equipping the researcher - patterns in the uk and us
TRANSCRIPT
01/05/2023
Equipping the researcher – patterns in the UK and USChair: Louisa Dale, Jisc
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01/05/2023
IntroductionChair: Louisa Dale, Jisc
01/05/2023
UK and US academic practicesChristine Wolff, Ithaka s+R – David Prosser, RLUK
EQUIPPING THE RESEARCHER:PATTERNS IN THE UK AND US
CHRISTINE WOLFF | @CHRISTINEMWOLFFDAVID PROSSER | @RLUK_DAVID6 JULY 2016
US & UK FACULTY SURVEYSExamining the attitudes and behaviors of scholars & academic staff on a triennial basis
Topics covered in 2015 cycle:• Discovery• Access• Research topics and practices• Research dissemination, including data management• Instruction• The role of the library
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INVITATIONS AND RESPONSEUS Faculty Survey UK Survey of Academics
Population Faculty members in all colleges and universities that grant bachelor’s degree and higher
Academic staff at UK higher education institutions
Administration 12 October – 4 December 2015 13 October – 18 December 2015
Invitations 145,550 64,259
Responses 9,203 6,679
Response rate 6.3% 10.4%
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KEY FINDINGS
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INCREASED INTEREST IN SUPPORTING STUDENTS
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INCREASED INTERESTIN SUPPORTING STUDENTSPlease use the 10 to 1 scales below to indicate how well each statement below describes your point of view:
My undergraduate students have poor skills related to locating and evaluating scholarly information.
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INCREASED INTERESTIN SUPPORTING STUDENTSPercent of respondents who strongly agreed that their undergraduate students have poor skills related to locating and evaluating scholarly information.
10
UK
US
0% 20% 40% 60% 80% 100%
2015 2012
INCREASED INTERESTIN SUPPORTING STUDENTSHow important is it to you that your college or university library provides each of the functions below or serves in the capacity listed below?
Gateway: The library serves as a starting point or “gateway” for locating information for my research
Buyer: The library pays for resources I need, from academic journals to books to electronic databases
Archive: The library serves as a repository of resources; in other words, it archives, preserves, and keeps track of resources
Teaching support: The library supports and facilitates my teaching activities Research support: The library provides active support that helps to increase the
productivity of my research and scholarship Undergraduate support: The library helps undergraduates develop research, critical
analysis, and information literacy skills11
INCREASED INTERESTIN SUPPORTING STUDENTSPercent of US respondents who identified each function as highly important.
201520122009200620030%
20%
40%
60%
80%
100%
Gateway Buyer Archive Teaching supportResearch support Undergraduate support 12
INCREASED INTERESTIN SUPPORTING STUDENTSPercent of UK respondents who identified each function as highly important.
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Buyer
Undergraduate support
Teaching support
Archive
Gateway
Research support
0% 20% 40% 60% 80% 100%
2015 2012
FORMAT TRANSITION FOR MONOGRAPHS?
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FORMAT TRANSITIONFOR MONOGRAPHS?Please think about doing each of these things with a scholarly monograph in print format or in digital format, and use the scales below to indicate how much easier or harder is it to perform each activity in print or digital format.
Reading cover to cover in depth Reading a section in depth Comparing treatment of ideas between monographs Skimming in whole or in part Exploring references Searching for a particular topic 15
FORMAT TRANSITIONFOR MONOGRAPHS?Change in percentage points of US respondents indicating how much easier or harder is it to perform each activity in print or digital format from 2012 to 2015.
Easier in print format than digital
About the same in print and digital format
Easier in digital format than print
Reading cover to cover in depth
-2.18 1.89 0.29
Reading a section in depth 5.84 -2.53 -2.91
Comparing treatment of ideas between monographs
8.54 -7.65 -0.89
Skimming in whole or in part 8.82 -1.88 -6.83
Exploring references 10.29 -1.60 -8.70
Searching for a particular topic
1.20 -0.21 -0.9916
FORMAT TRANSITIONFOR MONOGRAPHS?Change in percentage points of UK respondents indicating how much easier or harder is it to perform each activity in print or digital format from 2012 to 2015.
Easier in print format than digital
About the same in print and digital format
Easier in digital format than print
Reading cover to cover in depth
-3.30 3.03 0.28
Reading a section in depth 3.63 -2.03 -1.60
Comparing treatment of ideas between monographs
10.92 -2.72 -8.20
Skimming in whole or in part 3.07 2.34 -5.41
Exploring references 10.46 -0.98 -9.48
Searching for a particular topic
11.85 -9.87 -1.9817
DISCOVERY STARTING POINTS IN FLUX
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DISCOVERYSTARTING POINTS IN FLUXBelow are four/five possible starting points for research in academic literature. Typically, when you are conducting academic research, which of these four/five starting points do you use to begin locating information for your research?
A specific electronic research resource/computer databaseYour online library website or catalogA general purpose search engine on the internet or world wide webA national or international catalogue or databaseThe library building
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DISCOVERYSTARTING POINTS IN FLUX
201520122009200620030%
20%
40%
60%
80%
100%
A specific electronic research resource/computer databaseYour online library website or catalogA general purpose search engine on the internet or world wide webThe library building
Percent of US respondents who indicated that each option is the starting point for their research.
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DISCOVERYSTARTING POINTS IN FLUXPercent of UK respondents who indicated that each option is the starting point for their research.
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A general purpose search engine on the internet or world wide web
Your online library website or catalogue
The library building
0% 20% 40% 60% 80% 100%
2015 2012
DATA MANAGEMENT & PRESERVATION PROCESSES
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DATA MANAGEMENT & PRESERVATION
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Which of the following types of research data do you build up or collect for your own research?
Qualitative (such as open-ended survey responses, interview or focus group transcripts, laboratory or field notes, text, documents, images, video, audio, etc.)
Quantitative (such as numeric files, survey responses, geospatial data files, etc.)Scientific (such as laboratory experimental data, slides, physical artefacts,
biological specimens, samples, etc.)Computational (such as models, algorithms, programs, scripts, etc.)
DATA MANAGEMENT & PRESERVATIONPercentage of respondents who indicated that they build up or collect each type of data.
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Qualitative (such as open-ended survey responses, interview or focus group transcripts, laboratory or field notes, text, documents, images, video, audio, etc.)
Scientific (such as laboratory experimental data, slides, physical artefacts, biological specimens, samples, etc.)
0% 20% 40% 60% 80% 100%
UK US
DATA MANAGEMENT & PRESERVATION
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If these collections or sets of research data are preserved following the conclusion of the projects, what methods are used to preserve them?
I preserve these materials myself, using commercially or freely available software or services
I preserve these materials myself in a repository made available by my institution or another type of online repository
These materials are generally not preserved following the conclusion of a projectMy campus or university library preserves these materials on my behalfA publisher preserves these materials on my behalf alongside the final research
output
DATA MANAGEMENT & PRESERVATIONPercentage of respondents who indicated that each method is used.
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I preserve these materials myself, using commercially or freely available software or services
I preserve these materials myself in a repository made available by my institution or another type of online repository
These materials are generally not preserved following the conclusion of a project
My campus or university library preserves these materials on my behalf
A publisher preserves these materials on my behalf alongside the final research output
0% 20% 40% 60% 80% 100%
UK US
PUBLICATION PROCESSES
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PUBLICATION PROCESSES
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Are any of the following types of your research publications or products available online for free (such as via your personal webpage or an open access repository)?
PUBLICATION PROCESSESPercentage of respondents who indicated that each type is available online for free.
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Peer-reviewed journal articles or conference proceedings
Pre-prints of peer-reviewed journal articles
Data, images, media, or other primary source materials
Blog or microblog posts
Working papers or draft manuscripts
Responses or comments to online versions of articles, blog posts, discussion forums, or social media conversations
Books or monographs
Software or code
0% 20% 40% 60% 80% 100%
UK US
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Thank You
01/05/2023
Digital scholarship centresHarriet Hemmassi, Brown
Center for Digital Scholarship
Harriette HemmasiJoukowsky Family University Librarian
JISC and CNI conference 2016International Advances in Digital Scholarship
2006 CDI web page
GARIBALDI PROJECT PARTNERS
• Prof. Andy van Dam, Computer Science• Prof. Massimo Riva, Italian Studies• Brown University Library
RESEARCH ENVIRONMENTMultimedia ArchiveAmplified DisplayInteractiveMulti-userMappingAnnotationsConnection to Digital Repository
AUL for Digital Technologies Digital Scholarship Editor
Designer for Online Publications
Science Data Librarian Web Content Specialist
Digital Preservation Librarian
Digital Humanities Librarian Digital Repository Manager Data
Visualization Coordinator
Social Sciences Data Librarian
Repurposing Library Positions and Redesigning Services & Programs…
Digital Publication DesignerDigital Scholarly Editor
Brown Library: Center for Digital Scholarship
Publication
Limited Engagement with Research
DiscoverRetrieve
Select
Manage
DesignAnalyze
Document
Communicate
Revise
Draft / Compose
Open exchange
Collaborate
Expanding Engagement with Research
DiscoverRetrieve
Select
Manage
DesignAnalyze
Document
Communicate
Revise
Draft / Compose
Open exchange
Collaborate
What Counts as Scholarship”Publication” Re-Thought
Method Evidence Discussion
Revision Re-useDiscussion
PROCESSAFTERMATH
Adapted from: Lavoir, et al., The Evolving Scholarly Record (OCLC Research, 2014)
FromShoemaker’s
Scraps ToCritical Assets
Brown Digital RepositoryAccess and Preservation
Enhancing Scholarly CommunicationHowison et al. (2014) Genome Assembly by Bayesian Inference (GABI): Sample Report for PhiX174. https://repository.library.brown.edu/viewers/archive/bdr:351764/content/gabi-report/run1.html
(2000) (2014)
• Prof. Lincoln• Librarians• Students• Digitized collections• Brown Digital Repository
THE THEATER THAT WAS ROME
IMAGE-LEVEL METADATA
Subtitledi Giambatista Piranesi/ Architetto Veneziano/Tomo Secondo/Contenente gli avanzi/ de' monumenti sepolcrali/ Di Roma e dell'Agro Romano ContributorsPiranesi, Giovanni Battista, 1720-1778 (artist)Rotilij, Angelo (publisher) TitleLe antichità romane
Series Theatre That was Rome
KeywordsAntiquitiesArchitectureSculpture
REPOSITORY PROVIDES ENABLING STRUCTURE FOR “THEATER THAT WAS ROME”
DIGITAL SCHOLARSHIP
TENURE & PROMOTION
EVALUATI
ON
PUBLICATION
PRESERVATIONREUSE
AUDIENCE
READABILI
TY
Develop Publish Evaluate
BROWN’S INTERCONNECTED GOALS
LIBRARY UNIVERSITY
Preserve
Credential
Change
Tara Nummedal with
Donna BilakColumbia University
Project Atalanta
Thank [email protected]
01/05/2023
Digital scholarship centresJoan Lippincott, CNI
Equipping the Researcher Digital Scholarship Centers
Joan K. Lippincott, Coalition for Networked Information (CNI)Jisc/CNI Conference
6 July 2016
What’s going on in digital scholarship?
University of Oregon Archaeology and Landscape – Mongoliahttps://mongolianaltai.uoregon.edu/theproject.php
Creating new forms of content
Emory Center for Digital Scholarship http://digitalscholarship.emory.edu/publications/index.html
Using GIS technologies in many disciplines
University of Georgia Invasion of America Projecthttp://www.ehistory.org/projects/invasion-of-america.html
Using tools for analysis
HathiTrust Research Centerhttps://www.hathitrust.org/htrc_collections_tools
Collaborative nature of research
Within the institutionAmong institutionsAmong individuals
with different roles
https://mongolianaltai.uoregon.edu/theproject.php
New forms
SC
T&L
Tech & Tools
Expertise
Spaces
Digital Scholarship Centers Bring Together Elements
to Form a Program
What characterizes a digital scholarship center?
Center Library administered Primary funding from
institutional budget Partners with and offers
services to a variety of disciplines and users
Strong interest in lifecycle issues
Institute Faculty/academic department
administered Primary funding from project
grants Work on projects of affiliated
faculty, often in defined discipline Strong interest in answering new
research questions
Why is a library a good place for a digital scholarship center?
Mission to support (e-)research and (digital) scholarshipBring together expensive technologies for use by all
campus departmentsBring together expertise to serve all campus
departmentsSupport graduate and undergraduate students
independently or through coursework
Data from participants in CNI Workshop 2014:
What services are offered? N=21
Service NumberConsult on digital technologies 21Consult on digital preservation/curation 19
Workshops 19Consult digital project management 18
Consult on intellectual property 13
What services are offered? N=21
Service NumberMakerspace 9 + 2 3-D printersMedia production studio 9Visualization studio 8Credit course 7Certificate program 4
Average number of services offered per center = 7
Data from participants:Services offered - other
Grant writing assistance Repository development/mgt Project development Data services Imaging Text analysis Repository management
Internships Grad student fellowships Consult pedagogy/instructional
technology Usability lab Seed grants Conference Community building
Providing a variety of work spaces and technologies
Duke University The Edge
Offering workshops, courses, and training
Arduino Workshop at McMaster
Involving students
http://www.oxy.edu/center-digital-liberal-arts
Providing places for consultations
Northeastern U. Digital Scholarship Center
Supporting graduate student fellows and post-docs
McMaster Centre for Digital Scholarship
Developing a community
McMaster Centre for Digital Scholarship
Creating a community of graduate student fellows
University of Virginia Scholars’ Labhttp://scholarslab.org/graduate-fellowships/
Sharing & displaying products of work
UCLA Young Research Library
Sharing & displaying products of work
Data Visualization at Hunt Library, NCSU
Making available new technologies & new spaces
CURVE at Georgia State Universityhttp://sites.gsu.edu/curve/
Developing Makerspaces
Makerspace at Hill Library, North Carolina State U.
Data from participants CNI survey 2014:What type of staff is involved in the center?
Type of Staff Number of CentersLibrarians 21Information Technology Professionals 21
Graduate Students 15Undergraduate Students 15Multimedia Professionals 12Faculty 11
Typically 4-6 types of staff per institution
Web resourcehttp://www.cni.org/events/cni-workshops/digital-scholarship-
centers-cni-workshop/Workshop agenda and
PPTsWorkshop reportCenter profilesStay tuned for a report
from an ECAR/CNI Working Group on Supporting Digital Humanities
Thank you! Joan K. Lippincott [email protected] https://www.cni.org/ab
out-cni/staff/joan-k-lippincott/publications
All photos are my own unless otherwise indicatedSign outside McMaster Centre for
Digital Scholarship
01/05/2023
Software carpentry and software skills and practiceNeil Chue Hong, Software Sustainability Institute
Software Sustainability Institute
www.software.ac.ukDoing Science in the Digital Age:
skills, tools and practicehttp://dx.doi.org/10.6084/m9.figshare.3467786
6th July 2016, Jisc/CNI Conference, OxfordNeil Chue Hong (@npch), Software Sustainability InstituteORCID: 0000-0002-8876-7606 |[email protected]
Slides licensed underCC-BY where indicated:
Supported by Project funding from
Software Sustainability Institute
www.software.ac.uk
Four Paradigms of Research
EmpiricalTheoretical
ComputationalData Exploration
Software Sustainability Institute
www.software.ac.uk
Simulation science
A water-swap reaction coordinate for the calculation of absolute protein-ligand binding free energiesWoods CJ, Malaisree M, Hannongbua S, Mulholland AJJ. Chem. Phys. (2011) vol. 134, pp. 054114http://dx.doi.org/10.1063/1.3519057
Software Sustainability Institute
www.software.ac.uk
Data analysis for insight
Selection at pleiotropic loci underlies disease co-occurrence in human populations. Navarro, Haley, Karosas et al. Submitted to Nature Genetics
Software Sustainability Institute
www.software.ac.uk
Behind every piece of science…#go through each SNP of interestfor(my $x = 0; $x < scalar @pos; $x++){ #and then each downstream SNP of interest for(my $y = $x+1; $y < scalar @pos; $y++) { #if SNPs within our chosen distance (500kb) and both present in the haplotypes file if((!($trait[$x] eq $trait[$y])) && (abs($pos[$x] - $pos[$y]) <= 500000) && (exists($legArrayPos{$pos[$x]})) && (exists($legArrayPos{$pos[$y]}))) { my $snp1ArrayPos = "”; my $snp2ArrayPos = "”; my $snp1All = "”; my $snp2All = "”;
#create output file for this SNP pair my $filename = "ConditionedResults2/$chr[$x].$pos[$x]-$pos[$y].EHH.GBR.2.txt”; print "$filename\n”; unless (-e $filename) { open(OUT, ">$filename");
#####################CHANGE THESE IF NOT FOCUSING ON SECOND SNP######################### my $start = $pos[$y]-500000; if ($start < 1) { $start = 1; } my $end = $pos[$y]+500000; if ($end > $chrLengths{$chr[$x]}) { $end = $chrLengths{$chr[$x]}; }
The UK research communityrelies on software
Do you use research software?
What would happen to your research without
software
Survey of researchers from 15 Russell Group universities conducted by SSI between August - October 2014. 406 respondents covering representative range of funders, discipline and seniority.
56% Develop their own software
71% Have no formal software training
Software Sustainability Institute
www.software.ac.uk
The modern researcher…• … worries about:
Data management and analysis
Reproducible research Scalable simulations Integration of models
and workflows Collaboration
Picture of Otto Stern courtesy of Emilio Segre Visual Archives
Where do they learn how to do this?
Software Sustainability Institute
www.software.ac.uk
Foundations of Digital ResearchRe-
searchCareers
Recognition / Reward
Skills and Capability
Software Sustainability Institute
www.software.ac.uk
DataCarpentry
Software Skills Training
Basic Advanced
ProgrammingFocussed
(Tools)
ResearchFocussed
(methods)
SoftwareCarpentry
Programming 101
SummerSchools
Advanced HPC Training
HPC Short CoursesDoctoral Training
MSc in Data Science / scientific
computing
Programming 201
Who fills this gap?
Software Sustainability Institute
www.software.ac.uk
Software Carpentry• Teaching basic lab skills for research computing
Open source: materials and community In person, hands-on workshops (2+ days) Scientists teaching scientists
Software Sustainability Institute
www.software.ac.uk
Software Sustainability Institute
www.software.ac.uk
Software Carpentry• Syllabus
bash --> automate tasks python --> build modular code git --> track and share work SQL --> manage data nose --> program defensively
• Data Carpentry, Library Carpentry, HPC Carpentry, … Extending the syllabus, retaining the methods / ethos
Software Sustainability Institute
www.software.ac.uk
“Ancient Ethiopian genome reveals extensive Eurasian admixture throughout the African continent“ – the reputation of the science depends on the ability to trust the results
Software Sustainability Institute
www.software.ac.uk
Career Paths in UKCareers outside academic sector
Non-universityResearch (industry,government etc.)
ProfessorPermanentResearch Staff
Early CareerResearch
PhD
stud
ents
Source: The Scientific Century, Royal Society, 2010 (revised to reflect first stage clarification from “What Do PhD’s Do?” study)
UK STEM graduate
career paths
Software Sustainability Institute
www.software.ac.uk
Lack of recognition and reward• There is an anachronism in the way we conduct and recognise research
REF references software as an output but it is still not easy to get recognition – peer review fails
• Software careers Researchers who use software Researcher-Developers Research Software Engineers Research Software Support Research Systems Providers
Software Sustainability Institute
www.software.ac.uk
Software Sustainability Institute
www.software.ac.uk
RSE Fellows2016RSE Conference www.rse.ac.uk/conf2016.html
RSE Champions www.rse.ac.uk/champions
Software Sustainability Institute
www.software.ac.uk
Software Sustainability Institute
www.software.ac.uk
Software Sustainability InstituteA national facility for cultivating better, more sustainable, research software to enable world-class research• Software reaches boundaries in its
development cycle that prevent improvement, growth and adoption
• Providing the expertise and services needed to negotiate to the next stage
• Developing the policy and tools tosupport the community developing andusing research software Supported by EPSRC Grant EP/H043160/1
+ EPSRC/ESRC/BBSRC grant EP/N006410/1
Software Sustainability Institute
www.software.ac.uk
Research Culture Needs ChangeThings I get credit for:• Publishing papers• Getting grants• Societal impact (maybe)
Things I don’t get credit for:• Releasing my software• Making my software easy to use• Supporting software for others
to use• Investing effort in learning new
tools• Being helpful
IDEAS versus IMPLEMENTATION?Different forms of credit? Support?
Software Sustainability Institute
www.software.ac.uk
T
Vandewalle (2012) DOI: 10.1109/MCSE.2012.63
Software Sustainability Institute
www.software.ac.uk
Equipping the researcher Roles
• Project Credit http://credit.casrai.org/• Transitive Credit http://doi.org/10.5334/jors.be
Mechanisms• Software papers http://bit.ly/softwarejournals • Software citation e.g. Software Citation Working Group
https://www.force11.org/group/software-citation-working-group Tools
• Researcher Identifiers e.g. ORCID http://orcid.org/• Alt-Metrics e.g. ImpactStory http://impactstory.org/ • Software Management Plans• Software Assessment Framework
Software Sustainability Institute
www.software.ac.uk
T
Research Culture Needs Changing
Our research culture presents barriers but few incentives to equip researchers• There is a fear of being “found out” for poor software
practice, but no encouragement or resources to improve computation and data management skills
• There is no reward for publishing software in the current system of metrics. Researchers fear being “scooped” or losing ability to publish
• Many organisations do not understand how to support researchers developing and publishing software
Slides: http://dx.doi.org/10.6084/m9.figshare.3467786
Equipping the researcher – patterns in the UK and US
01/05/2023
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