LIBER Digital Skills Working Group: Case Studies on Open Science Skilling and Training Initiatives in Europe

Swiatek, Cécile

doi:10.5281/zenodo.3901485

Cited by 4 publications

(5 citation statements)

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“…So, what is the state of capacity building in openness/Open Knowledge for LIS professionals? After reviewing the landscape of LIS professional development in openness, we can argue that despite the enormous efforts made by librarians to advance the understanding and adoption of open knowledge, most of the OSC training activities in universities are prepared and conducted by academic librarians (Schöpfel et al, 2019) and libraries usually are leading or acting as main coordinators in OSC training (Ayris and Ignat, 2018;Swiatek, 2019), the results of this research clearly show that LIS schools are not providing training to gain skills and competencies in openness and, therefore, need to be prepared to the changing demands of the twenty-first century users (Shonhe, 2020) in an expanding job landscape.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, librarians are key for supporting OA and OSC, from supporting researchers in the self-archival of publications in repositories, to helping scientific journals to become openly accessible (Abadal, 2013) and advocating for the development of open policies and licensing copyright services, while participating in negotiations with commercial publishers and enabling transformative agreements (Ayris and Ignat, 2018), and also developing open FAIR data ecosystems (Swiatek, 2019;Swiatek et al, 2020) has changed the librarians' field of action dramatically, but their formal education has not.…”

Section: Type Number Of Libraries Detailmentioning

confidence: 99%

“…Our analysis showcases an existing dichotomy in the academic sector, as institutional policies assign libraries the responsibility for raising the awareness, guidance, and training of openness to faculty and students (such as the UOC and Oxford); however, their library staff is not "officially" trained for it, or, at least, they have neither received formal training nor they have been given the opportunities to gain a qualification in the area. Hence, these are relying on the capacity of LIS professionals to self-acquire the skills needed to perform their jobs (Rodriguez, 2015;Swiatek, 2019;Santos-Hermosa et al, 2021).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

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Building Capacities in Open Knowledge: Recommendations for Library and Information Science Professionals and Schools

Santos-Hermosa

Atenas

2022

Front. Educ.

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The impact openness to knowledge is having, not only in the Higher Education (HE) sector but at the public and institutional policy level, is largely due to the efforts of information professionals and researchers, and thanks to these two groups, initiatives such as open access (OA), open education (OE), and open science (OSC) have changed the way in which research is being taught, conducted, and communicated. Openness is a way to democratise access to knowledge developed through public funds, and this movement has been led by informational professionals worldwide; however, we have observed that to a large extent, professional development in different areas of openness is rather self-taught, informal, mentored, or continuous, but not formalised in information science, documentation, or scientific educational programmes. In this exploratory research, we gathered evidence on how (or if) openness to knowledge is being taught by reviewing a series of syllabi from undergraduate and postgraduate programmes in Library and Information Science (LIS) schools sampled from universities that either (a) are leading the agenda in OA, OSC, or OE; or (b) have policies in OA, OSC, or OE; or (c) have national/federal mandates, policies, or regulations regarding OA, OSC, or OE and also from a range of non-formal and/or lifelong learning training programmes offered in these same three areas. We found that while LIS schools are not providing formal training to gain skills and competencies in openness, their libraries are offering different kinds of training in this respect. On the other hand, the good intentions and openness awareness of policies have not yet materialised in actions to ensure capacity building. Research implications aim to influence the development of capacity building in open knowledge, by providing solid evidence for enhancing curriculum advancement in LIS schools and by proposing some recommendations in this direction.

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Section: Discussionmentioning

confidence: 99%

Section: Type Number Of Libraries Detailmentioning

confidence: 99%

Section: Conclusion and Recommendationsmentioning

confidence: 99%

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Building Capacities in Open Knowledge: Recommendations for Library and Information Science Professionals and Schools

Santos-Hermosa

Atenas

2022

Front. Educ.

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“…Grupul de lucru LIBER privind competențele digitale pentru personalul de bibliotecă și cercetători (Digital Skills for Library Personal & Researchers) [3] a încercat să răspundă la întrebările: "Care sunt acele abilități și cunoștințele necesare personalului de specialitate din biblioteci pentru a practica ȘD în mod eficient? Ce pregătire este necesară pentru a sprijini mai bine activitățile de cercetare?".…”

Section: Dezvoltarea Competențelor Personalului îN Domeniul șTiinței ...unclassified

“…În general, Grupul de lucru pentru competențe digitale LIBER își propune să răspândească o cultură mai deschisă și să poziționeze bibliotecile ca parteneri-cheie în formarea de competențe pentru conceptul complex și de perspectivă al ȘD. Acest proiect prezintă bogăția și diversitatea abordărilor europene față de competențele și formarea în știința deschisă atât în biblioteci, cât și în comunitățile de cercetători, de la programe mature până la inițiative emergente [3].…”

Section: Fig 1 Abilități Necesare Pentru a Practica șTiința Deschisăunclassified

Librarians training on Open Science

Povestca¹

2022

Open Science in the Republic of Moldova

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Libraries are the basic facilitators of Open Science (OS). Continuous training of librarians on OS is one of the key requirements to be able to take advantage of Open Access (OA) opportunities and be actively involved in promoting the benefits of OA for society. The article mentions the contribution of the LIBER Digital Skills Working Group, which aims to spread a more open culture and position libraries as key partners in developing skills for the complex and forward-looking concept of OS. As an active member of the research group, the essential tasks of librarians on OS are indicated. An analysis of the situation regarding the training of specialized personnel in the libraries of the Republic of Moldova (educational practices, content and subject of training, training needs) is undertaken. Ways of training or developing skills in OS are identified, such as the impact of training and the development of skills by librarians on OS.

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