Objective – At a large research university in Canada, a research data management (RDM) specialist and two liaison librarians partnered to evaluate the effectiveness of an active learning component of their newly developed RDM training program. This empirical study aims to contribute a statistical analysis to evaluate an RDM instructional intervention. Methods – This study relies on a pre- and post-test quasi-experimental intervention during introductory RDM workshops offered 12 times between February 2022 and January 2023. The intervention consists of instruction on best practices related to file-naming conventions. We developed a grading rubric differentiating levels of proficiency in naming a file according to a convention reflecting RDM best practices and international standards. We used manual content analysis to independently code each pre- and post-instruction file name according to the rubric. Results – Comparing the overall average scores for each participant pre- and post-instruction intervention, we find that workshop participants, in general, improved in proficiency. The results of a Wilcoxon signed-rank test demonstrate that the difference between the pre- and post-test observations is statistically significant with a high effect size. In addition, a comparison of changes in pre- and post-test scores for each rubric element showed that participants grasped specific elements more easily (i.e., implementing an international standard for a date format) than others (i.e., applying information related to sequential versioning of files). Conclusion – The results of this study indicate that developing short and targeted interventions in the context of RDM training is worthwhile. In addition, the findings demonstrate how quantitative evaluations of instructional interventions can pinpoint specific topics or activities requiring improvement or further investigation. Overall, RDM learning outcomes grounded in practical competencies may be achieved through applied exercises that demonstrate immediate improvement directly to participants.
{"title":"Evaluating an Instructional Intervention for Research Data Management Training","authors":"Alisa B. Rod, Sandy Hervieux, NuRee Lee","doi":"10.18438/eblip30439","DOIUrl":"https://doi.org/10.18438/eblip30439","url":null,"abstract":"Objective – At a large research university in Canada, a research data management (RDM) specialist and two liaison librarians partnered to evaluate the effectiveness of an active learning component of their newly developed RDM training program. This empirical study aims to contribute a statistical analysis to evaluate an RDM instructional intervention.\u0000Methods – This study relies on a pre- and post-test quasi-experimental intervention during introductory RDM workshops offered 12 times between February 2022 and January 2023. The intervention consists of instruction on best practices related to file-naming conventions. We developed a grading rubric differentiating levels of proficiency in naming a file according to a convention reflecting RDM best practices and international standards. We used manual content analysis to independently code each pre- and post-instruction file name according to the rubric.\u0000Results – Comparing the overall average scores for each participant pre- and post-instruction intervention, we find that workshop participants, in general, improved in proficiency. The results of a Wilcoxon signed-rank test demonstrate that the difference between the pre- and post-test observations is statistically significant with a high effect size. In addition, a comparison of changes in pre- and post-test scores for each rubric element showed that participants grasped specific elements more easily (i.e., implementing an international standard for a date format) than others (i.e., applying information related to sequential versioning of files).\u0000Conclusion – The results of this study indicate that developing short and targeted interventions in the context of RDM training is worthwhile. In addition, the findings demonstrate how quantitative evaluations of instructional interventions can pinpoint specific topics or activities requiring improvement or further investigation. Overall, RDM learning outcomes grounded in practical competencies may be achieved through applied exercises that demonstrate immediate improvement directly to participants.","PeriodicalId":508948,"journal":{"name":"Evidence Based Library and Information Practice","volume":"20 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140240783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective – Our article examines the effects of Quebec’s provincial funding agency (FRQ)’s revised 2022 OA policy on researchers. Following FRQ’s participation as a cOAlition S funding agency, which involves endorsing Plan S principles, we provide an overview of the OA options for researchers. We examine these options under the FRQ 2019 and FRQ 2022 policy years, account for the effect of transformative agreements (TA) on OA publishing options, as well as the financial implications for researchers under the revised policy. Methods – The researchers extracted a list of FRQ-funded publications from years 2020 to 2022 using the DOI registration agency Crossref. Using this sample set, the researchers quantitatively analyzed OA options under the previous policy and the revised one, comparing the two. To determine the effect of transformative agreements (TAs)s, we reviewed current agreements offered through Canada’s national licensing agency Canadian Research Knowledge Network (CRKN). Results – We found that the self-archiving method for open access (OA) is reduced under the revised 2022 policy. Our results lead us to anticipate the pressure felt by authors who will be required to pay article processing charges (APCs) to meet grant requirements. Conclusion – The current publishing patterns of FRQ-funded researchers are primarily concentrated in hybrid journals not covered by transformative agreements. As such, researchers will face additional financial costs should these publishing patterns continue. Concerted efforts among all stakeholders (researchers, universities, libraries, and funders) are needed to sustainably transition to immediate OA.
目的 - 本文探讨了魁北克省资助机构（FRQ）修订后的 2022 年开放式获取政策对研究人员的影响。在魁北克省作为 S 计划资助机构参与该计划之后，我们概述了研究人员的开放式获取选项。我们研究了 FRQ 2019 和 FRQ 2022 政策年的这些选项，考虑了变革性协议（TA）对 OA 出版选项的影响，以及修订后的政策对研究人员的财务影响。方法 - 研究人员使用 DOI 注册机构 Crossref 提取了 2020 年至 2022 年 FRQ 资助的出版物清单。利用这一样本集，研究人员定量分析了先前政策和修订政策下的 OA 选项，并对两者进行了比较。为了确定变革性协议（TAs）的影响，我们审查了加拿大国家许可机构加拿大研究知识网络（CRKN）提供的当前协议。结果--我们发现，在修订后的2022年政策下，开放存取（OA）的自我存档方法减少了。结果--我们发现，在修订后的 2022 年政策下，开放式获取（OA）的自主存档方式减少了。我们的结果使我们能够预见作者所感受到的压力，他们将需要支付文章处理费（APC）以满足拨款要求。结论--目前 FRQ 资助的研究人员的出版模式主要集中在变革协议未涵盖的混合期刊上。因此，如果这种出版模式继续下去，研究人员将面临额外的财务成本。所有利益相关者（研究人员、大学、图书馆和资助者）需要共同努力，以持续过渡到直接开放式获取。
{"title":"Plan S and Open Access (OA) in Quebec: What Does the Revised FRQ OA Policy Mean for Researchers?","authors":"Rachel Harris, Jessica Lange, Pierre Lasou","doi":"10.18438/eblip30413","DOIUrl":"https://doi.org/10.18438/eblip30413","url":null,"abstract":"Objective – Our article examines the effects of Quebec’s provincial funding agency (FRQ)’s revised 2022 OA policy on researchers. Following FRQ’s participation as a cOAlition S funding agency, which involves endorsing Plan S principles, we provide an overview of the OA options for researchers. We examine these options under the FRQ 2019 and FRQ 2022 policy years, account for the effect of transformative agreements (TA) on OA publishing options, as well as the financial implications for researchers under the revised policy.\u0000Methods – The researchers extracted a list of FRQ-funded publications from years 2020 to 2022 using the DOI registration agency Crossref. Using this sample set, the researchers quantitatively analyzed OA options under the previous policy and the revised one, comparing the two. To determine the effect of transformative agreements (TAs)s, we reviewed current agreements offered through Canada’s national licensing agency Canadian Research Knowledge Network (CRKN).\u0000Results – We found that the self-archiving method for open access (OA) is reduced under the revised 2022 policy. Our results lead us to anticipate the pressure felt by authors who will be required to pay article processing charges (APCs) to meet grant requirements.\u0000Conclusion – The current publishing patterns of FRQ-funded researchers are primarily concentrated in hybrid journals not covered by transformative agreements. As such, researchers will face additional financial costs should these publishing patterns continue. Concerted efforts among all stakeholders (researchers, universities, libraries, and funders) are needed to sustainably transition to immediate OA.","PeriodicalId":508948,"journal":{"name":"Evidence Based Library and Information Practice","volume":"92 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140237809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A Review of: Muir, R., & Coe, M. (2023). ‘Out of sight, but not out of mind’: A collaborative reflective case study on including participants with invisible disabilities in LIS research. Journal of Australian Library and Information Association, 72(1), 26–45. https://doi.org/10.1080/24750158.2023.2168115 Objective – To reflect on what it means to include people with invisible disabilities as research participants in research projects. Design – Collaborative, reflective case study using interviews. Setting – Doctoral-granting institution in Australia. Subjects – 2 LIS professionals who were also pursuing doctorates (practitioner-researchers) interviewed each other, each participant fulfilling the role of both interviewer and interviewee. Methods – The researchers did a reflective case study, each reflecting on their own past experiences of including people with invisible disabilities (PwID) as research participants in projects for their doctoral theses. They then interviewed each other and engaged in collaborative discussions. Each interviewer audio recorded and transcribed their own interview, which they also coded individually. The researchers then reviewed the individual coding together and subsequently created a single collaborative codebook that described the emerging themes. The researchers used NVivo software in the development of both the initial codes and final codebook. Main Results – The authors discuss four broad themes that emerged from their coding: “ethical approval for research,” “creating welcoming research environments,” “disclosure of invisible disabilities,” and “use of data.” Key topics in the discussion include questioning assumptions about research subject vulnerability, the value of being sensitive to individual participant voices, the difference between formal disclosure of invisible disabilities (ID) and disclosure that emerges organically throughout the course of an interview, and how research designs that do not consider PwID can create limitations on the use of data from PwID. Conclusion – The article authors noted that researchers should expect that those who participate in their research studies may be PwID, whether or not it is disclosed or explicitly relevant to the project. Thus, they suggest that when researchers shape the research design of their projects, they should thoughtfully engage in questioning their own values regarding inclusivity and not rely exclusively on ethics boards to support ethical and welcoming research environments. Thoughtful engagement might include researching what is involved in creating a safe space by considering such elements as lighting, seating arrangements, colors, and accessibility to restrooms and parking areas. In addition, the authors suggest that researchers should ensure flexibility and responsiveness within the research design and approach the project with full awareness of the impact ID may have on the research processes and the data. They indicate that researchers should r
回顾：Muir, R., & Coe, M. (2023)。Out of sight, but not out of mind'：关于将隐形残疾参与者纳入 LIS 研究的合作反思案例研究》。澳大利亚图书馆与信息协会期刊》，72(1), 26-45。https://doi.org/10.1080/24750158.2023.2168115Objective - 反思将隐形残障人士作为研究参与者纳入研究项目意味着什么。设计 - 采用访谈的协作式反思案例研究。环境 - 澳大利亚的博士授予机构。方法 - 研究人员进行反思性案例研究，各自反思自己过去在博士论文项目中将隐形残障人士（PwID）作为研究参与者的经历。然后，他们相互进行了访谈，并开展了合作讨论。每位访谈者都对自己的访谈进行了录音和转录，并分别进行了编码。然后，研究人员一起审查了各自的编码，随后创建了一个单一的协作编码本，描述了新出现的主题。研究人员使用 NVivo 软件编制了初始编码和最终编码本。主要结果 - 作者讨论了编码过程中出现的四大主题：主要结果 - 作者讨论了他们编码过程中出现的四大主题："研究的伦理批准"、"创造友好的研究环境"、"披露隐形残疾 "和 "数据的使用"。讨论中的关键主题包括质疑关于研究对象脆弱性的假设、对个别参与者的声音保持敏感的价值、正式披露隐形残疾 (ID) 与在整个访谈过程中有机出现的披露之间的区别，以及不考虑 PwID 的研究设计如何会对 PwID 数据的使用造成限制。因此，他们建议研究人员在设计其项目的研究设计时，应深思熟虑地质疑自己在包容性方面的价值观，而不是完全依赖伦理委员会来支持合乎伦理和受欢迎的研究环境。深思熟虑的参与可能包括通过考虑照明、座位安排、颜色以及厕所和停车区的无障碍性等因素，研究创建安全空间所涉及的内容。此外，作者还建议，研究人员应确保研究设计的灵活性和响应性，并在开展项目时充分认识到 ID 可能会对研究过程和数据产生的影响。他们指出，研究人员应保持开放的态度，承认自己的知识差距，并在机会出现时教育他人。此外，他们还建议，最好从项目一开始就为智障研究参与者创造一个友好的环境，这可以成为研究设计的组成部分，并应贯穿整个研究过程。
{"title":"For Optimal Inclusivity in the Research Process, Researchers Should Reflect Early and Often on How to Create Welcoming Research Environments","authors":"Christine Fena","doi":"10.18438/eblip30476","DOIUrl":"https://doi.org/10.18438/eblip30476","url":null,"abstract":"A Review of:\u0000Muir, R., & Coe, M. (2023). ‘Out of sight, but not out of mind’: A collaborative reflective case study on including participants with invisible disabilities in LIS research. Journal of Australian Library and Information Association, 72(1), 26–45. https://doi.org/10.1080/24750158.2023.2168115\u0000Objective – To reflect on what it means to include people with invisible disabilities as research participants in research projects.\u0000Design – Collaborative, reflective case study using interviews.\u0000Setting – Doctoral-granting institution in Australia.\u0000Subjects – 2 LIS professionals who were also pursuing doctorates (practitioner-researchers) interviewed each other, each participant fulfilling the role of both interviewer and interviewee.\u0000Methods – The researchers did a reflective case study, each reflecting on their own past experiences of including people with invisible disabilities (PwID) as research participants in projects for their doctoral theses. They then interviewed each other and engaged in collaborative discussions. Each interviewer audio recorded and transcribed their own interview, which they also coded individually. The researchers then reviewed the individual coding together and subsequently created a single collaborative codebook that described the emerging themes. The researchers used NVivo software in the development of both the initial codes and final codebook.\u0000Main Results – The authors discuss four broad themes that emerged from their coding: “ethical approval for research,” “creating welcoming research environments,” “disclosure of invisible disabilities,” and “use of data.” Key topics in the discussion include questioning assumptions about research subject vulnerability, the value of being sensitive to individual participant voices, the difference between formal disclosure of invisible disabilities (ID) and disclosure that emerges organically throughout the course of an interview, and how research designs that do not consider PwID can create limitations on the use of data from PwID.\u0000Conclusion – The article authors noted that researchers should expect that those who participate in their research studies may be PwID, whether or not it is disclosed or explicitly relevant to the project. Thus, they suggest that when researchers shape the research design of their projects, they should thoughtfully engage in questioning their own values regarding inclusivity and not rely exclusively on ethics boards to support ethical and welcoming research environments. Thoughtful engagement might include researching what is involved in creating a safe space by considering such elements as lighting, seating arrangements, colors, and accessibility to restrooms and parking areas. In addition, the authors suggest that researchers should ensure flexibility and responsiveness within the research design and approach the project with full awareness of the impact ID may have on the research processes and the data. They indicate that researchers should r","PeriodicalId":508948,"journal":{"name":"Evidence Based Library and Information Practice","volume":"82 S10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140238134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A Review of: Daskalakes, D. T. M., & Cahill, M. (2023). “We’re all pretty welcoming”: Inclusion of children with disabilities in library storytime programs. Journal of Early Intervention. Advance online publication. https://doi.org/10.1177/10538151231176193 Objective – To identify and characterize public librarians’ inclusion of children with disabilities and developmental delays (and their caregivers) in storytime programming, and to characterize how librarians determine if inclusion was successful. Design – Qualitative study using semi-structured interviews. Setting – Public library settings across Kentucky, Ohio, and Indiana (United States). Subjects – 34 public librarians offering storytime programming. Methods – The researchers invited all public libraries in the geographic area of interest to complete an internet survey expressing their interest in participating, and from the responses a stratified random sample of libraries was chosen. From each of these libraries, researchers randomly selected one storytime librarian to participate in the study. An experienced research team member conducted interviews using video conferencing software, and the other team member reviewed all transcripts to ensure accuracy. The researchers first analyzed the data using an inductive approach to generate descriptive codes. They then assigned these codes to the data that matched the study’s research questions. Finally, they conducted a third round of coding to describe some topics in greater detail. Main Results – Librarians are making attempts to be inclusive, and their attitudes toward children with disabilities and developmental delays (and their caregivers) are welcoming and flexible. However, they expressed limited experience in offering accommodations, and they perceived their positive attitude as being an accommodation in and of itself. Librarians are largely relying on the child’s experience to gauge how successful they are at being inclusive, and engaging in collaborative conversations with caregivers is also common. Conclusion – Overall, librarians are interested in offering programs that are accessible to children with disabilities and developmental delays but struggle to engage with meaningful accommodations that promote better educational outcomes. The authors emphasize that it is important for libraries to be welcoming of everyone, but more should be done to actually meet the needs of these patrons. This study has implications for public libraries and librarians, who should review their practices to ensure they are addressing the needs of children with disabilities and developmental delays and their caregivers. It also has implications for the profession, as it supports the idea that librarians should be better prepared to support these patrons in storytime programming and that institutions should facilitate librarian efforts through information exchanges. Finally, this study establishes that there is a need for further exploration of inclusivity
Daskalakes, D. T. M., & Cahill, M. (2023)."我们都很热情"：将残疾儿童纳入图书馆故事时间计划。早期干预期刊》。提前在线出版。https://doi.org/10.1177/10538151231176193Objective - 确定公共图书馆员将残疾儿童和发育迟缓儿童（及其看护人）纳入故事时间计划的情况并描述其特点，同时描述图书馆员如何确定纳入是否成功。设计 - 采用半结构式访谈进行定性研究。环境--美国肯塔基州、俄亥俄州和印第安纳州的公共图书馆。研究对象--34 名提供故事时间课程的公共图书馆员。方法--研究人员邀请相关地理区域内的所有公共图书馆填写一份互联网调查表，表达他们参与的兴趣，并从回复中选择分层随机抽样的图书馆。研究人员从每个图书馆中随机抽取一名故事时间图书管理员参与研究。一名经验丰富的研究小组成员使用视频会议软件进行访谈，另一名小组成员审阅所有记录以确保准确性。研究人员首先使用归纳法分析数据，生成描述性代码。然后，他们将这些代码分配给符合研究问题的数据。最后，他们进行了第三轮编码，以更详细地描述一些主题。主要结果 - 图书馆员正在努力实现包容性，他们对残疾儿童和发育迟缓儿童（及其照看者）的态度是欢迎和灵活的。然而，他们表示在提供便利方面经验有限，而且他们认为自己的积极态度本身就是一种便利。结论 - 总体而言，图书馆员有兴趣为残障儿童和发育迟缓儿童提供无障碍项目，但却很难提供有意义的便利措施来促进更好的教育成果。作者强调，图书馆欢迎每一个人是很重要的，但要真正满足这些读者的需求，还需要做更多的工作。这项研究对公共图书馆和图书馆员都有影响，他们应该重新审视自己的做法，以确保满足残疾儿童和发育迟缓儿童及其照顾者的需求。这项研究对图书馆行业也有影响，因为它支持了这样一种观点，即图书馆员应做好更充分的准备，在故事时间计划中为这些读者提供支持，而且各机构应通过信息交流促进图书馆员的工作。最后，本研究表明，有必要进一步探讨在故事时间活动中对残疾儿童和发育迟缓儿童的包容性。
{"title":"Storytime Librarians Are Striving to Deliver Effective Storytime Programming to Children with Disabilities and Developmental Delays","authors":"Jackie Phinney","doi":"10.18438/eblip30462","DOIUrl":"https://doi.org/10.18438/eblip30462","url":null,"abstract":"A Review of:\u0000Daskalakes, D. T. M., & Cahill, M. (2023). “We’re all pretty welcoming”: Inclusion of children with disabilities in library storytime programs. Journal of Early Intervention. Advance online publication. https://doi.org/10.1177/10538151231176193\u0000Objective – To identify and characterize public librarians’ inclusion of children with disabilities and developmental delays (and their caregivers) in storytime programming, and to characterize how librarians determine if inclusion was successful.\u0000Design – Qualitative study using semi-structured interviews.\u0000Setting – Public library settings across Kentucky, Ohio, and Indiana (United States).\u0000Subjects – 34 public librarians offering storytime programming.\u0000Methods – The researchers invited all public libraries in the geographic area of interest to complete an internet survey expressing their interest in participating, and from the responses a stratified random sample of libraries was chosen. From each of these libraries, researchers randomly selected one storytime librarian to participate in the study. An experienced research team member conducted interviews using video conferencing software, and the other team member reviewed all transcripts to ensure accuracy. The researchers first analyzed the data using an inductive approach to generate descriptive codes. They then assigned these codes to the data that matched the study’s research questions. Finally, they conducted a third round of coding to describe some topics in greater detail.\u0000Main Results – Librarians are making attempts to be inclusive, and their attitudes toward children with disabilities and developmental delays (and their caregivers) are welcoming and flexible. However, they expressed limited experience in offering accommodations, and they perceived their positive attitude as being an accommodation in and of itself. Librarians are largely relying on the child’s experience to gauge how successful they are at being inclusive, and engaging in collaborative conversations with caregivers is also common.\u0000Conclusion – Overall, librarians are interested in offering programs that are accessible to children with disabilities and developmental delays but struggle to engage with meaningful accommodations that promote better educational outcomes. The authors emphasize that it is important for libraries to be welcoming of everyone, but more should be done to actually meet the needs of these patrons. This study has implications for public libraries and librarians, who should review their practices to ensure they are addressing the needs of children with disabilities and developmental delays and their caregivers. It also has implications for the profession, as it supports the idea that librarians should be better prepared to support these patrons in storytime programming and that institutions should facilitate librarian efforts through information exchanges. Finally, this study establishes that there is a need for further exploration of inclusivity","PeriodicalId":508948,"journal":{"name":"Evidence Based Library and Information Practice","volume":"13 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140241186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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