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Warwick Library Symposium | Cathrine Harboe-Ree and David Groenewegen

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Warwick Library Symposium | Cathrine Harboe-Ree and David Groenewegen

  1. 1. Stepping outside 1. Embracing the future – Value add, not transactions 2. Enabling, not serving – Partners and collaborators – Capability building – Platforms for community 3. Leading, not following 4. Making a difference – Outcome focused – Communicating the difference we make 5. A user view of the world
  2. 2. Monash context • Big university • Research intensive • Global • “Young and hungry” • Resources-challenged
  3. 3. Transforming scholarship
  4. 4. Key statistics 2014: BT,BL
  5. 5. User education Information literacy Information literacy + learning skills Research Skill Development Framework Research skills development An ongoing journey Work Skill Development Framework
  6. 6. Continuum of skills development
  7. 7. 11 SeptembIgniting the RSD Framework: a
  8. 8. Work Skill Development Framework
  9. 9. Collaboration with faculties
  10. 10. Example 1: Pharmacy
  11. 11. Example 2: Business and Economics
  12. 12. The University’s online initiatives
  13. 13. “During discussion subsequent to the presentation, members acknowledged the Library’s significant engagement with Monash’s education strategy, and leading role in development of in-curricula skills through engagement with faculties by librarians/learning skills advisers, and observed that increased visibility and integration of the range of collaborative activities in this space were vital to sustaining momentum in enhancing development of students’ employability skills.”
  14. 14. Transforming scholarship
  15. 15. Stepping outside  New roles  Knowledge management  Transforming scholarly communication – Repository – Publishing – Research data management – ARROW, DART, ARCHER, ANDS  It’s all about partnering
  16. 16. Monash University Research Repository  Over 140,000 records  Publications required for government reporting  Journal collections  Research data  Student newspaper  Patents  Rare Books material  PhD theses  Faculty of Business and Economics working papers  Open Access material
  17. 17. Open Access: a dead end  The journal war is lost  Gold OA will win  There is no role for the library in Gold OA other than as agent of APC payments  Or as a repository owner of Green versions that most people don’t want  This is a waste of our skills and experience.  But...
  18. 18. Research data management Mainstreamed through:  Incorporation into teaching and engagement  Infrastructure for all researchers – Advice – Tools – Storage – Publication  Collaboration between Researchers, Faculties, Library, eSolutions, MeRC, MIGR and Research Office
  20. 20. Ecosystem: software solutions Funding application and approval Pure Ethics approval (solution under consideration) Data collection and processing Instrument integration MyTardis LabArchives GitHub monash.figshare Data analysis, storage and management Desktop labs Massive Research Data Storage Monash (RDSM) LabArchives GitHub monash.figshare Publication of results and data Pure monash.figshare Published data retention and disposal monash.figshare Research Data Storage Monash (RDSM) Archiving and preservation solution (currently under investigation)
  21. 21. Assumptions  Monash researchers create an unknown but substantial amount of research data every year  The vast bulk of this data is stored and managed in locations that do not enable easy discovery, sharing or re-use  Our researchers want to be able to manage their data in methods that they control that make sense with their workflows and disciplinary expectations Monash does not have enough people to hold everyone’s hands in this We should provide people, tools and services that enable Research Data Management (RDM)
  22. 22. Storage as entry point to RDM Key for researchers is ability to manage and control how they – store – share Then use the same tool to – publish Underpinned by the Data Curation Continuum
  23. 23. We need tools that are: Convenient and easy to use Obviously better than what researchers were already doing Able to create metadata at points when it is relevant Allowing researcher control Making publishing of data a one click process The flexibility of the cloud with the confidence of ongoing institutional storage
  24. 24. Research data ecosystem
  25. 25. Data only monash.figshare web interface Data and metadata Monash data storage Metadata and DOI Research Data Australia Monash publications repository Monash data Archives Data and Metadata monash.figshare web interface Metadata and DOI Data only researcher Typical user
  26. 26. monash.figshare web interface Data and metadata Metadata and DOI Research Data Australia Monash publications repository Data and Metadata Metadata and DOI labarchives @ monash web interface Laboratory user Data only labarchives data storage labarchives data archives Data only Data only Monash data storage Monash data Archives Data only Laboratory user
  27. 27. Advantages for researchers  Manage and control their research data  Private and collaborative storage spaces  Securely stored in Monash storage  Accessible from anywhere  Make research outputs citable, sharable, discoverable  Data can be discoverable without being open
  28. 28. Building the future  How does this contribute to: – The University’s effectiveness? – Our rankings and reputation? – A desire to collaborate with, work at or study at Monash?  How do we know? – The courage of our convictions, combined with evidence-based decision-making
  29. 29. Thank you david.groenewegen@monash.edu @groenewegendave orcid.org/0000-0003-2523-1676

Notes de l'éditeur

  • Four pillars representing the Library’s contribution to the University.
    Scholarly information: The collection, physical and virtual, owned or leased, including access.
    Print use declining, use of electronic resources increasing (+22%).
    Research & learning skills development: All information literacy and learning skills programs and activities, for any cohort.
    Research infrastructure: Includes the collection, where that would be relevant, but picks up publishing, research data management and the repository.

    More content and better searchability resulted in +180% increase in use of the Repository.
    Research & learning environments: Physical and virtual environments, including branch libraries, tutorials, modules and library guides.

    +5% increase in use. 2015, 2016 will decline, then numbers will lift and exceed 2014.
  • The Library’s impact in the research and learning skills development space ‘told in numbers’.

    Most used online tutorial – Citing & referencing tutorial - 118,309 unique pageviews, Academic Integrity 11,391 unique pageviews

    Most used library guide – Citing and referencing (the style guides e.g. rules & examples for Harvard) – 935,497 (there are 197 library guides in total)

    In addition, there are 93 library learning objects (e.g. clips embedded in Library Guides, emails, Moodle) for which there were 14,993 unique page views.
  • Conversations around the placemat
    I believe, and I imagine that I’m not alone here in saying - that the overarching challenge for the library is to be understood, to communicate and demystify what it is that we do and what Information literacy means, and how we can contribute meaningfully to student learning – so how an we communicate this in a way that makes sense?
    In early 2009, I called the 3 academics from the Faculty of Business and Economics who were using the RSD at Monash and contributing to John’s ALTC research.
    We organised a meeting - our first conversation around the placemat, and what we discovered through our conversation, was that through a mutually understood language, articulated through the RSD Framework, we were able to see ourselves on the same page.
    The conversation around the RSD placemat offered us insights and understanding about the professional, pedagogic, and discipline based perspectives of our respective teaching practices, and the challenges of enabling collaboration and developing partnerships “across the divide” as organisational structures tend to pull us apart rather than bring us together.
    This meeting sparked the beginning of a shared interest in exploring the collaborative potential of the RSD Framework between librarians, learning skills advisers and discipline based academics– to improve student learning through the acquisition of research skills.
    After this meeting, Sue Mayson, Glen Croy, Jan, Schapper from BUS Eco and Leanne McCann, learning Skills Manager and myself commenced planning our first RSD workshop.
  • Examples of the Library’s 167 collaboration projects with Faculties.

    These reflect the Library’s focus on adding value to the University’s teaching and learning agenda. They are also examples of success in terms of meeting two of the Library’s strategic initiatives from the 2015 Annual Plan, linked to Monash’s 2015 Implementation Plan:

    Contribute to the success of the University’s education initiatives through the Better Teaching, Better Learning, Unit Review, eLearning and Graduate Education strategies.

    Enhance student performance and employability by leading the University’s adoption of the Research Skill Development framework and contributing to the development of employability skills in the curriculum.
  • VC’s award background:
    The citation for Outstanding Contribution to Student Learning “for excellence in developing evidence-based medicine curricula based on world’s best practices that engage students in enquiry-driven learning and practice for life” has been awarded to the Pharmacy and Pharmaceutical Sciences Library staff and their colleagues in the Evidence Based Medicine Curricula Team. The citation is a formal recognition the team’s outstanding contribution to learning and teaching at Monash through the second year unit “Pharmacy in a Public Health context” in the Bachelor of Pharmacy (Honours) course. On a wider level, it recognises the collaboration between the Pharmacy Library and the Curricula Team.
    Congratulations to Maxine Cuskelly, Barbara Yazbeck and Safeera Hussainy, who are named in the citation, and also to the broader group of Library staff who have contributed to the work over a period of time.

    Library staff ( a librarian and a learning skills advisor) worked with Dr Safeera Hussainy to develop a new unit PAC 2342 (PAC2342 - Pharmacy in a public health context) .
    The unit is intended to prepare Monash Pharmacy students for their roles as professionals in a dynamic and ever-changing workplace, where they must be able to search for reliable evidence, critically appraise it when they find it and make decisions based on clinical expertise and patient values.
    The unit is designed to facilitate active and team based learning. Students are encouraged to engage with learning materials from the Centre of Evidence Based Medicine at Oxford University before attending lectures.
    In lectures, students work in teams to refine and share their understanding of EBM concepts that are typically difficult to master, whilst developing teamwork and collaboration skills. Dr Hussainy observed that the classroom ‘came alive’ when students were engaged in peer learning activities.
    The unit also consisted of two library workshops designed to introduce students to a range of research and information skills necessary for EBM, as well as guide them through a critical appraisal of the literature.
    The purpose is two-fold: to transform applying EBP principles from ‘dull to fun’ and to make students realise that because different databases can generate different results, knowing where to look for evidence is critical. The library developed an EBM Moodle tutorial designed to be an accessible and just- in-time resource that learners can use at their own pace in their own time.
    “The collaboration between the Library and discipline-specific staff has enabled an exchange of differing perspectives that demonstrates that good teaching can be achieved when a range of expertise is brought to bear on a common teaching goal.”
  • MARS, the acronym for Mastering Academic and Research Skills, a program for master’s students in the Monash Business School, won the 2015 Vice-Chancellors Award for Programs that Enhance Learning.
    The BusEco Faculty-Library team led by the Associate Dean, Learning and Teaching, Dr Nell Kimberley, includes learning skills advisers and librarians: Erik Beyersdorf, Andrew Dixon, Damian Gleeson, Josephine Hook, David Horne, Leanne McCann and Anne Taib.
    “The current MARS model evolved out of the Academic Development and Enhancement Program for Tertiary Study (ADEPT) developed by the Faculty in 2006.”
    “Recognising the excellent foundation ADEPT established, the Library team partnered with the Faculty’s Associate Dean (Learning & Teaching) to radically rethink the delivery of the research and learning curriculum.”
    “Drawing on a constructive alignment approach, the Faculty and Library have committed to a broad-based adoption of blended learning pedagogies, such as the ‘Flipped Classroom’ model, in line with the University’s Better Learning Better Teaching agenda.”
    The MARS program consists of:
    ”a series of six face-to-face orientation workshops delivered intensively during the Faculty’s O-Week program to capture both full-time and part-time students
    the MARS moodle site, a six-module, online semester-long course, promoted by both the Faculty and the Library with all enrolled students
    a sequential writing workshop series focusing on Faculty expectations and delivered by learning skills advisers”
    “Total student attendances across all elements of MARS, including the orientation workshop series, writing workshops, in-curriculum resources and Moodle site, grew from 1,600 in 2012 to 9,000 in 2015.”
    “The impact of MARS is evidenced by the wide reach and growing scale of the program, positive evaluations by academics and students, reported improvements in student performance, and positive Faculty-Library partnerships.”
    “Expert discipline academics and Library staff have created a sustainable partnership to produce a multidimensional and inclusive learning platform that successfully addresses the learning needs of the large and diverse learning contexts of the Faculty.”
    Source: Monash Business School Broadcast From the Head of the School (14/9/15)

  • The Library has been involved from an early stage with Monash’s initiatives in the online world.
    The Library has contributed by providing selection and copyright advice on appropriate resources, freely available or correctly licenced.
    This year the Library in partnership with key stakeholders in the University (MOOCs team and subject expert leaders – academics) and FutureLearn developed a tool aimed at enhancing the engagement of MOOCs participants –Learning Online- Reflection, Engagement and Motivation (LOREM).
    The LOREM tool consists of pre and post questionnaires. The pre-questionnaire asks participants about their skills (e.g. time management) and gives instant feedback when they respond. They are linked to a Monash website of curated free web resources for skills development. The post-questionnaire addresses the same skills and asks participants for their general feedback on learning in a MOOC in relation to developing those skills.
    The tool has been used four times this year and the tool has gone through 3 iterations, based on feedback – [participants responses to open questions (e.g. new domains added – the importance of persistence in learning in the online environment].
    Evidence of success?
    It is still early days, but early indications are positive and LOREM will now be used as a standard part of Monash MOOCs. Number of responses from participants (First Science of Medicines round – [8000 registered, 4000 started, 2000 completed, 600 completed the pre, 162 completed the post skills]
  • Essential collaborators
  • Four pillars representing the Library’s contribution to the University.
    Scholarly information: The collection, physical and virtual, owned or leased, including access.
    Print use declining, use of electronic resources increasing (+22%).
    Research & learning skills development: All information literacy and learning skills programs and activities, for any cohort.
    Research infrastructure: Includes the collection, where that would be relevant, but picks up publishing, research data management and the repository.

    More content and better searchability resulted in +180% increase in use of the Repository.
    Research & learning environments: Physical and virtual environments, including branch libraries, tutorials, modules and library guides.

    +5% increase in use. 2015, 2016 will decline, then numbers will lift and exceed 2014.
  • Monash eResearch Strategy based around bringing together different state and federal investments

    A seamless orchestration to create the environments for 21st century discovery (much like the microscope did over the years)

    Light source at bottom is now a beamline on the Synchrotron or and MRI scanner or a CryoEM etc etc

    Amount of data flowing off instrumentation is growing exponentially and so “Focusing knobs and filters” is now high performance computers like MASSIVE and cloud infrastructure

    The computer screen is the viewfinder because everything is digital – the CAVE2 represents the highest quality lens for such a viewfinder. The higher the quality of lens, the more chance there is for insight.

    All of this link-up is orchestrated by advanced data management that begins at the point of capture directly off the instrumentation.

    The Imaging Locus provides a portal for others to openly ‘look down’ these “microscopes”