Evolving roles: Auditing Academic Support Librarian Research Skills

Helen McEvoy Academic Support Manager (Research)

Organisational restructuring

The principles for this restructure are based on the Library’s vision of “a creative, innovative library, physically and virtually at the heart of University life: fully embedded in learning, teaching, research and engagement activities; providing access to worldwide knowledge and curating the University’s intellectual assets.”

%Ratio - T&L:Research

90:10 80:20 70:30

What did we do?

• Developed a roadmap• Set clear directions for

research• Mapped research liaison• Set and reviewed clear

PDR objectives• Undertook an audit of

research skills and knowledge

Audit of Research Skills & knowledge

A specific exampleSkill Descriptor range Example as evidence How to

improve this skill

10.Skills to build strong relationships with researchers and other campus professionals and to establish collaborative partnerships to deliver strategic objectives for research

I seldom talk about research either with researchers or other members of the University of Salford.

2 I have built strong relations with researchers and research support staff in my area/s. I work with them closely to deliver their research objectives going to their place of work to bring library services to them.

I have a good relationship with the research students in my area that I know about and have delivered training for/helped. I discuss their research with them only to a basic level, only in relation to finding and accessing resources. I need to do work to build relationships with research leaders and administrators.I don’t do anything ‘to establish collaborative partnerships to deliver strategic objectives for research’ that I am aware of, and am not sure what I would need to do towards this in my role (what is expected of me).

Improve awareness of key research support staff in my school, increase awareness of activity and build stronger relationships.

I am not 100% sure about what is expected of me in this regard and need help to determine this.

General comments

• “Some of the questions talk about things that I wouldn’t necessarily associate with being part of my role”

• “We need to share more with each other about what we are doing”

• “I don’t know where to start”• “I need more

experience/training/support/clarification…….”

Analysis

Time Depth of needShort = 3 High = 3Medium = 2 Medium = 2Long = 1 Low = 1

Skill Time Need Priority Upskilling

1. Good understanding of research activity and interests in the School/s for which I am the primary contact.

3 3 6(High)

PDR objective for all ASLs to build contacts with School research leads and administrators. Investigate attendance at any research groups and regular research meetings. Invite Research leads from each school to deliver a 40 minute session on research activity and interests in their areas. Set up a regular research update at the monthly team meeting. Encourage sharing of interesting research, articles and good practice in schools and research centres.

2. Excellent knowledge of content (in all relevant media) available to discipline/subject.

1 1 2(Low)

No critical upskilling required for team. Individual training as required.

3. Excellent knowledge of bibliographic databases and other finding tools in discipline/subject.

1 1 2(Low)

No critical individual or team upskilling required.

Development priorities for Year 1

• Building understanding of researcher’s experience and requirements• Developing skills to build strong relationships with researchers and

other campus professionals• Building knowledge to advise on the management of researchers’

information, including its portability, particularly for bibliographic management and referencing tools, e.g. EndNote.

• Knowledge to advise on data management and curation (project stage- specific knowledge)

• Ability to advise on preserving research outputs (including Open Access)• Ability to advise on the value and use of mobile technologies,

collaborative tools and other communication tools (e.g. Mendeley, Virtual Research Environments) to researchers.

Development methods

• Salford training – e.g. – shadowing and co-presenting with experienced

trainers, e.g. Endnote– Bringing in active researchers to share their

experience of studying and researching to build understanding, knowledge and awareness of specific needs and barriers that we can help to eradicate

– Inviting research leads to share their vision for research in their area and to explore how the Library can help to achieve their ambitions.

Development methods

• Salford training - – Regular Academic Support 40 minute session on

research priorities– Focused individual training where required – Peer-to-peer training– Regular updates and discussions at team meetings– Constantly reviewing strategies, priorities and why

we are doing what we are doing

Development methods

• External training -– Specialist external trainers where appropriate

(e.g. Scopus, Mendeley, SciVal etc.)– Courses, conferences, workshops – Site visits– Exchange of experience events– Collaborative networks and events, e.g.

• NOWAL• Northern Collaboration• Research Data and Open Access

WHAT KEY FACTORS WOULD INDICATE SUCCESS?

SUCCESS

Strong, effective research

relationships

Research collections current and focused

ASLs = informed and respected

research partners

ASLs contributing to raising the impact of Salford research and

researchers

Full engagement with REF

High OA deposits and engagement

Library contributing to mprovements in PGR completion

and retention

Comprehensive training offer and

support to all researchers

Contributing to success of RDM

Special Collections embedded in L&T

and Research

Lessons learned

• Be prepared to revisit the basics again and again to ensure everyone knows what they are doing and why they are doing it

• An audit of research skills is useful for creating a baseline from which to measure individual and team progress

• An audit can help determine priorities and provide the basis for an informed development action plan

• The reflective nature of the audit has provided invaluable evidence and opportunities for discussion

• Never assume that no news is good news!

Next steps

• Continue to implement individual and team development action plans, revising as needed

• Reviewing progress in one to ones and PDR review meetings

• Re-run the audit in early 2015 to review team and individual progress

• Constantly reviewing strategies, priorities and why we are doing what we are doing – as a team and individually

Questions/comments?

Helen McEvoy - Academic Support Manager (Research)h.mcevoy@salford.ac.uk

(0161) 2952445