The JISC funded RDMRose project (June 2012-May 2013) was a collaboration between the libraries of the University of Leeds, Sheffield and York, with the Information School at Sheffield to provide an Open Educational Resource for information professionals on Research Data Management.
The materials were revised between November 2014 and February 2015 for the consortium of North West Academic Libraries (NoWAL).
These materials are available for reuse by other educators and have also been designed for self-supported CPD.
One of the central assumptions made in the design of the module is that librarians themselves often do not have in-depth experience of research. RDM and an increasing number of other roles to support research, require more understanding of the perspective of the researcher. Therefore considerable time in the module is devoted to actively exploring the nature of research and research data. The module also encourages you to think about the potential role of other professional services, such as research administration and computing.
The module is split into 4 sessions, each consisting of 4 to 6 parts. Each part consists of PowerPoint slides that include pointers to resources and readings.
Overview of all sessions
Session 1 – Introduction
The first session introduces the RDMRose module (1.1) and discusses RDM basics (1.2). The session then focuses on the nature of research (1.3), explores the concept of research data including a framework that outlines different ways of looking at data and a number of research data case studies (1.4), and discusses and evaluates the lifecycle of research data with a particular emphasis on the Digital Curation Centre’s lifecycle model (1.5). The session is concluded by an introduction to research data services (1.6).
- The basics: what is data, policy context, LIS role
- The nature of research
- Looking at data
- The data lifecycle
- Data Management Plans
- Research Data Services: introduction
Session 2 – Research Data Services
The second session is devoted to research data management services. The session opens with the results of a comprehensive survey of institutional RDM service provision (2.1). Then several components of these services are discussed: practical research data management (2.2), institutional data repositories (2.3), web pages with RDM guidance (2.4), and the concepts of metadata and data citation (2.5). The session is concluded with an introduction to the module’s overarching activity: an interview with a researcher (2.6).
- Institutional Research Data Services
- Practical RDM
- Institutional data repository policies
- Designing library web pages
- Metadata and data citation
- Interviewing a researcher
Session 3 – Researchers’ perspectives
The third session is devoted to researchers’ perspectives. In the faceto-face course, it is at this point that participants share the findings of their own investigation of one researcher. An alternative could be looking at the extensive collection of interview material collected by RDMRose on this website. Four of these case studies are also available on iTunesU. The face-to-face taught part of the session opens with an introduction to Data Asset Framework (DAF) surveys, and discusses the results of one of those surveys conducted at the University of Sheffield (3.1). The session then proceeds with advocacy of RDM and open data (3.2), a framework for developing RDM training materials for researchers (3.3) and concludes with an exploration of available online training materials (3.4).
- Data Asset Framework surveys
- Open data and advocacy (PowerPoint), including role cards (Word)
- Training researchers
- Online training materials
Session 4 – Putting it all together
This session opens with a fictional institutional case study that explores the viewpoints of the different RDM stakeholders within HE institutions, such as researchers and institutional policy makers, the library, research office, and computing services (4.1). RDM is then explored as a Wicked Problem (4.2). Finally the sessions are reviewed (4.3) and resources for further study are given (4.4).