Research Data Management RDMRose: Research Data Management for LIS Session: RDMRose Lite Research Data Management Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Learning outcomes At the end of the session you will be able to: discuss the definition of ‘Research Data Management’ and ‘Digital curation’ outline the research process reflect on the nature of research data be able to explain the DCC Curation Lifecycle Model describe the strategic context within which RDM has appeared on the agenda and the key drivers and issues for researchers analyse the role of the LIS professional in relation to what the literature has suggested about LIS roles in research support and RDM in particular Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Session Overview Background: RDMRose Research and research data Research Data Management and Digital Curation The data curation lifecycle The LIS role in RDM RDMRose again Reflection Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Background: RDMRose RDMRose: Research Data Management for LIS Professionals Funded by JISC, for one year, July 2012- White Rose University libraries + Information School at the University of Sheffield RDM module as an OER for CPD LIS educators to reuse By repurposing existing content By creating new tailored content, including two substantial case studies http://www.sheffield.ac.uk/is/research/projects/rdmrose Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

The team Information School authors Andrew Cox, a.m.cox@sheffield.ac.uk Eddy Verbaan, e.verbaan@sheffield.ac.uk Barbara Sen, b.a.sen@sheffield.ac.uk University of Sheffield Library in 2012 University Libraries in York and Leeds in 2013 Open to postgraduate students in the Information School Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Activity 1 Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Activity 1 What is your understanding of research? What is your experience with research? What do you think Research Data Management might be? You have 10 minutes Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

What is research ? Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

The research cycle (RIN, 2010) Conceptualising and networking Proposal writing and research design Collecting and analysing data Infrastructuring Documenting and describing Publishing and reporting Engaging and translating Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Features of research Cyclic Iterative Non-linear Complex through collaboration Large scale Remote Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Complexity of information practices Information flow maps for life science research (RIN, 2009) e.g. in neuroscience illustrate Multiple data sources, of different types Visual images, quantitative data, secondary data Storage devices Multiple analytic tools Some requiring grid power Supporting complex scholarly communication Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Activity 2 Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Name some types of data! Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

A list we came up with earlier... Weather measurements Photographs Results from experiments Government records GIS data Simulation data Log data Field notes Software Images (e.g. brain scans) Quantitative data (e.g. household survey data) Historical documents Moving images Physical objects: such as bones or blood samples Digitised photos / born digital photos Social media data: tweets Metadata Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

What is data? Some researchers use other terms, eg “sources” Complex: data can be produced from other data Massive Fragile Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

What is research data management? Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

RDM: definition “Research data management concerns the organisation of data, from its entry to the research cycle through to the dissemination and archiving of valuable results.” (Whyte & Tedds, 2011) Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Digital curation “Digital curation, broadly interpreted, is about maintaining and adding value to a trusted body of digital information for current and future use.” (DCC 101:6) Managing digital material from the point it is created Adding value so that it can be used and re-used Includes the destruction of data Beyond archiving and preservation “Digital curation is concerned with actively managing data for as long as it continues to be of scholarly, scientific, research and/or administrative interest, with the aim of supporting reproducibility of results, reuse of and adding value to that data, managing it from its point of creation until it is determined not to be useful, and ensuring its long-term accessibility and preservation, authenticity and integrity.” Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

DCC Curation Lifecycle Model http://www.dcc.ac.uk Curation lifecycle is based on the OAIS Reference Model But includes activities that take place outside the archival system: the research lifecycle In particular: the creation of data, the use and reuse of data Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Target audience The model is an idealised situation: curation is planned from the very beginning, and planned for throughout the lifecycle You can start at any point and use the model to identify gaps and undertake appropriate actions According to the DCC (2012c) this model is relevant to: Data creators Data archivists Data (re)users Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

DCC Curation Lifecycle Model Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Actions Three sets of actions: Full Lifecycle Actions (4): apply to all stages in the lifecycle Sequential Actions (8): key actions needed as data move through their lifecycle Occasional Actions (3): only occur when special conditions are met, but they do not apply to all data Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

The context of Research data management Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Context “Data deluge” Funders’ mandates Institutional policies Escience, cyberscholarship, e-research Collaborations Multiple forms of complex data Huge cost of research Funders’ mandates Research Councils UK Common Principles on Data Policy: http://www.rcuk.ac.uk/research/Pages/DataPolicy.aspx EPSRC principles and expectations: http://www.epsrc.ac.uk/about/standards/researchdata/Pages/default.aspx Institutional policies UoS: http://www.shef.ac.uk/ris/other/gov-ethics/grippolicy/principles Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose Dec-2012 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Activity 3 Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Activity 3 Read your University’s Research Data Management policy. If not available, use the University of Sheffield’s policy: http://www.shef.ac.uk/ris/other/gov-ethics/grippolicy/practices/all/rdmpolicy. What are the two most important points you pick up from this document? According to this policy, what are the incentives to take Research Data Management seriously? You have 15 minutes. Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Incentive 1: Direct benefits to researchers Improve the quality of research data Provide access to reliable working data Allow conclusions to be validated externally Apply good record-keeping standards to data capture including in lab and field electronic notebooks, which enables scientists to draw conclusions from reliable and trustworthy working research data Enable large amounts of data to be analysed and developed across different locations by maintaining consistency in working practices and interpretations Manage relationships between different versions of dynamic or evolving datasets, and facilitates linkage with other related research and between primary, secondary and tertiary data Ensure valuable knowledge and data originating from short-term research projects does not become obsolete or inaccessible when funding expires Allow data sets to be combined in new and innovative ways Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Incentive 2: ‘Public good’ obligations Demonstrate Return on Investment Open Access Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Incentive 3: Compliance reasons Compliance with funding body requirements Legal requirements Publishers’ requirements Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Some issues for researchers The nature of data How important is it relative to doing the research; projects only get short term funding Is infrastructure available? Lack of RDM knowledge and skills No checking of compliance Legal, ethical and commercial motives Desire to keep control over data Informal sharing practices already exist Lack of reuse culture Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Activity 4 Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Activity 4: The researcher’s viewpoint Which issues with RDM are the most critical barriers in your opinion? Which of the arguments in favour of RDM would play best with researchers? You have 5 minutes. Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

The LIS role in RDM Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Library roles to support research Offering advice on funding sources Embedded or support roles conducting literature reviews or current awareness alerts for research projects or groups Information literacy training Supporting REF Bibliometrics and measuring impact Bibliographic software training Advocacy for open access / institutional repository Offering data analysis advice Offering advice on copyright issues Offering advice on archiving of research records (e.g. correspondence) Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Possible Library RDM roles Leading on local (institutional) data policy Bringing data into undergraduate research-based learning, promoting data information literacy Teaching data literacy to postgraduate students Developing researcher data awareness Providing researcher data advice, e.g. on writing Data Management plans or advice on RDM within a project Explaining the impact of sharing data, and how to cite data Signposting who in the institution should be consulted in relation to a particular question Auditing to identify data sets for archiving or RDM needs Developing and managing access to data collections Documenting what datasets an institution has Developing local data curation capacity Promoting data reuse by making known what is available Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Why librarians might have an important role because of Their knowledge of and networks within disciplinary communities; their liaison and negotiation skills The strong LIS professional network to copy best practice across institutions Their contact with many students and researchers in a way other support services do not Their generic knowledge of good information management practices Understanding that research data management as a form of Information Literacy Their existing data and open access leadership roles Relevance of collection development practices; their understanding of metadata Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Challenges We are already over-taxed! Other challenges in supporting research (Auckland, 2012) Getting up-to-speed and keeping up-to-date How deep is our understanding of research, especially scientific research and our level of subject knowledge? Complexity and scale of issues Marked disciplinary differences in information practice Goes wide and deep: to every researcher in our institution Translating library practices to research data issues Will researchers look to libraries for this support? Historic failure to engage researchers in library services Computing services, Research support services Resources, infrastructure, management structures have to be found Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Activity 5 Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Activity 5: Reflection Which aspects of support to research are you most interested in, and why? Which aspects of RDM support are you most interested in, and why? How do they fit into your future role as a (digital) librarian? Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

RDMRose Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Learning outcomes The learning outcomes of the learning materials will be for learners to develop the ability to: explain the diverse nature of research across academic disciplines and specialities and discuss different conceptions of research data, analyse the context in which research data management has become an issue, discuss the role of a range of professional services, including libraries, in RDM, reflect for themselves as individuals and for information professionals in general on the role and priority of supporting research data management, explain and apply the key concepts of research data management and data curation to real world case studies and professional practice, and understand how to keep knowledge acquired on the module up-to-date. Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Course overview Introductions, RDM, and the role of LIS The nature of research and the need for RDM The DCC curation lifecycle model Key institutions and projects in RDM What is data? Managing data Case studies: research projects Case study: Institutional context, and conclusions Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Sources Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Sources Slide “digital curation” is based on DC101 What is digital curation? http://www.dcc.ac.uk/webfm_send/437. Slides incentives 1-3 are based on DC101 Incentives for digital curation http://www.dcc.ac.uk/webfm_send/433. Slides on the DCC Curation lifecycle model are based on DCC Curation Lifecycle Model http://www.dcc.ac.uk/resources/curation-lifecycle-model. Image of the OAIS model is taken from The Consultative Committee for Space Data Systems (2012). Recommendation for Space Data System Practices. Reference Model for an Open Archival Information System (OAIS). Recommended practice, issue 2. Washington, D.C.: CCSDS Secretariat, CCSDS 650.0-M-2 Magenta Book, p. 4-1, http://public.ccsds.org/publications/archive/650x0m2.pdf. Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

References Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

References Auckland, M. (2012) Re-Skilling for Research: An Investigation into the Role and Skills of Subject and Liaison Librarians Required to Effectively Support the Evolving Information Needs of Researchers. London: Research Libraries UK. Retrieved from http://www.rluk.ac.uk/content/re-skilling-research/.    DCC (2012a). Digital 101 materials. Edinburgh: Digital Curation Centre, http://www.dcc.ac.uk/training/train-the-trainer/dc-101-training-materials. DCC (2012b) DCC Charter and Statement of Principles. Edinburgh: Digital Curation Centre, http://www.dcc.ac.uk/about-us/dcc-charter/dcc-charter-and-statement-principles. DCC (2012c) Lifecycle Model FAQ. Edinburgh: Digital Curation Centre, http://www.dcc.ac.uk/resources/curation-lifecycle-model/lifecycle-model-faqs. Harvey, R. (2010) Digital curation: a how-to-do-it manual. London: Facet. Michener, W.K. et al. (1997) Nongeospatial metadata for the ecological sciences. Ecological Applications 7.1: 330-342. Pryor, G. (2012). Managing Research Data. London: Facet. RIN. (2010). Open to All? Case studies of openness in research. London. Retrieved from http://rinarchive.jisc-collections.ac.uk/our-work/data-management-and-curation/open-science-case-studies. RIN. (2009). Patterns of information use and exchange : case studies of researchers in the life sciences. London. Retrieved from http://rinarchive.jisc-collections.ac.uk/our-work/using-and-accessing-information-resources/patterns-information-use-and-exchange-case-studie. Whyte, A., & Tedds, J. (2011). Making the case for Research Data Management. Edinburgh. Retrieved from http://www.dcc.ac.uk/webfm_send/487. Apr-19 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose