Posted on behalf of Laura Pavlech, DVM, MSLS, Research & Instruction Librarian, Hirsh Health Sciences Library, Tufts University
Librarian for Research Data – Tisch Library at Tufts University
The Tisch Library at Tufts University in Medford, Massachusetts is seeking a Librarian for Research Data.
Tisch Library supports Tufts’ School of Arts & Sciences and School of Engineering (AS&E), providing services and resources to assist members of the Tufts community in their teaching, learning and research. Tisch Library provides collections, expertise, and technology-rich environments to support the creation and dissemination of scholarship.
The Scholarly Communications & Collections department of Tisch Library supports the mission of the university by engaging with the long history of scholarly communication from rare books to research data, and by recognizing how different formats, different modes of communicating information, and different disciplinary practices impact the transfer and development of knowledge over time. The department makes strategic decisions about how best to provide access and, where appropriate, long-term preservation, to the collections needed to support the teaching and research excellence of AS&E.
Tisch Library seeks an enthusiastic and knowledgeable Librarian for Research Data (Assistant Librarian/Associate Librarian) to lead Tisch outreach around research data and related data management services for the AS&E community. This individual will work with other library and campus partners (e.g. research administration) to adapt, design, and develop services that enable faculty and students to preserve, share, and curate their research data.
Please see the posting for a complete description of the position: http://tufts.taleo.net/careersection/ext/jobdetail.ftl?job=16001555&lang=en
Posted on behalf of Kevin Reed, Knowledge Management Librarian and Alisa Surkis, Head/Translational Science Librarian, NYU Health Sciences Library, NYU School of Medicine
We would like to request your participation in piloting research data management education materials for medical librarians. We are currently funded by a grant from the Big Data to Knowledge Initiative at NIH to develop a curriculum for medical librarians to facilitate their teaching research data management at their own institutions. There are two components to the training materials:
Part 1: Seven online modules (approximately three hours of content) designed to teach medical librarians about the practice and culture of research and best practices in research data management.
- To take the modules, you must first register into our Compass Learning System: http://compass.iime.cloud/accounts/register/ (you will receive an email requesting approval after you’ve registered)
- Once you have registered, the modules can be found here (you will need to be signed in to take the modules): http://compass.iime.cloud/mix/G3X5E/
Part 2: A teaching toolkit including slides, scripts, and evaluation materials to teach an in-person introductory research data management class for researchers at your institution.
We are currently seeking participants to pilot part 1. Following that, we will seek out a subset of participants with whom to pilot part 2, which will involve structured observations of classes taught by the librarians at their institutions. All participants in piloting part 1 will be given access to the materials in part 2, regardless of whether or not they are part of the piloting of those materials.
My colleague, Alisa Surkis, and I have been teaching research data management to our fellow medical librarians at the past three MLA annual meetings, based on our own experiences in providing research data management services at NYU School of Medicine. We hope that the materials we have created here will make the core elements of that class more broadly available to facilitate the teaching of research data management at medical libraries across the United States.
If you intend to take these modules, please contact Kevin Read at email@example.com or Alisa Surkis at firstname.lastname@example.org to confirm your participation. You do not need to await a reply from us to begin taking the modules. We are also available to answer your questions at any time.
An announcement from the BD2K Training Coordinating Center
John Darrell Van Horn, M.Eng., Ph.D.
Associate Professor of Neurology
USC Mark and Mary Stevens Neuroimaging and Informatics Institute
2001 North Soto Street, SSB1-102
Los Angeles, California 90032
Email: email@example.com, firstname.lastname@example.org
Please look forward to a weekly webinar-based lecture series entitled the . This is a series of high-level didactic overviews across the range of topics important for data science, intended to provide a general biomedical audience with an appreciation of the elemental issues related to data science research and applications.
The series will be held each Friday, 12pm EST (9am PST) beginning September 9th, 2016.
Please join from your computer, tablet or smartphone: https://global.gotomeeting.com/join/786506213
You may also dial in using your phone.
United States : +1 (872) 240-3311
Access Code: 786-506-213
Registration is not required. Bookmark the webinar link for easy access to our weekly event!
Our initial set of confirmed data science lecturers includes: Mark Musen (Stanford), William Hersh (Oregon Health Sciences), Lucila Ohno-Machado (UCSD), Michel Dumontier (Stanford), Zachary Ives (Penn), Suzanne Sansone (Oxford), Chaitan Baru (NSF), Brian Caffo (Johns Hopkins), and Naomi Elhadad (Columbia).
This series is sponsored by the NIH Office of the Associate Director for Data Science, the Big Data to Knowledge (BD2K) Training Coordination Center, and the BD2K Centers Coordination Center.
A dedicated webpage with additional information, the complete schedule of speakers, and a collection of all the recorded lectures is forthcoming and will be available shortly.
Introduction to big data and the data lifecycle
Section 1: Data Management Overview
- Finding and accessing data sets, Indexing and Identifiers
- Data curation and Version control
- Metadata standards
Section 2: Data Representation Overview
- Databases and data warehouses, Data: structures, types, integrations
- Social networking data
- Data wrangling, normalization, pre-processing
- Exploratory Data Analysis
- Natural Language Processing
Section 3: Computing Overview
- Programming and software engineering; API; optimization
- Cloud, Parallel, Distributed Computing, and High Performance Computing
- Commons: lessons learned, current state
Section 4: Data Modeling and Inference Overview
- Smoothing, Unsupervised Learning/Clustering/Density Estimation
- Supervised Learning/prediction/Machine Learning, dimensionality reduction
- Algorithms and their Optimization
- Multiple hypothesis testing, False Discovery Rate
- Data issues: Bias, Confounding, and Missing data
- Causal inference
- Data Visualization tools and communication
- Modeling Synthesis
Section 5: Additional topics
- Open science
- Data sharing (including social obstacles)
- Ethical Issues
- Extra considerations/limitations for clinical data
- Summary and NIH context
Section 6: Specific examples
Share this announcement with others: students, staff, and colleagues are all invited!
Posted on behalf of Joel Herndon, Ph.D. Head, Data & Visualization Services, Duke University Libraries
Duke has a set of four new positions focused on expanding campus wide infrastructure for data management. The two (Senior) Research Data Management Consultants will join Duke’s Data and Visualization Department and focus on consultation and instruction while the two Digital Repository Content Analysts positions will work closely with our institutional repository staff on issues of curation and ingest. All of the positions will be part of a larger community on campus working on issues of data curation both on campus and beyond.
Digital Repository Content Analysts: http://library.duke.edu/about/jobs/digitalrepositorycontentanalyst
Submitted by Guest Authors Kate Thornhill, Repository Community Librarian/Assistant Professor, Oregon Health & Science University, email@example.com and
Myrna Morales, Program and Communication Coordinator at Community Change Inc. &
Doctoral Student at University of Illinois at Urbana–Champaign, firstname.lastname@example.org
Institutional repositories (IRs) are frequently perceived as a technology solutions relied solely on technologists to mediate storage, citation, and sharing needs for scholarly activities and publications. The familiar, rote response “people are no longer using the library; everything is on the Internet” centers this neoliberal technological thinking. It overlooks the integral role of information professionals in the preserving, publishing, evaluating, and management of information. Within neoliberal academia, institutional repositories (IRs) are frequently perceived as storage solutions managed by an information technology expert for a university’s scholarly output, instead of active curation and historical preservation sites. In general this paradigm positions librarians and archivists leading IRs to be perceived merely as gatekeepers to digital materials and overlooks their value as trained digital curation specialists. This has clear, concrete implications that manifest as a lack of investment and professional recognition and a devaluation of the work done by teams who oversee and support information ecosystems mediation. As Carole Palmer, et. al (2013) writes, IRs “More generally, collections will be vital to providing reliable access and preservation to data products. Over the long term, we risk ending up with data dumps rather than functional libraries of relevant and usable data assets if we ignore the art of building and organizing data collections for research communities.” Without investment in library information professionals who oversee digital curation activities library repositories have futile efforts. We are asking the larger (and harder) questions of what are the implications to hurried labor solutions created by those untrained in curatorial practices and disconnected from frontlines of how to deal with the data deluge.
Neoliberal academia’s reliance on software as a solution and storage space as an archive devalues librarians and archivist work and expertise. The lack of investment and professional recognition for IR management and administration makes it harder for libraries compete in the information exchange and job market. As a result librarians and archivists are forced to do more with less and heavily adopt traditional information technology skills such as networking and security administration, application development, programming, and IT project management to satisfy resource lack and show value to neoliberal idealists. Without support for teams focused on outreach, advocacy, digital preservation, and information literacy IRs flounder or fail. It doesn’t just happen because communities are reluctant and lack of time to deposit or systems and storage, don’t have enough space or can’t perform specific user behavioral needs.
IR professionals need to be loud and engaged with communities and partners, only then will the work of librarians and archivists come out hiding behind screens and office walls. Repositories that lack value and recognition additionally create poor working conditions for those who manage and participate in them. We draw a comparison between IR information professionals and Sarah Roberts’ (2016) ideas about commercial content moderation (CCM) situates workers within a glamorized neoliberal knowledge society platform that causes invisible work to be devalued. And the myth that anyone can manage digital materials arises. In her words:
“So, CCM workers in the course of their work render content visible or invisible, while simultaneously remaining invisible themselves. In the world of CCM, the sign of a good job is to leave no sign at all. And yet the mediation work done by CCM workers goes directly to shaping the landscape of social media and the UGC-dominated Internet that we all participate in, where platforms exist simply as empty vessels for users to fill up with whatever they will, and for CCM workers to act in effect as a gatekeeper between the users and platforms, providing brand protection on behalf of the companies and the platform owners, which they demand.” (Roberts, 2016)
IRs through a neoliberal perspective position librarians and archivists as user generated content (UGC) mediators responsible only for uploading digital files and adding basic metadata into a system. This paradigm causes ignorance to professional digital curation labor issues and the value of the IR. Dorothea Salo (2010) writes that IR software platforms are ideology driven, riddled with problematic system architectures unable to keep up with user needs, and have to be reframed to recover from failure. The IR failure is not caused solely by technological inadequacies, but lack of institutional support for IR professionals. This connects to Steven Hill (2016) who outlines the dangers of giving into the rhetoric of technology being a change force and disruptor. There are advantages to having new technologies at our fingertips, but are we thinking about labor consequence? New technologies make it easier for institutions to maximize profits using contract, temporary, grant, and part-time workforce. So often IRs are seen as a bolt-on digital initiative instead of a core library function. Investment is expensive in austere environments, profits and savings need to be communicated. Initiatives and supplementary services rarely have long-term monetary support relying on grants, repurposing budgets from other programs, or doing something with nothing. It takes collaboration, time, strategy, relationship building, and educating our designated communities about digital preservation for IRs to move beyond the temporary.
Librarian and archivist roles have been and continue to dramatically change as positions are rewritten and new roles emerge. Lee and Tibbo (2011) present digital curation knowledge expertise needed in LIS graduate curricula highlighting digital collections and archives sustainability being dependent on the expertise of digital curation specialists not just technically, but socially. “In order for digital collections to be sustainable over time, the actors responsible for the archives must continuously have appropriate expertise, resources, and a political/institutional mandate to carry out the work required. Given the cost and complexity of digital archives, as well as the potential to exploit the rich sets of relationships across individual collections, coordination of work across social boundaries (institutional, regional, disciplinary, organizational, and professional) is also important.” (2011) Additionally looking at the SHERPA document Institutional Repositories: Staff and Skills Set (2009) professional digital curation skills are paramount. Two years after these publications were released, Kim, et. al (2013) brings to light increasingly job titles and description analysis between 2011-2013 for digital curation competencies. Only 40% of jobs require functional skills for curation of digital objects while the most advertisements emphasize traditional information technology skills. This connects to the IR oriented jobs that evoke images of unicorns showing up on the job market. We know these positions when we say outloud to our computer screens, “Good luck to whomever gets that job!”, “No one is going to be able to do all that work!”, “There aren’t any benefits and the pay below only 50k?”, “I could get paid more as a technologist outside libraries.”, “Wow, am I going to have to go back to school and get another master’s degree?”. IR jobs created by and for under resourced university libraries continues to force the profession to do more with less and quick job burnout. When we see IR job descriptions heavily aimed at IT project management and computer science skills as top of priorities are we thinking about the cost to the LIS professional values or just giving the neoliberal solution academia thinks it needs?
We are not being asked to question and reflect on our labor practices and situations. Chris Bourg (2014) and Stacie Williams (2016) speak about our professional labors being mentality steeped in neoliberalism at odds with its core values, such as democracy, diversity, the public good and social responsibility. Neoliberalism forces IR librarians and archivists to be purely information technology centric who value storage and output metrics instead of professional digital special collections stewards with abilities to oversee active and long-term digital curation work. The institutional view that IT skills will be “the” infrastructure solutions pushing aside professional IR managers ethical values.
It brings hard realities and questions to face like what does a librarian do and what historically has been the value of the library professional? What is the correlation to the transition of Library & Information Science schools to Information schools? What are we taking about when we remove “Library”? Who will be in charge of teaching information literacy, outreach, preservation, and advocacy?
The third New England Research Data Management Roundtable was held this summer on June 8th, at the Theology and Ministry Library at Boston College, Brighton Campus. This roundtable was the third in a planned series of roundtable discussions targeted for New England librarians who are engaged in research data management services or who want to learn more about data librarianship. Sponsored by the National Network of Libraries of Medicine, New England Region, the NE RDM Roundtables provide opportunities for New England librarians to compare notes, ask questions, share lessons learned, explore new working models, acquire fresh ideas for their workplaces and develop new partnerships.
Prior to the roundtable discussions, April Clyburne-Sherin from the Center for Open Science presented on the Open Science Framework (OSF). April is the Reproducible Research Evangelist at the Center for Open Science where she conducts workshops on open and reproducible research practices for scientists and students. She opened her presentation talking about reproducibility of research, and advocated for the role of librarians in open research. April walked through a demonstration of the OSF, an open source web application that connects and supports the research workflow, enabling scientists to increase the efficiency and effectiveness of their research. The attending librarians were very happy to share their thoughts and suggestions for improving the OSF, particularly tools for the platform to integrate with.
In the afternoon roundtable discussions, librarians from multiple New England institutions discussed the topic “One-Shot Workshop Skills & Stories.” For something new at this event, the program was divided into two parts: the first part allowed participants to address discussion questions in small groups; the second part featured a group discussion in which attendees were able to share anecdotes and tools they are using in their research data management instruction.
For the small table discussions, members of the planning group moderated the discussion and prompted the group with multiple questions related to one-shot workshop instruction. The open forum during the second part of the day provided many different teaching stories, experiences, models and materials librarians are using in their RDM instruction.
The following is a summary of discussion questions, attendee responses and comments from the June Roundtable Discussion and Sharing:
One Shot Instruction: Discussion Questions
- What has your experience been in teaching one-shot data management instruction?
- How does the topic of one-shot instruction impact how you teach?
- How does the audience (faculty vs. student; general vs. subject-specific) impact how you teach one-shots?
- How do you publicize one-shot sessions?
- What makes a one-shot instruction session successful?
- How could one-shot instruction efforts be improved?
Question 1: What has your experience been in teaching one-shot data management instruction?
Comments on the experience of doing RDM instruction:
- Needs ideas of RDM, Small liberal arts school, no graduates, students and faculty still need this; IR needs data deposits; faculty asking – don’t’ want to push something people aren’t asking for
- Getting up to speed
- Getting library colleagues up to speed
- Still fact finding
- Just me, have to try to get volunteers
- Having trouble catching up because of all the new info
- Every outreach effort has gotten follow-up in some form (repetition)
- Have done surveys periodically [what about having a pool of shared surveys/survey questions?]
- It’s been helpful to meet with faculty for orientation, trying to work more with sponsored programs office
- Interest from those who never come to library sessions
- There is some reluctance/fear
- Merge infrastructure – no library director
- Surprised how people were alarmed by how little they new
Types of one-shot instruction:
- Generally organizes workshops, but recently starting to do small things with 20 minute one-shots, e.g., file-naming
- Includes DM in her instructional sessions, within the classes she’s already teaching.
- 1 hour to 1.5 hours
- A few times a year
- Did basic libguide on it
- Responsible Conduct of Research – 3 mentions; 1 includes medical center
- Library workshops
- Lab meetings
- Class invites
- Grants – training grants
- One on one’s
- Presenting for Faculty
- Data management team
- 4 classes, 1 symposium, & 1 workshop for staff
- 2 undergrad, 3 grad (2 of which included faculty)
- Got into classes
- 1, 1-shot workshop, so at very beginning
- Part of required grad student responsible conduct certificate
- Soup to nuts, what is data management session
- Part of larger series of research sessions
Disciplines and/or Topics:
- Teaches DM to grad students in chemistry, ties it into safety training, one–shot, one hour
- Chemistry has need
- Integrated in on-boarding process with labs
- Data management best practices
- DMP Tool as topic/tool
- Services software – LabArchives & Agelient
- Best practices to people adopting RDM lab notebooks
- Data discovery
- Find data on social media/web/databases
- Religion/sociology students
- Storytelling for data workshop
- Best practices for file management/naming/etc.
- Talked to undergrads about images/digital media
- For grads was part of research ethics class (open data discussion)
- Mostly overviews but one on metadata & documentation
- Reached out to different depts., biggest success was chemistry
- Lifecycle, best practices, data citation, are all covered (iterative process)
Potential partners for one-shot instruction:
- Have partnered with subject specialists (co-teaching with libraries liaison when possible)
- Academic Research Council
- Office of Sponsored Programs
- Institutional Advancement
- Lots of partnerships/collaborations
Question 2: How does the topic of one-shot instruction impact how you teach?
- Try to create hands-on activities.
- Often just striving for awareness, perhaps the overview, moving from granularity to overview
- We get just one chance… a-z in an hour… focus on examples in their discipline… e.g., chemistry … relevant repositories or chemical structures
- Fit in time restraint
- Get into to assets, be aware of who can help then don’t have to get 100% of content; see a face, a name, make connection
- One-shot = “their own small flow”
- Impact – fabric of expertise intra/extra
- Keep things simple
- Research guides/libguides
Question 3: How does the audience (faculty vs. student; general vs. subject-specific) impact how you teach one-shots?
- Grad student seminars / UG design/methods
- Heterogeneous audiences, physicians, residents, grad students, it’s difficult putting together workshops when you don’t know your audience
- Different audiences have different outcomes… e.g., masters students going off to be internships… come back with data for your thesis
- Clinicians may take calls, important to consider cognitive load… i.e., exam tomorrow. i.e., grand rounds simultaneously going on
- Different follow-up materials prepared for different audiences. As I tailor the content, I tailor the follow-up. Annotates the follow-up especially if it doesn’t work.
- Faculty are different scenario
- Doctoral students – basic info, then more
- International students – ESL – different ways to interpret information
- Tailor it to that group – examples/repos/databases/topics (discipline specific)
- Something people can get excited about
Question 4: What makes a one-shot instruction session successful?
- When the light bulb goes off, when I get follow-up questions, when they send students to me… when they come to office hours. I hand out an evaluation.
- Open workshops. Largely grad students and post docs show up. Very basic topics. Uses clickers to avoid embarrassment, no one is worse than anyone else. Sell on benefits of good practice.
- Not flooding
- You come away with 3: who I am; where to find me; help we can give
- Number of attendees doesn’t matter – each connection can grow into relationship
Question 5: What kind of help would you want? How could one-shot instruction efforts be improved?
- Programmatic requirements
- Competencies: if we had them in place, easier to get entry into the classes
- Mandates are helpful. U. Mass Med collaborative curriculum fabulous. Sessions like todays are very helpful. We librarians need to put our research out there
- How do we start doing research if we haven’t done it yet?
- Does it need to be scholarly research? Is program evaluation good enough? Elaine Martin’s research class most useful.
- Would like more basic skill sets / info for data management workshop content
- Difficult workshop history, not a lot of buy-in, so have been going more into classes
- Vice provost for research
- IT – security
- Need the “cream in the OREO” to bring halves together
- We should be on top of this when people come running
Question 6: For those offering one-shot workshops, what advise can you give to those who are just getting started/planning one-shot workshop instruction?
- If not involved in research, get involved
- Show up
- Getting help from colleagues from IT, RB, grants, office of research, etc.
- Communicate as much as possible; what outcome would the faculty like?
- Office of sponsored research – talk to them about what they are doing
- Address specific needs
- Shadow someone else, who is teaching the workshops
- Work directly with a researcher to see how they get it done
- NECDMC & eScience Portal
- Look at funding guidelines
- Good marketing for workshops is really helpful
- Tapping into a system already in place is really helpful
- Sometimes take individual to lunch, get a better idea of their research
- Targeting is very important
- Focus on solving problems, finding partners on campus & making people aware of it. Try to do pre-workshop surveys to see what people are looking for. A lot of times people are unaware of services on campus that might address data management
- Need plan that makes sense for organization
- It should be compatible with info lit classes
- Uses research data lifecycle
- Not as targeted as they would like
- DMP tool currently not being used
Big Follow-Up Questions:
- Do we know they want to learn this?
- Barrier between bench sciences vs. arts/humanities?
- Compliance – becoming more robust?
- Why isn’t RDM more integrated into scholarly communications?
Post by Nathan Norris, Information Specialist Manager Circulation, Agoos Medical Library, Beth Israel Deaconess Medical Center, Harvard Medical School Affiliated Libraries
Originally posted on The blog of the Massachusetts Health Science Libraries NetworkMAHSLIN Professional Development Award – Thank you!
I am pleased to be supported by the MAHSLIN Professional Development award – much appreciated!
And, I was fortunate enough to use this to attend a day of the New England Science Bootcamp for librarians – The 2016 conference took place on the UMass Dartmouth campus in Dartmouth, MA from Wednesday, June 15th – Friday, June 17th, 2016. I attended sessions on Thursday, June 16th.
Nathan Norris, MLS, AHIP
What is the Science Bootcamp?
From the program organizers:
“Science Boot Camp is a 2 ½ day immersion into science topics offering opportunities for librarians and library students interested in science, health sciences, and technology to learn, meet and network in a fun, laid-back atmosphere. Now in its eighth year, the New England Science Boot Camp has been hosted on multiple New England campuses and has been attended by librarians and library students from various regions of the US and beyond—and inspired the development of other Science Boot Camps in the West, Southeast, and Canada! Science Boot Camp provides a fun and casual setting where New England science faculty present educational sessions on their respective science domains to librarians.”
The planning committee for the program consisted of science librarians from a number of institutions including University of Massachusetts -Amherst, University of Massachusetts-Dartmouth, Tufts University, University of Connecticut, and College of the Holy Cross, University of Massachusetts –Boston, Worcester Polytechnic and the University of Massachusetts Medical School.
In addition to the main programming, the planning committee does a great job providing fun, local activities such as campus, library and museum tours. This time, the festivities included a trip to the New Bedford Whaling museum. I must also give kudos to the organizers for offering single day registrations which included meals, as well as the multiple day option which included meals and lodging – all very flexible and at a very reasonable cost!
The 3 science topics for this years’ conference were Nursing, Physics and Engineering. Following the main presentations, there was a capstone program on science literacy which focused on finding, reading and understanding primary literature.
Each of the 3 main topic areas were covered by at least 2 speakers – the first speaker providing an overview of the field followed by a speaker presenting specific research.
While I attended a portion of the presentations on Physics, I will focus on the Nursing content of the program, which is the reason I attended this year. For the Nursing segment, there were 3 speakers.
The first speaker presented a history of nursing. The second speaker discussed nurse training, the nature of the nursing field and broad areas of nursing research. The third presented specific nursing research. I will provide an overview of each presentation.
Science Bootcamp Nursing Segment Overview:
Speaker: Sharon Keating
The first presentation was done by Sharon Keating. Sharon is a lecturer in the Department of Community Nursing at University of Massachusetts, Dartmouth.
Sharon provided attendees with a nursing timeline and historical milestones which marked specific nursing “eras”. In doing this, she provided us with background on a number of nursing luminaries such as Florence Nightingale, Clara Barton (American Red Cross Founder) and Lilian Walt (Considered the first “Public Health” Nurse). Additionally, she provided attendees with context for the evolution of nursing roles care and how major events and legislation such as Medicare & Medicaid, the Vietnam War, the HIV/ AIDS epidemic and the effect of the Accountable Care Act (ACA) have changed the nursing field.
While Sharon didn’t discuss much of this in her talk, her research interest is in the use of technology and social media to improve adolescent/emerging adult health and healthcare. You can read one of her articles on text messaging as a health intervention for adolescents here (free):
Systematic review of text messaging as an intervention for adolescent obesity
Keating, Sharon R., McCurry, Mary K. Journal of the American Association of Nurse Practitioners. Volume 27, Issue 12, pages 714–720, December 2015.
Keep reading — there’s more! Nathan’s entire post:
Posted on behalf of Megan Bresnahan, Team Lead for Sciences, Social Sciences & Engineering, Tisch Library, Tufts University
Position Opening: Engineering Research & Instruction Librarian
Tufts University, Medford MA
Applications received by August 29, 2016 will be given priority review
Tufts University is recruiting a new Engineering Librarian! This is an exciting opportunity to join a group of creative and collaborative librarians as part of the Sciences, Social Sciences & Engineering Team in the Tisch Library. Educational or professional experience in engineering is NOT required; we are most interested in candidates who will bring a commitment to our users, a passion for teaching, and an interest in creating new partnerships that support research and scholarship in STEM disciplines.
This position explores ways for engineering learners to ethically use and contribute to science and technology information in order to improve sustainability and well-being in our society. Reporting to the Team Lead for Sciences, Social Sciences & Engineering, the successful candidate will design, teach, and assess information literacy instruction, including digital, data, and scholarly communication literacies, primarily for the School of Engineering at Tufts University. The position will work to enhance connections with engineering learning communities to support student self-sufficiency and academic success.
For a full description or to apply, see:
Announcement from Chris Erdmann:
Upcoming webinar Tind.io is offering on August 25th at 12pm EDT:
TIND is an official CERN spin-off providing cloud-based ILS and repository systems, powered by CERN open source technology.
TIND’s newest application is a research data repository. The platform is based on CERN’s data management platforms Zenodo and CERN Open Data (managing over 300TB of data). The TIND data repository has the ability to manage, visualize and preserve all research data and software, as well as generate and assign DOIs to new uploads.
The TIND ILS is a next-generation library management system designed to meet the needs of small and medium-sized academic and research libraries. One year ago, Caltech opted for TIND as their next-generation ILS. If your current ILS has too much legacy functionality (you’re not using but paying for), feels outdated and does not offer modern workflows, the TINDILS might be of interest to you.
Curious about TIND? Join our webinar to learn more about:
- Our next-gen ILS based on CERN technology
- Our new application for RDM based on Zenodo & CERN Open Data
- Examples of existing installations/customers and why they chose TIND
When: August 25th, 12:00 pm EDT
Where: WebEx (invite will be sent out)
Length: 45 minutes presentation, 15 minutes Q&A
Sign up here: http://info.tind.io/webinar
Submitted by Cynthia Hudson-Vitale, Data Services Coordinator, Washington University in St. Louis Libraries & Visiting Program Officer, SHARE, Association of Research LibrariesThe Virtuous Cycle—Using SHARE and Contributing Open Data to the Community
How fortuitous that the Council on Library and Information Resources (CLIR) released The Open Data Imperative: How the Cultural Heritage Community Can Address the Federal Mandate at the end of July. Many of the recommendations suggested in the document were common messages throughout the SHARE Hackathon & Community Meeting, which took place Monday, July 11–Thursday, July 14, 2016.
As the CLIR report highlights, open source infrastructure and open data are integral to the accessibility of research data and necessary to fully support the recent federal mandates. SHARE is building a free and open dataset of scholarly activities throughout their lifecycle, developed with open source technology and featuring open tools (such as an API and an alerting system). The theme of this year’s meeting focused on the virtuous cycle of community contributions to an open project that also supports and advances local needs.
A two-day Hackathon began the SHARE festivities. Approximately 40 people gathered from the Charlottesville, Virginia area, Johns Hopkins University, Iowa State University, the University of Virginia, and the University of California, San Diego, among others, to work collaboratively on improving the SHARE data set and advancing projects. Outcomes of the hackathon included prototyping the transformation of SHARE JSON into JSON-LD, a functional mock-up of a SHARE institutional dashboard, the development of a SHARE metadata data dictionary for the new SHARE schema, bug fixes, and more.
The SHARE Community Meeting included 26 working and discussion sessions, workshops, project updates, and presentations. Many of these centered around open data, service-learning pedagogy, and use cases of the SHARE dataset.
The meeting kicked off on Wednesday, July 13, with a keynote by UVA Media Studies and Law Professor Siva Vaidhyanathan, who spoke on “The Operating System of Our Lives: How Google, Facebook, Microsoft, and Apple Plan to Manage Everything”. In this talk, Vaidhyanathan encouraged the audience to think critically of how proprietary, commercial organizations (such as Google, Facebook, and others) know very personal details about all of us, including where we are playing Pokemon Go! and our routes and travel times to work. This information is also often collected without much regulation or governance, which is what Vaidhyanathan recommends must be the next discussion. The closed nature of all of these systems and Vaidhyanathan’s keynote, laid a strong foundation for the open scholarly infrastructure discussed throughout the community meeting.
This type of infrastructure is important because it builds and leverages applications that are community driven and open for contribution. The session “Related Projects across the Ecosystem” included a facilitated talk by Gary Price of InfoDocket who provided an overview of search tools for open data and two brief talks by Karen Hanson of Portico and Lisa Johnston from the University of Minnesota, Minneapolis. Hanson reported on the RMap project, specifically the RMap DiSCO, or Distribution Scholarly Compound Object. In brief, this project is developing open infrastructure to visualize and link scholarly outputs, such as data, articles, citations, and code as linked data. Currently, RMap is using SHARE to find related outputs and connect them in a RMap DiSCO. Johnston reported on a new initiative for a shared staffing model for curation services, called the Data Curation Network. This project is building capacity and models for data curation services that support institutional missions to preserve and disseminate the local scholarly record. Kathleen Fitzpatrick, Associate Executive Director and Director of Scholarly Communication at the Modern Language Association, and Rebecca Kennison, Principal of K|N Consultants, also provided project updates on Humanities CORE and SocArXiv. These two projects give humanists and social scientists new, open platforms for scholarly communication. They are also both platforms that feed into the SHARE data set.
One discussion that also garnered many attendees, was the use of the SHARE data set for research data discovery. This session, also led by Lisa Johnston, focused on how SHARE may support public access to research data sets and what steps would be required to build capacity in this area. While the CLIR report mentioned the development of a Research Data Commons to support the FAIR principles, this is complicated given the many subject data repositories, general data repositories, institutional data repositories, and funder data repositories already in use by researchers. Given this, using the SHARE API to aggregate metadata from these disparate data repositories and facilitate the searching across it, is a reasonable approach. To do this, the group developed a number of strategies, the first of which is to assess the availability of metadata from the data repositories listed in re3data.org and those who have received the Data Seal of Approval.
The CLIR report also included a number of recommendations for curriculum, education, and training around curation and data handling. Jeff Spies, co-founder and CTO of the Center for Open Science (COS) and co-lead of SHARE, led a session on how to implement a “Service-Learning Pedagogy at Your Institution”. This session provided attendees with an overview of how real-world, meaningful projects, such as the Open Science Framework and SHARE, can be used to develop technical and critical thinking skills in interns and student assistants. Using the service-learning pedagogical approach, students build things they can put on their resume, they learn how to learn, and they contribute to important projects.
An additional session on pedagogy, led by University of Missouri, Columbia Assistant Professor Heather Moulaison Sandy, focused on modularizing curation and technical skills to create open educational resources. Building upon work previously piloted, these reusable modules would enhance technical confidence, while contributing to the SHARE initiative.
A program highlight from the meeting included a two hour hands-on IPython workshop, led by SHARE developer, Erin Braswell. This workshop taught attendees how to access the SHARE API, run complex queries, and export the SHARE data into different formats for analysis or integration into local systems, all while using open source tools and open data.
Metadata was also a significant topic in the CLIR report and the SHARE meeting. As a critical component to public access, the quality and completeness of metadata cannot be undervalued. The Community Meeting was an opportunity for SHARE to release its new metadata schema. Given the flexibility of SHARE’s technical infrastructure, it is not necessary for providers to strictly conform to the SHARE schema, rather, by simply having the values of similar elements open and available for harvesting, the metadata can be crosswalked by COS developers.
Brandon Butler, Director of Information Policy at the University of Virginia Libraries, and Prue Adler, Associate Executive Director of the Association of Research Libraries, led a discussion on “Community Needs for Open Metadata Legal Guidance”. Fueled by questions over the copyright status of many metadata element values, such as subject terms or abstracts, session attendees recommended: (1) more education for librarians around these rights, (2) advice on how to negotiate any terms of agreement, and (3) the development of a community statement on metadata rights and sharing that could be signed off on by institutions and organizations.
The SHARE Community Meeting was a jam-packed and energizing few days of community work around the SHARE dataset and open infrastructure and data in general. Above is just a sample of the many engaging sessions, but all of the Community Meeting notes and many of the presentations are available through the Open Science Framework. If you are interested in be part of the SHARE community or working on any of these projects, get in touch at: email@example.com.
The video recordings of the presentations from the Summer New England Science Boot Camp are now available on the New England Region eScience Program YouTube page.
If you didn’t get to attend the 2016 New England Science Boot Camp that was held June 15-17th at UMass Dartmouth, no worries. And if you did attend boot camp, but would like the opportunity to review the interesting presentations, you can do that too!
The 2016 SBC Science Sessions and Capstone Program are now available on the Science Boot Camp 2016 YouTube playlist.
Three library school students won scholarships to attend New England Science Boot Camp 2016, hosted at University of Massachusetts Dartmouth June 15-17. Over the next few weeks we will feature blog posts written by our award recipients describing their SBC experiences.
Our final blog post is from winner Tyler Kroon, Graduate Student, School of Library and Information Science, Kent State UniversityA Field Day (or Three) for an Aspiring Science Librarian
As a first year M.L.I.S. student from Kent State University in Ohio, I was overjoyed to discover I had earned a scholarship to attend the New England Science Boot Camp for Librarians this summer. Three days and two nights nerding-out over science with fellow librarians, while learning more about the career I’m pursuing? How can you beat that?
Not only was this conference an amazing opportunity for me to network with my future coworkers, but I got to hear some fascinating talks from well-known experts in their fields. Dr. Chris Swan from Tufts University talked to us about civil and environmental engineering, through sharing the history of civil engineering and busting the myth that it’s all about bridges and roads. That same night we got to hear from Dr. Richard Connor from UMass Dartmouth, who gave an immensely entertaining talk about the complex social behavior of dolphins (did you know they’re opportunists and form alliances just to use the other members to their advantage?).
The next day we were lucky enough to hear from Dr. Kristen Sethares, who shared her research with us on using mobile devices to promote self-care in patients diagnosed with heart failure. Another myth busted: heart failure is not synonymous with heart attack. We also heard a hilarious overview of physics from Dr. Guy Blaylock of UMass Amherst, who shared many insights into the subject, such as how to tell the difference between experimental and theoretical physicists! We ended that day on a cosmically-massive note, hearing Dr. Gaurav Khanna of UMass Dartmouth explain the work he does with the LIGO (Laser Interferometer Gravitational-Wave Observatory) Project, and how this achievement completely revolutionizes the way we study the final frontier. This project is a shoe-in for a Nobel Prize, and as such it was incredibly fascinating to hear from someone so intimately involved in such an epic venture.
We wrapped up the conference on Friday with Dr. Marja Bakermans of Worcester Polytechnic Institute giving a short talk on the topic of science literacy before we split up into small groups and discussed how to promote science literacy among our students. Overall, I couldn’t have asked for a more eye-opening, educational, and genuinely fun conference to go to, and the New England Science Boot Camp for Librarians definitely helped me solidify my decision to pursue science librarianship as a career.
Congratulations again to our three student scholarship winners! Thank you for sharing your experiences, and we wish you the best of luck in your studies! Maybe we will see you at another New England Science Boot Camp when you graduate!
Three library school students won scholarships to attend New England Science Boot Camp 2016, hosted at University of Massachusetts Dartmouth June 15-17. Over the next few weeks we will feature blog posts written by our award recipients describing their SBC experiences.
Our next blog post is from winner Christina Flood, Graduate Student, School of Library and Information Science, Simmons College.2016 New England Science Boot Camp Blog Post
Being able to participate in the 2016 New England Science Boot Camp for Librarian’s at UMass Dartmouth was a wonderful and eye opening experience. The conference from start to finish was comprised of lectures in a wide variety of the medical, physical and biological sciences. Each lecture began with a brief overview of the scientific field being presented and was followed by an example of original research by an expert in the field. I felt this format was an excellent way to present the different science disciplines. Everyone has a different area of expertise and through this format everyone can be on the same page and enjoy the presentations. This year’s lectures covered Civil Engineering and introduced many of us to the fact that this field is more than building bridges and roadways. Civil Engineering involves the study of the population and its complex culture, natural resources, hazards and numerous other factors. The information gathered from this research can help engineers develop resolutions on how to prevent the destruction of communities from natural and manmade disasters.
In the field of Marine Biology we heard a fascinating lecture on the social patterns of Dolphins in Shark Bay in Australia. Through this lecture we learned about the intricate social groups that develop in the dolphin communities providing alliances and protection to its members.
One of my favorite lectures from this year’s boot camp was on physics. In this presentation we were introduced to the current research on gravitational waves and how just recently Albert Einstein’s prediction of their existence was proven factual. According to the expert, gravitational waves can be picked up from the solar system by equipment at the different LIGO centers and can provide us with a glimpse into the solar system’s history. Gravitational waves have recently shown scientists the merging of black holes in the solar system which happened millions of years ago. Over time I am sure this science will be perfected even more and provide us with even more information on the history of the solar system.
The Science Boot Camp for Librarians covered a wide array of subject matter in the sciences. These lectures provided the librarians and future librarians in attendance with a wealth of knowledge and resources that they will be able to use to help patrons find materials in the different disciplines. I highly recommend attending the next science boot camp as it will connect you with professionals in the field of library science and provide you with valuable resources that you can take to your job and for your own personal enjoyment.
Three library school students won scholarships to attend New England Science Boot Camp 2016, hosted at University of Massachusetts Dartmouth June 15-17. Over the next few weeks we will feature blog posts written by our award recipients describing their SBC experiences.
Our first blog post is from winner Sarah Paige, Graduate Student—University of North Texas-Denton, Northeast Cohort & InterLibrary Loan Coordinator, Bailey/Howe Library, University of Vermont, firstname.lastname@example.org.Science Boot Camp 2016 was a Blast!
Hello, everyone! I’d like to reflect on the other week’s Boot Camp, based at UMass-Dartmouth. First, I would like to say a huge “Thank You!” to the committee for choosing me as one of the graduate students who won a scholarship to attend. I was surprised, to say the least, but also thrilled to be able to go. You all were very accommodating and … just really nice!
I’d also like to say a big “Thank You!” to my mentor, CJ Wong. She and I hit it off really well personally, and then she also took great care of me throughout the conference – checking in all day long to see how I was doing, what I thought of the presentations, and answering any and all questions that I came up with. Thank you, CJ, for making my first Boot Camp even more special!
I also want to extend my thanks to all the presenters at this year’s Camp; every single one of them was enthusiastic and humor-filled. They discussed their particular subject clearly and brought it to our (sometimes layman) level with ease. I especially liked Chris Swan’s Engineering talk, Kristen Sethares’ Nursing discussion of heart failure and her study, Guy Blaylock’s overview of Physics 101, Richard Connor’s slide show about “Dolphin Politics in Shark Bay,” and Friday’s Capstone about Science Literacy with Marja Bakermans and Rebecca Ziino.
The main thoughts about science librarians that I walked away with, are these:
- You are impactful and multidisciplinary partners for faculty, and for each other.
- You are enthusiastic, lifelong learners who want to work with and help your users access information materials easily and quickly.
- You form a “community of practice” (taken from our group work at Friday morning’s Capstone – which I’m taking a bit out-of-context here) that is awesome to see in action. This phrase really struck me as being a true statement about your determination as a group to connect as librarians and teachers, for and about the various science disciplines. I came away thinking about what a great group of people you are – how welcoming, how accommodating of questions and differing thoughts, and how gracious you all were to me personally.
About myself, I learned that I am a curious person who’s always interested in learning about something new, and that I don’t have to be afraid of science topics because of that interest-in-learning. And just by attending Boot Camp, I learned that leaping off the cliff is the best way to jumpstart that process!
Thank you again for allowing me the chance to attend Boot Camp 2016. I salute you, Science Librarians of the Northeast!
Are you a new science librarian looking for help adjusting to the scientific environment?
Have you forgotten about “The Portal for New England Librarians”?
This promotional flyer will help re-energize you to focus on what e-Science is, it’s impact on scholarly communication, library roles in e-Science, the structure of the scientific research environment, data and its diversity, and the importance of data management.
We are also looking for e-science community members to contribute to the portal and the community blog. Email Julie if you are interested: Julie.Goldman@umassmed.edu
Download the flyer and share it: http://escholarship.umassmed.edu/ner/36/
The Journal of eScience Librarianship has published two video articles featuring interviews from presenters at the 2016 eScience Symposium! The interviews feature Christopher Erdmann and Jian Qin sharing their experiences attending and presenting at the symposium.
Read and view the full articles: http://escholarship.umassmed.edu/jeslib/vol5/iss1
Read the article transcript: http://dx.doi.org/10.7191/jeslib.2015.1093
Read the article transcript: http://dx.doi.org/10.7191/jeslib.2015.1094
The eScience Program is moving into a new contract period with the NN/LM in which we will be focusing on new initiatives. However, we realize the eScience Portal for Librarians is a valuable resource and communication tool for all librarians, both New England and beyond. We would like to continue to keep the portal fresh and updated with weekly content provided by the community users, YOU!
If you would like to contribute to the eScience Portal Community Blog, please email Julie.Goldman@umassmed.edu with your name, contact information and topic! Julie will coordinate with you on your proposed topic and timeline for submission to the blog.
The following list includes suggestions for topics for the e-Science Community blog. Please note that this is by no means an inclusive list! If you peruse the e-Science Community blog, you’ll see that the posts cover a very broad range of relevant topics.
- Reflections/reporting about a conference or a session within a conference
- Review of recent article, paper, book
- Data services at your library (e.g. the current services your library offers, description of data service workflows, lessons learned, planning data services
- Findings from institutional environmental scan—what kind of research is being conducted at your workplace, how are your researchers storing their data, what data issues do they find challenging?
- Results of needs assessments
- Description of working partnerships between your library and other department such as research groups, IT, your institution’s Office of Research, IACUC/IRBs
- Is there not much new to write about regarding your own work/experiences or your library’s services? Conduct an informal interview with someone else— e.g. librarian, researcher, IT person—about an e-Science related topic and write about it.
- Connecting with researchers
- Scholarly Communication issues: Open Access, Open Data, funders and journal requirements for sharing or publishing data, policies, advocacy, altmetrics, trends (e.g. social media)
- A day in the life of a researcher—maybe not a day exactly, but a description of a researcher’s project, his/her background, the tasks they do in the course of the day, funding, reporting, publishing, tenure and promotion, differences between academic and industrial research
- Do you wear many hats at your library in addition to the data hat? How do you manage it?
- Information on tools and technologies
- Reflecting on science librarianship over the years—what’s changed and what’s stayed the same?
- Building data literacy skills: teaching data management best practices, observations of students/faculty/colleagues understanding of data management, pedagogical approaches, marketing library instruction
- Planning a data repository: needs assessments, software options, using in house expertise or outsourcing
- How to build data related competencies; experiences you’ve had taking courses, MOOCs, workshops, CE classes
- How are library schools preparing students?
- Professional development suggestions
- Data management in the context of non-STEM disciplines—what can STEM librarians learn?
- New findings in a STEM field
- Research methods: evaluating research methodologies, research design
- Issues related to protecting confidentiality with human research subjects
- Who owns the data? Discussion of IP rights at your institution
- Lab notebooks (paper vs. electronic formats)
- Managing the print and digital divide (e.g. paper lab notebooks, slides, specimens, field notes)
- Data cleaning
- Data mining
- Data carpentry or Software Carpentry
- Business models for data repositories
- Librarians working outside the library or in non-traditional roles—research informationists, librarians leaving the library to pursue other information science roles
If you have any questions or suggestions for the portal, please let us know.
We look forward to your submissions and continuing this collaborative, open project!
Submitted by Regina Raboin, Associate Director for Library Education and Research at the Lamar Soutter Library, at the University of Massachusetts Medical School, contact her at Regina.Raboin@umassmed.edu or on Twitter @RegRab77
Research Data Access and Preservation (RDAP) Summit 2016, May 4-5, 2016 Atlanta, GA
This is my “RDAP 2016 Story and I’m Sticking to It!”
I ALWAYS look forward to attending RDAP, as for some of my areas of responsibilities and interests it’s the most focused, important conference I can attend. The topics are always spot-on, the presentations thoughtful and timely, and throughout the conference the discussions and people are engaging, lively and stimulating. Each time I attend, I learn something new (and I’ll write more about this later in the post) and leave with at least one idea I’d like to implement at my institution. This year was no different.
RDAP 2016 had several foci: ‘Engaging Liaisons’, ‘Sustainability’, ‘Building the Research Data Community of Practice’, ‘Measuring Up: How Are We Defining Success for Research Data Services?’, ‘DMPs and Public Access: Agency and Data Service Experiences’, ‘Crowdsourcing Guidelines for a Successful Data Event: An Un(conference) Panel’. And slotted into the agenda were the poster sessions, lightning talks and roundtable discussions – it was a successful, albeit ambitious two days!
What I liked about all of the sessions (access conference content here) is that you could be charged with building a new research data management service at your institution and the ‘How-To-Do-This-in-Four-Easy-Steps-Guide’ (well maybe Five!) was here for the taking! Like most services libraries offer, research data management is a complex entity – it involves advocacy, learning, teaching, networking, knowledge-building, management, collaboration, tenacity, vision – but most of all patience (have I used enough adjectives?).
What I’m trying to convey is that this conference, with its people, its content and its vision, enables the attendee to return to their institution with ideas, and perhaps a planned path towards implementing data management services. This could be an idea, such as focusing on undergraduates, like Ryan Clement from Middlebury, which would focus on the institution’s needs through first assessment and then tailoring the service to meet these needs.
Or is your service established, but you need to assess in order to grow? Then paying close attention to Jake Carlson’s talk about University of Michigan’s data management services assessment plans could give you the impetus and ideas needed to do this at your institution. And what about the real concerns over the changing landscape of liaison librarianship, as reported in the Final Report from the ARL Pilot Library Liaison Institute? How does a data management services librarian engage and collaborate with their liaison colleagues? Ideas, possible solutions and how they work through these issues are discussed by Goben, Griffin, Scheib and Martin.
And post-RDAP 2016, when you’ve returned to your workplace, implemented the service, but find you need support, encouragement, or an ear-to-bend, you can turn to one of the research data communities of practice you discovered.
It was all there, small ideas, large ideas; collaborations, solo work; federal, non-federal; repository, no repository – it was all in Atlanta and all of it good.
I learned that we can’t do it alone; that we need this community in order to thrive, to question, to continue these services – to continue a great renaissance that has come to libraries (thanks T. Scott Plutchak!).
As those who Tweet and follow me know I do a lot of tweeting at conferences, so thank goodness I don’t go to these all the time! I tweeted like mad at #RDAP16 and what I like about doing this is that I have many good notes from myself and others that I can use to talk to my colleagues about what I learned and experienced. But not all my tweets are good, so I was thrilled to learn about Storify and how I can choose tweets and organize them in a way that would make sense, and maybe, just maybe tell a decent story.
So this is my RDAP 2016 story, and I’m sticking to it!
Colby College seeks a Science Librarian who is innovative and curious, adaptive and collaborative. The successful candidate will be fearless about engaging with sciences faculty, students and other campus partners to shape a dynamic 21st century teaching, learning and research environment.
This is a full-time, 12-month faculty position without rank, with the opportunity for sabbaticals. Colby librarians collaborate with our CBB consortial colleagues at the Bowdoin and Bates College libraries. They are encouraged to serve on college-wide committees, and to participate in professional development activities.
To express interest, please send a cover letter/statement of interest, curriculum vitae, separate statements detailing teaching philosophy and research interests, and names and contact information for three references as .pdf attachments to Stephanie Frost, Administrative Assistant, Colby College Libraries at email@example.com.
For complete information see the full job posting: https://www.colby.edu/administration_cs/humanresources/employment/scilibrarian.cfm
The University of Rhode Island seeks an experienced data specialist to lead the Libraries’ efforts to support work with data across our University and within the University Libraries. The use of data and statistics is growing quickly as computational methods expand across many disciplines and as better tools make statistical analysis more widely available. The Libraries will serve several roles in enhancing use of data across disciplines on campus, and the incumbent will direct efforts at supporting the use of data throughout the scholarly life cycle. The Data Services Librarian plays a key role in developing services and policies to collect, manage, curate, provide access to, and instruct in the use of data throughout the data life cycle. The ideal candidate will have proven experience supporting applied research with statistical methods and a strong public services orientation.
This position is a 12-month tenure-track faculty appointment at the Associate Professor level. The position will be a calendar year appointment with an expected start date of July 2016. This position reports to the Chair, Public Services and Dean, University Libraries.
For a full job description and application process, please visit https://jobs.uri.edu/postings/1360