Notes from the discussion at the ACRL-STS Member breakfast at ALA Annual in Anaheim, CA
E-Science | Information Literacy for Science | STS Marketing and Outreach Ideas
Interestingly, we had the perspective of two publisher/vendors, and some interesting considerations were vocalized.
Gerry Sawchuk (Proquest) One possible publisher contribution is to provide ways to mine information from universities, so researchers can share – more like a blog. There is a question about the legal implications. Publishers can mine open access journals (for data and affiliated information).
Marty (Kesslemann) – Social Science data is easier than science data which can be quite large. For USDA funded research, the NALS (National Library) should curate the data – there should be a national center for science data (at least, perhaps in each field?) or a consortium.
Lynne Simpson-Scott(LS) - OK State – CAB vs Agricola – there is a big difference when it comes to teaching, but once they learn CAB, they use it for more comprehensive agriculture and interdisciplinary aspects. Suggests putting data sets with the article.
Virginia Baldwin (VB) – vs the government mandated research – librarians still have a role, because so much of faculty research is not funded by a government agency.
Ibironke Lawal (IL) – Question: How to make the reader of an article aware that data are available? One model is the protein data banks – professional societies and universities are involved. This could be a role for the publisher – to provide links to the data.
Gerry S. – There needs to be some standardization. There is a question of how to do indexing and how to pass on the cost of indexing.
Marty Kesselman- What about the delay in the publication of data after the article is published?
Gerry S. - It is easier to go back and link after the article is published.
All ACS journals have “see supplementary information.”
Gerry S. – indexes tables and figures from within the articles. There is the possibility of indexing the data in a variety of ways (they treat the data like images).
Laura Brown (NPG) – (Nature is?) a proponent of DLI and linking as much as possible. One of the interesting problems is that much is proprietary (such as drug companies, copyright). The national database is an intriguing concept.
Marty – There might be more data collected than is actually used in the article (If published, might the unused data be useful for other studies?)
VB – Datasets should also have linking back to the articles that use it.
Gerry – ACRL could direct a project to collect data and mechanize it by handing it to a publisher of choice.
IL – Probably only Government sponsored data can have a national database.
Trish (?) Would it work to pub the data in one common area?
IL – Then the researcher can go in and use the data.
Marty – The departments do not have the skills to manage data. What skills would they need?
Agriculture has a database CARIS Current Agriculture Research Information System, mandated by the USDA.
LB – Long term Science may reinterpret what they saw in the data with new information (e.g. DNA data for use in freeing criminals)
Trish – myexperiments.org
Thanks to Ginny Baldwin for the notes
Topic: Information Literacy for Science
In attendance: Debby Andreadis, Denison Univ.; Wayne Montgomery, Cal Poly Univ.; Janet Pease, Syracuse, Univ.; Matt Marsteller, Carnegie Mellon; Edith Scarletto, Kent State Univ.; Jessica Page, Ohio State Univ.; Jeremy Garritano, Purdue Univ.; and Lori Critz, Georgia Tech.
After introductions, discussion started with who required for credit courses in information literacy. Cal Poly recently changed away from a credit course, but may bring it back. A common complaint is that the course is too much work for one credit. A participant offered that perhaps information literacy isn’t relevant to certain disciplines such as physics.
This fall at Purdue the chemistry library will be working with a 100-level general chemistry course where students are placed in the role of a presidential advisor on a particular science policy issue (e.g. nuclear energy). The assignment revolves around the evaluation of web sources and other information sources. Students must choose the one source they would give to their presidential candidate to use in a debate and justify their choice based on evaluating the source (authority, timeliness, etc.).
Another possible way to insert Information Literacy into the science curriculum would revolve around finding sources to support lab reports - or to ensure that lab manuals reference refereed works in lieu of Wikipedia.
A number of universities represented at the table mentioned a lack of or nearly no general education requirements (courses that often provide opportunities for information literacy education).
Many classes in the sciences are quite packed with material to cover and professors are quite reluctant to give up any class time for information literacy one-shot lectures. As a result, some are trying an embedded approach with online modules. The online modules can be created in learning management software such as Angel, Blackboard, and Sakai. These modules can be assigned outside of normal class time and offer the opportunity for assessment of knowledge acquired.
Some suggested allowing group work so that the ever-boring information literacy topic can provide a socializing opportunity. Some of the participants were using online modules as required before a class visit by the librarian. Some class visits were as long as two to three hours.
Conversation shifted to topics used or courses served for information literacy efforts. Denison University has an elective course in the history of physics that lends itself well to information literacy. Another participant mentioned a mix of mathematics and biology employing topology being a topic that moved math and biology students into the unfamiliar literature of the other subject. Yet another participant mentioned the efforts of a computer science professor that would introduce algorithms while using Ohio political redistricting as a topic for the students to explore.
Some success has been achieved outside of the curriculum by approaching student clubs. It was mentioned that with Web 2.0, the students might be tempted to get more involved with library efforts.
Tutorials were brought up … more efforts are needed. Instead of untimely lectures, more tutorials should be prepared that can be used at the point of need by the students (or faculty). Endnotes makes a popular tutorial topic.
The mention of Endnotes was followed by a mention of Zotero (a free Firefox plug-in). At this point the table erupted into multiple conversations that seemed to cover the two pieces of software and perhaps other topics. Open class sessions that introduce this bibliographic management software might be popular with graduate students if timed well. Bibme – “never do bibliographies again” was mentioned as another tool that students might use. Users of RefWorks mentioned that the improvements in the software have been impressive.
The meeting ended with a discussion of WebCT and Blackboard (it was noted that the two learning management software companies had merged), and a concurrent conversation on Captivate and Camtasia (screencasting software).
Thanks to Matthew Marsteller for the notes
Topic: STS Marketing and Outreach Ideas
- Info Fair (vendors, demos, etc.) [Syracuse Univesity]
- Advertise with posters in library and departments, messages to listservs—make sure to advertise food!
- Budget of $750 for food
- Hold 11am-2pm
- Stick to databases for demos
- Have raffle items (iPods!)
- Vendors such as Elsevier, IEEE, Books 24x7, ISI, Springer, Knovel
- Faculty Publications Event [University of Michigan]
- Scimagine [University of Minnesota]
- Student research presentations
- Hold workshop on how to create a poster in PowerPoint for the undergrads
- Science Study Break [University of Texas]
- 2 per semester
- library “commercial” midway through
- show popular programs based on real science (episode guides available online) and have scientist guess speaker to critique the science (ex. CSI, Spiderman, 24)
- Science Quiz Bowl [University of Minnesota]
- 3 days during IT week (Sunday 2-7pm, Monday and Tuesday nights)
- teams of 4 with 10 simultaneous sessions moderated by volunteer librarians with vice-provost as final judge
- purchase questions in science, pop culture, literature
- double elimination
- Workshops on Grant Funding [University of Minnesota]
- Incredibly well-attended
- Get Vice-Provost for Research to help promote
- General in scope but now being specialized by discipline
- Market 2 days in advance (gets good attendance)