A presentation for UC Libraries showcasing 2 projects: English Composition 1001 students' perception of research and findings of an undergraduate research survey identifying library needs, a collaboration with UC’s Office of Undergraduate Research, Scholarly Endeavors and Creative Practice.
The University of Cincinnati (UC) Libraries' Informationist program and Research & Data Services (RDS) unit provide an extensive program of support for the research community. RDS is a highly-integrated unit of UC Libraries, staffed by informationists in the health sciences, sciences, engineering and social sciences and librarians, specialist staff, and student consultants. Our activities infuse across the institution, including the main campus and the Academic Health Center campus, and we oversee innovative spaces that respond to the particular needs of research communities, including informatics, geospatial analysis and data visualization. Since the fall 2015 CNI presentation on the UC Informationists ("New Roles, New Collaborations: Developing an Informationist Program to Support University Research"), we have greatly expanded our partnerships, services and educational offerings. We are now active in data and statistical consulting, collaborations on bioinformatics education, impactful community engagements (e.g., UC Data Day), and deep partnerships with the UC IT unit on initiatives such as the Data & Computational Science Series. At present, we are pursuing a new and challenging vision to realign our work in order to enable the institution's agendas for data science and innovation. We will discuss our experience with scalable growth and other successes in Research & Data Services and our assessment of a future in data science.
During the last three years new leadership at the University of Cincinnati (UC) in many senior administrative positions has resulted in a rare culture of collaboration. This presentation will focus on the dynamic that has evolved among the Dean of Libraries, Vice President for Information Technology, and the Vice President for Research; discuss the development of the Research Hub@UC, which will deliver a profile-based customized suite of programs to researchers and scholars throughout the lifecycle; and explore a specific initiative (Scholar@UC) that demonstrates the depth of collaboration and its impact on the partners’ cultures, particularly the libraries’ at all levels. UC’s research support ecosystem has been disjointed, incomplete, ignored, or simply hidden. To grow the university’s research enterprise, these leaders realized that support programs throughout the research lifecycle had to be improved, expanded, and promoted. Presenters will discuss the successes and challenges of bridging different work cultures, funding development in a fiscally austere environment, and establishing collaborative models for operational support. To demonstrate the value and challenges of the partnership, including its impact on the cultures of each partner, presenters will explore two projects that have been enabled by the partnership, including the aforementioned Research Hub@UC and Scholar@UC, a faculty self-submission repository. Using these as case studies, presenters will discuss how agile (including open source) software development projects and broad system integration needs have enabled the partners to develop nimble, user-driven processes and a strong sense of risk taking to deploy new enterprise-wide systems in an environment of lean staff and resources.
Background and objectives
Library instruction, especially in one-shot sessions, usually focuses on framing research questions, finding sources, and evaluating information. Similarly, online guides tend to highlight search tools and techniques and evaluation of sources by applying traditional criteria. The ACRL Framework (2015) has expanded the definition of information literacy by including creation of new knowledge and ethical participation in communities of knowledge. We thought it was essential to address these competencies in instruction, especially in view of publications (Monge & Frisicaro-Pawlowski. 2014) and studies (Head, 2012; Head, 2016) that point at the discrepancy between information literacy instruction provided in college and actual demands of the workplace. Monge & Frisicaro-Pawlowski (2014) emphasize the importance of encouraging students “to engage in personal information management by using… web-based media” and “use technology for social interaction and collaboration” (Monge & Frisicaro-Pawlowski. 2014, p. 70).
In order to start bridging the gap between the skills typical graduates acquire through library instruction and those that will prepare them for workplace success and lifelong learning, we created an online guide that reflects the I-LEARN model (Neuman, 2011, p.97) and
• covers a variety of information competencies, including “staying smart” in a rapidly changing world (Head, 2016), organizing information, creating content, succeeding in online collaboration, and being a safe and responsible online contributor;
• points students to free institutional resources that may be available after they graduate, and quality online tools and resources they can use anytime; and
• provides tips and best practices for essential information-related tasks, including managing information, publishing content, and maintaining an online presence.
Participants will take away
• ideas for the guide structure and content, which can be adapted to their needs;
• suggestions on developing a guide with input from faculty and other campus stakeholders, and
• examples of how various pages of the guide can be integrated into course content.
We will share our experience of using the guide in course-specific instruction and observations of the impact it had on students We will discuss our future plans, which include working with subject specialists and faculty to create discipline-specific assignments, instruction, and guides in order to equip students with information skills relevant to their future workplace.
Association of College & Research Libraries (2016). Framework for information literacy for higher education. Retrieved from http://www.ala.org/acrl/standards/ilframework
Head, A.J. (2012). Learning curve: How college graduates solve problems once they join the workplace [PDF]. Retrieved from http://www.projectinfolit.org/uploads/2/7/5/4/27541717/pil_fall2012_workplacestudy_fullreport-1.pdf
Head, A.J. (2016). Staying smart: How today's graduates continue to learn once they complete college [PDF]. Retrieved from http://www.projectinfolit.org/uploads/2/7/5/4/27541717/staying_smart_pil_1_5_2016b_fullreport.pdf
Monge, R., & Frisicaro-Pawlowski, E. (2014). Redefining information literacy to prepare students for the 21st century workforce. Innovative Higher Education, 39(1), 59-73. doi:10.1007/s10755-013-9260-5
Neuman, D. (2011). Learning in information-rich environments: I-LEARN and the construction of knowledge in the 21st century. New York : Springer.
Using the university-wide common reading book, Justice: What’s the Right Thing to Do?, we jump start the research process with first year students from the moment they step onto campus with an 8 minute orientation activity. In a small group, highly interactive process, students explore current controversial scenarios and are challenged to make informed and reasonable judgments based on evidence and observation. The goal: capture their natural curiosity and get them excited about research, information, discovery, and evaluation.
Virtual Poster for Association of College and Research Libraries 2015 Conference. This poster illustrates how to reuse and recycle existing course materials by flipping the classroom into library instruction sessions. This activity merges problem-based classroom active learning techniques with student self-paced pre-work that will increase student engagement, content retention, and collaboration with the teaching faculty.