Research Data Management Training for Geographers: First Impressions

Helbig, Kerstin

doi:10.3390/ijgi5040040

Cited by 10 publications

(5 citation statements)

References 14 publications

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“…In the 13 sources selected for synthesis, we found 14 key cases for analysis. Out of the 13 sources selected for synthesis, as outlined above, 9 of the selected sources had a single case study focus (Baker et al, 2016;Grootveld & Verbakel, 2015;Haddow, 2014;Helbig, 2016;Papadopoulou & Miller in Clare et al, 2019;Papadopoulou & Grabauskiene in Clare et al, 2019;Wittenberg et al, 2018;Southall & Scutt, 2017;Read et al, 2019). Out of the original 13, 2 of the selected sources covered multiple case studies (Bryant et al, 2018;Surkis & Read, 2015), while 2 of the sources dealt with the same case study (Tang & Hu, 2019;Shipman & Tang, 2019).…”

Section: Methodsmentioning

confidence: 99%

Shifting Horizons: A Literature Review of Research Data Management Train-the-Trainer Models for Library and Campus-Wide Research Support Staff in Canadian Institutions

Tayler¹,

Jafary²

2021

EBLIP

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Objective – In consideration of emerging national Research Data Management (RDM) policy and infrastructure, this literature review seeks answers to the following questions: 1) What is the most effective way for a Canadian research university to build capacity among library and campus-wide research support staff, with a view towards providing coordinated RDM support services for our researcher community?2) What international training models and course offerings are available and appropriate for a local context?3) What national guidelines and best practices for pedagogical design and delivery can be adapted for a local context? Methods – This literature review synthesizes a total of 13 sources: 9 articles, 2 book chapters, and 2 whitepapers. The whitepapers were selected for a narrative literature review because of their focus on case studies detailing train-the-trainer models. Within the 13 sources we found 14 key case studies. This review serves as a supplement to the 2017 CARL Portage Training Expert Group white paper, “Research Data Management Training Landscape in Canada,” the focus of which was to identify RDM training gaps in order to recommend a coordinated approach to RDM training in a national environment. Results – The narrative review of case studies revealed three thematic areas. Firstly, pedagogical challenges were identified, including the need to target training to RDM support staff such as librarians and researchers, as they comprise distinct groups of trainees with divergent disciplinary vocabularies and incentives for training. Secondly, the case studies cover a broad range of pedagogical models including single or multiple sessions, self-directed or instructor-led, in-person or online instruction, and a hybrid of the two. Finally, RDM training also emerged as a key factor in community building within library staff units, among service units on campus, and with campus research communities. Conclusion – RDM training programs at local institutions should be guided by a set of principles aligned with the training methods, modes of assessment, and infrastructure development timeline outlined in a national training strategy. When adapting principles and training strategies to a local context, the following trends in the literature should be considered: librarians and researchers must have meaningful incentives to undertake training in RDM or to join a community of practice; disciplinary-specific instruction is preferable to general instruction; a librarian’s own training opportunities will influence their ability to provide discipline-specific RDM instruction to researchers; in-person training opportunities improve learning retention and produce beneficial secondary effects, whereas online instruction is most effective when paired with an in-person component; generalized third-party RDM training should be adapted to local context to be meaningful. Future directions for RDM training will integrate into open access and digital scholarship training, and into cross-disciplinary, open science communities of practice.

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Section: Methodsmentioning

confidence: 99%

Shifting Horizons: A Literature Review of Research Data Management Train-the-Trainer Models for Library and Campus-Wide Research Support Staff in Canadian Institutions

Tayler¹,

Jafary²

2021

EBLIP

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“…Slavnic 67 reported that, in Sweden, there is a paradox, as there is infrastructure in place for arching and reusing data, but it is illegal to reuse them for projects other than those for which they were originally obtained. In countries like Germany, there are also challenges relating to copyright and legality 68 . Therefore, datasets might need to be subject to restricted access requiring patents, or other specific situations.…”

Section: Recognising Authorshipmentioning

confidence: 99%

Reusing Data Technical and Ethical Challenges

Boté¹,

Graells²

2019

DESIDOC Jl. Lib. Info. Technol.

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Research centres, universities and public organisations create datasets that can be reused in research. Reusing data makes it possible to reproduce studies, generate new research questions and new knowledge, but it also gives rise to technical and ethical challenges. Part of these issues are repositories interoperability to accomplish FAIR principles or issues related to data privacy or anonymity. At the same time, funding institutions require that data management plans be submitted for grants, and research tends to be increasingly interdisciplinary. Interdisciplinarity may entail barriers for researchers to reuse data, such as a lack of skills to manipulate data, given that each discipline generates different types of data in different technical formats, often non-standardized. Additionally, the use of standards to validate data reuse and better metadata to find appropriate datasets seem necessary. This paper offers a review of the literature that addresses data reuse in terms of technical, ethical-related issues.

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“…RDM courses primarily fall into two types of instruction format: workshops, either as a standalone course or as a series of sessions (Clement et al, 2017;Goben & Nelson, 2018;Helbig, 2016;Peters, 2017;Southall & Scutt, 2017); or online courses, allowing for learning to take place as it is convenient (Furukawa et al, 2018;Rice, 2014;Si, Xing, Zhuang, Hua & Zhou, 2015) and whenever it becomes directly relevant to research practice (Ward & Freiman, 2011, p. 269). Graduate RDM courses delivered as lecture series by librarians are rarer (Corrall, 2012;Whitmire, 2015), and this format is too resource-intensive for implementation in our institutional context.…”

Section: Rdm Teachingmentioning

confidence: 99%

Teaching Practical Research Data Management Skills through Online Training and Data Management Plan Creation

Montague-Hellen,

Ranger

2019

Preprint

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Introduction Research Data Management is growing in importance as a field as the amount of data which researchers must manage increases. It is important to ensure that postgraduate researchers are trained through engaging courses which practically prepare them to fulfil the data management requirements of funders and Universities, and to carry out their research in a transparent and effective manner. Description of program We present a case study of the development and delivery of a new Research Data Management (RDM) online course for postgraduates and early career researchers. The course implements pedagogical theory and a reverse design paradigm in the development of library training provision enabling the creation of a course vastly more relevant to academic research practice than our previous offering. The course uses a simplified Data Management Plan to introduce students toResearch Data Management Concepts, and by asking them to apply this knowledge, lifts the course from one which simply asks students to remember knowledge to one which shows them how to apply this knowledge in a way that is applicable to their own research. The course has been evaluated for effectiveness and student engagement at 3 months. Next steps Although some analysis of the effectiveness of the new course has been undertaken, the course will continue to be evaluated. Although the course was developed for PGRs it has been popular with ECRs and Professional support staff and we will investigate how we can further meet the needs of these groups. The platform used will allow for the topics most often accessed to be identified and the course, and the University's training provision will be adjusted based on this evidence. We hope that other institutions will be able to learn from our experience and implement similar courses.

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Research Data Management Training for Geographers: First Impressions

Cited by 10 publications

References 14 publications

Shifting Horizons: A Literature Review of Research Data Management Train-the-Trainer Models for Library and Campus-Wide Research Support Staff in Canadian Institutions

Shifting Horizons: A Literature Review of Research Data Management Train-the-Trainer Models for Library and Campus-Wide Research Support Staff in Canadian Institutions

Reusing Data Technical and Ethical Challenges

Teaching Practical Research Data Management Skills through Online Training and Data Management Plan Creation

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