Relationship Building and Advocacy Across the Campus
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The document outlines strategies for enhancing UCD library's research services through relationship building, advocacy, and the integration of library services into researchers' workflows. It highlights the need to understand and address the research community's specific needs and challenges, and discusses various use cases and collaborative roles in providing support. Additionally, it emphasizes the importance of clear communication, defined roles, and strategic partnerships with academic and administrative units to improve the accessibility and impact of library resources.
Relationship Building and Advocacy Across the Campus
- 1. An Leabharlann UCD Julia Barrett Research Services Manager UCD James Joyce Library Relationship Building and Advocacy Across the Campus
- 2. What can we offer? • To build relationships we must have something to offer – Relevant services – what does the research community want? What are their daily frustrations and top concerns? How do we know? – Save researchers’ time e.g. integrate into workflows – More visibility and impact – Neutrality – Coordinating role – bringing together fragmented / scattered services – Collaborating role – expertise / resource sharing
- 3. Analysis of queries; articulate use cases • Can you host my research centre’s website? • I’m applying for an IRC grant and would like to include deposit to the Digital Library as a means of strengthening my application • I’ve been awarded a grant – can you help me with the metadata aspects of my project? • Can you tell me what my H-Index is? I need it for a grant application. • How can we in this School increase our research impact? • Who are we collaborating with, internationally? • I’m doing a PhD and creating a dataset – can you store that in the Library? • Who else is using Drupal on campus? • I’m confused about open access – is there a charge? • Am I breaking copyright if I put my articles into the Repository? • We want to create a temporary online exhibition – can the Digital Library help?
- 4. Digital Library use cases USE CASES LEVELS OF SUPPORT / SERVICE Decide which we can support now and which we need to move towards, i.e. Core v. Developing INTERNAL Existing digital collection that could come into the Digital Library Infrastructure Preservation Added functionality e.g. geospatial, linking to related collections Access / Showcase Advice / consultancy on metadata, workflows (if the collection is to be added to) Website on platform such as Drupal Advice / consultancy on metadata, copyright, etc. What we CANNOT do is host this website. However we CAN advise on who in UCD can provide storage (Research IT). And….if at a future time actual collections come (e.g. RTE recordings), then we can create a DL collection and they can use DL’s APIs to bring them into their Drupal site. Individual academic’s physical/digital collection/s May need to work with identified academics prior to deposit/retirement, to ensure the capture of as much detail as possible Infrastructure Preservation Access App. 3: Use Cases All collections need to be considered in the context of the criteria outlined in the collection development policy.
- 5. Moving from collections to services and solutions Collection Receipt of Metadata & documentation Infrastructure Services and Solutions Repository Copyright Name authorisation Repository Librarian Dublin Core Repository Librarian DSpace Eprints Programmer / Developer Researcher/School/College - Funding application, visibility and impact, stats Researcher - Copyright, metadata, infrastructure, compliance Research - Access, infrastructure, preservation Funders - Compliance - Reporting back to funding agency, stats Data Archive (e.g. social sciences) Data quality, anonymisation, decryption Data analyst (e.g. CSTAR, postdoc from relevant discipline DDI Codebooks Questionnaire Metadata Librarian Nesstar, other infrastructure Programmer / Developer Researcher/School/College - Funding application, visibility and impact, stats Researcher - Permissions, metadata, RDM, compliance, infrastructure, Research & Teaching - re-use, secondary use, validation, reproducibility, access, infrastructure, preservation, quant. tools Data producers - Usage stats, visibility Digital Library Collection profiling Data modelling File processing Digital Library team MODS EAD Dublin Core, etc. Metadata Librarian Fedora Programmer / Developer IT Services Researcher/School/College - Funding application, visibility and impact, stats Researcher - Metadata, infrastructure, workflows Research & Teaching - New insights, APIs, data visualisation, etc.
- 6. Using Lifecycles: coordination of services and where we fit • Help explain processes (graphically) • Demonstrate connections and relationships between parts and the whole • Provide a framework to develop services and support, in conjunction with others – http://www.ncl.ac.uk/ library/research- support/informed- researcher/
- 7. Discover Generate ideas, find literature, maps, data, websites, etc. Keep current with research in your field Collaborate and network with other experts Find funding opportunities Create Learn how to use specialised software & tools to enhance and facilitate your research e.g. SPSS and Geospatial & Mapping tools / GIS Understand what you can use within copyright and licencing restrictions Manage Organise and manage the research data you generate Organise and manage your references using bibliographic management tools Cite the references you find Disseminate /Publish Showcase your research in the Research Repository, the Digital Library and via social media networks Sign up for an ORCID ID Evaluate Evaluate the impact of research through citation analysis, altmetrics Discuss research results via social media networks Use the Quality Review framework for your School’s evaluation Research Lifecycle
- 8. Where and with whom do relationship building and advocacy activities take place? • Within the Library – IT (development) – Specialist e.g. GIS, data, bibliometrician (development, service and advocacy) • Economies of scale in a small institution – Metadata (development, service) – Liaison Librarians (advocacy) – Outreach (promotion) • Research office, research managers, data managers, IT services • Academic unit, researchers • Archives and repositories e.g. Special Collections, College Archives • Committees e.g. Research Strategy Board, College Research Committees • How do we know?
- 9. Issues • Credibility – How to establish / obtain expertise – How to keep expertise • Lateral communication lines required – Multiplicity of units involved in the design and delivery of specialist services – Library structure? • Rationalisation of possible multiple points of contact between Library and its users – What is the degree to which services are project-based or mainstreamed? Role clarity important • In partnering with key non-library areas (e.g. Research office) there needs to be clarity around respective roles – optics • In partnering with an academic unit / repository / archive there needs to be clarity in relation to respective responsibilities (MOU) • How do we get our voice heard with VP for Research, on key University Research Committees?
- 10. Different models • Employ specialists – Share across units? – Data Manager post across Conway Inst., Charles Inst. & Systems Biology Ireland – GIS Analyst across Library, ITS and Earth Institute • Short-term contracts to get something up and running – Moving to a new environment – Investigate a new service e.g. establish the use of ISSDA datasets in a geospatial environment; train relevant staff, provide documentation etc. • Contract out / service contract with specialist company – DSpace - @Mire • Embed library staff in a research team • Adhoc assistance with specialist queries – Quantitative data queries
- 11. CSTAR template • General observations • Suitability for deposit to ISSDA (e.g. data quality, anonymisation, provision of contextual / descriptive information for users): • Specific actions to address above two points (where necessary): • Agreed turnaround time: 2 weeks
- 12. Examples of types of relationships: Collections • Widen scope of School Collection Policies to include Digital / Data collections, Repository, etc. • Helps to move such collections into the mainstream – School level – Library level • Opportunity to highlight such collections • Opportunity to discuss future collections / existing collections within School (e.g. datasets, unique print collections) – relevancy, visibility
- 13. Research impact and bibliometrics • Assist a wide range of stakeholders (including authors, Schools, research institutes, research administration) to track research impact – Promotion – Quality reviews – Grants / funding applications • Single cross-campus framework available at point of need, within workflow, and from a logical place • Advise on appropriate indicators • Advise on presentation of indicators (e.g. in a CV, in a report, data visualisation)
- 15. Similar approach for funding support service Library mentioned only in relation to the Institutional Repository Need better integration into workflows, at point of information need (e.g. application, award granted, at end of project) Need to consider all information channels e.g. website, documentation, information sessions Horizon 2020 Research and Innovation Actions UCD Help Pack One mention of the Library: “In addition to laboratory equipment, you should also detail the IT Resources and Library resources and collections that are available”. Not mentioned under: • Impact • Dissemination • Data management plan • Communication activities Etc.
- 16. Institutional Repositories • Mainstreaming of repository advocacy to frontline library staff – Knowledge and confidence • Researchers – How easy is the system? – How do we educate around tricky areas like copyright – Why would I use it when I have all my publications on ResearchGate? • Research Centres /; Institutes – Different type of relationship….research administrators – May have interoperability solutions (e.g. Insight) – Bulk upload options • Partnering with Research Office to provide seamless integration from author profiles to Repository – How seamless is it really? – Mismatch between fields – How is assistance provided? At point of need? (e.g. how do I get a new journal added?); clear who to go to for what? What is the service orientation?
- 17. Mechanisms • Liaison Librarians – Discuss upcoming sessions – Invite feedback – helps to inform and feeds into new approaches, FAQs – Regular meetings to update, share and discuss tricky areas – build knowledge and confidence • Researchers – Videos, visual examples (e.g. correct / incorrect versions), FAQs, benefits, wow factors (statistics), compliance – Understand things from the researcher’s perspective (e.g. why do they use ResearchGate) – Help them save time and increase visibility – Tell them what is/isn’t possible and alternatives – One Helpline? • Research Office – Regular, scheduled meetings with Research Office – Position yourself; be proactive in your approaches; be prepared to negotiate
- 18. Data Services • RDM: Coordinating role – bringing together scattered services • IT Services • Research Ethics • Corporate and Legal • Research Office • IP • GIS: Collaborating role – sharing of expertise and resources to provide more streamlined & coordinated services • Earth Institute / IT Services and Library – GIS cross- campus service • Activity and expertise exists in pockets; fragmented across the campus
- 19. Define what is possible: Research Data Service, Storage Tiers (QUB) Need Solution “Currently working on local workstation. Local workstation out of disk space. Need to move or “park” data to clear space”. Tier 1 – Short term storage 0.5 PB Share project/folder between users. No versioning “Just published my research. No requirement to make externally visible”. “Just published my research. Funder requirement to make externally visible.” Tier 2 – Published data 0.5 PB Protection against user modify and delete Split between internal-only access and external access Metadata capture Access via PURE DOI generated “Finished with my data but want to keep it, may need it in the future”. Tier 3 – Cold storage archive 1 PB Protection against user modify and delete Metadata capture Quotas enabled Access via portal Data will migrate to offsite tape backup in time Categorisation of need – helps to define parameters of service Move to provision of defined services by ITS Need to collaborate with other units e.g. Library (Metadata, DOIs, Repository)
- 20. Provide guidance – help explain difficult areas
- 21. Channels of help • Q. I’m having problems trying to understand this dataset – can you advise? • A. Please check the following: - Codebook, data dictionary, survey - Any other documentation provided by ISSDA - Project’s own website - Your MA / PhD supervisor - Consider whether data may be missing due to anonymisation - Consider whether data may be missing because you are looking for a derived variable • If you are still having problems please contact ISSDA at issda@ucd.ie – we will pass your specific query on to the original research team for you.
- 22. Define what is not possible: Vector data MAPPING THAT UCD LIBRARY CANNOT SUPPLY OSi is no longer in a position to fulfill requests made by UCD for 1:1000, 1:2500 or 1:5000 vector data. Data can be purchased directly from the OSi. Information about purchasing mapping at the academic discount rate is available here: http://www.osi.ie/Education/Third- Level-Academic/Guide-to-Academic- Discount.aspx A sample of the discounted pricing is included in this application form http://www.osi.ie/OSI/media/OSI/Edu cation%20PDFs/Academic-Licence- (2009).pdf
- 23. Digital Collections: Collaborating role http://iberian.ucd.ie/
- 24. Place / time visualisation Can you do this for our research project?
- 25. What to consider in advance of a digital project proposal • What do you want to digitise? – Number of items; range of physical dimensions; formats… • What do you want to do with these items? – Page through a volume like a book; search for text; view like an online exhibit; add to existing digital collection… • What value does the collection offer to the Library? – Collection development policy • What is the condition of the originals? • What metadata do you have? • What are the rights / permissions of the items? • What funding options are available to help support any aspect of the project? – E.g. digitisation; image processing; annual server costs… • What other support is available? – Staffing, equipment http://www.lib.umich.edu/di gital-library-production- service-dlps/starting- digitization-project
- 26. Other Partners • The library as curator of institutional identity: possible partners are Archives, Office of the President, Buildings, Communications/PR – Uses Library’s neutral, central position to coordinate with several units on Campus to bring together relevant material. – Assists in building relationships with powerful non- academic units – political dimension – Helps to demonstrate Library expertise in creating both accessible and curated digital collections. • Partner with internal Repositories – Archives, Special Collections – Unique historical collections – Link to anniversaries for maximum impact
- 27. Building trust and credibility • Systems and procedures – Initial contact – collection profile document: initial description – Temporary custody form – Memorandum of understanding – establishes the relationship and clarifies respective roles – Deposit procedures; templates • Expertise – Getting collections into a Digital Library – Helping users with the creation process • Equipment • Build relationship by giving back e.g. digital copy of collection, statistics on usage • Service dimension – Dealing with queries
- 28. Bringing it all together in a suitable place http://www.scholarslab.org/ http://digitalscholarship.emory.edu/
- 29. Spaces • Moving from collections to services – Digital / GIS labs, workstations • Development – Library staff: brainstorming / innovation
- 30. Advocacy • Overall coordination important – Liaison Librarians – Referral to specialists – Coordinated approach in relation to different specialists • Tailored approaches important – Appreciate disciplinary differences – Be explicit and sympathetic about caveats (e.g. bibliometrics in humanities) – Different types of support are needed • Integrate services into researchers’ workflows
- 31. Advocacy • Consider a multiplicity of channels – Workshops and checklist follow-ups – Online tutorials – Embed into Graduate and PhD programmes – Work with supervisors and PIs – Proactive approaches at key moments in a research project e.g. grant award • Get the message out to where the researchers are – Research Centre’s own website – Centre’s information session – Centre’s newsletter – Centre’s social media channels – Etc.
- 32. Overall • Better alignment with overall College research strategies; own research strategies • Be clear about our positive role in terms of coordination, collaboration and partnering – networking and offering specialist services which in some instances build on traditional library services (e.g. cataloguing) • CONUL role in supporting collaborative approaches e.g. MyRI, LibGuides (CONUL LibGuides?) • Infrastructure is key – shared approach? • Understand the needs of researchers – national survey? • Proactive, opportunistic and strategic approach but must manage expectations – start small / pilot