18. april 2018

Abstracts – parallel sessions 5A-5C

5A: Beyond now – leading the workforce of the future

Courage and Co-creation: Cultural Transformation in an Academic Library

Catherine Clark, Carolyn Hofmeester, Jane Pritchard – Curtin University (Australia)

University libraries are transforming to be vibrant and distinctive online and physical spaces that, at their heart, continue to foster the connection of people to ideas.  Rapid and continuously changing expectations of clients in the range of services that are delivered by libraries, combined with increasingly demanding resourcing environments are challenges for all library leaders.  A library staff culture that is energised, focused and resilient is essential to ensure that service expectations are met or exceeded and that the library retains its valued position in the university.

The University Librarian at Curtin University in Australia has initiated and led a library staff culture transformation programme over an 18 month period.  The programme has adopted an empowerment mindset to increase commitment, involvement and optimism amongst library staff.  The need for such a transformative programme was identified following a particularly difficult period of staff disruption.  The ‘appreciative enquiry’ method was used to facilitate a whole of library engagement and activity programme that commenced with a two day ‘Library Challenge’ event.  The event brought together library staff, students and academics to identify the desired culture along with a roadmap to meet that goal.

The Voice Engagement Survey, a research validated employee engagement survey, was used to evaluate the Curtin University Library culture programme with the survey being run before, during and after completion of the programme.  Results show significant shifts in staff engagement as the culture programme has been rolled out, particularly in the areas of commitment, involvement and positive outlook.

This paper will outline the staff culture transformation programme at Curtin University Library with an emphasis on the skills and attitudes required by library leaders to ensure success in this critical area of leadership.

The authors wish to acknowledge the Curtin Library employees, the Library Challenge team and Library stakeholders – students, faculty, organisational development researchers and consultants and Curtin senior leaders – for their contribution to and support for the culture transformation work at Curtin Library.

Catherine Clark is the University Librarian and Director of the John Curtin Prime Ministerial Library at Curtin University in Australia. Catherine has over 20 years’ experience in academic libraries and actively promotes the role of the library in enabling learning, teaching and research success. Catherine is the recipient of the 2017 LH Martin Institute Award for Excellence in Leadership from the Australian Association for Tertiary Education Management (ATEM).

Carolyn Hofmeester is a Curtin University Associate and Principal of Prime Focus Consulting which she established in 1996. Carolyn specialises in organisational development, values-based leadership and transforming work cultures using strengths-based approaches. She has been working with the Curtin Library on culture transformation and change empowerment using Appreciative Inquiry since 2016.

Dr Jane Pritchard is a Business Manager at Curtin University.  Jane has previously worked in the health sector, Local Government and energy utilities in senior management roles and spent some time working as a consultant.  Jane’s doctoral thesis is titled “Intergroup communication between Baby Boomer Leaders and Generation Y Followers:  A cultural reasoning perspective”.

Slowly but surely: leading the workforce at the University of Adelaide into the library of the future

Teresa Chitty – University of Adelaide (Australia)

In 2015, a broadly representative committee from across the University of Adelaide considered the next 20 years of the University’s Library: how to respond to changes in the academic and information management landscape while preserving and enhancing what is valued in the Library today. The Library of the Future Committee, as it was called, found that library services were struggling to be all things to all people; students, staff, alumni and the wider community. As in many academic libraries there was a large legacy print collection that was little used, and that use was continuing to decline; correspondingly the staff structure and skills base was still aligned with managing a print information world. Library buildings had not been updated for many years, were generally run-down and not best designed to provide the kind of spaces and facilities expected in a contemporary research-intensive university library. In 2016 the review committee published their findings in a report entitled Library of the Future: recommendations for a bold and agile University library. The recommendations made were grouped together under four themes: Library Services, Library Collections, Library Organisation and Library Facilities and Systems. This paper will focus on a selection of major change initiatives that have taken place in response to the report’s recommendations. Various internal drivers required that changes were made incrementally and staying true to the overall vision of the Library of the Future report while maintaining enthusiasm, trust and commitment from Library staff and the University community presented a number of challenges. The iterative nature of the process, however, has allowed Library leaders to build capability and confidence among staff and to, slowly but surely, shift cultural norms and expectations to reposition the Library in the wider University context.

Teresa was appointed to the position of University Librarian at the University of Adelaide in 2016 with responsibility for leading and managing staff and resources in the development and implementation of the University of Adelaide’s Library of the Future plan which sets out a roadmap for “bold and agile” library services that support the University’s research, teaching and student success.

Facilitators and Collaborators: A New Role for Librarians in the Data-, Visualisation Lab and Makerspace at Uppsala University Library

Linda Vidlund – Uppsala University (Sweden)

In 2017, the Ångström Library at Uppsala University Library created two new learning environments. We had identified new needs of support for teaching and learning environments at our campus. In dialogue with the faculty, we communicated that we are an important stakeholder and a partner for this kind of project. It started with a new collaboration within the campus and became the kick off initiative for a visualisation lab and a makerspace in the library.

We identified three parts of the process: first, a digital literacy program for librarians, secondly the technology and furnishings of the spaces and thirdly an action plan for workshops and lectures. New collaborations and strategic connection between key people in the academy were implemented in the process. Through the visualisation lab and the makerspace environment, we have made connections between librarians, teachers, researchers and PhDs in new ways to and allowed for new ways to teach, to facilitate learning and to collaborate in our literacy programs.

This presentation will hopefully inspire you to create a learning and creative environment and get ideas of the skills needed and different partners to connect with. We believe in openness and we want to connect with the surrounding society. In doing that, we encourage different external partners to use the rooms for their activities. We also believe in the library as a platform for new meetings across traditional borders and, furthermore, that we need to be a space open for everyone. To put some spark into the hard labour of learning new things, we worked with data literacy program for our librarians and also started our own series of data in fifteen minutes at our meetings. We used quizzes and worked hands on, trying to help each other. This was a fun and engaging way to learn new things such as structuring, harvesting, cleaning and visualising data. We are also doing workshops in design thinking and use Lego Serious play.

I will tell you about both our successes and failures. We have worked in an environment where we allowed ourselves to try new things. If it did not work out, we changed and tried again, using User Experience (UX) methods to evaluate.

I look forward telling you our story.

Head of Libraries within Sciences and Technology: Uppsala University Library. Ångström Library, Earth Sciences Library and Biology Library

5B: Research Support and Open Science

Social media uptake in academia

Marta Zygmuntowska, Susanne Mikki – University of Bergen (Norway)

In this bibliometric study, we evaluate the social media uptake with respect to open availability, gender, age and subject category. Our dataset, provided by CERES the National Center for Systems and Services in Norway, consists of around 70000 scholarly articles. Open availability is tested with google scholar and the information about social media uptake is taken from altmetric.com. In particular, we analyze the popular services twitter and facebook, as well as blog posts and news outlets. We find that open availability increases the social media uptake. Well-established scholars receive higher media attention in form of news outlets and blog posts while younger researchers are more prominent on twitter. Medicine and life sciences receive by far the highest attention followed by Natural sciences and Technology. The social media coverage is slightly higher for articles authored by female researchers, while articles authored by male researchers are more frequently shared and wider disseminated. Findings presented here add valuable insight to the scholarly use of social media and their potential to measure a societal impact. Even though our study is limited to publications in Norway, it covers a wide range of fields, and we believe it is representative for other countries.

Marta Zygmuntowska is involved in bibliometrics and other research support questions at the University of Bergen Library. She holds a PhD in polar oceanography. Susanne Mikki has for several years been working as a bibliometrician at the University of Bergen Library. She is the main force behind bibliometric services at the University of Bergen Library. She holds a PhD in physical oceanography.

Open and closed articles. The status of openness in Norway

Susanne Mikki, Ingrid Cutler – University of Bergen (Norway)

Based on the total scholarly article output of Norway, our project investigates the coverage and degree of openness according to three bibliographic services 1) Google Scholar, 2) oaDOI by Impact Story and 3) 1findr by 1science. As indexed in Cristin, the national research information system, Norway’s total scholarly article output for 2011-2016 consists of about 90000 articles. According to Google Scholar, we find that more than ⅔ of all articles are openly accessible. This is the highest share so far reported in the literature and seems to put Norway ahead of other countries. However, the degree of openness is profoundly lower according to 1findr and oaDOI, about ½ and ⅓, respectively. Varying degrees of openness are mainly caused by different definitions, with oaDOI using the most restrictive. This service distinguishes between articles 1) published in open access journals, 2) deposited in approved archives, 3) published with an open license, 4) made available without a license by publishers and 5) closed articles. For Google Scholar and to a certain degree 1findr, also articles available on personal, institutional homepages and research networks such as ResearchGate and Academia are defined as open. Only type 1) – 3) is in accordance with international and particularly national requirements for Open Access. This indicates that by now only about ⅓ of Norwegian research articles can be regarded as Open Access, and the ambitious goal of making all scholarly articles open within 2024 still seems distant. The study shows the need for services that not only clearly define the coverage and degree of openness, but also distinguishes between different types and measures. There is a need to monitor Open Access nationally and locally, and to use the results to steer institutions towards the Norwegian government’s goal of Open Access to research articles. Our project (Frie vitenskapelige publikasjoner) is funded by the National Library of Norway.

Project contributors: Susanne Mikki has for several years been working as a bibliometrician at the University of Bergen Library. She is the head of Research services. Øyvind L. Gjesdal and Hemed Al Ruwehy are both engineers at the University of Bergen Library, working with digital development. Ingrid Cutler, Tormod E. Strømme and Irene Eikefjord are specialists within open access publishing, working at the University of Bergen Library.

Evaluating evaluative bibliometrics

Jimi Thaule, Marte Strand – University of Agder (Norway)

Bibliometrics is a method increasingly used to perform evaluations of scientific output and impact, in particular in order to distribute means, such as research grants. But also internally within universities and other research institutions. Various performance and impact meaures are used to establish quality of research.

This can be highly problematic, not only in terms of ethics, but also with regards to method. Especially considering the proliferation of tools to perform bibliometric analysis, which means that analyses are increasingly performed without actual understanding of bibliometrics as a scientific method.

In our research we have compared two research groups in the same field of research, both from Norwegian universities, and with a similar size and goal. We have used a variety of methods to normalize between them, in order evaluate the ethics and methodical reliability of the results.

We found that in order to compare the two groups for benchmarking purposes we needed to perform a number of normalizations, to the point where it rendered the results largely useless. Too many individual strengths of each group had to be left out of the evaluation in order to compare the two in equal terms.

In our case these problems were increased by the fact that one of the two groups is multidisciplinary, which in turn demanded methods to correct for differing publication patterns within the same group. Without knowledge of the researchers background this is an element that could easily be overlooked, and in turn skew the results in the group’s disfavor.

This is turn means that evaluative bibliometrics is in danger of either skewing the results in favor of a certain type of research or group of researchers, or type of publication. In the worst case research funds can be alloted, or entire research groups lose funds based on unsound comparisons and prejudice against certain types of publications.

Marte Strand is a research librarian at the University of Agder, with a master’s degree in international politics. She is a liason librarian for the School of Business and law at the university. She works primarily with research support, teaching and bibliometrics.

Jimi Thaule is a research librarian at the University of Agder, with a master’s degree in contemporary history. He works primarly with research support, research systems and bibliometrics.

5C: Information Literacy in a Digital Age

On the Role of Tasks in Virtual Game-Based Learning: The Examle of “Lost in Antarctica”

Simone Kibler, Linda Eckardt, Technische Universität Braunschweig (Germany)

There is evidence that tasks play an important role in the context of the conception of virtual learning scenarios. The presentation will focus on this fact and identify the relationship between tasks and their purpose in the context of “Lost in Antarctica”. This game-based blended-learning scenario contains a huge variety of tasks ensuring the acquisition of different skills within the broad range of information literacy (IL)-topics. In conclusion, general recommendations for the use of tasks in the conceptional process of e-learning environments should be given. “Lost in Antarctica” is a game-based blended-learning platform for about 150 students of industrial engineering and management who get credit points for the successful completion of 12 levels representing important topics of IL. The application is accessible to all interested institutions through its open-source structure. The learning scenario is embedded in a storyboard. The students act as scientists traveling in teams on a research expedition to the South Pole, but due to a snow storm they have crash-landed. An airplane component can be received for each level completion to repair the defective airplane. In the game, each level has a similar structure. The students have to alternately acquire knowledge and solve tasks. Opening new and innovative ways for teaching IL, the University Library of Braunschweig, the Institute of Business Information Systems (Department Information Management) of the Technische Universität Braunschweig and further strategic partners from university libraries in Hannover and Clausthal (Germany) developed this game-based blended-learning module on IL. During the creation process of the game, students as representatives of the target group were involved in the creation of the storyboard and development of the ranking criteria for the game by several student innovation projects.

Simone Kibler received her doctorate in educational science in 2011. Subsequently, she was appointed to manage the cross-sectional department “Information Literacy” of the University Library Braunschweig and is subject librarian for educational science and psychology. Additionally, she lead a project about information literacy and game-based learning, “Lost in Antarctica”.

A Game of Coins: A creative solution to revealing the flow of money in scholarly communications

David Carlson – Texas A&M University (USA)

The department of Veterinary Physiology and Pharmacology at Texas A&M has a weekly speaker series during the academic year. as Dean of Libraries I was invited to be a speaker. The invitation was broad and I was advised that I was welcome to speak on a topic of my choice. Over the course of my career, my professional interests have long been in the issues of scholarly communication and open science. I have always wanted to develop a talk that focuses on the flow of money in the publications process because I believe it is fundamentally flawed and not understood by faculty whose role in the process contributes to the dysfunction of the system. As I started to think about my talk, I began to think immediately in terms of PowerPoint bullets. However, I concluded that my message would be much more effective if I created a more interactive presentation where I could demonstrate visually the flow of money in the system of scholarly communication: where it goes, where it comes from, who does the work and who owns the research at the end. From this approach, I developed a kind of game or play titled: A Game of Coins: The Losses and Gains, the Winners and Losers in Scholarly Communications. An ITAL presentation would have three components: 1. A brief reprise of the game as much as possible to demonstrate the approach and its format. Due to time limitations it would be impossible to actually recreate the presentation since the game, in and of itself, required about 45 minutes to present, but I could describe the approach and supplement the description with pictures. 2. Identification of the challenges of this approach for me as author. 3. A discussion of the effectiveness of the approach both from my own observations and reactions from the audience as well as presenting the results of the brief survey instrument given at the end of the presentation.

David H. Carlson is currently Dean of Libraries at Texas A&M University starting in 2012. Previously, I served as Dean of Library Affairs at Southern Illinois University Carbondale; he served as dean at Carbondale for eleven years. Previous to these positions he has filled various positions in libraries in administration or in library systems work. I have served as Chair of the SPARC Steering Committee. I have a Master’s in Library Science and a Master’s in Computer Science Education.

Getting digital tools into students’ and researchers’ workflows

Oliver Renn, Jozica Dolenc, Joachim Schnabl – ETH Zurich (Switzerland)

Students and researchers, especially in the natural sciences, benefit from an exponentially growing number of databases and informatics solutions, which facilitate the work with scientific information. However, at many universities, literacy is still viewed only in a subject-specific context. Therefore, databases and tools remain mostly underutilized. We believe that libraries must take the lead in teaching subject-independent information literacy, taking over an important role in educating the workforce of the digital future. By accepting this new role, libraries will develop into a skill center that seamlessly integrates into the research and teaching environment of a university. These new roles require also new skill sets of the library staff.

At ETH Zurich, the Chemistry | Biology | Pharmacy Information Center has successfully taken this new role and is teaching information literacy for chemistry, life sciences, pharmaceutical, materials and health sciences. We have also developed new formats for teaching information literacy that fit into ACRL’s Framework for Information Literacy for Higher Education. These new formats are “Coffee Lectures” and “Research Group Menu Card Seminars”. Coffee Lectures are 10-min-only shows on new tools, databases and services. This format has meanwhile been adopted by many universities in Germany and Switzerland. The seminars are based on a restaurant-like menu card and tailored to the needs of a single research group. Those two formats are accompanied by various case study courses and a 2014 newly designed 2 ECTS PhD Course entitled “Scientific Information Management in Chemistry and Life Sciences”. The course maps the research process to the process of information retrieval and management and includes e.g. text mining, 2D and 3D visualization of molecules.

We report on our 4-year experience with the curriculum we developed, sharing our experiences and giving hands-on examples.

Oliver Renn has a PhD in chemistry and after some years of cancer research, he moved into STM publishing and in 2002 he joined a start-up in oncology. From 2003 to 2012, he was Director of the Scientific Information Center of Boehringer Ingelheim, and in 2012 he joined ETH Zürich as Head of the Chemistry | Biology | Pharmacy Information Center. Since 2014, he is also a lecturer and since 2015 Head of Science Communication of the Department of Chemistry & Applied Biosciences.