A Capability Maturity Model for Research Data Management

Changes for document 3.2 Ability to Perform

Last modified by Arden Kirkland on 2014/06/06 12:56
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39 39 \\Often there are two levels of metadata that are of concern for research data: annotation on the spot that researchers do in the context of everyday data management, and high-level bibliographic metadata afforded by librarian expertise. When metadata is conceptualized as a shared responsibility project researchers themselves might produce on the spot metadata, and need training in best practices; a librarian might then later produce bibliographic metadata to facilitate discovery.
40 40 \\To support documentation of everyday data management it can be helpful for researchers to commit to putting aside time at the end of each work session, and at project milestones, to document project activities (Long, 2009).
41 41
42 -=== 3.2.6 Provide training ===
42 +=== 3.2.6 Provide training for researchers and librarians ===
43 43
44 44 When metadata creation is conceptualized as a shared responsibility, training can be helpful for both researchers and librarians (Riley, 2014).
45 45 \\Training for researchers can be in the form of general information appropriate for a broad range of researchers delivered at key points in the research life cycle (e.g. when developing data management plans, when preparing data for repository ingest), or discipline specific training on data management practices (Riley, 2014). A promising approach to researcher data management education is the [[TIER protocol>>url:http://www.haverford.edu/TIER/||rel="__blank"]] developed by Ball and Medeiros at Haverford College. This approach to researcher education is to experientially teach data management practices that produce replicable analysis through the structure of deliverables for student research projects. The rationale is that if budding researchers learn data management when they learn research methods, sound documentation practices will not be perceived as a hardship.
46 -\\Training for librarians. When metadata support is offered as a service delivered by subject liaison librarians, training for librarians can come via online resources (e.g. the Digital Curation Centre's training modules, or Purdue University's Data Profile Toolkit), or more in-depth professional development (e.g. ICPSR has a one-week summer training program), or formal education (five library schools offer data curation programs).\\
46 +\\Training for librarians. When metadata support is offered as a service delivered by subject liaison librarians, training for librarians can come via online resources (e.g. the Digital Curation Centre's training modules, or Purdue University's Data Profile Toolkit), or more in-depth professional development (e.g. ICPSR has a one-week summer training program), or formal education (five library schools offer data curation programs).
47 47
48 +=== 3.2.7 Assess community data and metadata practices ===
49 +
50 +The provision of metadata services requires understanding of existing research community metadata practices, in addition to metadata structures associated with libraries (Ray, 2014). Purdue university’s data curation profiles which are generated via interviews are one such approach for librarians to increase their knowledge of existing practices. Another approach is to use small pilot studies early on in development of data curation services (Westra, 2014).
51 +
48 48 === References ===
49 49
50 50 Jahnke, L., Asher, A., & Keralis, S. D. (2012). The problem of data. Council on Library and Information Resources (CLIR) Report, pub. #154. ISBN 978-1-932326-42-0 Retrieved from http:~/~/digitalcommons.bucknell.edu/fac_pubs/52/
... ... @@ -53,6 +53,7 @@
53 53 \\Ray, J. M. (2014). Introduction to research data management. In J. Ray (Ed.), //Research Data Management: Practical Strategies for Information Professionals (Charleston Insights in Library, Information, and Archival Sciences)//. Purdue University Press.
54 54 {{id name="_ENREF_3"/}}
55 55 Riley, Jenn. (2014). Metadata services. In J. Ray (Ed.), //Research Data Management: Practical Strategies for Information Professionals {{id name="_ENREF_2"/}}(Charleston Insights in Library, Information, and Archival Sciences).// Purdue University Press.
60 +\\Westra, Brian (2014). In J. Ray (Ed.), //Research Data Management: Practical Strategies for Information Professionals (Charleston Insights in Library, Information, and Archival Sciences).// Purdue University Press.
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