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/emerging
fields
•  Publishingculture&choices
•  Retainingcopyright
•  Sharingdata
•  InsOtuOonalculture
•  Globalreach
3
Establish your research iden)ty (and do it
early)
•  ResearchersatalllevelsneedtohavearesearcherIDinordertodisambiguate
(anddisOnguish)themselvesfromeveryotherpersonthathasasimilarnamein
ordertoa]achtheiridenOtytoallresearchoutputsandsystems(for
publicaOons,grantapplicaOons,manuscriptsubmissionsystems,patent
applicaOons,researchdatamanagement,citaOonsystems,etc.
•  ORCID(Open,non-profit,community-driven)isaniniOaOvethatcreatesand
maintainsaregistryofuniqueresearcheridenOfiers.Othersystemshavenow
coalescedaroundORCID,makingitnecessaryforeveryresearcher.
•  ORCIDalsosupportsautomatedlinkagesbetweenyouandyourprofessional
acOviOesensuringthatyourworkisrecognized.
•  Youcangetonerighthereifyoudon’thaveonealready;ittakesonly30seconds
orso.Gotoh]ps://orcid.org/register
4
Choosing the publica)on outlet for your work:
where to submit
•  ConsideropOmalimpactofyourwork;everythingisaboutimpact(butnot
necessarilyImpactFactor..)
•  Placingyourworkforimpactwillmeanconsideringmaximumreadership,
citaOons,visibility.
•  (Caveat:behonestwithyourselfaboutthepotenOalforanyparOcularpaper,get
advicefrommentors,advisers,colleagues)
•  Toolsinthisarena:JournalCitaOonReports(whatarethehighestimpactfactor
journalsinyourfield?),ScopusJournalAnalyzer,butespeciallyconsultaOonwith
facultyadvisersorleadersinthefield.
•  Knowthesubjectdatabasesinyourfield(librariesusuallyhavesubjectlists),and
don’tonlyrelyonGoogleScholar.Thesubjectdatabasesvetthejournalsthey
includeforquality.Roleofpeerreview.
5
•  Don’tworryabout“businessmodel”asajournal’sstatusdoesnotdepend
onitsbusinessmodel,butmoreonindicatorsofqualityanduptakeinthe
field.
•  BewareofsolicitaOonsfornon-credible(predatory)journaloutlets;always
invesOgateverycarefullyanyjournal(ornewconference)thatisnot
familiartoyou;
•  ALWAYSmakeyourworkopenaccess;thisusuallymeansself-archivingan
earlierversionofyourarOcle(suchasyourauthorfinalversion).Useyour
insOtuOonalrepositoryifpossibleforself-archiving.Learnhowtosubmit.
•  Manylibrarieshavesubjectspecialists/liaisonsthatareavailabletotalkto
youaboutallofthevarioustoolsthatyoucanusetoascertainqualityof
journals.ReachouttoyourlibrariansanyOme!
6
Federal funder mandates rolling out now;
noncompliance jeopardizes future funding
•  TheWhiteHouseDirecOveof2013meansnotonlypublicaOons,butinsome
cases,alsothedatageneratedfromtaxpayerfundedresearchwillneedtobe
madeopenaccess.ManyarefamiliarwithNIH,butnewfundingmandateswill
nowinvolveresearchersinmanynewfields.NSFissuingnewdirecOves
beginninginlateJanuary2016;manyfederalagenciesmovinginthisdirecOon
•  Thisinvolvesanyagencywithmorethan100milliondollarsR&Dexpenditureand
greatlyexpandsthenumberofresearchers(andinsOtuOons)thatwillhaveto
complywithfederalmandates
•  Youwillneedtomakesureyouareabletomakeyourworkopenaccess,andyou
mayneedtosubmitdatamanagementplans
•  Yourlibrarycanonenadviseonthesema]ers,andsomeuniversiOesareableto
archivethedataandpublicaOonsthatresultsfromyourresearchintheir
insOtuOonalrepository.MostagencieswillwanttoseeinsOtuOonalcompliance
(notjustPI,butinsOtuOon)
7
Ins)tu)onal Open Access Policies; compliance
is necessary (and benefits you!)
•  Openaccessincreasesresearchimpact(studiesat
h]p://sparceurope.org/oaca)
•  RutgersandtheUniversityofCaliforniasystem(ourinsOtuOons)have
similar“Harvard-style”openaccesspolicies.
•  DeposityourworkattheOmeofacceptanceforpublicaOonintoyour
insOtuOonalrepositoryandwatchusagestaOsOcsshowglobalreadership
•  LinkyourpublicaOonwithsupplementary(orevenunderlying)datawhen
possiblethroughyourinsOtuOon.
•  Redundancyisfine;manyservicesareoutthere,butyourinsOtuOonis
likelygoingtoensureaccessoverOmeandwillremainnon-profit.Thinkof
yourinsOtuOonfirst,evenifyouuseotherscholarlynetworkingservicesas
acomplement.
8
Tracking your impact •  BuildingyourreputaOon–academevsindustryvsgovernment
•  Sharing&protecOngintellectualoutputswidely–
•  DissertaOon,papers,researchresults,patents
•  Progressionthroughtheranks–graduatestudent,post-doc,tenuretrack
faculty,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-metrics
Thankyou;pleasecontactusat…. •  JuliaGelfand([email protected])
•  LauraBoweringMullen([email protected])
12
Flipping a Science Information
Literacy Course
Sarah H. Jeong
AAAS 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
• 2007
• 2008 - present
•
•
•
•
LIB100 course taught
LIB220 Science course developed
and approved
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 students
Spring 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
Learning Outcome
Compare current approach to
research with past approach
• Final Project
–
• Take screenshots
throughout the refinement
process
• Document evolution of
search strategy
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
“Metacognition is the act of thinking about
Summary
about one’s own thinking, which is the
underlying strategy behind reflective practice.”
-Char Booth
Acknowledgements
Special Thanks
Kristi Verbeke, Ph.D.
Associate Director, WFU Teaching & Learning Center
Sarah McCorkle, M.Ed.
WFU Instructional Technology Specialist
A
References
Booth, Char. Reflective Teaching, Effective Learning: Instructional Literacy for
Library Educators. Chicago: American Library Association, 2011.
Image: www.flickr.com/photos/stanzim/22460283617
Thank you!
Sarah H. Jeong
Research & Instruction Librarian – Science
[email protected]
QUESTIONS?
Embedding Information Seeking in the Curriculum
RESULTS
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.
METHODS
Basic Search Strategy
• Formulating keywords
• Conducting simple searches
Research Methods
• Identifying standards and research protocols
• Understanding literature review
Advanced Search Strategy
• Using discipline specific language
• Using advanced search options
Evaluation
• Understanding the value of evaluation
• Identifying and apply evaluation criteria
Basic Sources
• Using interdisciplinary search tools
• Understanding differences between sources
Organizing and Citing
• Understanding ethical use of information
• Identifying and consistently using an
appropriate citation style
Advanced Sources
• Choosing appropriate disciplinary search tools
• Using primary sources
3
Create a flow chart for each program
using course plans
ENGL
1303
MATH
1431
HIST
1377
ENGL
1304
MATH
1432
HIST
1378
CHEM
1331
CHEM
1332
CHEM
1111
CHEM
1112
SBS
CORE
MATH
3433
PHYS
1321
POLS
1336
PHYS
1332
PHYS
1122
PHYS
1121
POLS
1337
CHEM
4370
CHEM
4372
CHEM
3331
CHEM
3222
CHEM
4270
CHEM
4272
CHEM
3221
CHEM
3332
WD
CORE
NSM
ELECTIVE
CA
CORE
LPC
CORE
CHEM
2233
CHEM
2133
Information
Required
MATH
3321
4
Laboratory
CHEM
3369
CHEM
3119
Electives
ACKNOWLEDGEMENTS
ELECTIVE ELECTIVE
NSM
NSM
ELECTIVE ELECTIVE
be part of a course progression with other
courses requiring information
have a substantial assignment that
addresses information skills not learned
elsewhere
CHEM
4336
5
CHEM
4369
CHEM
4229
Review details of target courses
assignments
timeline
instructor
related courses
ENGL
1303
gather more information about capstone
projects, and prioritize skill gaps
Advanced Search Strategy
instruction for low level courses can’t
accommodate more advanced skills
identify and build online tools for teaching
highest priority skills
Advanced Sources
project structure of capstone courses leads to
wide variation in skill needs
ensure that capstone students know they can get
one-on-one help
CHEE 3461
process
ENGI 2304
communications
CHEE 4362
process
CHEE 4321
capstone
BIOE
4336
Research Methods
Evaluation
Organizing and Citing
CHEE 4322
capstone
CHEE 4366
biomolecules
STRATEGY
inconsistent opportunities for upper level
instruction
ensure that capstone students know
they can get one-on-one help
instruction in the capstone courses not possible
stop teaching basic search strategy and
sources in process courses
skills taught in other upper level courses don’t
match requirements well
start teaching evaluation and research
methods in process courses
ENGL
1303
required and not taught
not required
ENGL
1304
ENGI
2304
CHEE CHEE CHEE CHEE CHEE
4321 4322 3462 4361 4366
Basic Search Strategy
Advanced Search Strategy
Basic Sources
Advanced Sources
Research Methods
Evaluation
Organizing and Citing
SKILL REQUIREMENTS AND INSTRUCTION
TARGET COURSES
ENGL 1304
composition
CHEM 4270
physical lab
CHEM 3119
analytical lab
CHEM 4272
physical lab
CHEM 4229
instruments lab
CHEM 4115
inorganic lab
CHALLENGES
STRATEGY
all opportunities for upper level skill
development are labs
look for alternative target courses including
electives
instruction in labs is logistically difficult
start conversations with lab coordinators about
information skills in the lab
BS and BA programs have different requirements,
with the BA program having fewer opportunities
Kerry Creelman, Christina Gola, and the Instruction Team guided the syllabi review process
The Instruction Team and liaisons provided feedback and support during this project
BIOE
4335
Basic Sources
required and taught
CHALLENGES
Review past information related
instruction
ENGI
2304
SKILL REQUIREMENTS AND INSTRUCTION
ENGL 1304
composition
ENGL 1303
composition
ENGL
1304
Basic Search Strategy
STRATEGY
CONCLUSIONS
LIBRARY
BIOE 4336
capstone
current structure supports only lower level skill
development
ENGL 1303
composition
CHEM
4365
6
BIOE 4335
capstone
ENGI 2304
communications
time for instruction is more limited in the
project-based capstone
level
CHEM
4115
ENGL 1304
composition
CHALLENGES
Identify target courses
Target courses are usually required courses
that include information seeking, and should
either:
CHEM
ELECTIVE
ENGL 1303
composition
SKILL REQUIREMENTS AND INSTRUCTION
TARGET COURSES
Chemical Engineering
2
Get syllabi from syllabi database
Chemistry
1
Relate assignments and outcomes to
information skills
TARGET COURSES
Biomedical Engineering
INTRODUCTION
Cherie Turner
Chemical Sciences Librarian
start conversations with those doing
curriculum development about skill needs
ENGL
1303
ENGL CHEM CHEM CHEM CHEM CHEM
1304
3119
4229 4270 4272 4115
Basic Search Strategy
Advanced Search Strategy
Basic Sources
Advanced Sources
Research Methods
Evaluation
Organizing and Citing
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.
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
Feb.14,2006,Washington,D.C.
ScienceLibrariansRound-Table,AAASAnnualMeeting,DiscussionTopicsandSummary
1. Measuringtheimpactofresearch(beyondcitationcountsoraltmetrics).
Useanyandallavailableresourcestomeasureimpact,withavarietyofdatasources:WoS,Scopus,
GoogleScholar,PubMed,AcademicAnalytics,LibGuides,ThomsonReuter’sInsights.Interdepartmental
collaborationisimportant,e.g.,Grantsoffice,sponsoredprograms,communityengagement,todiscover
theimpactoffundedprojectsandfundingpossibilities.
Suggest:talktoresearchersandfacultytodiscoverhowtheycanbestuseimpactdataandwhatthey
need.Createcustomimpactproductstoservethoseneeds.
2. Promotingthevalueofscienceliteracy&scientificthinking
Traditionalinfolitof“howtosearch”isbecomingevaluationofsources,scientifically;wheredoesthe
infocomefrom,whatistheirauthority(andhowimportantisthatistheirdiscipline?),arethereissues
withthescience(e.g.,retractionofpublishedfindings).Findingwaystomakethelinkbetween
students’scientifictopicandsomethingpersonal,sotheyinternalizenewinformation.Helpingstudents
understandthatundergraduatepapers(e.g.,honors’theses)becomeaccessibleworldwideinIRs;they
are“stakingtheirreputation”onthisworkinawaynotrelevantagenerationago.Understandingthat
“evidence-based”thinkingisessentialforahealthydemocracy,wherecitizens’votesarenotguided
simplybyemotionalissues.
3. Supportingscientistsintheireffortstoengagewithgeneralpublic/communicatetothepublic
Librarysponsoredbookdiscussions,withfacultyandstudents,ofscienceforthegeneralreader
(compellingandtimelysciencetopics).Librariesserveascrossroadsintheinstitution;scheduleevents
tobringpeopletogether(training,talks,booksigningandbooksales,movies,exhibits);hostbookclubs.
Bealively,engagingcenterforconversationandlearning.
4. Openeducationresources
Oercommons.org
www.oercommons.org/community/rice-university-connexions
Openstaxcollege.org
OERgrantsforfaculty
iTunesUniversity
UnivMinnoffersstipendtoreviewopentextbooks
MOOCs
Directfacultytoalreadysubscribedservices
Issuestoconsider:LandGrantUnivobligations;Copyrightquestions
Course-specificLibGuidescanpointtoopenresources,esp.usefulforstudyabroad
5. Datavisualization/dataanalysis(inlibrarariesorbylibrarians)
a) Basicvisualdesign,i.e.labelinggraphs,differentiatingcolumns;librariansareinvolvedinseveral
ways,fromassistingstudents/facultywithassignmentsandteachingtools,tohelping
researcherscommunicateresearchresults.
b) Bibliometricstoshowresearchproductivityandconnectionswithothersindifferent
labs/locationsaremorecompellingwhenpresentedvisually.
c) Sharingthevalueofourowncollections,making“hiddendata”inresearchreportsandfield
notesaccessiblethroughdigitizationandmetadata,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
NewYork
February 20, 2016
Newark
Philadelphia
3
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
Topic-Based Visualization
Tableau Public
Tagxedo
Network Visualization
Sci2
Network Visualization
Network Visualization
Network Visualization
Geospatial Visualization
Geospatial Visualization
Geospatial 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/
Further Learning
  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/
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
Resources Used
  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/
Wind Map
h5p://hint.fm/wind/