Implementing a research skills programme for subject librarians, gb

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LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACTLIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACTCopyright University of Reading
RESEARCH SUPPORT SKILLS
Implementing a new training programme for subject librarians
Kerry Webb, Associate Director (Academic Liaison and Support)
Sapienza University 1st International Staff Week for Libraries and Learning Centers
Rome 18-22 June 2018
Library
LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT
A CHANGING
ENVIRONMENT
‘the research
environment, once
characterized by the
lone researcher working
pretty much in isolation
on a highly-focused
topic, is moving toward
a more collaborative
style, with increased
emphasis on multi-
and inter-disciplinary
approaches and
networked
technologies
increasingly promoting
a global community of
scholars.’
(Brewerton, 2012)

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RE-SKILLING STAFF
‘The survival of the subject/liaison role in libraries is dependent on
an agile and flexible response by staff in those roles, and by their
managers. While much work has been done in recent years to re-
energise support for teaching and learning, more is still required to
develop subject/liaison support for research, despite the emergence
of new roles’
Re-skilling for Research, 2012, report for RLUK (Research Libraries UK)
‘there is a need for libraries and library professionals to adapt.
Developing an organisation with the right skills base is a crucial part of
securing change’.
Mapping the future of academic libraries, 2017, report for SCONUL
(Society of College, National & University Libraries) 3
TEAM VISION
We recognise that we need to:
• remain agile and flexible as a team, able to respond to the evolving
needs of our researchers
• be competitive in an increasingly challenging market for postgraduate
researcher recruitment
• be proactive and targeted in the way we promote our research
support services to prospective and current students and staff
• align learning outcomes with the Researcher Development
Framework
• support the university’s strategic aims and demonstrate how we add
value to the work of the research community at Reading
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ASSESSING OUR OWN SUPPORT
• Provide workshops on ‘researching your literature review’ to the
university’s Graduate School ‘Reading Researcher Development
Programme’
• Offer one to one meetings to assist research and taught postgraduates
find or make better use of library materials and databases
• Provide bespoke training and workshops for taught postgraduate
students, both embedded and standalone sessions
• Meet with research staff on an ad hoc basis as part of our liaison work
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HOW CAN WE IMPROVE ON
WHAT WE ALREADY OFFER?
Findings from the 2012 report commissioned by Research Libraries UK
(RLUK) indicate that:
‘there is a high skills gap in nine key areas where future involvement
by Subject Librarians is considered to be important now and is also
expected to grow sharply. It is in these areas that consideration needs
to be given, and decisions made, with respect to training and
development, and recruitment’.
6

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SKILLS GAP: NINE KEY AREAS
Abilityto advise on preserving research
outputs (49% essentialin 2-‐5 years; 10%
now)
Knowledge to advise on data mining (33%
essentialin 2-‐5 years; 3% now)
Knowledge to advocate, and advise on, the use
of metadata(29% essentialin 2-‐5 years; 10%
now)
Knowledge to advise ondata management
and curation, including ingest, discovery,
access, dissemination,preservation, and
portability (48% essential in 2-‐5 years; 16%
now)
Abilityto advise on the preservation of
project records e.g. correspondence (24%
essentialin 2-‐5 years; 3% now )
Knowledge to support researchers in
complyingwith the various mandatesof
funders,including open access requirements
(40% essentialin 2-‐5 years; 16% now)
Knowledge of sources of researchfunding to
assistresearchers to identify potential funders
Knowledge to advise on potentialdata
manipulationtools used in the discipline/
subject(34% essentialin 2-‐5 years; 7% now)
Skills to develop metadata schema, and
advise on discipline/subject standards and
practices,for individualresearch projects
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Based on an audit of the skills neededby subject librarians now and in the future, ‘to assess areas where the broader profession needs to develop
skills sets’.[169 participants respondedfrom 22 libraries.](Brewerton, 2012)
RESEARCH SUPPORT SKILLS
PROGRAMME
SESSION TITLE PRESENTERS DATE
Introductory Session/ Publishing
Research
Associate Director (Academic Liaison & Support), Research
Publications Adviser, and Research Publications & Institutional
Repository Manager
Friday, 19th January, 2.15-
3.15pm,
Research at Reading Research Dean Friday 2nd February 2.15-
3.15pm,
Open Access and sharing
publications
Research Publications & Institutional Repository Manager
and Associate Director (Collections, Research & Space)
Friday 16th February, 2.15-
3.15pm,
The research process Two members of academic staff: from the School of
Biological Sciences and the Research Division Lead, Modern
Languages and Linguistics
Friday 2nd March 2.15-3.15pm
Researcher digital identity
(hands on)
Research Publications Adviser Friday 16th March, 2.15-
3.15pm
Research Data Management Research Data Manager Friday 6th April, 2.15-3.45pm
Bibliometrics (hands on) Research Publications Adviser Friday 20th April, 2.15-
3.15pm,
Altmetrics (hands on) Research Publications Adviser Friday 4th May, 2.15-3.15pm
Research communication Research Communication & Engagement Friday 18th May, 2.15-3.45pm
Putting It All Together Library’s Research Support Co-ordinator, Associate Director
(Collections, Research & Space), Associate Director
(Academic Liaison & Support), Research Publications
Adviser and Research Publications & Institutional Repository
Manager
Friday 15th June, 2.15-3.15pm

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AIMS OF THE RESEARCH SUPPORT
SKILLS PROGRAMME
These sessions were designed to:
• build upon current expertise and provide development opportunities to
ensure all subject librarians feel equipped to advise and support research staff
and students in a variety of ways
• be relevant across all subject areas
• be aligned with the Vitae Researcher Development Framework
(https://www.vitae.ac.uk/researchers-professional-development/about-the-vitae-
researcher-development-framework)
• support the University’s 2020 Research Strategy
(http://www.reading.ac.uk/web/files/Connecting-Research-brochure_University-
of-Reading_2017.pdf)
PROGRAMME
RATIONALE
• Dedicated learning
space for library staff
• Sessions with a specific
liaison librarian focus
• Enable us to form closer
working relationships
with key university
colleagues
• Advocate a joined up
approach to research
support
• Develop a community of
practice
• Demonstrate our
commitment to research
support
• Continuing Professional
Development

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IMPACT: STAFF SURVEY RESULTS
11
8,67%
16,03%
22,45%
28,62%
15,91%
8,31%
12%
25%
26%
10%
27%
0%
0,00%
5,00%
10,00%
15,00%
20,00%
25,00%
30,00%
35,00%
Confident Competent Some awareness Would like additional
training/support
I know who I can refer
students/staff to for
further advice on this
I don't know who I can
refer students/staff to
for further advice on
this
Pre % Post %
12
IMPACT ON
STAFF
‘without exception they
said that all the
sessions, so far, have
been useful, both in a
practical way and as a
way of increasing their
own knowledge in the
areas covered… they
have more confidence
in the whole area now
and would feel more
comfortable when
research related
issues are raised by
academic staff’

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NEXT STEPS
• A Library Research Support Group has been set up to advise on the
development and implementation of our research support services
and the creation of specific objectives to achieve this
• Reassess any remaining skills gaps based on survey results to assist
with planning future training/support
• Create a suite of online guides related to research support for all subject
librarians to refer to in their teaching/meetings with staff and students
• Include a summary of recent research support activities in our termly
Library Report to Schools/Departments
• Seek opportunities to meet research staff and students through
workshops, Open Access/Open Research initiatives, library events etc.
• Create a ‘checklist for new researchers’ for subject librarians to use
when discussing the range of research support available within the library
and in other teams, e.g. Research Data Management
• Develop closer working relationships with Research Division Leaders
to gain an understanding of their strategic priorities and how we can
support these
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CONTINUED SUPPORT

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RELATED READING
• Auckland, Mary (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: RLUK.
• Brewerton, Anthony (2012) ‘Re-Skilling for Research: Investigating the Needs of
Researchers and How Library Staff Can Best Support Them’, New Review of Academic
Librarianship, 18:1, pp.96-110.
• Brown, R.A., Wolski, M. & Richardson, J. (2015) ‘Developing new skills for research
support librarians’, The Australian Library Journal, 64:3, pp.224-234
• Kennan, M.A., Corrall, S. & Afzal, W. (2014) ‘"Making space" in practice and education:
research support services in academic libraries’, Library Management, vol. 35, no. 8, pp.
666-683.
• Pinfield, S., Cox, A.M. & Rutter, S. (2017) Mapping the future of academic libraries: a
report for SCONUL. London: SCONUL.
• Robinson, L., O’Neil, M., Simon, A., Bates, J., Shankar, K., Matthews, P., Reid, P. (2016)
‘Developing the professionals of the future: Views from experts in “library schools’,
SCONUL Focus, 67, pp.15–17
• Sewell, C. & Kingsley, D. (2017) ‘Developing the 21st Century Academic Librarian: The
Research Support Ambassador Programme’, New Review of Academic Librarianship,
23:2-3, pp.148-158 15

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