Thea P Atwood, Andrew T. Creamer, Joshua Dull, Julie Goldman, Kristin Lee, Lora C. Leligdon, and Sarah K Oelker. 7/29/2019. “Joining Together to Build More: The New England Software Carpentry Library Consortium.” Journal of eScience Librarianship, 8, 1, Pp. e1161. Publisher's VersionAbstract

In 2017 a group of academic library and information technology staff from institutions across New England piloted a process of joining The Carpentries, an organization developed to train researchers in essential computing skills and practices for automating and improving their handling of data, as a consortium. The New England Software Carpentry Library Consortium (NESCLiC) shared a gold-level tier membership to become a Carpentries member organization. NESCLiC members attended a Software Carpentry workshop together and then participated in instructor training as a cohort, collaborating on learning the material, practicing, and beginning to host and teach workshops as a group.

This article describes both the successes and challenges of forming this new consortium, suggests good practices for those who might wish to form similar collaborations, and discusses the future of this program and other efforts to help researchers improve their computing and data handling skills.

Julie Goldman. 4/5/2018. “Designing Collaborative Online Training for Research Data Management.” 10th Annual University of Massachusetts and New England Area Librarian eScience Symposium. University of Massachusetts Medical School, Worcester, MA.Abstract

Online learning is incredibly important for libraries and librarians to stay valuable in modern information ages. Some advantages of online learning include lower costs, convenience and flexibility, wide audience, and variety of programs and courses. Recently, there have been many funded projects to develop online training for research data management (National Institutes of Health Big Data to Knowledge Initiative and National Libraries of Medicine Biomedical and Health Research Data Management).

NLM Director Patricia Flatley Brennan, RN, PhD, said, “We need data-sophisticated librarians who can assist the research process, the enterprise, in developing the resources and data services around them.” While librarians play a key role in the research environment, providing training to a broad audience will help foster a community of data savvy scientists, researchers and clinicians.

Through cross institutional-partnerships, Countway Library of Medicine at the Harvard Medical School developed The Best Practices for Biomedical Research Data Management Massive Open Online Course (MOOC), which officially launched January 8th, 2018. This course facilitates self-paced learning of concepts, approaches and best practices in data management.

Walk through the project timeline and explore current assessment of this new course:

  1. Project Development: Responding to local and national research data directives.
  2. Selected Modules: Assessing already existing curricula and resources.
  3. Regional Instructors: Collaboration across varying institutions and professionals
  4. Online Platforms: How do you identify the correct software for you and the project?
  5. Usability Testing: Gather feedback on the technology and course content.
  6. Focus Groups: What do students want or value in an online course?
  7. Demographics: Where are students taking this course?
  8. Assessment: We can compare pre- and post-quizzes. How are students performing?
Julie Goldman, Lisa Palmer, and Regina Raboin. 12/7/2017. “Shake It Off: Journal of eScience Librarianship Edition.” Presented at "Shaking Up Scholarly Communication: What's New in Open Access Publishing," sponsored by the Association of College & Research Libraries New England Chapter's Scholarly Communication Interest Group.Abstract

This case study explores the evolution of the library published Journal of eScience Librarianship (JeSLIB), as it evolves to continue to serve librarians faced with the many challenges of a data driven environment. JeSLIB is an open access, peer-reviewed journal published by the Lamar Soutter Library at the University of Massachusetts Medical School. The library publishes JeSLIB through its eScholarship@UMMS repository on the bepress Digital Commons platform.

JeSLIB was at the forefront of thinking about the “library as scholarly publisher” and sought to fill a need for librarians to learn about new challenges related to scientific research data. The journal’s team of librarian editors has acquired new skills and expertise in all facets of scholarly publishing to the benefit of the library. Running a publishing program can serve as a critical tool to help librarians cultivate new partnerships and roles.

In response to the changing scholarly communication landscape and developments in open access publishing, the Journal of eScience Librarianship must react accordingly in order to remain relevant. JeSLIB is proactively responding to shifts in community needs including reworking its scope, updating journal policies, acknowledging peer-reviewers, and changing the default Creative Commons Licensing terms.

Through this presentation, the editors will share their experiences supporting open access of research, rethinking scholarly publishing, and advancing scientific communication.

Julie Goldman. 10/20/2017. “Pitfalls and Positives: Developing a Massive Open Online Course.” North Atlantic Health Sciences Libraries, Inc. Annual Meeting. Waltham Woods, Waltham, MA.Abstract

With funding from the NIH Big Data to Knowledge (BD2K) Initiative for Resource Development, Countway Library of Medicine at the Harvard Medical School is developing The Best Practices for Biomedical Research Data Management Massive Open Online Course (MOOC). This course provides training to librarians, biomedical researchers, undergraduate and graduate biomedical students, and other interested individuals on recommended practices facilitating the discoverability, access, integrity, reuse value, privacy, security, and long term preservation of biomedical research data. Each of the nine modules is dedicated to a specific component of data management best practices and includes video lectures, presentation slides, research teaching cases, readings, activities, and interactive quizzes.

The project team overcame multiple challenges related to creating an open online course including: updating and expanding outdated curricular content published in a format designed for in-person instruction; reworking content focused on teaching research data management to librarians for a broader research focused audience; managing a project team consisting of multiple professionals from multiple organizations participating in a variety of roles; and identifying an open source learning management platform that met the development team's needs and constraints. This presentation addresses the lessons learned about developing interactive online curriculum for a wide public audience, and explores making curricular materials openly accessible, sharable, reusable, and responsive to change. Key takeaways from this project will assist future course development, adding to best practices for creating massive open online courseware. The authors share their standardized conceptual framework for online educational development design and delivery as well as look forward to the feasibility of widely sharing curricular materials more openly.

Thea P. Atwood, Patricia B. Condon, Julie Goldman, Tom Hohenstein, Carolyn V. Mills, and Zachary W. Painter. 10/6/2017. “Grassroots Professional Development via the New England Research Data Management Roundtables.” Journal of eScience Librarianship, 6, 2, Pp. e1111. Publisher's VersionAbstract

Objectives: To meet the changing needs of our campuses, librarians responsible for research data services are often tasked with starting new endeavors with new populations without much support. This paper reports on a collaborative effort to build a community of practice of librarians tasked with addressing the research data needs of their campuses, describes how this effort was evaluated, and presents future opportunities.

Methods: In March of 2015, three librarians found themselves in a situation of serendipitous professional development: one was seeking to provide a new method of mentorship, and two more were working on an event, hoping to broadcast it to a wider community. From these two disparate goals, the Research Data Management (RDM) Roundtables were created. The RDM Roundtables planning committee developed a low-cost professional development day divided into two parts: a morning session that detailed an idea or solution relevant to our practice, and an afternoon roundtable discussion on practical aspects of research data services. Evaluations from these events were coded in NVivo and we report on the common themes.

Results: Participants returned sixty-one evaluations from four events. Five themes emerged from the evaluations: learning, sharing, format, networking, and empathy.

Conclusion: The events provide a valuable professional development experience for attendees, and the authors hope that by providing a description of the events’ development, others will establish their own local communities of practice.

Sarah Barbrow, Denise Brush, and Julie Goldman. 5/2017. “Research data management and services: Resources for novice data librarians.” College & Research Libraries News 78 (5), Pp. 274-278. Publisher's VersionAbstract
Research in many academic fields today generates large amounts of data. These data not only must be processed and analyzed by the researchers, but also managed throughout the data life cycle. Recently, some academic libraries have begun to offer research data management (RDM) services to their communities. Often, this service starts with helping faculty write data management plans, now required by many federal granting agencies. Libraries with more developed services may work with researchers as they decide how to archive and share data once the grant work is complete.
Julie Goldman, Donna Kafel, and Elaine Martin. 7/16/2015. “Assessment of Data Management Services at New England Region Resource Libraries.” Journal of eScience Librarianship, 4, 1, Pp. e1068. Publisher's VersionAbstract

Objective: To understand how New England medical libraries are addressing scientific research data management and providing services to their communities.

Setting: The National Network of Libraries of Medicine, New England Region (NN/LM NER) contains 17 Resource Libraries. The University of Massachusetts Medical School serves as the New England Regional Medical Library (RML). Sixteen of the NER Resource Libraries completed this survey.

Methods: A 40-question online survey assessed libraries’ services and programs for providing research data management education and support. Libraries shared their current plans and institutional challenges associated with developing data services.

Results: This study shows few NER Resource Libraries currently integrate scientific research data management into their services and programs, and highlights the region’s use of resources provided by the NN/LM NER RML at the University of Massachusetts Medical School.

Conclusions: Understanding the types of data services being delivered at NER libraries helps to inform the NN/LM NER about the eScience learning needs of New England medical librarians and helps in the planning of professional development programs that foster effective biomedical research data services.