A Sample of Research Data Curation and Management Courses

Creamer, Andrew; Morales, Myrna E.; Kafel, Donna; Crespo, Javier; Martin, Elaine

doi:10.7191/jeslib.2012.1016

Cited by 12 publications

(14 citation statements)

References 8 publications

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“…Many of these resources are discipline-specific or are targeted to a specific audience. Disciplineagnostic materials tend to either be in the form of online guides created by librarians for a university-wide audience or workshop or course content created by librarians for librarians (Creamer, Morales, Kafel, Crespo, & Martin, 2012;Martin, Creamer, & Kafel, 2013), although at least one other RDM course for a broad audience is available (Borgman, 2015). A more complete, curated list of data information literacy instructional content and materials is available for those who wish to find and reuse these resources ("DIL Course Materials," 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Implementing a Graduate-Level Research Data Management Course: Approach, Outcomes, and Lessons Learned

Whitmire

2015

Journal of Librarianship and Scholarly Communication

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INTRODUCTIONAs data-driven research becomes the norm, practical knowledge in data stewardship is critical for researchers. Despite its growing importance, formal education in research data management (RDM) is rare at the university level. Academic librarians are now playing a leadership role in developing and providing RDM training and support to faculty and graduate students. This case study describes the development and implementation of a new, credit-bearing course in RDM for graduate students from all disciplines. DESCRIPTION OF PROGRAM The purpose of the course was to enable students to acquire foundational knowledge and skills in RDM that would support long-term habits in the planning, management, preservation, and sharing of research data. The pedagogical approach for the course combined outcomescentered course design with active learning techniques. Periodic course assessment was performed through anonymous student surveys, with the objective of gauging course efficacy and quality, and to obtain suggested modifications or improvements. These assessment results indicated that the course content and scope were appropriate and that the active learning approach was effective. Assessments of student learning demonstrated that all major learning objectives were achieved. NEXT STEPS Information derived from the student surveys was used to determine how the course could be modified to improve student experience and the overall quality of the course and the instruction. INTRODUCTIONThis paper describes the development and implementation of a new course for graduate students in selected aspects of data information literacy. The idea of creating a creditbearing, graduate-level course was conceived during a meeting between two members of the library's Center for Digital Scholarship and Services and two high-level administrators of the Graduate School. Our library-based data services were just becoming established, and we were beginning to open lines of communication with university stakeholders. A major point of discussion during this meeting was the idea of preserving the datasets that underpin graduate student theses and dissertations in our institutional repository (IR). Our Graduate School mandates the deposit of an electronic copy of the thesis or dissertation (ETD) into our IR in order to graduate, and those of us at the meeting were discussing adding a mandate for the deposit of student datasets as well. We all had to concede, however, that many graduate students would probably not be prepared to deposit a dataset into the IR because they would not have received any formal training in data management during the course of their programs, and as such, their data would not be in sufficient condition to be shared (i.e., be well organized and sufficiently documented). If preserving and sharing the datasets produced by graduate students was to be a shared goal of the Graduate School and the library, then we had to develop and provide a mechanism that would empower students to be able to realize that goal.Our libr...

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Section: Literature Reviewmentioning

confidence: 99%

Implementing a Graduate-Level Research Data Management Course: Approach, Outcomes, and Lessons Learned

Whitmire

2015

Journal of Librarianship and Scholarly Communication

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“…There are very few disciplinary-focused data curation training programmes at universities (Creamer et al 2012;Walters 2009;Lyon 2012). Universities, departments, research groups and research institutes are only just beginning to gain experience of providing appropriate courses, workshops and tools to support researchers, librarians, information specialists and other staff in their data management activities.…”

Section: Training and Educationmentioning

confidence: 99%

Open Data and the Knowledge Society

Wessels¹,

Finn²,

Wadhwa³

et al. 2017

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While there is a lot of talk about how we now live in a knowledge society, the reality has been less impressive: We have yet to truly transition to a knowledge society-in part, this book argues, because discussion mostly focuses on a knowledge economy and information society rather than on ways to mobilise to create an actual knowledge society. That all may change, however, with the rise of open data and big data. This book considers the role of the open data movement in fostering transformation, showing that at the heart of any successful mobilisation will be an emerging open data ecosystem and new ways for societal actors to effectively produce and use data.

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“…Results of this survey have revealed a significant gap in educational programs in data management and curation. (26).…”

Section: Scholarship and Researchmentioning

confidence: 99%

“…• e-Science symposium on April 6 • Stem Cell Workshop Professional Development Day on May 13 • Science Boot Camp on June [24][25][26]2009 These first three educational events have promoted working relationships among campus libraries in the New England region and spurred the development of a regional e-Science Librarian Community of Interest (COI). Collaboration within this e-Science COI has paved the way for an e-Science portal for New England Librarians, a broader engagement of New England librarians beyond the original UMASS 5 in planning yearly Science Boot Camps, a partnership between the University of Massachusetts Medical School and Worcester Polytechnic Institute on an IMLS National Leadership Planning Grant to develop frameworks for a data management curriculum and identify user needs for a shared data repository, and the Journal of e-Science Librarianship.…”

Section: Promoting E-science Librarianship In New Englandmentioning

confidence: 99%

A Sample of Research Data Curation and Management Courses

Cited by 12 publications

References 8 publications

Implementing a Graduate-Level Research Data Management Course: Approach, Outcomes, and Lessons Learned

Implementing a Graduate-Level Research Data Management Course: Approach, Outcomes, and Lessons Learned

Open Data and the Knowledge Society

Activities of Regional Consortia in Planning e-Science Continuing Education Programs for Librarians in New England

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