Técnicas e Instrumentos de recolección de Datos

The  aim  of  this  part  of  the  study  was  to  identify  training  opportunities  and  gaps,  by  asking  a  number  of   organisations  known  to  provide  training  for  librarians  or  who  might  have  an  interest  in  doing  so  about  the   extent  to  which  they  are  providing  courses  in  a  number  of  areas  identified  in  Chapter  3,  and  by  exploring   with  them  any  opportunities  for  collaboration  with  RLUK.  The  providers  who  contributed  to  the  study  are   listed   in   Section   1.3.   All   of   the   Research   Councils   were   invited   to   participate.   With   hindsight   this   was   probably   inappropriate.   As   a  representative  from  AHRC  explained,   they  are  a  funding  body  and  do  not   provide  training  for  researchers.  Similarly  the  ESRC,  while  completing  the  survey,  also  noted  that  they  are   not   a   training   provider   but   rather   act   as   a   catalyst   to   stimulate   good   practice   for   training   and   development.   Some   of   their   investments,   including   the   Researcher   Development   Initiative   and   the   National   Centre   for   Research   Methods,   do   include   training   for   social   science   researchers   (but   not   for   librarians),  but  these  are  all  short-­‐term  projects.  The  returns  to  the  survey  then  are  small,  and  should  be   seen  as  probably  indicative  of  trends  rather  than  providing  an  absolute  picture  of  training  provision.  

      131  _{http://lilacconference.com/WP/}   132  _{www.educause.edu/E2010}   133  www.tilburguniversity.nl/services/lis/ticer/2010/index.html   134  www.ucd.ie/library/guides/pdf/introducing_myri_project.pdf  

The  survey  suggests  that  most  of  the  skills  and  knowledge  identified  in  Chapter  3  as  potentially  needed  by   Subject  Librarians  to  support  researchers  are  not  being  made  available  as  part  of  the  normal  offering  of   the  more  generalist  training   and  development  providers.  Some  ǁŝůůƉƌŽǀŝĚĞƚƌĂŝŶŝŶŐ͚ŽŶƌĞƋƵĞƐƚ͛ďƵƚŝŶ nearly  all  areas  the  providers  report  that  this  skills  and  knowledge  set  is  not  part  of  their  normal  offering.  

See  Table  4  (page  107).  The  training  most  easily  available  from  the  responding  providers  is  in:  

x Current  trends,  best  practice  and  available  options  in  research  publication  and  dissemination   methods,  including  scholarly  communication  and  open-­‐access  publishing  

x Skills  to  participate  effectively  in  research  projects   x Project  bid  and  report  writing  

x Author  rights,  copyright  legislation  and  IP  issues,  and  plagiarism  

x Evaluation  skills,  e.g.  of  information  and  data  sources,  collaborative  opportunities  etc   x How  researchers  access  and  use  information,  within  a  discipline/subject  and  at  different  

ƐƚĂŐĞƐŽĨƚŚĞƌĞƐĞĂƌĐŚĞƌ͛ƐĐĂƌĞĞƌ  

x Mobile  technologies,  Web  2.0  and  other  researcher  communication  tools   x Sources  of  research  funding  

x Marketing  library  services  to  researchers  

x Research  impact  factors  and  performance  indicators,  citation  analysis,  bibliometrics,  etc.   Only  one  of  these͕͚ƐŽƵƌĐĞƐ  ŽĨƌĞƐĞĂƌĐŚĨƵŶĚŝŶŐ͛ŝƐŽŶƚŚĞůŝƐƚŽĨ͚ŚŝŐŚskills  gap,  relatively  high  importance   (see   Section   3.4.2).   Of   the   other   items   on   that   list,   training   in   'sources   of   research   funding'   could   be   provided  currently  by  44%  of  the  providers,  and  in  ƚŚĞ͚ĂďŝůŝƚLJƚŽĂĚǀŝƐĞŽŶƉƌĞƐĞƌǀŝŶŐƌĞƐĞĂƌĐŚŽƵƚƉƵƚƐ͛ďLJ 33%.  But  of  the  remaining  seven  areas  on  that  list  only  27%  or  fewer  providers  could  provide  training  now,   or  expect  to  be  able  to  in  the  future.  

The  areas  where  the  provision  is  very  limited  (less  than  20%)  from  the  responding  providers  are:   x Content  (in  various  media)  available  to  different  disciplines/subjects  

x Data  management  and  curation,  including  ingest,  discovery,  access,  dissemination,   preservation,  and  portability  

x Information  discovery  and  literature  searching  

x ^LJŶƚŚĞƐŝƐĂŶĚĂŶĂůLJƐŝƐƐŬŝůůƐƚŽƉƌŽǀŝĚĞĚŝŐĞƐƚƐŽĨ͚ĚŝƐĐŽǀĞƌĞĚ͛ŝŶĨŽƌŵĂƚŝŽŶ   x Citation  and  referencing,  and  the  use  of  bibliographic  management  software  

x Compliance  with  the  various  mandates  of  funders,  including  open  access  requirements   The  survey  asked  the  training  providers  whether  they  could  envisage  any  opportunities  for  collaborating   with  RLUK  to  help  to  equip  librarians  with  the  skills  and  knowledge  to  support  the  current  and  emerging   research  environment.  The  Vitae  respondent  indicated  that  they  would  be  interested  in  working  with   library  services.  Vitae  is  a  national  organisation,  with  eight  regional  hubs,  that  aims  to  be  world-­‐class  in   supporting   the   professional   development   of   researchers   and   researcher   careers   in   the   UK.   Vitae   is   supported  by  Research  Councils  UK  (RCUK)  and  managed  by  CRAC:  The  Career  Development  Organisation,   and  builds  on  the  work  of   the  UK  GRAD  Programme  that  ended  in  2007,  and  the  UK  Higher  Education   Researcher   Development   Group   (UKHERD).   Vitae   champions  ͞the   personal,   professional   and   career  

development  of  doctoral  researchers  and  research  staff͕͟ĂŶĚworks  ͞with  higher  education  institutions   and  research  institutes  to  provide  specific  support  for  doctoral  researchers  and  research  staff͟135.  

Vitae  has  recently  issued  a  Researcher  Development  Framework  (RDF)  and  Researcher  Development   Statement  (RDS)  which  builds   on  the  Joint   Skills  Statement   of  Skills  Training  Requirements  (JSS)  136   issued  by  the  UK  Research  Councils  in  2001.  The  Framework  ƐƵƉƉŽƌƚƐƚŚĞZŽďĞƌƚƐ͛ĂŐĞŶĚĂ137,  and  is   endorsed   by   several   organisations,   including   the   Quality   Assurance   Agency   for   Higher   Education,   Research  Councils  UK,   the   Russell  Group,  and  the   Research  Information  Network͘/ƚ͞ĚĞƐĐƌŝďĞƐƚŚe   knowledge,   behaviours   and   attitudes   of   researchers   and   encourages   them   to   aspire   to   excellence   ƚŚƌŽƵŐŚ ĂĐŚŝĞǀŝŶŐ ŚŝŐŚĞƌ ůĞǀĞůƐŽĨĚĞǀĞůŽƉŵĞŶƚ͘͟/ƚǁŝůůďĞ ŝŶǀĂůƵĂďůĞĨŽƌƉůĂŶŶŝŶŐ͕ƉƌŽŵŽƚŝŶŐĂŶĚ supporting   the   personal,   professional   and   career   development   of   researchers   in   higher   ĞĚƵĐĂƚŝŽŶ͟138.  Many  of  the  areas  covered  in  the  Framework  parallel  the  areas  identified  in  Chapter  2   and  for  which  Subject  Librarians  can  provide  support,  and  in  which  they  have  identified  training  and   development   needs.   Examples   of   some   of  these  areas  in  the   Framework  are:  information  seeking,   information   literacy   and   management,   evaluating,   networking,   legal   requirements,   IPR   and   copyright,  attribution  and  co-­‐authorship,  and  publication.  

ESRC   suggested   that   RLUK   might   like   to   co-­‐fund   an   initiative   to   support   the   development   of   both   librarians  and  researchers  (so  the  latter  know  how  to  make  most  effective  use  of  the  former).  UKSG   would   also   be   pleased   to   collaborate   with   RLUK,   and   would   welcome   the   opportunity   to   have   a   conversation   regarding   the   ways   in   which   their   expertise   in   the   area   of   scholarly   communication,   electronic   information   management,   and   journals   publishing   could   be   used   to   best   advantage   in   helping   librarians   to   support   research.   RIN,   hopes   be   able   to   continue   to   undertake   research   and   provide   reports   and   guidance   on   a   range   of   issues   relating   to   changes   in   the   activities,   roles   and   responsibilities   of   the   key   groups   of   players   in   the   scholarly   communications   landscape;   and   to   researcher's  attitudes  and  behaviours  both  as  producers  and  consumers  of  research  outputs.  RIN  is  a   "policy  unit  funded  by  the  UK  higher  education  funding  councils,  the  seven  research  councils  and  the   three  national  libraries"139.  RIN's  aims  are  to  

x enhance  and  broaden  understanding  of  how  researchers  in  the  UK  create  and  use   information  resources  and  services  of  all  kinds  

      135

 Vitae  (2008)  

136  _{www.vitae.ac.uk/policy-­‐practice/1690/Joint-­‐Skills-­‐Statement.html}   137  _{SET  for  success  (2002)}  

138

 Vitae  (2010b)   139

x support  the  development  of  effective  policies  and  practices  for  researchers,  institutions,   funders,  information  professionals  and  everyone  who  is  involved  in  the  

information  landscape  

There   are   other   training   and   development   organisations   providing   events   in   many   of   the   areas   identified  in  this  study  as  evidenced  by  the  numerous  workshops,  webcasts,  conferences  and  other   events   advertised   on   various   professional   lists   and   the   organisĂƚŝŽŶƐ͛ ǁĞďƐŝƚĞƐ͘ ZĞĐĞŶƚ ĞdžĂŵƉůĞƐ include   a   half-­‐day   workshop   on   data   management   in   the   Humanities   which   considered   how   ŝŶƐƚŝƚƵƚŝŽŶƐŵŝŐŚƚ͞ĂĚĚƌĞƐƐƚŚĞŐƌŽǁŝŶŐŶĞĞĚƚŽƚƌĂŝŶƌĞƐĞĂƌĐŚĞƌƐƚŽďĞƚƚĞƌŽƌŐĂŶŝƐĞƚŚĞŝƌĚĂƚĂĂŶĚ ensure  it  can  be  retrieved  again  in  ƚŚĞĨƵƚƵƌĞ͟140,  a  workshop  on  intellectual  property  rights141,  and   an  international  conference  on  digital  curation142.  

These  events  are  often  expensive  both  in  terms  of  fees,  travel  and  accommodation,  and  so  only  a   few  members  of  staff,  if  any,  are  able  to  attend.  They  also  take  staff  away  from  the  workplace.  As   well  as  events,  some   organisations  provide   tools  that  Subject   Librarians  could  use  for  self-­‐directed   independent   learning,   for   example   the  DCC  has  a  Data   Management  planning  tool,  DMP  Online143   that  assists  in  the  preparation  of  basic  plans  at  the  funding  application  stage;  and  helps  to  build  and   maintain   a   more   detailed   DMP   during   a   project's   lifetime.   Charlotte   Mecklenburg   Library   has   a   project,  ͚Learning   2.0   Program͛144   that   is   designed   to   encourage   staff   to   explore   new   technologies   and  reward  them  for  doing  23  Things  that  will  expand  their  knowledge  of  the  Internet  and  Web  2.0.   Other  Learning  2.0  programmes  are  duplicating  or  modifying  this  programme  for  their  organisation.   Several   libraries   (for   example,   Oxford,   Cambridge,   Limerick,   Westminster   and   Warwick)   have   adopted  the  23  Things  programme  to  enable  staff  to  develop  their  Web  2.0  skills.