Building the New England Collaborative Data Management Curriculum

Kafel, Donna; Creamer, Andrew; Martin, Elaine

doi:10.7191/jeslib.2014.1066

Cited by 12 publications

(8 citation statements)

References 1 publication

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“…The Univer-sity of Massachusetts Medical School drew from a prior collaboration with Worcester Polytechnic Institute to lead the development of a STEM-based data management curriculum for undergraduate and graduate students; seven New England institutions collaborated to contribute content. 43 Collaborative metadata creation and reuse has been occurring within the Ontario Council of University Libraries for shared licensed quantitative data. 44 More recently, the Data Curation Network project, a collaboration among several institutions, was created to share data curation resources and staff.…”

Section: Discussionmentioning

confidence: 99%

Librarians' Perspectives on the Factors Influencing Research Data Management Programs

Faniel¹,

Connaway

2018

CRL

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This qualitative research study examines librarians' research data management (RDM) experiences, specifically the factors that influence their ability to support researchers' needs. Findings from interviews with 36 academic library professionals in the United States identify 5 factors of influence: 1) technical resources; 2) human resources; 3) researchers' perceptions about the library; 4) leadership support; and 5) communication, coordination, and collaboration. Findings show different aspects of these factors facilitate or constrain RDM activity. The implications of these factors on librarians' continued work in RDM are considered. IntroductionMany contend librarians are well suited to support RDM needs on their campuses. Luce urges librarians to take advantage of their core strengths to provide outreach and engagement early in the research lifecycle, establish common ground among key stakeholder groups, and lead the development of metadata standards.1 Gabridge describes how librarians can act as intermediaries between researchers and data repositories.2 Walters and Skinner outline roles for librarians that would strengthen the infrastructure, content, and services required for digital curation and preservation.

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Section: Discussionmentioning

confidence: 99%

Librarians' Perspectives on the Factors Influencing Research Data Management Programs

Faniel¹,

Connaway

2018

CRL

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“…The curricula we developed provided significant innovation over existing data management education modules [20, 21, 36] in several areas. Our online modules were aimed at librarians and focused on biomedical research.…”

Section: Discussionmentioning

confidence: 99%

A two-tiered curriculum to improve data management practices for researchers

Read¹,

Larson²,

Gillespie³

et al. 2019

PLoS ONE

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Background Better research data management (RDM) provides the means to analyze data in new ways, effectively build on another researcher’s results, and reproduce the results of an experiment. Librarians are recognized by many as a potential resource for assisting researchers in this area, however this potential has not been fully realized in the biomedical research community. While librarians possess the broad skill set needed to support RDM, they often lack specific knowledge and time to develop an appropriate curriculum for their research community. The goal of this project was to develop and pilot educational modules for librarians to learn RDM and a curriculum for them to subsequently use to train their own research communities. Materials and methods We created online modules for librarians that address RDM best practices, resources and regulations, as well as the culture and practice of biomedical research. Data was collected from librarians through questions embedded in the online modules on their self-reported changes in understanding of and comfort level with RDM using a retrospective pre-post design. We also developed a Teaching Toolkit which consists of slides, a script, and an evaluation form for librarians to use to teach an introductory RDM class to researchers at their own institutions. Researchers’ satisfaction with the class and intent to use the material they had learned was collected. Actual changes in RDM practices by researchers who attended was assessed with a follow-up survey administered seven months after the class. Results and discussion The online curriculum increased librarians’ self-reported understanding of and comfort level with RDM. The Teaching Toolkit, when employed by librarians to teach researchers in person, resulted in improved RDM practices. This two-tiered curriculum provides concise training and a ready-made curriculum that allows working librarians to quickly gain an understanding of RDM, and translate this knowledge to researchers through training at their own institutions.

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“…Defining standards for researchers to use has been somewhat challenging in the work of RDM service providers -primarily for those working in academic libraries that serve researchers in a breadth of research domains. That said, the RDM field has generally engaged with the idea of setting standards and with some success, including some broadlevel agreement on outreach and education topics for researchers (cf Carlson andJohnston 2015, Kafel et al 2014), as well as some domain-specific documentation standards (cf Wilkinson et al 2016).…”

Section: Standards -Use Them or Make Themmentioning

confidence: 99%

Investigation of Non-Academic Data Management Practices to Inform Academic Research Data Management

Tuyl¹,

Whitmire²

2018

RIO

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In recent years, the academic research data management (RDM) community has worked closely with funding agencies, university administrators, and researchers to develop best practices for RDM. The RDM community, however, has spent relatively little time exploring best practices used in non-academic environments (industry, government, etc.) for management, preservation, and sharing of data. In this poster, we present the results of a project wherein we approached a number of non-academic corporations and institutions to discuss how data is managed in those organizations and discern what the academic RDM community could learn from non-academic RDM practices. We conducted interviews with 10-20 companies including tech companies, government agencies, and consumer retail corporations. We present the results in the form of user stories, common themes from interviews, and summaries of areas where the RDM community might benefit from further understanding of non-academic data management practices.

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Building the New England Collaborative Data Management Curriculum

Cited by 12 publications

References 1 publication

Librarians' Perspectives on the Factors Influencing Research Data Management Programs

Librarians' Perspectives on the Factors Influencing Research Data Management Programs

A two-tiered curriculum to improve data management practices for researchers

Investigation of Non-Academic Data Management Practices to Inform Academic Research Data Management

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