VALA2022 E-Posters

VALA2022 E-Poster Street

DAP Hero Competition: taking data management to new heights at CSIRO

VALA2022 E-Poster

Tracey May
  • CSIRO
Christina Street
  • Data Librarian, Information Management and Technology
  • CSIRO
Amy Miniter
  • Data Librarian, Information Management and Technology
  • CSIRO

Please tag your comments, tweets, and blog posts about this session: #vala2022

Abstract

CSIRO’s Data Access Portal (DAP) is an international Core Trust Certified data repository that provides a secure platform for discovery, access and reuse of software and data assets. In 2021, CSIRO Agriculture & Food Data Champions, led by Dr Jen Taylor and the Research Data Support (RDS) team, devised a novel training method, the DAP Hero Competition, to foster a new learning culture at CSIRO. The Agile project management methodology was used to frame the project and implement activities. The competition itself was run over a three-month period.

The competition aimed to promote data stewardship through engagement with existing and novel approaches to training. The award categories motivated staff to develop their technical skills when working with legacy data, multidisciplinary data, large datasets and established data sharing as part of workflows. Entrants were encouraged to engage with a practical learning experience and to re-evaluate the time commitment required to create a deposit and safeguard data. A competitive, team-based framework and an attractive reward for winners provided the initial impetus for engagement. A superhero theme was chosen to demarcate the competition as quirky, fun and different from previous training approaches.

Training was presented as ‘coaching’ by members of the RDS team, rebranded as the ‘DAP Genius’. A sense of urgency was generated by creating a perceived shortage of training access by prioritising first responders for coaching ‘to help them win’. The DAP Genius ran Hacky Hours, gave live DAP demonstrations and offered one-on-one feedback for draft deposits. This approach successfully engaged with early adopters who contributed an initial flurry of entries. The provision of quality metadata was infused into the competition through a personalised review mechanism
from the DAP Genius who provided feedback on metadata to entrants via a call- back service. Entrants could opt-in to this process by indicating that they needed help with their deposits on their entry form. After this training, there was a noticeable improvement in the quality of metadata for entrants.

Despite conventional publicity delivered in high-profile meetings, entries plateaued at the halfway mark of the competition. A need was recognised to reignite interest and motivation to get people over the hurdle of learning and working the deposit process against a backdrop of competing demands. The project team innovated a series of ‘Sports Desk’ videos in which prominent staff commentated on the competition ‘leader board’ and “half time boundary reporters” interviewed teams dressed as superheroes on their motivations to use the DAP as part of their data management.

The DAP Hero Competition was an enormous success, adding 86 new deposits (2.5TB of data) representing a 46% increase of total Agriculture and Food datasets that had been contributed over a ten-year period. All entrants were required to have an ORCID, which resulted in the increase of ORCID uptake across Agriculture and Food. The competition highlighted the benefits of peer-to-peer learning, created positive associations for research data management and developed skills for career progression.

Biography

Tracey May is a Data Champion for CSIRO Agriculture and Food. As a member of the Research Data Support team, she utilises her experience with scientific data to help others with data management planning. Her focus is on creating a positive environment to support and nurture digital transformation.

 

 

Christina Street is a Data Librarian at CSIRO. As a member of the of the Research Data Support team, she assists with data management planning and driving cultural change to viewing and preserving data as a valuable asset. In addition, she provides support and training with the Data Access Portal, CSIRO’s permanent data archive and the Research Data Planner.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

VALA2022 E-Poster Gustafson

Digital Skills: Developing? Adept? Or Proficient?

VALA2022 E-Poster

Leah Gustafson
  • Digital Capability Adviser
  • Griffith University Library
Jennifer Kemp-Smith
  • Griffith University
C Hart
  • University of the Sunshine Coast

Please tag your comments, tweets, and blog posts about this session: #vala2022

Abstract

While informational literacy will remain core business for libraries, Australian libraries are increasingly extending their scope of service to support digital literacy and skill development (Johnson 2020). Towards this end, Griffith University’s Digital Dexterity Self-Assessment Quiz measures and promotes digital literacy as a key skill by enabling users to self-assess their digital literacy. Development of the quiz was initiated in direct response to, and in alignment with, the Council of Australian University Librarians’ (CAUL) Digital Dexterity framework and initiative and reflects the Griffith Graduate Attributes.

The initial build was developed through collaborations between Griffith’s Digital Dexterity Champion librarian, a Digital Capability Adviser and a Learning Advisor. Users gain an understanding of the elements of digital literacy, as well as assess their own proficiency with certain digital skills. The quiz was designed to increase student awareness of the six areas of digital dexterity as defined by the CAUL Digital Dexterity framework. These areas were then grouped according to three main themes – living in the digital space, creating digital content, and working with data. Many digital tasks are required to navigate an increasingly digital world, and each of the themed sections within the quiz tests respondents’ knowledge and understanding around those tasks.

Questions utilise interactive features such as drag/drop, true/false and multiple-choice selections. Each page provides users with an opportunity to reflect on their own level of competency and comfort with the digital skill. At the completion of the quiz the pre-determined scoring system evaluates respondents’ skill level and assigns their score to a hierarchical level of developing, adept, or proficient. Links to both internal and external resources are provided to showcase opportunities for further learning.

The quiz was built using the Articulate 360 Storyline package and is delivered on the web via GitHub. Using GitHub has meant that both the quiz and the accompanying source files are freely available for all to access and, potentially, reuse. Griffith University Library has a strong commitment to digital skills enhancement and contribution to the community of practice through the CAUL Digital Dexterity initiative. Designed as an open access resource, the Digital Dexterity Self-Assessment Quiz contributes to digital skills enhancement as well as to the broader community through distribution as part of the Open Education Resources (OER) Commons.

The successful launch of the project was the result of a strong design thinking process, with particular investment in the ideation phase; ability to pivot mid-project as the initial software platform became unavailable, and ongoing commitment from stakeholders. To date, according to the Google Analytics monitoring the GitHub site, there have been over 2000 visitors since the launch in March 2021. With a goal towards continuous improvement and based on user feedback, the digital dexterity self-assessment quiz will continue to evolve and improve and offer students an engaging digital dexterity experience.

Griffith University’s digital dexterity self-assessment quiz is a resource that positions the library as key provider of digital literacy and foundational skills development.

Biography

Leah Gustafson is a Digital Capability Adviser at the Griffith University Library supporting staff and students with their technology enquiries. She has a background in higher education teaching, digital development, creative industries, and science. Leah likes to focus on helping people improve their digital literacies to achieve their goals

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

VALA2022 E-Poster Royals

Embracing asynchronous online learning

VALA2022 E-Poster

Jaime Royals
  • Senior Manager, Collections and Access Services
  • University of Adelaide

Please tag your comments, tweets, and blog posts about this session: #vala2022

Abstract

Imagine the librarian standing in front of a lecture theatre posed to deliver a session on information literacy. Wait a minute, when was this? 2020. No that wouldn’t happen, because it conflicts with the Learning and Teaching Principles (plus we had Covid)!

Libraries are moving away from this style of teaching. In 2019 The University of Adelaide Library responded to this shift away from face to face teaching by developing and implementing a set of learning and teaching principles, which well positioned the Academic Liaison team to embrace an online teaching model.

The six principles – relevance, collaboration, innovation, evaluation, accessibility and flexibility – align the Library’s information literacy teaching with the strategic direction of the University and ensure a consistent approach to decision making, design and facilitation of learning and teaching activity across the Library.

The principles advocate for students to be taught transferrable information skills, relevant to both study and employability. The content is developed in partnership with teaching academics and other stakeholders, and also with students, providing them with the opportunity to actively contribute to the creation of their own learning material. Under the principles all students have equitable access to information literacy skills training, with content distributed online, supporting ease of discovery and self-directed learning, using content in a personalised, just-in-time and proactive manner. Innovation is encouraged in content creation with a range of high-quality learning objects. Finally, the content is regularly evaluated and reviewed, based on student input and learning analytics.

Implementing the principles represented a significant cultural shift for the Academic Liaison team who are responsible for the majority of information literacy training. The team’s relationships with teaching academics transitioned from the role of service provider to collaborative partner who could provide specialist advice on how best to integrate information literacy skills into courses.

The Academic Liaison team were involved in a series of upskilling sessions that provided them with the confidence to move from face-to-face to online teaching. These sessions included pedagogical best practice, writing learning objectives and assessments, best practice in multimedia design and system specific training including Canvas and h5p. Resources including a style guide and workflow for developing digital learning objects, a framework for user experience testing and peer review (including by students) and a database to manage the process of reviewing, evaluating and continuously improving learning objects, enabled the development of high-quality content.

It is a testament to the benefits of this approach that the majority of information literacy training is now provided online and the team are increasingly confident in advocating for this best practice partnership model.

This poster will provide an overview of the six principles, detail how and why the principles were developed, outline the supporting resources developed for implementation, alongside examples of feedback from teaching staff and students.

Biography

Jaime Royals is currently the Senior Manager, Collections & Access Services at the University of Adelaide. Jaime has worked in several roles at the University Library including as a Liaison Librarian and as the Manager of Learning and Teaching Innovation. She has a keen interest in developing and innovating library services in collaboration with stakeholders, in line with best practice and with an evidence-based approach. She is also partial to terrible dad jokes!

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

VALA2022 E-Poster Thomas

Moderately different: using Omeka S to build a digital community

VALA2022 E-Poster

Helen Thomas
  • Associate University Librarian
  • University of Canterbury

Please tag your comments, tweets, and blog posts about this session: #vala2022

Abstract

This submission focuses on the adoption of Omeka S by the University of Canterbury (UC) Library. The submission will talk about:

  1. the aim of the project to implement an openly accessible showcase for UC research and teaching outputs, which enables the use by academics and students of cultural heritage content from UC Library’s published collections;
  2. the approach taken by the project team including the growth of their understanding of the needs of the University and the needs of the Library for a sustainable, realistic and future-proof platform for presenting digitised material;
  3. the steps taken to identify, procure and implement the appropriate software.

The submission will cover the difficulties experienced such as the wide range of possible systems, the lack of staff experience and changing institutional approaches to software management.
The submission will discuss whether the project achieved its aims of increased real world experience in managing digital content for students, an increase in the use of the Library’s digitised content and an increased opportunity for transdisciplinary research to occur due to the increased visibility of outputs and ease of collaborative work.

Biography

Helen Thomas is Associate University Librarian at the University of Canterbury Library. She has been part of the leadership team since 2015, broadening her portfolio from access & collections to include research. Helen’s work on libraries has often focused on the technical and, through initially managing databases and repositories, she developed a deep-seated interest in how systems and people interact and why sometimes that works and sometimes it doesn’t. Having been involved in one successful consortium in Wales (WHELF) and moving to another country with another successful consortium (CONZUL) she has also published on library collaboration. She tweets (erratically) at https://twitter.com/helent13.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

VALA2022 E-Poster Hayes

Study Smart: Information research & literacy skills. Online & open to all.

VALA2022 E-Poster

Gabrielle Hayes
  • Liaison Librarian
  • Queensland University of Technology
Megan Brodribb
  • Senior Library Adviser
  • Queensland University of Technology

Please tag your comments, tweets, and blog posts about this session: #vala2022

Abstract

Study Smart is a Creative Commons licensed, open educational resource (OER) focused on teaching foundational information research and literacy skills reflecting those required in in Higher Education. Developed in line with Queensland University of Technology’s (QUT) digital learning framework (2020) and the ACRL Framework for Information Literacy in Higher Education (2015), Study Smart is an online self-paced, modularised resource that can be integrated into Curriculum, set as co-curricular learning, or used by students or members of the public who have self-identified as needing skilling up in this area. Each of the four modules provide structured, scaffolded, learning with an emphasis on videos, interactive activities, graphics, and opportunities to test students learning and understanding throughout.

QUT Library has a long history of creating open learning resources with Pilot: Your information navigator – its first iteration of online web-based Information Literacy (IL) skills teaching– being launched in 1999. PILOT was Creative Commons licensed and reused and adapted by Universities within Australia and internationally. The 2020 redevelopment of Study Smart continues this explicit aim of being open, shareable and reusable, retaining its open web presence and unless otherwise noted, operates under Creative Commons licensing in line with QUT Library’s history of supporting open scholarship and publishing.

QUT Library’s Study Smart was designed in-line with QUT’s institutional vision and support for Open Education Resources: “QUT is committed to the creation and dissemination of knowledge for the benefit of society. This includes supporting the use and sharing of Open Educational Resources (OERs) to widen access to education, and to improve both the cost-efficiency and quality of teaching and learning outcomes” (QUT, 2021).

Study Smart modules were designed with an emphasis on interactivity, multimedia, and explicit learning objects to enhance and augment learning. The overall learning design has the Study Smart website licensed under CC-BY-NC-SA allowing shareability and reusability. In addition to this, individual learning objects were clearly licensed to allow recognition of Creative Commons and to remove any barriers to reuse.  For example, the Study Smart videos are all licensed under Creative Commons allowing shareability and reusability. In addition to being found on the Study Smart website, all videos (and their transcripts) are hosted on the QUT Library YouTube channel allowing findability and accessibility. Content such as the skills templates (for skills such as article evaluation and notetaking) are another example highlighting Study Smart’s policy for sharing and reuse of content. These templates are all downloadable and able to be used offline with a view for adaption, sharing and reuse institutionally and beyond. Links to additional or supporting resources are open and freely accessible wherever possible, while any links to QUT-specific material is minimal and clearly signposted.

QUT Library’s Study Smart is a leading example of how institutional/organizational learning resources primarily created for internal audiences (students & staff) can easily incorporate OER principles to become valuable resources  for a wider audience, contributing to the ideals of open access and equity in education and research.

Biography

Gabrielle Hayes and Megan Brodribb are Librarians with extensive experience in the Learning and Teaching of Information literacy skills in Higher Education. They led the redevelopment of Study Smart 2020 and continue to manage and oversee its roll-out across QUT.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

VALA2022 E-Poster Morgan

Unleashing The Power (BI) Of Data

VALA2022 E-Poster

Michelle Morgan
  • Library Resources Analyst
  • Swinburne University of Technology
Anna Rubinowski
  • Datasets Librarian
  • Swinburne University of Technology
Michelle Lesley Allen
  • Acquisitions Coordinator
  • Swinburne University of Technology

Please tag your comments, tweets, and blog posts about this session: #vala2022

Abstract

In these difficult times, there is a critical need for evidence-based decision-making and to communicate the value of the library to internal and external stakeholders. In order to address this need we were looking for a means to be able to collate our data easily, interrogate it meaningfully, and communicate it effectively. After investigating Google Data Studio, MS PowerBI, and Tableau we decided to use MS PowerBI (Swinburne having a license for MS PowerBI also helped seal the deal).

PowerBI has proven to be a powerful tool but, unlike other power tools, which are often single function like a drill or a sander, Power BI is more akin to a Swiss Army knife or Leatherman as we discovered multiple functions along the way.

In our poster we want to showcase some of the areas where we used PowerBI with great success but also identify some areas requiring further development.

  • Library Services Dashboard – a one-stop shop for a high-level overview of critical information about the use of physical and digital spaces and services to facilitate quick decisions around library closures and the services offered and to communicate value to the greater university community.
  • Library Budget Dashboard – a detailed dashboard collating expenditure data and forecasting of expenditure in foreign currencies based on past trends broken down by CAPEX and OPEX.
  • Resource usage – our favourite thing about PowerBI is the ability to “unpivot” COUNTER report data. COUNTER report data is grouped by title and month but PowerBI allows you to transform the data into a flat table such that you can group by different criteria (like subject area, YoP or OA) or combine multiple years and map trends.
  • Vendor dashboards – detailed overview of resource usage, cost (historical expenditure and cost per use analyses), licence terms and access conditions to demonstrate ROI when evaluating big deals and reviewing subscription renewals, using templates of consistent measures allowing us to produce timely and efficient reporting by simply plugging in the relevant expenditure, licence, and usage data.
  • Trend analyses – benchmarking of usage across vendors by resource type.
  • Pain points – sharp learning curve; access to published reports and dashboards is limited to users with PowerBI licences due to IT policy about publishing publicly; date data in PowerBI can be quite fussy and sometimes requires thinking outside the box; PowerBI loves tables but hates name changes; and setting up the right connection to your data source can require some thinking, finessing, and resourcing that we do not have at the moment.
  • Future goals and dreams – APIs for automated harvesting of usage and financial data.
Biography

Michelle Morgan qualified as a Librarian in 2007 and initially worked in the public library sector. In 2009 she started working at the University of Western Australia in the Information Resources & Access Management department, and, in 2010, she was appointed in the newly created Ebook Librarian role (in addition to roles in budget, institutional repository, and electronic holdings) . In 2014, after 5 years at UWA, Michelle crossed to the vendor side and also moved across to the opposite side of the country to work first with ProQuest and then Innovative Interfaces (III). At the end of 2017 an interesting opportunity arose at Swinburne University of Technology and Michelle secured the new Library Resources Analyst position. In this role Michelle seeks to wrangle and present data in meaningful ways to assist in decision making and to help the library showcase the resources and services they provide.
Michelle doesn’t mind a craft beer.

Anna Rubinowski joined Swinburne University of Technology as Datasets Librarian in 2020 where she manages the evaluation, selection, acquisition, and renewal of the Library’s online resources. She completed her Master of Information Management at RMIT in 2014 and worked previously at Monash University in the role of the Ada Booth Librarian and Collection Librarian. She is the CAUL Content Coordinator for Swinburne University of Technology and is currently one of two CAUL Content Coordinator Representatives on the CAUL Content Procurement Committee. Anna has a keen interest in data analysis and practical evidence on return of investment, and how data visualisation can support demonstrating the value of Library collections and services.

Michelle Allen completed her Bachelor of Information Management at Charles Sturt University in 2015 and works at Swinburne University of Technology Library in the Datasets Acquisitions Team. Mish is passionate about access to quality information and excited about the ways in which technology can support research, learning and teaching. Her role revolves around coordinating journal subscriptions, processing annual renewals, initiating new orders, liaising with vendors and the agent, invoicing, and troubleshooting online access. More recently, Mish has been learning new skills in statistics collection, analysis and visualisation. Previous areas Mish has been a part of include Swinburne’s Aleph and Alma implementation projects, repository service including ERA requirements, copyright service, print serials collection management and loans customer service. Mish’s interests include music performance and she was an original member of Swinburne Library Ukelele Group. Recognition: Winner – ALIA Student Award 2015; Winner – Institute for Information Management Prize 2015; Nominee – Zenith Undergraduate Information Studies Prize.

 

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

 

VALA2022 E-Poster Young

Who uses what? Visualising electronic resource usage by academic cohorts

VALA2022 E-Poster

Lachlan Young
  • Data Analytics Librarian
  • University of South Australia

Please tag your comments, tweets, and blog posts about this session: #vala2022

Abstract

In an era of shrinking budgets, academic libraries have to be able to justify the importance of their electronic resource spend using evidence. Traditionally we have been able to get an aggregate picture of the extent to which e-resources are being used across an institution. However, this aggregate usage may not fully reflect the importance of a resource within niche academic areas.

We present a project to incorporate user-identified e-resource access data from the OpenAthens authentication system into our institutional data warehouse. This project involved collaboration between the University Library, who obtain the raw data, and our Business Intelligence and Planning unit, who process the data into a usable model. Through this model, the data is de-identified and matched with our existing datasets that identify academic cohorts among staff and students. Using the University-wide Cognos data visualisation tool, the Library has created a range of interactive dashboards that highlight the relationships between e-resources and the academic areas that are making use of them.

The dashboards created by this project are available to all University staff, allowing them to be used for multiple purposes. Within the University Library, insights from the dashboards form part of our continuous review of subscriptions. When considering a resource for potential renewal or cancellation, we are able to see if usage of that resource is concentrated in a particular academic discipline or type of student. With this knowledge of who might be most affected by the decision, we can target our communications to relevant academic staff and gather feedback on the value of the resource within their discipline.

Academic liaison librarians are able to use insights from the dashboards as part of their promotional activities. We can provide lists of resources which are heavily used by particular units or particular programs, using this evidence to show that the Library is providing targeted support to these areas. We can show teaching academics the degree to which their students are engaging with scholarly resources, and show research academics the tools that their research degree candidates are relying on. We can also identify areas where resource usage is lower than expected, which could become candidates for additional promotion or expanded digital literacy training.

In the future we would like to encourage staff from across the University to explore the dashboards openly. By being transparent with our access data, we can help generate confidence that the Library budget is being spent wisely and well.

Biography

After a career spanning work in copyright, electronic resource management, reading lists and licensing, Lachlan Young became the inaugural Data Analytics Librarian at the University of South Australia in February 2020.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License