Research Data Management and the Library & Information ......•Digital curation/preservation...
Transcript of Research Data Management and the Library & Information ......•Digital curation/preservation...
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Research Data Management and the Library & Information Science professions
Andrew Cox
JS Gericke Library, Stellenbosch, 2 November 2016
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CONTEXT
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Context
• RDM is about creating, finding, organising, storing, sharing and preserving research data within any research process
• Drivers for RDM – Data deluge – Compliance with funder requirements – Crisis of reproducibility – Compliance with journal requirements – Open Science – Good research practice
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Good research practice
Open access
Desire to keep control o their data
Work involved in processing datasets
Lack of RDM knowledge & skills
Legal, ethical & commercial exceptions
Good Research Data Management
practices
Academic culture & lack of reuse culture
Force field analysis of RDM
Nov-16
Data preservation
Data storage & security
Compliance
The strengths of these forces play out differently in different contexts
Open Science
Reproducilbiity
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Good research practice
Open access
Desire to keep control o their data
Work involved in processing datasets
Lack of RDM knowledge & skills
Legal, ethical & commercial exceptions
Good Research Data Management
practices
Academic culture & lack of reuse culture
Activity: How would you redraw this for your context?
Nov-16
Data preservation
Data storage & security
Compliance
Open Science
Reproducilbiity
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Challenges
• Multiple drivers, including compliance element
• Scale of the problem, as a culture change issue
• Researchers’ own communities and loyalties extend beyond the institution
• Character of data itself – Volume, variety, velocity
– Not a thing: “when is data?”
– Fragility
• Alternative priorities
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SOME THEORY OF PROFESSIONAL WORK
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The professions and their decline
• Professions are one way of organising knowledge; “knowledge based occupations” (MacDonald, 1995) – prototypes medicine, law – Specialist knowledge – Accreditation – Autonomy and ethics – Values and an occupational culture – Social networks, particularly useful when problems are “complex, ambiguous and poorly
understood” (Swan and Newell, 1995) – “A central life interest” (Freidson, 1994)
• Librarianship as a “semi-profession”
• During the C20th under attack from the state, educated publics, the organisation and technology • State controls, eg clinical guidelines • Scepticism about professional knowledge E.g. The knowledgeable/expert patient • The organisation, eg discourse about business need, vs “silos” • Technology, eg google and the library
• Professionalisation has been seen as a strategy of “social closure”
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Abbott’s (1988) System of professions
• Professions competing with each other for “jurisdiction” in the public domain, in law and in the workplace – Abstract knowledge, with ability to diagnose and solve
problems
– Dynamic picture based on continuous competition
– Eg LIS Access/ IL jurisdiction
– Competition and collaboration?
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Differing and shared values of two professions (Creth, 1994)
• Computing professional – Technical orientation
– Entrepreneurial behaviour
– Creativity encouraged
• Librarian – Service orientation
– Consensus approach
– Fiscal responsibility
• Professional orientation
• Focus on global information community
• Concerned with well being of university
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Cultural attributes of computing and libraries (Favini, 1997)
• “Computing services – Technology is the main driver of services
offered – Change in organizational structure is frequent – Use of formal project management
techniques is common – Male dominated environment – ACS under a Vice President of IT with an
emphasis on supporting Administration, Staff and Faculty
– Salaries vary greatly throughout the industry – Staff turn-over relatively high – Team oriented focus to accomplish clearly
defines goals – Reward system is flexible, based on short-
term performance – People possessing technical expertise operate
"behind the scenes" – Pace of change is fast ”
• “Libraries – Emphasis on contact with people – Technology used primarily to accomplish
service goals – Roles of organization members well defined
and agreed upon – The major functions of library work do not
vary among institutions – Librarians are products of a shared
educational experience, MLS – Staff turn-over relatively low – Female dominated profession – Organizational power derived by formal job
title – Reward system is comparable across the
industry – The acquisition of technology driven by
suppliers of information services rather than home grown innovation
– Library traditionally under the Academic Provost with an emphasis on supporting Students and Faculty”
Nov-16
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FRAGMENTATION, FUSION, HYBRIDITY, THIRD SPACE, MULTIPLE & FLUID IDENTITIES
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Fragmentation
• Public libraries… academic libraries… workplace libraries… law libraries
• The cataloguer… the systems person… customer service… liaison
• Proliferating specialties?
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Government Knowledge and Information Management Profession- GKIM
11/11/2016 14
McFarlane (2013)
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Cit
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Third Space (Whitchurch 2012)
• Neither academic or purely support roles • Bounded, cross-boundary, unbounded and blended
professionals • “Broadly based, extended projects across the university,
which are no longer containable within firm boundaries, and have created new portfolios of activity” (Whitchurch 2012: 24)
• Exciting, demanding, creative • Vulnerable to change, lack of cohesive group and identity
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Multiple identities
• Communities of practice perspective
– Communities are actively shaped by our participation
– Multi-membership
– Trajectories of membership
– Boundary spanning
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Summary: Our theoretical toolkit
• The profession as one way of organising knowledge
• Competition and collaboration
• Fragmentation
• Fusion; Hybridity; Third space roles
• Multi-membership and fluidity in professional identity
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Activity: Employing our theoretical toolkit
• The profession as one way of organising knowledge
• Competition and collaboration
• Fragmentation • Fusion • Hybridity; Third space
roles • Multi-membership and
fluidity in professional identity
• Can you think of examples of these phenomena around you or occurring in your own experience?
• Which seem to resonate with your experience of RDM, in particular?
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RESEARCH DATA MANAGEMENT
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Emerging roles in UK libraries
• Digital curation/preservation specialist • Research data management coordinator
– RDM focus, with culture change remit, user requirements gathering, user advice and education
• Research Data Metadata specialist • Repository Manager • Research support librarian
– A general role encompassing: liaison, open access, RDM, data curation, bibliometrics, publishing
• Embedded librarian
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Liz Lyon @ Pittsburgh:
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The institutional Research Data Service • An institutional policy and business plan
• Support for Data Management Planning
• A guidance web site and advisory services
– On identifying secondary data
– On anonymising data
– On managing sensitive data
– …ETC
• A programme of training
– For PhD and taught students and for staff at different levels
– Relating to data carpentry, data analysis, data sharing…ETC
• Provision for secure and shared of active research data
• A catalogue or repository of research data
– Decisions about what should be collected
– High quality metadata
– Visible within wider collections
– …ETC
• Long term curation of data
• Embedded support within projects
• Leadership on RDM at an institutional level
– Change management
• Researchers themselves
• Senior research managers
• Librarians
• IT staff (central and distributed)
• Research Office (central and distributed)
• Archives and records managers
• Legal department
• …ETC
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Taking on RDM roles in the library – theoretical possibilities
• Train Researcher/ research team • Recruit an expert data curator/ change manager / project
manager/ infrastructure expert/ librarian to be embedded in a project
• Upskill staff, from library, IT, records management, research administration – In library might be in research support team – Might be across all teams – IT and research admin staff are often embedded in departments
• Collaborate/ shared service • Out-source services • Substitute expertise with technology
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Activity: “Who does what?” game
• “Others” could include – Archives and records managers
– Legal office: involvement in policy development
– Training/staff development: training
– Research ethics coordinators
– Distributed professional services: Faculty or departmental based IT or research support
• Of course it is an option not to do some things at all!
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Libraries IT
Research administration
Researcher/research student
Information literacy
Data security
Slide by Martin Lewis, Director of Library, University of Sheffield
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WHAT ARE LIS PROFESSIONALS STRENGTHS AND WEAKNESSES FOR RESPONDING TO RDM?
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LIS is resilient because…
• The generic value of its knowledge base (e.g. principles of information organisation ) – existing jurisdiction of access and IL
• Continuing relevance of professional values e.g. commitment to access to information for all (as open access)
• Strong professional organisation? Not in the UK, at least at level of profession of librarianship as a whole
• Large professional group • Strong culture • Strong intra-institutional networks • Responsive, service orientation • Commitment to learning new skills
• Defensive – driven by attack on core jurisdiction • Do we ask enough questions about compliance agendas?
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Challenges • We are already over-taxed!
– Other challenges in supporting research (Auckland, 2012)
– Getting up-to-speed and keeping up-to-date
• How deep is our understanding of research, especially scientific research and our level of subject knowledge?
• Complexity and scale of issues – Marked disciplinary differences in information practice
– Goes wide and deep: to every researcher in our institutions
• Translating library practices to research data issues
• Will researchers look to libraries for this support? Historic failure to engage researchers in library services – Computing services, Research support services
• Resources, infrastructure, management structures have to be found
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WHAT ARE THE IMPLICATIONS OF NEW TYPES OF CHALLENGE LIKE RDM FOR THE LIS CURRICULUM?
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Implications for LIS curriculum
• Competencies/mindset to support RDM
• Information fundamentals such as metadata, information organisation – Preservation/stewardship
• Information values: access, standards, openness
• Knowledge of IT systems
• Understanding of research practice
• Competencies to exploit possibilities in fluid professional environment
• Flexibility and creativity • Strategic vision • Horizon scanning and
computational “intelligence” • Influencing skills • Networking
• How should we teach these
things?
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YOUR REFLECTIONS AND QUESTIONS