Using the RDF to Develop Postgraduate Information Literacy

Sheila Corrall, Stéphane Goldstein

Members of the RIN Working Group on Information Handling www.rin.ac.uk/info-handling-training

Intended Outcomes

By the end of the workshop participants will have:

  gained an understanding of the purpose and content of the Researcher Development Framework (RDF) and the Researcher Development Statement (RDS)

  reflected on how the RDF can be used to support and contextualise information literacy training and development for research students and staff

  discussed specific methods and tools that could be used to develop key information literacy competencies

  considered ways of promoting good practice in information training and development for researchers

Workshop Overview

  The RIN working group and its partnership approach

  The purpose and content of the RDF and RDS

  Examples of courses and resources used to develop competencies in the RDF

  Discussion of methods and tools for developing key information competencies

  Round-up and conclusion www.vitae.ac.uk

About the Working Group

  A new advocacy group formed in 2009 as a result of the RIN Mind the Skills Gap report

  A coalition of partners representing academic, research and library/information domains   e.g. BAILER, BL, CILIP, DCC, HEA, Info Lit Website,

JISC, JORUM, SCONUL, RLUK, UKCGE, UUK, Vitae

  A collective interlocutor and change agent   raising awareness, responding to strategic issues,

investigating concerns, promoting good practice

  A champion for information and data literacy

A Partnership Approach with Vitae and SCONUL

  Providing expert advice to Vitae on the information handling and data management content of the RDF

  Mapping the RDF competency descriptors against the headline skills of the SCONUL Seven Pillars Model to develop an information literacy lens for the RDF

  Collating examples of good practice in information-related training for the Vitae Database of Practice

  Sponsoring work on a practical guidance booklet for Vitae to raise awareness and understanding of the information elements of the RDF among researchers

  Promoting the RDF and Seven Pillars at conferences

Contributing to the Vitae database

Mapping IL training

against the RDF and Seven Pillars

Promoting the RDF and Seven Pillars at conferences

Introducing the Researcher Development Framework and

Researcher Development Statement

Domains, Sub-domains, Key Descriptors Knowledge, Behaviours, Attitudes

Phased descriptions/Strategic summary

Background to the RDF

  Launched in 2010 by Vitae (formerly UKGrad)   agency supporting the personal, professional and

career development of research students and staff

  A comprehensive competency framework   covers knowledge, skills, behaviours and attitudes

needed by researchers over their whole career

  Replaces RCUK (2001) Joint Skills Statement   former benchmark for doctoral students with limited

poorly-presented coverage of information literacy   a two-way mapping of the RDF and JSS is available

on the Vitae website (see www.vitae.ac.uk/rdf)

Structure of the RDF

4 domains (A–D, inner circle)

12 sub-domains (3 per domain, outer circle)

63 descriptors (3 to 8 per sub-domain)

5 phases (career stages)

Domains of the RDF

A.   Knowledge and intellectual abilities – the knowledge, intellectual abilities and techniques needed to be able to carry out excellent research

B.   Personal effectiveness – the personal qualities, career and self-management skills required to take ownership and engage in professional development

C.  Research governance and organization – the knowledge of the standards, requirements and professional conduct that are needed for the effective management of research

D.   Engagement, influence and impact – the knowledge, understanding and skills needed to engage with, influence and impact on the academic, social, cultural, economic and broader context

Sub-domains of the RDF

D Engagement, influence and impact

D1 Working with others D2 Communication and

dissemination D3 Engagement and

impact

C Research governance and organisation

C1 Professional conduct C2 Research management C3 Finance, funding and

resources

A Knowledge and intellectual abilities

A1 Knowledge base A2 Cognitive abilities A3 Creativity

B Personal effectiveness

B1 Personal qualities B2 Self-management B3 Personal and career

development

Roles of RDF and RDS

  Researcher Development Statement (RDS)   intended as a high-level strategic statement for

policy makers and research organisations   contains the domains, sub-domains and descriptors

with a summary of the knowledge, behaviours and attitudes covered by each sub-domain area

  Researcher Development Framework (RDF)   intended as an operational planning tool for

researchers, managers/supervisors, trainers and developers, HR specialists and careers advisers

  contains the domains, sub-domains and descriptors with detailed descriptions of the competencies needed at different stages for each descriptor

RDF

RDS

Poster

Leaflet

www.vitae.ac.uk/rdf

Vitae Resources

Locating Information Literacy in the the Researcher Development

Framework

Mapping the RDF to the Seven Pillars Key Descriptors, Related Competencies

Relevant Courses and Resources

Mapping training against the RDF and Seven Pillars

Highlighting information literacy content in the RDF

RIN WG Activities

Domain/Sub-domain Descriptors Competencies Pillars

www.rin.ac.uk

Information Literacy Content in RDF Descriptors

A1.2 Research methods – theoretical knowledge

A1.3 Research methods – practical application

A1.4 Information seeking A1.5 Information literacy

and management A1.7 Academic literacy and

numeracy A2.1 Analysing A2.2 Synthesising A2.3 Critical thinking A2.4 Evaluating

A3.2 Intellectual insight

B1.3 Integrity

C1.3 Legal requirements C1.4 IPR and copyright C1.6 Attribution and co-

authorship C2.2 Project planning and

delivery C2.3 Risk management

D2.2 Communication media D2.3 Publication

Information Literacy Content in RDF Competencies

D Engagement, influence and impact D2 Communication and dissemination D2.3 Publication Phase 1

  Is developing awareness of the range and diversity of outlets for publications.

Phase 2   Disseminates in a range of research, professional and

public outlets. Phase 3

  Aims for the most prestigious publication in academic and non-academic outlets.

Phase 4   Targets right journals/outlets to gain an ‘extensive track

record of high quality published research’.

Courses and Resources for RDF Competencies

  Citations count! Getting your research known Workshop, Cardiff University – Pillars 4, 5 and 6;

Descriptors A1.4, A2.4, C1.4, C1.6, D2.3

  Copy right, not copycat! Good academic practice when writing your thesis Course, Loughborough University – Pillar 6;

Descriptors B1.3, C1.4, C1.6

  E-thesis: Advice and resources about the submission of electronic theses Training unit, University of Southampton – Pillar 6;

Descriptors B1.3, C1.4, C1.6, D2.3

  Pathway 2 information [OPAC features] Interactive online tutorial, University of Nottingham –

Pillars, 2, 3 and 4; Descriptor A1.4

Methods and Tools for Developing Competencies

Bite-sized training to develop RDF competencies   Review the competencies presented in the handout   Select one or more where you think IL practitioners

could contribute to researcher development   Drawing on experience within your workshop group,

discuss strategies for developing the competencies   do you have any existing courses or resources that

could be used or adapted to meet these needs?   are you willing to offer your material to RIN for

deposit with JORUM or in the Vitae database?   Record your proposals and offers on flipchart paper