper)
– Think about the style of writing, could they use it for essay, where/what did it come from, followed by group discussion on what is/isn’t appropriate for essay writing
– Fake essay extract with no references, talk about importance of referencing & got them to look at the essay to see whether they picked up where it should be referenced
– Class discussion on plagiarism – ‘is this plagiarised or not?’ slides
– 75% of class said info about referencing was useful & relevant
– Liked group work, working with examples
– Followed up by essay feedback class – essays submitted via TurnItIn – which librarian could see & based follow up on the kind of mistakes they’d made e.g. structuring, problems with referecing, using illustrations
– Made you realise what students don’t know! e.g. don’t realise a 70% mark =  a brilliant essay
– Go to meetings, volunteer for anything that is IL related, work with other services e.g. effective learning
– Needs to be relevant to student interest & worries
– Be convinced your teaching is interesting – if you’re not interested then they won’t be!
– Be careful what you call your sessions e.g. Avoiding Plagarism became ‘Copy & Paste: Just Say No!’ (only works if you remember Grange Hill!) – finally became ‘Using evidence in your essays’
– Don’t give up on an idea too quickly, but be ready to change classes if not working.
– Link to an assignment if possible
– Future: put shorter IL content into other lectures – build links to course content.

Open Access: the impact for libraries and librarians (RSP Event)

As a special Monday treat – here’s the third guest post from my team, this time from Valérie Spezi.
______________________________________________________________________________

I went to a very interesting conference last Friday on Open Access and its impact on libraries and librarians, organised by the Repository Support Project (RSP). As usual with RSP events the conference was very well organised, including venue and catering, and the selection of speakers was of great quality.

The conference was well-attended, mostly by librarians from all over the UK and across sectors, which wasn’t really surprising given the title of the conference. Librarians from the Higher Education sector formed the bulk of the audience; but it was nice to see that there were also a few publisher and funding agency representatives, as well as information and library consultants.

The conference objective was to provide librarians with greater knowledge of Open Access, what it is and what it isn’t, how it is currently developing and shaping scholarly communication systems and what impact it’s having on libraries. Far from preaching Open Access at any costs, the selection of speakers offered a balanced view of what is achievable within Open Access and what isn’t.

Bill Hubbard started off the conference day with a presentation setting out the background to Open Access (OA), i.e. what OA is and what it isn’t, and what the rationale supporting OA and the drivers are. Open Access for most of us simply means ‘open to read’ (including cache, save and print), and most materials available today on Open Access are open in this way. But it was interesting to learn that the original idea in the Budapest vision started out with a more unifying view of an open world where material would be open to read and re-use. However the reality proved to be much more complex and made it difficult to achieve this ideal of a total open information world. Then, Bill presented the usual drivers for OA (serial crisis, moral case, financial rationale and academic need to have speedy access to scholarship). More importantly, Bill added an additional driver: ‘because we can!’, meaning that we are witnessing major changes in the information environment, and Open Access is one of these major changes taking place and it can’t be ignored as we have the technology and all the good reasons to do it. Finally, Bill went through the usual misconceptions about OA (subversion of peer review, replacement for publication, invitation to plagiarism and an attack on copyright) and explained why these arguments against OA were erroneous or even sometimes illogical. In conclusion, it was suggested that what is needed to build OA are systems and workflows to support researchers, institutions and funders, who all seem to be favour of Open Access but are facing great challenges individually.

The second speaker was Alma Swan, from Key Perspectives Ltd, who has done a great deal of work on scholarly communication and Open Access (it is only fair to note that she and her business partner pioneered key research studies on researchers’ attitudes towards Open Access in 2004/05). Alma’s talk was about the economics of OA. The aim of her talk was to present the costs and savings at system levels (Houghton et al. report [2009]) and at university level (Swan [2010]). She presented first, in great details, the results of the Houghton et al. report, which looks at costs and savings in three different OA scenarios (self-archiving or green access; repository archiving with overlay services; open access journal or gold OA). She then moved on to her own work which builds upon the Houghton report as she used the Houghton methodology to build a limited number of case studies looking at costs and savings at institutional level.

In conclusion, the main idea from Alma’s talk was that universities differ greatly and therefore results differ greatly from one institution to another: whereas the Houghton report indicated that the UK scholarly communication system as a whole could enjoy substantial savings across the sector, Alma’s work indicate that research-intensive institutions may end up yielding negative savings (i.e. paying a cost) in the move towards Open Access, and therefore the national OA savings case needs to be managed so that some universities are not individually disadvantaged.

Following on was the interesting talk from Wim van der Stelt, Executive Vice President Corporate Strategy at Springer, one of the biggest STM publishing houses. Beside the presentation of the various open access options offered by Springer, Wim made a few interesting points:

• Firstly, Springer has adopted the strong Open Access position, meaning that all their open access content is open to read and to re-use as in the Budapest initiative, save for commercial purposes. The main reason for this was according to Wim the fact that it seems that end-users generally don’t care about copyright and hence Springer’s decision to go strong OA in order to simplify copyright policies. Wim emphasised the fact that Springer leaves the copyright to authors and is generally happy with just a licence to publish.
• Secondly, Wim bluntly took on the role of publishers in today’s scholarly communication system. If publishers’ role in distributing or disseminating scholarship was acknowledged as a thing of the past, it was however said that publishers create value-added services to their authors – though what exactly those value-added services consisted of was not really debated.  In short, Wim reminded the audience that publishers are in the scholarly communication market to make money first and foremost, thus the legitimacy of open access embargoes enabling publishers to ‘rightly’ monetise on content. So, yes to Open Access as long as there is a business model, and BMC, recently acquired by Springer, has certainly proved that Open Access can be extremely lucrative. But Wim also insisted on the fact that publishers are equally eager to please their customers, i.e. the research community, and thus Springer wouldn’t go down the open access route if it was felt that there was no demand for this from the research community they serve.
• Thirdly, Wim talked about the difficulty to introduce new OA journals as they often bear huge fees whereas they still have not yet yield any impact factors.

Wim concluded his speech by saying that it was believed that OA would stay as a complementary business model; a conclusion I understood was also shared by some of the speakers present at the conference. As Bill repeated several times, Open Access is not THE solution to today’s scholarly communication failures; it’s only one of the components of the changes scholarly communication is going through.

Susan Ashworth, Assistant director for Research and Learning Support services, presented the development of Enlighten, the University of Glasgow’s research repository holding just over 35,000 records (but only 3,600 full-text items). Susan talked about the organisational/staff structure of Enlighten, and it was interesting to see that the University of Glasgow went for a manager-less unit but with a very strong support team consisting of cataloguers, a service development manager and an advocacy manager. From the many common drivers listed by Susan, one specific driver stood out: the imperative need for research management the RAE brought about in Higher Education and Enlighten seems to fulfil this role just fine. Other interesting aspects of Susan’s talk were the excellent work the Library has done on author disambiguation using Glasgow Unique identifier (GUID), the delivery of subject feeds from Twitter, and the hot-linking to publications of all that valuable information when it comes to research management that are grant funding and funder names.

Dave Carr, the Open Access Adviser from the Wellcome Trust (WT), was the next speaker. The OA policy was introduced in 2005 and made mandatory in 2006, requiring WT-funded researchers to make their publications available within 6 months of publication. Dave estimated the compliance rate to the policy to be close to 50%. But the WT is aiming high, and raising the compliance rate is one of the top priorities of the trust. Therefore Dave’s talk was all about how the WT can persuade researchers of the benefits of Open Access and how the WT can help their researchers to make their publications available on OA. Dave’s talk was focused on the need to establish communication with researchers. Too many researchers are still unaware of OA funds or self-archiving practice, this is why the WT is working hard in getting the message across to researchers. In conclusion, it was felt that sanctioning non-compliant researchers was not the way to go for now, and the WT would strive to persuade researchers rather than adopting a punitive approach.

Chris Middleton, from the University of Nottingham, presented a case study on institutional funding for OA publishing. The main driver for setting up the OA fund was the looming REF. Some figures were provided: 353 OA fund requests were made over 4 years, whereof 140 were made in 2009/10, representing circa £171,179. The average cost per article at the University of Nottingham, was estimated at £1,317, but the payments were wide-spread, ranging from £277 to £2,990. The message Chris tried to pass across to the audience was the paramount importance of budgeting those OA costs (where is the break-even point?), but also that this is a very difficult task a University/library sets for itself. Chris used a slightly modified version of Alma Swan’s economic model to base her calculations on OA costs and savings.

Jackie Wickham, the RSP Open Access Adviser, reported on a survey of repository staff she conducted over the summer 2010. The survey was distributed via the UKCoRR list. Beside some useful data on repository staffing, such as 76.2% work part-time, 73.8% work as part of a team or that repository staff tend to be highly educated, Jackie also offered a summary of the skills repository staff (managers and administrators) thought were important, and this included communication (getting the message across), interpersonal skills, project management, determination, perseverance and patience .

Finally, the conference day came to an end with Paul Ayris, Director of Library Services at UCL and President of LIBER, who presented a selection of Open Access projects he’s involved in such as:

• DART-Europe, the principal gateway for discovery and retrieval of OA European theses, and how the EThOS project fits into this.
• Europeana libraries, some sort of Google-equivalent (which in itself is an already ambitious endeavour…) for European quality-assured research content.
• LERU (League of European Research Universities) – a consortium of 22 research-intensive universities in Europe lobbying at the European level for the promotion of research.

In conclusion, this RSP Open Access conference was very informative and enlightening and helped to understand the debate, the drivers but also the challenges of Open Access. And, in the words of Bill, the conclusion would be that OA enables publishers and librarians to channel the huge changes currently taking place and ensure quality control of the research made freely available to anyone. Far from delivering anarchy in scholarly communication, OA helps stakeholders to organise and channel the mass of open research content.

USTLG Winter Meeting 2

This follow on with my report of the USTLG Winter Meeting.

Finding the known unknowns and the unknown knowns, Yvonne Nobis, University of Cambridge.

• Talked about their development of the http://www.lib.cam.ac.uk/scienceportal/website aimed specifically at researchers (which I know some of our researchers rather like the look of!)
• Researchers often don’t known what they’re looking for: unknown unknowns, as research skills might need updating, looking for something outside their field or don’t know where to begin.
• Scientists don’t tend to use the Cambridge libraries (over 100 of them so confusing system) and they want everything electronically so looking for a way to meet their needs.
• Found most visitors to the science library are those looking for historical (print) information, or students wanting a place to study.
• ~95% journal are online and ~95% of monographs are still print only.
• In response to this they will now scan on demand from their own collections for Cambridge researchers (currently a free service as charging would have copyright law implications).
• As the staff would often need to retrieve these items from storage the scanning has not added too much extra effort.
• Science librarians at Cambridge do a lot of training of early career researchers.
• Science@Cambridge contextualises information within a subject area to help researchers start their searching.
• Includes a federated search option where relevant databases have been chosen (to steer researchers away from just using Google Scholar as they don’t realise what scholar doesn’t index: unknown unknowns).
• Trying to make resource discovery as easy as possible.
• Have problems with making eBooks easy to access, especially individual titles on catalogue records.
• Trialled using chat with subject  librarians but not really worked so looking at centralising enquiries more.
• Training branded through College or Computing Services gets a better turn out than library branded training.

We use a similar idea to Science@Cambridge in our subject rooms, but could learn more from them when redeveloping our Rooms as part of our digital library overhaul? Hopefully using Summon in future will make resource discovery easier at Leicester

Lunch!

Obviously the most important part of any conference is the lunch provided. This time it was a good spread sponsored by Wiley Publishers, and in a very unexpected place…

Lunch in the Divinity School

Citations Count! Experience of providing researcher training on bibliometrics, citations and Open Access publishing. Kate Bradbury,  Cardiff University.

• Training in citation data in response to REF raising interest in bibliometrics, funders requesting bibliometric data, help deciding where to publish and to promote work. 
• Training covers: WoS/Scopus/Google Scholar, looking for data in other sources (e.g. book citations, full text resources which include references), what each database provides e.g. impact factors, increasing citations, using open access publishing and repositories.
• Format of training: 30 min talk and 1 hr hands-on using workbooks – activities such as finding impact factors, setting up citation alerts, looking at OA resource and using ResearcherID.
• Also do shorter, tailored talks for Departmental meetings etc.
• Sessions dones for subject librarians, staff development programme, specific schools/depts (e.g. Comp Sci, Engin, Psychology) and within seminar series.
• Lessons learnt: avoid too much detail, stay up to date with new database features and REF, emphasis benefits to researchers, takes time to build interest in training, targeted sessions best, be flexible & adapt sessions to suit audience, be prepared for discussions about the validity and use of bibliometrics!
• Stance taken: explain how to find information but leave it up to the researchers to decide if it is useful to them, including discussion of pros/cons of bibliometrics.
• Types of questions asked:
• How to pay for OA publishing?
• Shouldn’t we just write controversial articles to up our citations?
• What about highly cited, poor research?
• My journals not indexed in WoS, how do I get citation info?
• How to find book citation info?
• What about self-citations? Will they be excluded from REF?
• BMJ article said no observable citation advantage from OA publishing…
• Can I import articles on in WoS into ResearcherID? (can do, but tricky)
• What is a good H-Index to have?
• Doesn’t H-Index just reflect length of career?
• Where’s the best place to put an OA article?
• I use a subject repository so why also use institutional repository?
• I don’t want an early version of my work available…
• What next in terms of training? – Continue with sessions, support subject librarians to run their own sessions, introduce Bristol Online Survey to collect feedback from attendees, respond to individual follow-up questions and do a separate presentation on OA publishing.

Wiley Publishers: WIREs, Alexa Dugan.
Next up was our sponsor for the day Wiley talking about their new product:

• WIREs = Wiley Interdisciplinary Reviews.
• Reference work meets journal review article –  a new concept in publishing.
• Have been finding it difficult to find authors/researchers with enough time to devote to writing traditional reference works, especially as those works do not gain professional recognition .i.e. they are not indexed or cited.
• WIREs is Wiley’s answer to this: invited content with high quality editorship, drawing on their research journal community ties (so like a reference work), but also managed to get them indexed in major databases and WoS so the authors can get recognition.
• Each Review has a carefully thought out structure, which is kept up to date with a range of article types e.g. focus (news) articles, opinion pieces, basic reviews, advanced reviews etc.
• Content is added every two months (so serial like a journal) & articles retain their title and DOIs for citation purposes.
• One of their flagship titles: Climate Change Review has won several awards already.
• FREE for first two years: wires.wiley.com


Getting Interactive

Researcher@Library – becoming part of the research cycle, Katy Sidwell, University of Leeds.

• Leeds, like many of us, have managed to get a certain amount of library training embedded or offered to PhD students, but what about Academics and other Researchers?
• Started to think about how to support researchers so thought about the life cycle of a research project:
• Ides (pre-funding) – Planning (finding application) – Action (research/life of grant) – Dissemination – Application (of research knowledge/transfer) – back to beginning of cycle.
• They got us to think about how we all support these stages of the cycle & feedback (using post it notes – a good bit of interactivity to wake us all up!).
• What they (and from the feedback, others might do) are:
• Ideas = library collections, current awareness & literature search training.
• Planning =  Identify funding sources ^ support research bids (though in Leeds this only happens in particular areas as it’s labour intensive and unscaleable).
• Action = PhD workshops, bibliographic management, lit search support, data management advice, user behaviour research, friendly space for researchers.
• Dissemination = RAE/REF support, etheses online, institutional repository, publications database.
• Application = intellectual property advice (Business officer), market research for knowledge transfer e.g. patents.
• Hard for researchers to know about training – where/how to promote?
• Created a website for researchers to bring together the various things available to them (need user needs analysis to find out what to put there).
• Researchers wanted a website that was not solely library resources/focused, not tutorial but advice that could be dipped into at appropriate time, simple navigation, no login but not really basic advice – appropriate to their level.
• library.leeds.ac.uk/researcher
• Work in progress – need to clarify purpose, look at navigation issues, obtain feedback and roll out across other faculties.
• Where now? – created Library Researcher Support Group to continue the work and look at how it fits in with the new Vitae researcher development framework.

A good day all round. The presentations from the day can now be viewed at the USTLG site.

USTLG Winter Meeting 1

On 25th November 2010 I attended the University Science & Technology Librarians’ Group Meeting at Keble College, University of Oxford. The theme for the day was “The role of libraries in the research process.” I nearly walked straight past the little wooden entrance to Keble College, but was greeted with a magnificent vista on entering…

Keble College

An academic perspective on libraries supporting research. Professor Darton, Dept Engineering, Oxford University.

Professor Darton expressed his love of books, talked about his ancestors being publishers of children’s books and having founded the Darton Juvenile Library. He also talked about how he had fought to keep the Engineering Library at Oxford under the control of the Department as he felt it played an important part in their culture.

He had brought in a couple of classic engineering texts and said it was difficult these days for academics to find time to write “classic” types of textbooks and they were hvaing to find other ways of conveying information to students.

In his time as an engineer he thought that libraries/librarians had moved from being a status symbol (the bigger the library the more knowledge) that was protected and guarded by the librarians for their specific patrons, on to being providers of information which encouraged access for all and finally, these days, being more of an online gateway with librarians as web managers.

He then went on to argue that for science and engineering researchers the library is no longer needed – they rarely use physical texts, there is a huge amount of good quality information accessible via Google (as long as you have the skills to judge quality) and more movement towards open access materials online (e.g. in his are of sustainability). He argued that he would be happy, as a researcher, for there to be a subscription team who oversaw journal subsciptions on behalf of the University, a storage/retrieval service for older print items and for the sciences to stop funding the expensive physical libraries needed by the arts. Or even move to a model where all researchers are given a portion of the library funding to “buy individual article on demand” instead of having a central library service! As you can imagine this was a controversial point of view…

The audience asked if he thought the same applied to undergraduates and he thought up until their 3rd year projects that might have different needs, but by project time they might still need a budget to buy relevant articles.

When asked if he saw any role for librarians he thought there was still an important role in training people to be critical of information, and recommends library training to his students. Also that journal subscriptions would be more cost effective than buying individual articles so perhaps librarians should become/be seen as skilled negotiaters. Librarians need to show how they can help researchers.

Professor Darton was also critical of the current peer-review system, and as an editor of a journal it was becoming very hard to find good reviewers. He suggested that publishing the names of the reviewers might improve the quality of the reviwing. He was also suprised to find younger researchers don’t have a concept of what a journal is as they have never held a print copy in their hands.

USTLG Talk

 

Update on REF, Kimberley Hacket (REF Team)

Main points of interest:

REF will be a process of critical review and some will include bibliometric information.

3 elements: Outputs (research) ~60%, Impact of research ~ 25% and Environment ~15%.

4 outputs per researcher (less if early career).

36 sub-panels looking at different subject areas.

Outputs selected by HEI

All types of outputs can be selected as long as they conform to REF definition of an output, including open access outputs.

Citation information can be used by a sub-panel if they wish. However, it will be used to inform expert review and not on it’s own.

If panels request bibliometric information then it will be supplied by REF (not by institution) and will conform to agree simple metric methods.

Panels being selected and will be announced early 2011.

Impact is not just economic but also social, quality of life etc.

Do not want to discourage curiosity-driven research.

Data collection will be built on the RAE system – pilot in late 2012, live in 2013.

Assessment in 2014 – results by end of 2014.

Any bibliometric data used will come from a single supplier appointed by REF.

 

Old Bodleian Library

Research Metrics, Anne Costigan, University of Bradford.

Anne talked about looking at metrics with researchers and the issues around metrics:

Metrics can be used at author, article, journal or institution level – journal level most known.

Citation metrics available from Web of Knowledge, Scopus & Google Scholar.

Journal Citation Reports (WoK) – impact factors most famous – attempts to measure importance and quality of journal.

Citation Reports usually ignore books, conferences and non-journal research information/citations.

Researchers tend to get hung up on journal impact factor – seen as “league table of journals”. However, be wary as different subjects have different amounts of journals listed, impact factor can change over time so look at trend, encourage people to also look at ranking.

Often asked “what is a good impact factor?” = how long is a piece of string? Varies tremendously by subject e.g. a specialist area might have many citations missing as journals not indexed, or papers in conferences etc.

Self-citation can skew figures.

Review journals tend to be very highly cited.

Editors have been known to insist that articles always cited articles from within the same journal to inflate impact factor.

Controversial papers are usually highly cited and can skew figures (could be a “bad” paper).

Other options to look at: Eidenfactor (WoK) – complex algorithm where citations from highly ranked journals hold more weight. H -index e.g. 34 papers which have at least 34 citations = H-index of 34. H-index does favour those with a longer career.

Article metrics – times cited (WoK, Scopus, Google Scholar) – different results from each. Scopus & Google Scholar tends to include more non-journal citations.

Author metrics – WoK can create citation report & remove self-citations. Problems with identifying papers belonging to certain authors (e.g. similar name to someone else.)

Can use ResearcherID (free service via WoK) to register articles under your author name.

Scimago – uses Scopus data for free.

What about repositories?

MESUR – combines citation & usage data.

Rise of Web2.0 – vote for your favourite article?

Researchers like easy to undertsand metrics e.g. H-index.

Uses of metrics – where to publish, what to subscribe to, in recruiting researchers, at Dept or Institutional level for marketing…

No measure perfect – always look an a combination of things.

Visit to South Leicestershire College

On Wednesday I represented the University Library at the College-University of Leicester Network (CULN) Librarians meeting. This meeting was hosted by Lesley John at South Leicestershire College, and we got a tour of the new College building, as you can see from the photos below.

The new building brings all their departments together in one place, where they were previoulsy on several campuses. Including those such as construction (below). Each subject has their own teaching area or Pod, which includes an area where the students can drop in to use computers or do group work.

Lesley told us that the library being integrated into the new building has meant more visits from students and staff, including harder to reach users.

USTLG Spring Meeting Redux (Afternoon)

Following on from my post USTLG Spring Meeting Redux (Morning), here’s few notes on the afternoon.

Theme for afternoon: social networking.

Advocating professional social networking to academics. Paula Anne Beasley and Linda Norbury, University of Birmingham.

• The subject librarians are well placed to advocate Web2.0 tech for gathering information via social networks.
• Found a knowledge gap for those not using Web2.0 or not of the generation to ‘just have a go’ at things & prefer some training.
• Surveyed staff in College of Physical Sciences & Engineering about their use/knowledge of Web2.0 using a free text survey.
• Responses variable, but enough interest to offer training session.
• Major issues from survey were whether Web2.0 tools were secure/stable, whether there was a University policy on using them and a lack of knowledge.
• Anne & Linda managed to get the College Academic Enhancement Group interested in the session, and all invites went out from that group rather than from the Library.
• The training session that was offered was originally going to cover blogging and twitter. However, as Linda got stuck abroad due to the ash cloud it became focused only on blogging on the day.
• 31 attendees for session: academics, admin staff, researchers & Emeritus Professors.
• Got very good feedback and the attendees were enthusiastic about blogging on the day.
• They hope to follow-up with seminars on social networking and social bookmarking, plus a support course in Blackboard.
• No-one else in their University is currently offering training in this area.

‘Do Librarians Dream of Electric Tweets?”, Gareth Johnson, University of Leicester.

The next presentation was from our very own Gareth, who gave a very enthusiastic talk on using Web2.0 technology for networking, and in library services.  Main points were:

• Why use things like twitter & Blogs?
• For professional networking, self-reflection, sharing experiences, staff development, answering enquiries, motivating staff etc.
• Can be very powerful tools.
• Like Gareth, I pick up lots of useful information and links to new reports via twitter now rather than by other routes.
• When using these technologies it is important to be human: respond to people, don’t just broadcast, share things.
• The best use of web2.0 csome when you allow it to overlap your personal, workplace and professional lives, but if you’re not comfortable with this level of engagement it can still be useful when used only in work hours.
• Important to “find the right tools for you”.

Gareth’s full presentation:

Do Librarians Dream of Electric Tweets? Making the most of blogs & microblogging

View more presentations from Gaz Johnson.

USTLG Spring Meeting Redux (Morning)

Royal Society of Chemistry, Burlington House. Photo by Matt_Fom_London via Flickr Creative Commons.

Gareth had already blogged about this event, but here’s my take on it too.

Theme for the morning: Go to the users, wherever they are online.

Taking your service to scientists: embedding subject-specific resources within VLEs. Jon Fletcher. Nottingham Trent University.

• Talked about embedding library resources & links into the VLE so student “don’t have to remember where to go” to get stuff. Student feedback suggested that they often forget how to use resources between years/terms/f2f sessions.
• University mandate that all courses should have a VLE site.
• Includes links to catalogue, metalib, referencing guidelines, library homepage etc in all science courses.
• 5 step guide to embedding: Consult/design resources using a team approach, get permission/access to VLE course, embed resources, consider sustainability & update when needed.
• Often need to ‘sell’ the resources/need to embed to the academics, but once in a few courses then get a snowball effect due to good student & course team feedback.
• Embeds all his teaching resources as well as core library resources.
• Sustainability: think about time/workload required, timescales and the tools needed. E.g. previous html editor wasn’t up to the job so now uses Wimbacreate. There approach is to use a repository and link all courses to one version of core resources page so easily updated in one place by more than one person.
• Updating: design so it only needs updating once or twice a year.
• This initiative has led to more visibility, embedding of f2f sessions, more liaison with academics and more enquiries.
• Currently a trial and only being done by Science team.
• Just about to start using TalisAspire for reading lists.
• Approx 1-2 weeks of time needed to build resources & embed them.
• Moved subject-based library pages within the VLE and linked out to other types of library pages.
• Stats on what is being accessed via the VLE.

MyLibrary – building a Library dashboard application. Mark Gavillet. University of Newcastle

• Creating a MyLibrary dashboard app using a customisable online tool (JQuery UI). A project which will go live for students to trial in new academic year.
• App draws info from various places e.g. library systems, shibboleth (for authentication, google etc.
• Tracks what resources are being used.
• Wanted to identify 80% of ‘start’ points for 80% of tasks that 80% of users do 80% of the time by asking 130 students where they look for resources.
• Student feedback was that there start points for university work/resources were google, OPAC, reading list, Blackboard VLE, databases, library homepage or student homepage (in that order of preference).
• The first place they go when sitting at a university PC: Uni email, Google, Blackboard, Facebook.
• Key library services: ejournals, renew books, search resources.
• They do not use the library homepage as anything other than a gateway & don’t read library news.
• Happy to use search tools but unsure of finding the right search tools in the first place.
• customer journey mapping of tasks such as finding an article form a reading list showed very convoluted routes to get there! Hope MyLibrary tool will help get them there quicker.
• Can put MyLibrary button in variety of places they use frequently such as Facebook and VLE.
• MyLibrary tool tabs for modules, resources, announcements, eResources/eJournals, MyItems(loans) & more.
• eResources pulled from subject categories on Metalib.
• eJournals via SFX (can search & choose favourites).
• MyItems/MyRecord from Aleph library system & can renew via tool.
• Opening hours & events from Library Google calendars
• TOCs from JISC tic TOCs service.
• GO TO WHERE THE USERS ARE, rather than expecting them to come to the library homepage. If the tool is successful then they will re-evaluate the role of the library homepage.
• Several months work and development.

RSC Publishing beta – Have your say…Richard Blount and Louise Peck, Royal Society of Chemistry

Got a quick overview of the new RSC interface and they are very keen for librarian feedback. Either via their survey or as beta testers. Quick look at ChemSpider, an excellent, free chemical structure resource.

Information Literacy within our Institution: Thoughts from LILAC

Word Cloud of tweets during LILAC 2010 courtesy of http://www.flickr.com/photos/davepattern/

Just before Easter I attended the Librarians’ Information Literacy Annual Conference, held this year in Limerick, Ireland. It was my first chance to step back and think about my new role as an Information Librarian at the university, so great timing for me.

I attended a range of different talks on areas relevant to my own personal development (on librarians’ roles as teachers, and case studies of online tool use), but in this post I’m focusing on talks which I felt had institutional significance in terms of what we’re doing with information literacy, how we’re doing it, and what else we can do.

What are we doing?
The amount and kind of information literacy teaching inevitably varies within as well as between institutions: different courses and different disciplines have different needs. However, when responsibilities for information literacy are split between different departments and services across a university there are obvious benefits from tracking who does what: to make sure students acquire key skills, and to identify opportunities for collaboration. I believe librarians, as specialists in the area, have the responsibility to make sure these skills are developed, even if we are not always responsible for delivering them ourselves.

Gillian Fielding’s presentation on The Information Literacy Audit at the University of Salford described an institutional audit as one way of doing this. The team at Salford took a checklist of key information skills to programme leaders across the university to determine what training was provided, how it was provided, at which level (pre-entry, induction, year 1, 2, or 3, or at Masters or PhD) and by which department / service. Despite difficulties with timing of the audit 70% of undergraduate course leaders participated, and it seemed like a really good way of opening up dialogues between central services and departments about what needs covering and how it can be offered. It certainly sounded like information I’d find useful, although they did have large number of subject specialists to carry out the audit compared to us!

How are we doing it?
One of the big themes of the conference for me was about how the library collaborates with others in the university. In fact, the workshop I was at the conference to lead (focusing on central services’ roles in supporting research student communities of practice) was looking explicitly at the library’s role in the wider university community. Sophie Bury from York University in Canada covered a similar theme in her presentation on academics’ views of information literacy.

The academics she surveyed pretty universally agreed that information literacy skills (as defined by the ACRL standards) were important. Furthermore, the majority thought librarians and academics should be working together to deliver sessions, a finding that she noted was echoed in some previous studies, with others suggesting that librarians should be handling this area. However, she also found a fairly even split between academics believing that sesssions should take place outside or within class time. This is an ongoing issue: sessions which take places outside of class time are not as well attended, but it’s easy to understand why academics are reluctant to jettison discipline-specific content for more general skills. How we fit information literacy into the student experience AND the student timetable is something I’ll be thinking about more over the summer as I look at my teaching for next year.

What else can we do?
Finally, as well as more ‘traditional’ information literacy, the conference also got me thinking about ways in which information literacy teaching can impact on a broader range of skills (see also Selina’s previous post about Critical Appraisal). Stephanie Rosenblatt from California State University gave a talk entitled They can find it, but they don’t know what to do with it looking at students’ use of academic literature and found that students were already competent enough at finding scholarly literature (the main focus of her teaching) but that they didn’t know how to use the academic materials. Should librarians be developing a more rounded approach to teaching information literacy? Aoife Geraghty and her colleagues from the Writing Centre at the University of Limerick discussed a way in which centralised student services could work together to support such activities.

Lastly, Andy Jackson from the University of Dundee ran a workshop on generic graduate attributes, challenging us to develop attributes such as ‘cultural and social and ethics’ into teaching Endnote and Refworks use. This was immense fun (once we’d worked out that attribution and intellectual property could be seen as cultural and social ethical issues!) and made me think about all the different angles and educational opportunities that even the most basic software training workshops offer.

Where Now?
The conference ended with a Keynote from Dr Ralph Catts talking about developing our research methods and evaluation (in time for the conference next year!). The appeal for librarians to involve educational researchers in their planning and evaluation was a little misplaced for me (I have a background in educational research, and was rankled by the implication that librarians universally lacked the ability to evaluate, rather than the resources to do so). However, I think his message about the importance of evidence in instigating, developing and evaluating our practices was sound. I definitely hope to use the research I learnt about at LILAC in the next few months, and I hope to do more reflection and evaluation as I settle in to the post.

EMALink Event On Subject Librarians Part 2

Developing the information literacy practitioner; the OU’s training needs analysis by Wendy Mears.

• The context of Wendy’s talk was that the OU needed to know what training information literacy librarians needed in order to learn new technology, cut the time needed for course production, and deliver increased return on income for library resources.
• Information literacy integration in OU courses is seen as a key indicator of library success.
• Mary Auckland undertook a training needs analysis based on the current and future demands placed on information literacy librarians.
• This included a literature survey, conversations with key thinkers, anonymous survey of the libs (using survey monkey) and focus groups.
• Some of the skill gaps identified were: influencing & persuasion skills (for use in meetings), making a case for information literacy in pedagogic terms, marketing & advocacy skills, assertiveness and creating generic information literacy materials.
• There were also gaps in technical knowledge with regards to Moodle, Word, Powerpoint, Elluminate, social networking, web2.0 and Excel.
• A development plan was produced with ten recommendations, such as librarians taking OU courses, updating job descriptions, keep a watching brief in new technologies, develop key competencies and research support skills.
• As with anything, budget was a major factor in responding to the training needs so some needs will be met through existing channels e.g. staff developement hour (hour for training every week), appraisal process, visit from external speakers and University internal training events.
• New initiatives included: using internal experts, bringing in external experts to provide tailored training and supporting external events/qualifications.
• Four months in it is difficult to tell if the new training initiatives have had much impact, but it helped define librarian roles as well as training needs.
• It highlighted existing good practice and ways to use internal resources where possible.

Students, Librarians & Marketing the Library by Becky Laing, Loughborough University.

• Becky outlined how the library became in a marketing module that is run by the Department of Information Science for their PG students.
• The library was asked to produce marketing briefs for the students to work on, and the students had to present their marketing pitch to the academic librarians.
• The briefs were for marketing the library journals, subject librarians, information literacy & study skills, Metalib (library portal) and Library space.
• The students were also given a subject librarian they could contact for more information if needed.
• The students came up with some interesting ideas that the library found very useful. (See Becky’s slides for more info).
• For example, they suggested a leaflet and video to advertise the subject librarians, and more targeted marketing to encourage different groups of students to use the journals.
• The library also learnt some things about how students perceived the library services, for example, the library had been thinking about rebranding their study skills sessions with a more exciting name, but the students thought study skills was the best way to get across what it was to other students.
• Overall the module was a big success as the students found it useful to work on real briefs, and the library will be taking some of their suggestion further.
• So, always good to get hold of tame students!

Overall I think the most useful part of the day was the reminder to continually review what we do, where we’re heading and how to show our worth.

EMALink Event On Subject Librarians Part 1

On Wednesday the 17th March, I and several colleagues from Leicester visited the Pilkington Library, Loughborough University, for the EMALink event Subject Librarians…defining their mission, measuring their impact, preparing for the future.

Subject Librarians are feeling a little uneasy about their job security these days.  This is due to events such as those at Bangor University, where several subject librarians lost their jobs, and the more recent events at Warwick University, where subject librarians had to re-apply for their jobs at a lower grade. So, the aim of this event was to look at what we do and how we can show our worth.

“The Impact of Subject Librarians on their academic communities” by Lizzie Gadd, Loughborough University.

• Loughborough did a survey of academics in the Departments of Civil & Building Engineering, English & Drama, and Materials Engineering to assess the impact subject librarians have on their communities.
• They got a 27% return rate and felt that they were probably preaching to the converted, as the respondents were generally those already known to library staff.
• 25 out of 29 respondents knew they had a subject librarian and 22 could name their subject librarian.
• What was interesting was the difference in how academics rated the skills they thought subject libs should have, compared with how subject libs themselves rated the same skills.
• Subject knowledge (not just information resources knowledge) was rated highly by academics, as was the ability to keep up to date, whereas subject libs rated subject knowledge high but not as high and thought presentation skills were pretty important.
• When asked which services subject libs should be able to help with the academics rated the top three as copyright advice, putting content into the institutional repository and finding journal impact factors.
• Copyright came as a surprise as the University has a copyright officer who is not based in the library.
• What also surprised the subject libs was the glowing testimonials that accompanied the surveys,a nd which they hope to use in marketing their services at a later date.  Comments such as “Invaluable”, “Important” and “Skilled Professionals”.
• They tried to do some social network analysis based on the responses (i.e. how the academics and subject libs were related, who knew who etc), but the sample was too small.
• They hope to further the research with a new bid for funding and would look at widening the survey to non-users, measure departmental use of the library management system and analyse subject libs communications with academics.
• From the findings of this initial survey they are looking at the issue of offering copyright advice, offering research impact training to Depts (which has raised the usage of JCR), and marketing the subject libs better to the academics.

“What are we here for? Developing a mission statement for Subject Librarians” facilitated by Chris Martindale, Derby University.

• Chris did a short introduction to this session musing on what is a subject librarian?
• Are we there to improve services? As experts in our field? As a gateway to collections?
• Are we endangered? Should we have functional skills or subject skills? Do we suffer from poor job definitions (Pinfield, S, 2001)? 
• We should be positive in response to change/challenges.
• What do we do? are we moving into new roles? Do we need new ways of working (Roberts & Levy, 2005)? How do we demonstrate value?
• We then split into groups to try to write a subject librarian mission statement (see photos). Our group got distracted by talking about the differences in what we did, whether we taught and how we supported research.
• One of the things we identified with in Chris’ talk was  being compared to “middleware”, as we sat between the library and the department, and had to represent the views both to each other.

We then broke for a speed-dating lunch, but I was too busy chatting to people to do any speed-dating!

Librarian Twitterers and other news

Useful post by Phil Bradley with a 100 librarian twittering types in the UK. I don’t think it’s ranked in any order (worryingly I’m near the top or the bottom depending on how you read the list!).

http://tweepml.org/?t=1051

In other news the build up to the start of term (and in my case job switch) continues. Quite a few of the information librarians are already knees deep in induction work, I’m lucky enough that my few (last) sessions are only in week 1 of term (w/b 28th Sept).