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Conference Presentations 2017

  • IASSIST 2017-IASSIST 2017 – Data in the Middle: The common language of research, Lawrence
    Host Institution: University of Kansas

Posters (Wed, 2017-05-24)
Chair:Mandy Swygart-Hobaugh

  • You Can Too! Running a Successful Data Bootcamp for Novices
    Ryan Clement (Middlebury College)


    Successful outreach on topics such as working with and managing research data can be challenging when faced with novice users. Participants in this workshop will learn about v 1.0 (2015) and 2.0 (2016) of a multi-day Data Bootcamp for novice users in the humanities and humanistic social sciences that was held at Middlebury College. This workshop covered topics such as managing, cleaning, and documenting data, as well as data visualization, mapping, and working with textual data. In addition to discussion about what worked for Middlebury, participants will work together to determine audience needs, learning objectives, and tools. Potential workshop plans will focus on active learning methods and free and/or open-source tools and data to increase accessibility. Participants will also be able to access and share workshop materials from an Open Science Framework project.

D1: Strategies for Collaboration Across the Research Ecosystem (Thu, 2017-05-25)
Chair:Michele Hayslett

  • The staff's knowledge sharing in the Management and Planning Organization of Qazvin province
    Shima Moradi (National Research Institute for Science Policy)
    Zarrin Zare Poorkazemi (Islamic Azad University Central Tehran Branch)


    This study aimed to investigate the staff’s knowledge sharing in the Management and Planning Organization of Qazvin province, determining the components of  knowledge sharing as well as the relationship between this variable and the organizational posts among staff. A survey method with descriptive – analytical approach was conducted using a self-made questionnaires with Likert scale for this variable. This included motivation, believes, skills, information, technology, time, enjoyment, importance and fear.

    This organization had 78 staff and 65 persons have been selected as the final research samples. Data analysis was performed using SPSS 22. The study revealed the importance of some components rather than others while There was a significant relationship between “organizational position” and knowledge sharing.

  • Academic liaison librarians in the middle of research data management on campus
    Patrick Griffis (University of Nevada, Las Vegas)
    Michael Luesebrink (University of Nevada, Las Vegas)
    Cinthya Ippoliti (Oklahoma State University)
    Hui-Fen Chang (Oklahoma State University)
    Helen Clements (Oklahoma State University)
    Pat Hawthorne (University of Nevada, Las Vegas)


    Academic libraries exist at the center of research on campus and academic liaison librarians have begun providing services to assist researchers to manage their data. Managing research data is currently a strategic initiative of the Greater Western Library Alliance [GWLA].

    This moderated panel will be composed of liaison librarian administrators and liaison librarians from two comparable GWLA libraries who will provide case studies regarding their perspective roles concerning research data management services to their researchers on campus. They will describe the current state of their back end data services infrastructure while highlighting best practices in terms of providing front end research data management services for their campus community. Specifically, the panelists will outline their front end research data management services such as providing workshops, online guides and tutorials, as well as providing research consultations and referrals. The panel discussion will provide time at the end of the session for questions and answers with the audience.

  • Clowns to the left of me, data to the right; stuck in the middle with you: Seeking middle ground for data instruction to non-specialists
    Terrence Bennett (The College of New Jersey)
    Shawn Nicholson (Michigan State University)


    News stories remind us of the exponential growth of collected data—often with a corollary lament that our ability to make sense of that information isn't keeping up.

    The increased focus on research data services within academic libraries and research centers is an acknowledgment that learners need to gain better data management and manipulation skills in order to succeed beyond the academy. However, this understanding can be diminished by the continued marginalization and isolation of data from the larger realm of information. In reaction to these contradictory messages, this presentation focuses on refinements to library instruction that promote the perception of data as an integral component of information-seeking, rather than perpetuating the message that data represent a specialized domain of knowledge.

    By purposefully infusing data resources into library instruction, students are better equipped to advance critical thinking skills, and synthesize and apply information within and across disciplines. Inspired by the conference theme—and with a particular emphasis on connecting with learners who are not data specialists—this presentation will illustrate how pop culture references, humor, and low-tech instruction techniques can be employed to find the middle ground that will result in an engaging and stimulating instruction session.

  • Knowledge management: Introduction and application for the social sciences and beyond
    Spencer Acadia (University of Kentucky)
    Frank Cervone (University of Illinois at Chicago)


    This presentation will expose attendees to the theory and practice of knowledge management (KM). Though KM has been around for a while in the business management and technology sectors, it has been slow to gain traction in other disciplines, including social and information sciences. This presentation will introduce the concept of KM and provide several example case studies of application in a variety of data-driven settings within the purview of social and information sciences, and will present a framework for KM appropriate for dealing with social sciences data issues.

    The presentation will approach KM in a global context that is appropriate for and relevant to a wide-range of environments within the social and information sciences. The intended audience for this session is librarians, archivists, researchers, managers, educators, and other professionals who deal with and/or would like to understand more about social sciences data management through a KM perspective. The presentation assumes little to no prior knowledge of KM and, therefore, is widely accessible for all interested attendees.

D2: Instructional Tools (Thu, 2017-05-25)
Chair:Lynda Kellam

  • Picturing data within the ACRL Framework for Information Literacy
    Cameron Tuai (Drake University)


    The controversy surrounding the new ACRL Framework for Information Literacy suggests that significant change is afoot within field of library instruction.  The critical reconception of information literacy has led to much gnashing of teeth as instruction librarians adapt current instructional practices into the social justice ideals of the Framework.  This presentation will explore the advantages of critical data literacy as a mean of realizing these ideals in terms of Framework’s “belief” in information literacy as an “educational reform movement”.

    Applying the information literacy framework, Authority is Constructed and Contextual, we will first demonstrate how critical data literacy supports user recognition of privilege within the process of data collaboration, production and sharing.  From this example, we will then explore the Framework’s conceptual foundation in meta-literacy and threshold theories in order to explain data literacy’s capacity to support broader critical self reflection.  Lastly, we will summarize the presentation into a legitimacy based model of data literacy as an educational reform movement.  The goal of this presentation is to provide both practical guidance to data literacy instructors and the conceptual grounding necessary for customizing these practices into the local context.

  • Teaching big data skills in the social sciences
    Sarah King-Hele (UK Data Service, University of Manchester)


    The UK Data Service is a resource funded to support researchers, students, lecturers and policymakers who depend on high-quality social and economic data.  Over the last year, the service has been running a range of workshops and webinars related to big data to upskill social scientists so they are better able make use of new and novel forms of data to study societies and people.  Our courses have included webinars and workshops and have concentrated on elements of the Hadoop ecosystem, basic computing skills such as programming, collecting data from the internet and using databases to store and query data, and ethics in big data research. We have also run courses and a summer school in collaboration with other academic organisations.  This presentation will discuss our experiences running big data training and some of the key lessons learned.

  • The Software/Data Carpentry Movements: How crowdsourced lessons, research-based pedagogy and peer learning are ameliorating deficits in data literacy and software development skills in academia
    Tim Dennis (UCSD)
    Juliane Schneider (Harvard Catalyst, Clinical and Translational Science Center)


    Recognizing that data and computing have become a "central currency" and "integral part " of science, respectively, but that most early career scientists come ill-prepared  to work with data or build, use and share software, Software & Data Carpentries were created to provide a volunteer network of instructors and collaboratively authored open lessons to teach participants the basics of software and data skills. 

    In this paper, I'll discuss the basics of what makes up a Software and Data Carpentry workshop, including the learning objectives and overall goals behind each carpentry.  I'll cover how pedagogical techniques, such as pair programming, collaborative note-taking, live coding,  & sticky-notes for signaling, are employed in each  workshop. I'll also discuss how course materials and lessons are collaboratively authored and maintained by volunteers world-wide in GitHub.   Finally, I'll provide advice on how an academic library or archive can use the Software & Data Carpentry workshops and lessons to provide data instruction to their clientele and build a community of instructors in their organization.

  • Understanding data literacy requirements for assignments: A business school syllabus study
    Meryl Brodsky (Eastern Michigan University)


    Syllabus studies have been used to inform librarians’ work in collection development, instruction and information literacy. Syllabi also provide an opportunity to understand course requirements for data literacy. In this study, syllabi from Eastern Michigan University’s College of Business were analyzed to determine which courses require data literacy for the completion of assignments or projects. The author tested several hypotheses: 

    1.      Data use in online and hybrid class assignments is greater than for in-person class assignments

    2.      Graduate students have greater data requirements than undergraduate students

    3.      Different business school disciplines have different data needs (i.e., marketing has more, accounting  has less)

     Analyzing syllabi and assignments can reveal both stated and implied data literacy competencies. Surfacing these competencies and making them explicit gives the librarian and the teaching faculty the opportunity to co-design relevant teaching and learning activities. Since data literacy instruction is a new initiative at the Eastern Michigan University Library, the author also used this study to bring attention to this capability.

D3: National Infrastructure Initiatives (Thu, 2017-05-25)
Chair:National Infrastructure Initiatives

  • Challenges of providing outreach services to data users in Uganda; A Case of Uganda Bureau of Statistics
    Winny Nekesa Akullo (Public Procurement and Disposal of Public Assets Authority)
    Godfrey Geoffrey Nabongo (Uganda Bureau of Statistics)
    Patrick Odong (Uganda Christian University)


    Outreach services are one of the possibilities to enhance access to health statistical information. Better mobilization of urban health workers to serve remote or underserved areas as a strategy to improve access to health information to the population in remote and rural areas (WHO, 2012). The outreach services goal of Outreach activities of Statistics Canada is to generate interest and add value to their products and services. This has been achieved by publicizing official statistics not only to increase public awareness, understanding and use data, but also to generate interest and encourage greater numbers of businesses and individuals to answer the agency's surveys (Statistics Canada, 2014). 

    This paper examines the challenges Uganda Bureau of Statistics (UBOS) faces in providing outreach services to data users in Uganda.  The objectives of the study were: to examine the outreach services provided by UBOS, the challenges they face in providing the services and proposals for enhancing outreach services to the data users. A total of 10 respondents in UBOS charged with providing outreach services. An online questionnaires, and interviews were used to collect data from UBOS staff for this research.

    The study found out that UBOS provides a number of outreach services to its data users to include exhibitions, school outreach programme, training etc. however, it faces challenges of inadequate funding to finance the initiatives and translate the information into local languages. The study therefore proposes as an institution, UBOS needs to prioritize or allocate funding for the outreach services for it fully achieve its mandate.

  • IASSIST Quarterly

    Publications Special issue: A pioneer data librarian
    Welcome to the special volume of the IASSIST Quarterly (IQ (37):1-4, 2013). This special issue started as exchange of ideas between Libbie Stephenson and Margaret Adams to collect


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