equipping the researcher - patterns in the uk and us

01/05/2023

Equipping the researcher – patterns in the UK and USChair: Louisa Dale, Jisc

1

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

5

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%

6

KEY FINDINGS

7

INCREASED INTEREST IN SUPPORTING STUDENTS

8

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.

9

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.

13

Buyer

Undergraduate support

Teaching support

Archive

Gateway

Research support

0% 20% 40% 60% 80% 100%

2015 2012

FORMAT TRANSITION FOR MONOGRAPHS?

14

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

18

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

19

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.

20

DISCOVERYSTARTING POINTS IN FLUXPercent of UK respondents who indicated that each option is the starting point for their research.

21

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

22

DATA MANAGEMENT & PRESERVATION

23

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.

24

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

25

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.

26

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

27

PUBLICATION PROCESSES

28

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.

29

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

30

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

https://repository.library.brown.edu/viewers/archive/bdr:351764/content/gabi-report/run1.html

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

mailto:[email protected]

https://www.cni.org/about-cni/staff/joan-k-lippincott/publications



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


www.software.ac.uk

Four Paradigms of Research

EmpiricalTheoretical

ComputationalData Exploration


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


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


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


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?


www.software.ac.uk

Foundations of Digital ResearchRe-

searchCareers

Recognition / Reward

Skills and Capability


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?


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


www.software.ac.uk


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


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


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


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


www.software.ac.uk


www.software.ac.uk

RSE Fellows2016RSE Conference www.rse.ac.uk/conf2016.html

RSE Champions www.rse.ac.uk/champions

http://www.rse.ac.uk/conf2016.html



http://www.rse.ac.uk/champions

http://www.rse.ac.uk/champions


www.software.ac.uk


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


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?


www.software.ac.uk

T

Vandewalle (2012) DOI: 10.1109/MCSE.2012.63


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

http://credit.casrai.org/

http://doi.org/10.5334/jors.be

http://bit.ly/softwarejournals

https://www.force11.org/group/software-citation-working-group

http://orcid.org/

http://impactstory.org/


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

122

equipping the researcher - patterns in the uk and us

Education