applied sciences librarian & bibliographer university of ...€¦ · applied sciences librarian...

JuliaGelfand

AppliedSciencesLibrarian&Bibliographer

UniversityofCalifornia,IrvineLibraries,Irvine,CA

LauraBoweringMullen

BehavioralSciencesLibrarian;OpenAccessSpecialist

RutgersUniversityLibraryofScienceandMedicine,Piscataway,N.J.

1

Introduc)on; why we’re here (and how academic research librarians can assist you)

• Roleofsciencelibrarian• Guidance/assistance•  Familiarwiththeliterature–bothcommercialandOA•  Indexingsources

•  ExperOseinvePngpublishers/sources;datamanagement•  Scholarly,academic,commercial,open

• AuthorresponsibiliOes•  Self-archivingpracOces

2

Building your reputa)on strategically

•  Componentparts:•  EstablishingaresearchidenOfy•  CreaOngalegacyforyourreputaOon•  Knowingyourpublishingchoices

•  Caveatsorinfluences•  Realizingdisciplinarydifferences–alsotrans/cross/inter/mulO-disciplinary/emergingfields

•  Publishingculture&choices•  Retainingcopyright

•  Sharingdata•  InsOtuOonalculture•  Globalreach

3

Establish your research iden)ty (and do it early)

•  ResearchersatalllevelsneedtohavearesearcherIDinordertodisambiguate(anddisOnguish)themselvesfromeveryotherpersonthathasasimilarnameinordertoa]achtheiridenOtytoallresearchoutputsandsystems(forpublicaOons,grantapplicaOons,manuscriptsubmissionsystems,patentapplicaOons,researchdatamanagement,citaOonsystems,etc.•  ORCID(Open,non-profit,community-driven)isaniniOaOvethatcreatesandmaintainsaregistryofuniqueresearcheridenOfiers.OthersystemshavenowcoalescedaroundORCID,makingitnecessaryforeveryresearcher.•  ORCIDalsosupportsautomatedlinkagesbetweenyouandyourprofessionalacOviOesensuringthatyourworkisrecognized.•  Youcangetonerighthereifyoudon’thaveonealready;ittakesonly30secondsorso.Gotoh]ps://orcid.org/register

4

Choosing the publica)on outlet for your work: where to submit

•  ConsideropOmalimpactofyourwork;everythingisaboutimpact(butnotnecessarilyImpactFactor..)•  Placingyourworkforimpactwillmeanconsideringmaximumreadership,citaOons,visibility.•  (Caveat:behonestwithyourselfaboutthepotenOalforanyparOcularpaper,getadvicefrommentors,advisers,colleagues)•  Toolsinthisarena:JournalCitaOonReports(whatarethehighestimpactfactorjournalsinyourfield?),ScopusJournalAnalyzer,butespeciallyconsultaOonwithfacultyadvisersorleadersinthefield.•  Knowthesubjectdatabasesinyourfield(librariesusuallyhavesubjectlists),anddon’tonlyrelyonGoogleScholar.Thesubjectdatabasesvetthejournalstheyincludeforquality.Roleofpeerreview.

5

•  Don’tworryabout“businessmodel”asajournal’sstatusdoesnotdependonitsbusinessmodel,butmoreonindicatorsofqualityanduptakeinthefield.•  BewareofsolicitaOonsfornon-credible(predatory)journaloutlets;alwaysinvesOgateverycarefullyanyjournal(ornewconference)thatisnotfamiliartoyou;•  ALWAYSmakeyourworkopenaccess;thisusuallymeansself-archivinganearlierversionofyourarOcle(suchasyourauthorfinalversion).UseyourinsOtuOonalrepositoryifpossibleforself-archiving.Learnhowtosubmit.• Manylibrarieshavesubjectspecialists/liaisonsthatareavailabletotalktoyouaboutallofthevarioustoolsthatyoucanusetoascertainqualityofjournals.ReachouttoyourlibrariansanyOme!

6

Federal funder mandates rolling out now; noncompliance jeopardizes future funding •  TheWhiteHouseDirecOveof2013meansnotonlypublicaOons,butinsomecases,alsothedatageneratedfromtaxpayerfundedresearchwillneedtobemadeopenaccess.ManyarefamiliarwithNIH,butnewfundingmandateswillnowinvolveresearchersinmanynewfields.NSFissuingnewdirecOvesbeginninginlateJanuary2016;manyfederalagenciesmovinginthisdirecOon•  Thisinvolvesanyagencywithmorethan100milliondollarsR&Dexpenditureandgreatlyexpandsthenumberofresearchers(andinsOtuOons)thatwillhavetocomplywithfederalmandates•  Youwillneedtomakesureyouareabletomakeyourworkopenaccess,andyoumayneedtosubmitdatamanagementplans•  Yourlibrarycanonenadviseonthesema]ers,andsomeuniversiOesareabletoarchivethedataandpublicaOonsthatresultsfromyourresearchintheirinsOtuOonalrepository.MostagencieswillwanttoseeinsOtuOonalcompliance(notjustPI,butinsOtuOon)

7

Ins)tu)onal Open Access Policies; compliance is necessary (and benefits you!)

•  Openaccessincreasesresearchimpact(studiesath]p://sparceurope.org/oaca)•  RutgersandtheUniversityofCaliforniasystem(ourinsOtuOons)havesimilar“Harvard-style”openaccesspolicies.•  DeposityourworkattheOmeofacceptanceforpublicaOonintoyourinsOtuOonalrepositoryandwatchusagestaOsOcsshowglobalreadership•  LinkyourpublicaOonwithsupplementary(orevenunderlying)datawhenpossiblethroughyourinsOtuOon.•  Redundancyisfine;manyservicesareoutthere,butyourinsOtuOonislikelygoingtoensureaccessoverOmeandwillremainnon-profit.ThinkofyourinsOtuOonfirst,evenifyouuseotherscholarlynetworkingservicesasacomplement.

8

Tracking your impact

• BuildingyourreputaOon–academevsindustryvsgovernment•  Sharing&protecOngintellectualoutputswidely–•  DissertaOon,papers,researchresults,patents•  Progressionthroughtheranks–graduatestudent,post-doc,tenuretrackfaculty,consultant,researcher,mentor

• Roleofrepositories-mulOple•  InsOtuOonal•  SubjectorDisciplinary

• RelaOonshiptosourceofgrants–bestpracOces•  Seekingrenewals,mulOplesubmissions

9

Tools to track impact – differences abound – comparing & contras)ng

•  SubjectGuides(mostlibrariescreate&maintainthem•  Commercialtools(subscripOon&free)

•  WebofScience-JCR•  Scopus-SJR•  GoogleScholar

•  Repositorydiscovery&outputs•  Usagedata/downloads

•  Specialdatapoints•  H-Index•  HighlycitedlistsgeneratedbyThomsonReuters

•  Altmetrics

10

Ongoing awareness and marke)ng strategy – establishing a following

•  ConducOnganannualcheckup–updaOnginformaOon•  PracOceSelf-Archiving•  Scholarlynetworkingservices

•  Linked-Inpersonas•  Academia.edu–notmoneOzedforfuture/venturecapitalism

•  Beingengagedonline–maintainwebsites•  Socialmedia•  TweeOngarOclesandobservaOons

• Watchtheego–creaOngself-awarenessnotself-promoOon•  Goodfor&compaOblewithacademicreview–maintainCV,websites,etc

11

Ques)ons?

AddiOonalreferences&informaOoncapturedat:h]p://guides.lib.uci.edu/researchimpact-metricsThankyou;pleasecontactusat….

•  JuliaGelfand([email protected])•  LauraBoweringMullen([email protected])

12

Flipping a Science Information

Literacy Course

Sarah H. JeongAAAS National Meeting

February 14, 2016

Overview

• Institutional Background• Pre-course Design• Course Redesign• Flipped Course Model• Summary

Z. Smith Reynolds Library

• Located in Winston-Salem, NC (since 1956)

• Private, co-ed liberal arts university

• Traditional campus setting, with the majority of undergraduates living on campus

• Medical School• Business School• Law School• Master’s & Ph.D.

programs in the sciences• 4,867 undergraduates• 2,921 graduate students

(2014-2015)

LIB100 Introductory Information Literacy Course

• Developed in 2003 to provide basic instruction on using databases for research

• 1.5 hour elective course • 12 sections in Fall and

11 sections in Spring• 15-18 students per class• More demand than we

can supply

Teaching Experience & Professional Development

• 2004 - 2007 LIB100 course taught• 2007 LIB220 Science course developed

and approved• 2008 - present LIB220 course taught

• Fall 2013 Fundamentals of Bioinformatics course• Spring 2014 A Librarian’s Guide to NCBI course• Spring 2015 WFU Course Redesign Program• Summer-Fall 2015 WFU STEP Grant

LIB 220 Science Research Sources & Strategies

LIB220 studentsSpring 2013

Flipped Course Model

LIB220 Redesign Process

• Used Revised Bloom’s Taxonomy to redesign learning outcomes

• Learning outcomes mapped to assessment

• Incorporated flipped pedagogy

Reflections

• Explore a couple areas of interest and find a health/science news article

• What about this is interesting to you?

• What would you like to know more about?

• Watch science/medical database video tutorials

• 1st attempt at searching• Take a screenshot of

your search strategy & results in 2 science/medical databases

Reflections cont’d

• Take screenshots throughout the refinement process

• Document evolution of search strategy

Learning OutcomeCompare current approach to research with past approach

• Final Project– Poster Presentation

• Revisit blog posts from previous weeks & share how they have grown at the end of the course

• LIB220 Course Blog

• VoiceThread on Evidence-Based Medicine

http://lib220sp16.blogspot.com/

https://wfu.voicethread.com/share/7176227/

Summary“Metacognition is the act of thinking about about one’s own thinking, which is the underlying strategy behind reflective practice.”

-Char Booth

A

Special Thanks

Kristi Verbeke, Ph.D.Associate Director, WFU Teaching & Learning Center

Sarah McCorkle, M.Ed.WFU Instructional Technology Specialist

ReferencesBooth, Char. Reflective Teaching, Effective Learning: Instructional Literacy for

Library Educators. Chicago: American Library Association, 2011. Image: www.flickr.com/photos/stanzim/22460283617

Acknowledgements

QUESTIONS?

Thank you!

Sarah H. JeongResearch & Instruction Librarian – Science

[email protected]

Cherie TurnerChemical Sciences LibrarianEmbedding Information Seeking in the Curriculum

required and taught required and not taught not required

ACKNOWLEDGEMENTS

ENGL 1303

ENGL 1304

ENGI 2304

BIOE 4335

BIOE 4336

Basic Search StrategyAdvanced Search Strategy

Basic SourcesAdvanced SourcesResearch MethodsEvaluationOrganizing and Citing

Kerry Creelman, Christina Gola, and the Instruction Team guided the syllabi review processThe Instruction Team and liaisons provided feedback and support during this projectLIBRARY FACULTY Sergey Shevkoplyas, Yasmin Akay, Ting Chen, and Navin Varadarajan provided additional information on their courses

Jon Worstell worked collaboratively on changes based on this project

Information seeking is an essential skill for STEM students and closely relates to other essential “soft skills” like critical thinking, decision making, and communication. Libraries are uniquely prepared to address this need but, because of time limitations, frequently struggle for opportunities to meaningfully teach information seeking skills. In an effort to address this challenge across all disciplines, a group of librarians completed a syllabi-based review of the undergraduate curriculum at the University of Houston. Reviewing the syllabi for each course in relation to seven information literacy skill areas allowed the group to identify and prioritize skill gaps on a large scale. By combining that information with course plans these gaps can be addressed more strategically on a program level.

INTRODUCTION

METHODS

1 Get syllabi from syllabi database

Basic Search Strategy• Formulating keywords•Conducting simple searches

Advanced Search Strategy•Using discipline specific language•Using advanced search options

Basic Sources•Using interdisciplinary search tools•Understanding differences between sources

Advanced Sources•Choosing appropriate disciplinary search tools•Using primary sources

Research Methods• Identifying standards and research protocols•Understanding literature review

Evaluation•Understanding the value of evaluation• Identifying and apply evaluation criteria

Organizing and Citing•Understanding ethical use of information• Identifying and consistently using an

appropriate citation style

6 Review past information related instruction

Target courses are usually required courses that include information seeking, and should either:

be part of a course progression with other courses requiring information

have a substantial assignment that addresses information skills not learned elsewhere

4 Identify target courses

assignments

instructor

level

timeline

related courses

5 Review details of target courses

ENGL 1303

ENGL 1304

HIST 1377

HIST 1378

SBS CORE

CHEM 1331

CHEM 1111

CHEM 1332

CHEM 1112

CHEM 3331

CHEM 3221

CHEM 3222

CHEM 3332

CHEM 2233

CHEM 2133

CHEM 3369

CHEM 3119

MATH 1431

MATH 1432

MATH 3433

PHYS 1321

MATH 3321

PHYS 1332

PHYS 1121

POLS 1336

POLS 1337

PHYS 1122

WD CORE

CHEM 4370

CHEM 4270

CHEM 4372

CHEM 4272

CA CORE

LPC CORE

NSM ELECTIVE

CHEM 4369

CHEM 4229

CHEM 4365

CHEM 4115

CHEM 4336

ELECTIVE

NSM ELECTIVE

CHEM ELECTIVE

ELECTIVE

NSM ELECTIVE

2 Relate assignments and outcomes to information skills

3 Create a flow chart for each program using course plans

RESULTS

ENGL 1303composition


ENGI 2304communications

BIOE 4335capstone

BIOE 4336capstone

TARGET COURSES SKILL REQUIREMENTS AND INSTRUCTION

Bio

med

ical

Eng

inee

ring

CHALLENGEScurrent structure supports only lower level skill developmentinstruction for low level courses can’t accommodate more advanced skillsproject structure of capstone courses leads to wide variation in skill needstime for instruction is more limited in the project-based capstone

STRATEGYgather more information about capstone projects, and prioritize skill gapsidentify and build online tools for teaching highest priority skillsensure that capstone students know they can get one-on-one help

Information Required Laboratory Electives

ENGL 1303

ENGL 1304

ENGI 2304

CHEE 4321

CHEE 4322

CHEE 3462

CHEE 4361

CHEE 4366



TARGET COURSES

Che

mic

al E

ngin

eeri

ng



ENGI 2304communications

CHEE 4321capstone

CHEE 4322capstone

SKILL REQUIREMENTS AND INSTRUCTION

CHEE 3461process

CHEE 4362process

CHEE 4366biomolecules

CHALLENGESinconsistent opportunities for upper level instructioninstruction in the capstone courses not possibleskills taught in other upper level courses don’t match requirements well

STRATEGYensure that capstone students know they can get one-on-one helpstop teaching basic search strategy and sources in process coursesstart teaching evaluation and research methods in process courses

TARGET COURSESC

hem

istr

ySKILL REQUIREMENTS AND INSTRUCTION



CHEM 3119analytical lab

CHEM 4229instruments lab

CHEM 4270 physical lab

CHEM 4272 physical lab

CHEM 4115inorganic lab

CHALLENGESall opportunities for upper level skill development are labsinstruction in labs is logistically difficultBS and BA programs have different requirements, with the BA program having fewer opportunities

STRATEGYlook for alternative target courses including electivesstart conversations with lab coordinators about information skills in the lab start conversations with those doing curriculum development about skill needs

ENGL 1303

ENGL 1304

CHEM 3119

CHEM 4229

CHEM 4270

CHEM 4272

CHEM 4115



CONCLUSIONS The information gathered through this project has helped to highlight areas for improvement. The next step is communicating with faculty, whether about taking advantage of an opportunity, a direction change, or about need to create a place for information seeking. Online learning techniques are likely to be vital to teaching information seeking.

Feb.14,2006,Washington,D.C.

ScienceLibrariansRound-Table,AAASAnnualMeeting,DiscussionTopicsandSummary1. Measuringtheimpactofresearch(beyondcitationcountsoraltmetrics).Useanyandallavailableresourcestomeasureimpact,withavarietyofdatasources:WoS,Scopus,GoogleScholar,PubMed,AcademicAnalytics,LibGuides,ThomsonReuter’sInsights.Interdepartmentalcollaborationisimportant,e.g.,Grantsoffice,sponsoredprograms,communityengagement,todiscovertheimpactoffundedprojectsandfundingpossibilities.Suggest:talktoresearchersandfacultytodiscoverhowtheycanbestuseimpactdataandwhattheyneed.Createcustomimpactproductstoservethoseneeds.2. Promotingthevalueofscienceliteracy&scientificthinkingTraditionalinfolitof“howtosearch”isbecomingevaluationofsources,scientifically;wheredoestheinfocomefrom,whatistheirauthority(andhowimportantisthatistheirdiscipline?),arethereissueswiththescience(e.g.,retractionofpublishedfindings).Findingwaystomakethelinkbetweenstudents’scientifictopicandsomethingpersonal,sotheyinternalizenewinformation.Helpingstudentsunderstandthatundergraduatepapers(e.g.,honors’theses)becomeaccessibleworldwideinIRs;theyare“stakingtheirreputation”onthisworkinawaynotrelevantagenerationago.Understandingthat“evidence-based”thinkingisessentialforahealthydemocracy,wherecitizens’votesarenotguidedsimplybyemotionalissues.3. Supportingscientistsintheireffortstoengagewithgeneralpublic/communicatetothepublicLibrarysponsoredbookdiscussions,withfacultyandstudents,ofscienceforthegeneralreader(compellingandtimelysciencetopics).Librariesserveascrossroadsintheinstitution;scheduleeventstobringpeopletogether(training,talks,booksigningandbooksales,movies,exhibits);hostbookclubs.Bealively,engagingcenterforconversationandlearning.4. Openeducationresources

Oercommons.org www.oercommons.org/community/rice-university-connexionsOpenstaxcollege.org OERgrantsforfacultyiTunesUniversity UnivMinnoffersstipendtoreviewopentextbooksMOOCs Directfacultytoalreadysubscribedservices

Issuestoconsider:LandGrantUnivobligations;CopyrightquestionsCourse-specificLibGuidescanpointtoopenresources,esp.usefulforstudyabroad5. Datavisualization/dataanalysis(inlibrarariesorbylibrarians)

a) Basicvisualdesign,i.e.labelinggraphs,differentiatingcolumns;librariansareinvolvedinseveralways,fromassistingstudents/facultywithassignmentsandteachingtools,tohelpingresearcherscommunicateresearchresults.

b) Bibliometricstoshowresearchproductivityandconnectionswithothersindifferentlabs/locationsaremorecompellingwhenpresentedvisually.

c) Sharingthevalueofourowncollections,making“hiddendata”inresearchreportsandfieldnotesaccessiblethroughdigitizationandmetadata,andconnectionstootherdatarepositories.

--NotestranscribedbyAlisonRicker,OberlinCollege,fromsummariesprovidedbyeachdiscussiongroup.

Brief Introduction to Data Visualization Librarians Session: Association of College and Research Libraries AAAS February 14, 2016 Washington DC

Mary Frances Lembo Research Librarian, Senior

Pacific Northwest National Laboratory

Data Visualization: Outline

  What is Data Visualization?   Types of Visualization

  Resources

  Further Learning

February 20, 2016 2

Visualization: Norwood Viviano

February 20, 2016 3

NewYork Newark Philadelphia LosAngeles

Types of Visualizations

  Topic-Based Visualization   Network Visualization (With Whom?)   Geospatial Visualization   Temporal Visualization

h5p://cmuscm.blogspot.com/2014/01/the-importance-of-visualizing-data-for.html

Tableau Public Tagxedo

Topic-Based Visualization

Network Visualization Sci2

Network Visualization

Geospatial Visualization

Temporal Visualization

Further Learning

  30+ Free Tools for Data Visualization and Analysis http://www.computerworld.com/article/2506820

Affelt, Amy. 2015. The Accidental Data Scientist: Big Data Applications and Opportunities for Librarians and Information Professionals. Information Today, Medford, New Jersey.

  D3.js: Free JavaScript library for manipulating documents based on data. http://d3js.org/

Suda, Brian. 2010. A Practical Guide to Designing with Data. Fives Simple Steps, Penarth, United Kingdom

  Information Visualization MOOC: Online course through Indiana University

http://ivmooc.cns.iu.edu/

  Leveraging Data to Lead: Proceedings of the SLA Maryland Chapter Workshop, November 4th, 2015: http://maryland.sla.org/data/proceedings.html

  Kansas State University. Data Visualization.

http://guides.lib.k-state.edu/c.php?g=181742&p=1196015   Whitney, Hunter. 2014. “It’s About Time: Visualizing Temporal Data to Reveal

Patterns and Stories,” UX Magazine, September 30, 2014. Article No. 1316 https://uxmag.com/articles/its-about-time

  The Work of Edward Tufte and Graphic Press http://www.edwardtufte.com/tufte/

Further Learning

Additional Geospatial Resources

CartoDB: Map and analyze your location data. https://cartodb.com/   Community Health Maps (NIH): Information on Low Cost Mapping Tools for Community-based Organizations

  GIS Geography – 10 Free GIS Data Sources: A list of 10 free, downloadable global GIS datasets from highly reputable sources. http://gisgeography.com/best-free-gis-data-sources-raster-vector/

  Google Fusion Tables: Fusion Tables is an experimental data visualization web application to gather, visualize, and share data tables. https://sites.google.com/site/fusiontablestalks/stories

OpenLayers 3: OpenLayers is an open source JavaScript library for displaying map data in web browsers. http://openlayers.org/

Additional Temporal Resources

  Google Trends: Allows you to see what people are searching over time. http://www.google.com/trends

TimeFlow: Allows you to analyze temporal data with five different display modes. https://github.com/FlowingMedia/TimeFlow/wiki

Timeplot: A widget for plotting time-series and overly time-based events over them. http://www.simile-widgets.org/timeplot/

TimeSearch: A tool to support interactive exportation of time-series data http://www.cs.umd.edu/hcil/timesearcher/

  Timeline: Create interactive timelines. http://www.simile-widgets.org/timeline/

Resources Used

  Collins, Keith. 2015. Why Infectious Bacteria are Winning. http://qz.com/576057/why-infectious-bacteria-are-winning/

  Elsevier. Engineering Village 2: EV2 provides a searchable index of the most comprehensive engineering literature and patent information available. The platform provides access to peer-reviewed, deeply indexed, relevant and accurate engineering research content. http://www.engineeringvillage.com/

  Excellence Networks: This web application visualizes how successful universities or research-focused institutions collaborate. http://www.excellence-networks.net/

  Indiana University. Science of Science (Sci2) : The Sci2 Tool is a modular toolset specifically designed for the study of science. It supports the temporal, geospatial, topical, and network analysis and visualization of scholarly datasets at the micro (individual), meso (local), and macro (global) levels. https://sci2.cns.iu.edu/user/index.php

  Leung, Hardy. Tagxedo: Tagxedo turns words into word clouds. Words are individually sized appropriately to highlight the frequencies of occurrence within the body of text. http://www.tagxedo.com/

  NREL. Interactive Mapping Tools. https://maps.nrel.gov/

  Tableau Public: Tableau Public is free software that can allow anyone to connect to a spreadsheet or file and create interactive data visualizations for the web. https://public.tableau.com/s/

  Viviano, Norwood. 2010. Cities: Departure and Deviation: The installation Cities: Departure and Deviation is comprised of 24 blown-glass forms based on three-dimensional rotations of statistical data for major urban centers in the United States http://www.norwoodviviano.com/work/cities-departure-and-deviation/

Resources Used

Wind Map

h5p://hint.fm/wind/

applied sciences librarian & bibliographer university of ...€¦ · applied sciences librarian...

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