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The Libraries Role in Research and Data Management: A Case Study from the University of Minnesota


Meghan Lafferty, Chemistry, Chemical Engineering, and Materials Science Librarian,
Lisa Johnston, Research Services Librarian and Co-Director of the University Digital Conservancy, University of Minnesota,
September 18, 2012


Slide 2: The Libraries’ Role in Research Data Management: A Case Study from the University of Minnesota

Meghan Lafferty Librarian for Chemistry, Chemical Engineering, & Materials Science & Lisa Johnston Research Services Librarian & University Digital Conservancy Co-Director 

Slide 3:

  • Learn from others’ experiences
  • Understand users’ needs
  • Determine how best to meet needs
  • Develop appropriate tools & services
  • Rinse & repeat/strong>

Slide 4:

  • Many Organizational Structures!
  • E-science
  • Data Services Collaborative
  • E-scholarship Working Group
  • GIS Data Group
  • Data Storage Group
  • Research Support Services Collaborative
    • Data Management, Access, & Archiving
    • Research Communities & Networks
    • Digital Arts & Humanities
  • Many People Involved!
  • Interdisciplinary Sciences Librarians
  • Data Services Librarian
  • Translational Sciences Librarian
  • Metadata Strategist
  • Digital Preservation Strategist
  • Liaison's "E-scholarship" role
  • Research Services Librarian
  • Digital Arts & Humanities Librarian

Slide 5: A Changing Research Landscape

  • E-science education
  • Policy development
  • Digital data stewardship

Slide 6: Understanding the Needs of Campus

"A Multi-Dimensional Framework for Academic Support" Developed model for assessing support for research on large research campus

  • First report: focused on humanities and social sciences, "A Multi-Dimensional Framework for Academic Support“ Developed model for assessing support for research on large research campus

Supporting the research needs of scientists

  • Interviewed faculty and graduate students across scientific disciplines
  • In addition to learning about personal and often idiosyncratic researcher behaviors…
  • Investigated necessary infrastructure to support discovery, use and management of information sources & data

Slide 7: Forming Campus Partnership

Identifying & working with campus partners

  • Research Cyberinfrastructure Alliance
    • Minnesota Super-computing Institue
    • Univerisity Libraries
    • Office of the Vice President for Research
    • Office of Information Technology

  • It is important to note that we have not done this alone Others on campus were beginning to address emerging needs
  • 2008: University of Minnesota formed campus organization “Research Cyberinfrastructure Alliance” (RCA) RCA brought together research support units across campus, including Libraries
  • Very important that we were part of leading campus cyberinfrastructure support development

Slide 8 : What's Missing ?

Key first step in understanding campus e-science and data-intensive research needs

RCA analyzed existing computing resources & services

  • Who is doing what? (checklist shown)
  • Any gaps in support?

Resulted in creation of service portfolio

Big picture for university

Slide 9: Potential & Existing Library Roles

  • Metadata, data archiving & preservation best practices
  • Metadata description and advisory services
  • Advising on intellectual property rights, open access models, & standards
  • Tutorials & hands-on workshops
  • Repository services for archiving, access & data re-use

The services portfolio greatly influenced direction of our E-science & Data Services Collaborative, libraries’ group focused on these issues at time

Identified roles we already had, potential ones to cultivate based on libraries’ strengths and areas of expertise

Also helped clarify Libraries' role in relation to other campus units in group

Slide 10: Surprising Findings

    Sponsored project surveying campus researchers on current and future needs: Implementing cyberinfrastructure for 21st Century Research

    • Develop a guide to safety resources

    Highlights of trends in research practices

    • Only 14% of 780 respondents used centralized data storage (all can have access)
    • Majority preferring departmental computers and servers
    • 27% had lost data due to lack of back up – quite a lot given cost to produce lot of data generated
    • Only 5% make their data public (but 92% share in some way (typically collaborators) and another 4% would if asked)

Slide 11: Additionally, many of the comments reflected lack of knowledge of existing campus support services

  • “We evaluated the file sharing service from central IT but found it too cumbersome to use….” - Post-doc, College of Science and Engineering
  • “…beyond the basics it's not clear who to contact for what.”  - Faculty Member, College of Liberal Arts.
  • “I feel as if I'm living on borrowed time, no confidence in having access to adequate data storage for research in the future.” -Faculty Member, College of Education & Human Development.
  • “If infrastructure exists for sharing data, the knowledge has not been imparted on me.” Post-doc, College of Science & Engineering

Slide 12: Core Areas of Research Data Management Program

  • Library Staff Education
  • Data Archiving
  • Campus Training and Outreach
  • Access and Preservation

Slide 13 : Library Staff Education

Slide 14: From Liaison Position Description Framework

  • Example  research data –related liaison roles:
  • Campus Engagement: Seeking opportunities to collaborate with data producers and repository contributors
  • Collection development: Systematically select material in all formats including data sets and multimedia
  • Scholarly Communication: Recruiting institutional scholarly output such, as research data, for inclusion in the University Libraries’ digital archiving initiatives.

Slide 15: Campus Training and Outreach

    1st libraries' success: Web site that gathered resources and information for changing data environment.

    • Response to primary gap identified
    • Started website ~3 years ago
    • Gathered what we had learned on data managament
    • Lots of useful information

    Website includes:

    • Data examples & definitions
    • Listing of data repositories
    • Data Management Plan guidelines
    • Data life-cycle tools
    • Data and copyright

Slide 16: How does this affect my job? Help?

  • Educational Events
    • Coffee clubs
    • Listening sessions
    • Speaker series
  • Tools & Resources
    • Guidelines for discussions with faculty/students
    • Liaison toolkit, with data audit questions
    • Presentations to faculty with Research Services Librarian

Slide 17: Campus Training and Outreach

Slide 18: WorkShops Evolving over time

  • Initial version: everything but the kitchen sink
  • NSF mandate: excellent opportunity
  • Focus exclusively on data management plans

Slide 19:

  • Tools for sharing data with collaborators
  • Tools for creating data management plans for grant applications
  • Service: Automatic back-ip for data
  • Service: Preserveration to enable long-term access
  • Consultation on new data management and collaboration tools
  • Consulation on appropriate research data repositories
  • Tools for creating persistent URLs for data(e.g., DOIs)
  • Service: Data Archiving in repositories on campus(e.g., for GIS data)
  • Tools for describing data with appropirate
  • Service: Metadata creation for better discovery of data
  • Training on Sharing sensitive data appropriately
  • Training on data-related intellectual property issue
  • Trainning on managing data specific to my field
  • Tools for creating data citations for citing

Slide 20: DMP Tool guidance and resources for your data management plan

Slide 21: Open Access Week 2011 E-mail to faculty

    Top Ten Ways to Make Your Research Data Open

  • 10. Make data available upon request (e.g, by email)
  • 9. Publish data as supplement to your journal article in journals that support data supplements
  • 8. Post data sets to your project web site like the Cedar Creek Ecosystem Science Reserve
  • 7. Publish in data repository for your discipline, e.g. arXiv, ICPSR and others.
  • 6. Publish in the University's Digital Conservancy like the Department of Aerospace Engineering & Mathmatics
  • 5. Ensure the openness of your shared data with a Creative Commons Zero license
  • 4. Use proper citation techniques for the data you reference in journal articles
  • 3. Don't limit data sets to short-term, proprietary formats like Microsoft Excel: Learn more about file formats for long-term access
  • 2. For private data, use anonymization techniques before sharing
  • 1. Manage your data thoughout the research process

Slide 22: Data Information Literacy Grandt with Purdue

Slide 23: Data Archving

Slide 24: Data Archving

    Example: University Digital Conservancy

  • Data archiving
  • Open access to research data
  • Easy to cite
  • Preserved

Slide 25: Access & Preservation

  • Areas of Opportunity

Slide 26: University of Minnesota Libraries’ Roles in Research Data Management

  • Current
    • Data management plan consultation & training
    • Managing Your Data web site
    • Promoting best practices
    • Cultivating graduate student data literacy skills
    • Data archiving via existing services (e.g., University Digital Conservancy, UMedia Archive)
  • Future
    • Speaker series on emerging fields (e.g., data visualization)
    • Metadata guidelines for researchers
    • Data archiving services for specialized data (e.g., U-Spatial)
    • Lots more possibilities!

Slide 27: Please fee free to reuse our web site & workshop content

    Website: "Managing Your Data"

  • https://www.lib.umn.edu/datamanagement
  • Workshop: "Creating a data management plan"

  • http://lib.umn.edu/datamanagement/workshops

Questions?

Lisa Johnston ljohnsto@umn.edu

Meghan Lafferty mlaffert@umn.edu

Slide 28: Selected References

  • Johnston, L (2010a). “E-Science at the University of Minnesota: a collaborative approach”          http://docs.lib.purdue.edu/iatul2010/conf/day2/3
  • Johnston, L (2010b). “User-needs Assessment of the Research Cyberinfrastructure for the 21st Century”     http://docs.lib.purdue.edu/iatul2010/conf/day1/5/
  • Lougee, W. et al. (2007). Agenda for Developing E-Science in Research Libraries: Final Report and      Recommendations. Association of Research Libraries.     http://www.arl.org/bm~doc/ARL_EScience_final.pdf
  • Marcus, C. et al. (2007). Understanding research behaviors, information resources, and service needs of      scientists and graduate students: A study by the University of Minnesota libraries.       http://www2.lib.umn.edu/about/scieval/documents.html
  • University of Minnesota Libraries (2006). A Multi-Dimensional Framework for Academic Support: Final Report. http://conservancy.umn.edu/handle/5540.
  • Continued needs assessment