Date

23 Apr 2018

Attendees

Special Guests: Nancy Turner, Olivia Castello, Steven Bell, and Jenny Pierce

Go over the scholarly communications survey and scholarly communications skills list

Approached this by first doing a survey to gauge existing scholarly communication needs
Asked questions about practices and confidence in topics (ie author rights, citation management, fair use, CC, publishing venues, OA, OER, etc.)
Survey distributed in Janury 2018 to 43 librarians
19 people responded, 44% response rate; 14 from LRS or HSL
What are liaisons doing?

Top 3: Instruction -- Citation managers, copyright, locating and researching faculty members own publications for the T and P process
Top 3: Consultation -- Citation managers, locating and researching for T and P process, and copyright and fair use, open access, OER (tied for third)
Confidence Levels -- Citation managers, locating research for T and P, open access, OER, predatory publishers,
Lacking confidence -- systematic reviews, author rights, digital publishing, funder mandates
Neither nor -- self-archiving, funder mandates, copyright/fair use, identifying publishing venues

People are providing instruction and consultation on copyright but are unsure (uncertainty about claiming expertise?)

KD: First thought was that it was sent at the beginning of the semester so people were busy otherwise does not know

AJ: Can’t mindread, open to individual for what they need and work with managers
SB: Could be situational confidence; most people are saying they are
AJ: People can learn a topic to run their own workshop, brown bag lunch talk about a specific discipline

From survey and ACRL workshop Stephanie attended and adapted it with identified skill gaps
6 areas: access to scholarship, open education, copyright, scholarly profiles and research impact, role of undergraduates, and research support
Question: JP: why did we pull out undergraduate students?

RL/AJ/KD: At Paley, more of the focus has been on faculty and graduate researchers. There is overlap with undergrads as content creators so they should be part of the scholarly communication mission (instead of one-offs of instruction sessions or consultations)--make sure we are including them. ACRL Roadshow.

Question: Have you talked about how we will overlap with RDS in Research Support?

AJ/KD/SR: Joint education subgroup; ACRL framework had section on data management and how it is a part of scholarly communication; overlap with digital scholarship as well

Discussion of next steps--All
How do you think we should help liaison librarians develop their skills in these areas? (i.e. webinars, train-the-trainer sessions, rotating leaders of existing workshops, brown bag lunch talks)
Question: SB: What do you think the liaison librarians should be learning? What are the expectations?
JP: Do we envision a baseline of knowledge versus an expert?

AJ: Yes, everyone should have a baseline, but not an expert; maybe within units we could ID a person who is an expert in an area
RL: Each of the six areas and individual parts--the expectation is that all the liaison librarians can have a basic level, but based on disciplines, there will be different areas, then consider the programmatic expectations and what liaisons want to do with that
SB: Workshop to show skill sets that people should be familiar with; who are the go to people for a particular area? Goals for PDP development?

Question: SB: Have we talked about furthering the mission beyond the Library, ie going to Faculty Senate to discuss open access?

ET: We haven’t considered that specifically, but we have a list of other objectives outside of this
RL: We are looking to just implement these basic skills with managers

Question: OC: Did we look at other schools to see what liaison librarians are doing? Is there a rubric elsewhere? Rubric might be more helpful based on the individual rather than the group than set expectation

AJ: “Everyone is a scholarly communications librarian.” Every institution is different.
OC: Make a quiz for what matters and work on how to raise it
AJ: Might be hard to create a quiz to comprehensively assess
JP: Self-eval, not going to be shared
SB: Checklist for each person; questions to test skills in workshop
JP: Address transferable skills

OC: Quiz was okay when it was done with her group
RL/ET/NT: Might not be very well received, the list is often very specialized, some topics will be more relevant for some librarians
SR: Small things can be pulled out, ie using creative commons licenses
OC: Quiz was just initial, quick idea--real need is assessing current knowledge