Monthly Archives: May 2015

MLA 2015: Plenary Session IV: Eszter Hargittai

Web of Opportunity or Web of Confusion? The Role of Skills in Internet Use

  • we can intervene and focus on skill development
  • generational myths
    • all young people are digitally savvy
    • young people are savvier than older people
  • who benefits most from their digital media uses?
    • social mobility vs social reproduction
    • digital divide
  • web-use skills
    • awareness and understanding
    • efficient info seeking
    • credibility assessment
    • participation
      • joining communities
  • what are the outcomes of these — get jobs, get involved in policy making, better health outcomes?
  • main data sources for studying Internet skills
    • in-person
    • observations and inteviews
    • surveys
  • waves of data overtime
  • use an attention check question
  • 34% of students didn’t know what BCC was about
  • 88% of students could not correctly identify a reliable URL
  • gender and skill (ex: reading) — women rate themselves lower, but it might be self-perception errors vs objective evaluation, but the perception still affects skill and behavior online
  • more skilled people tend to be more active online

MLA 2015: Joseph Leiter NLM/MLA Lecture: Ann McKee

Boxing, Football, and the Brain – Ann McKee

https://twitter.com/tillie_t77/status/601026790874689536

https://twitter.com/carolynthelib/status/601032930140520448

https://twitter.com/tillie_t77/status/601035491257896960

https://twitter.com/EmilyCouvillon/status/601038564214771712

MLA 2015: Top Tech Trends

What Will These Technologies Look Like Twenty Years from Now? (aka How 1995 technologies look in 2015)- Eric Schnell

The Quantified Self – Jon Goodell, AHIP

The Internet of Things – Kimberley Barker

https://twitter.com/akepsel/status/600806844500676608

Zombie Emergency!: A Tool for Gamification and Promotion – Jason Bengtson

Apple Watch – Dale Prince

  • it is not intuitive
  • it has 5 inputs, 4 outputs
  • Siri works better on the watch than the phone
  • better dictation on the watch than the phone
  • the speaker isn’t that great but it is enough to disrupt a meeting
  • phone battery drains more quickly
  • watch has no GPS, so you have to have your phone with you to use things like MapMyRun
  • the watch can tell you how far you ran by itself
  • dictation does not give you an option to edit incorrect words
  • emails – you can mark it as unread, flag it, or trash it — not respond to it
  • there are games – TicTacToe

MLA 2015: Open Access and the Library Infrastructure

Open Access Roles for the Library – Anneliese S. Taylor

  • UCSF – 2nd highest recipient of NIH Funding
  • 2014 was when compliance reports went out and issues were identified
  • 160-170 consultation requests in response (~55 hours)
  • also reaching out via instruction sessions
  • provides monthly updates on webpage regarding compliance rate
  • UCSF Open Access Policy passed in 2012
  • UC-wide policy passed in 2013
  • Publication harvester live in October 2014
  • UCSF participation began in 2015
  • manual system = 1 article deposit; harvester system = 400 articles deposited
  • OA publishing fund with funds from Academic Senate
  • DataShare – open data repository for data searching; depositing is restricted to UCSF; the platform is format and subject agnostic, but not a curated system

Replicability and Reproducibility of Research Using an Open Data Set – Bart Ragon

  • Looked at the “The value of library and information services in patient care” dataset in ODUM
  • looked at the specific items of UpTodate, MD Consult,
  • role, age, and gender didn’t have any effect
  • challenges with the dataset
    • no codebook
    • tech download issues that required going back to data creators who had to go back to IT
    • age data collapsed into larger categories (0-45 vs 45+) to protect identities of participants — made it not possible for him to replicate the study results since he didn’t have the same raw data
  • in comparison to public access policy trends, we may be looking at being 10 years out before really regulating open data policies

https://twitter.com/carolynthelib/status/600763937202778114

Promoting Open Educational Resources and Other Alternatives to Traditional Textbooks – Lea Leininger

  • some matching between OER textbooks and topics; mostly helpful for Humanities
  • SPARC presentation along with bookstore representative
  • mini-grants provided for faculty to develop during 2015-2016 ($1k each)

When “How hard can it be?” becomes “a Sisyphean task”: Framing a data-sharing platform for developmental health outcomes – Cunera M. Buys, Pamela L. Shaw

  •  Data Repository Needs Assessment Team (DRNAT) = 6-month project
  • used Purdue Data Curation Profiles Toolkit for 5 researcher interviews
  • 3 out of 5 = data dictionary
  • 4 out of 5 = code book
  • although some had code books or data dictionaries, some still didn’t think the data was described enough to be understood by others
  • “scooping” concerns
  • literature review from July-Nov 2014

MLA 2015: Legislative Update

https://twitter.com/carolynthelib/status/600734313001390082

https://twitter.com/carolynthelib/status/600733923807748096

https://twitter.com/carolynthelib/status/600733729917706241

https://twitter.com/carolynthelib/status/600733629552173056

https://twitter.com/carolynthelib/status/600733477235990528

https://twitter.com/carolynthelib/status/600733195856908288

https://twitter.com/carolynthelib/status/600732966755631104

https://twitter.com/carolynthelib/status/600732854558040064

https://twitter.com/carolynthelib/status/600731644090253313

https://twitter.com/carolynthelib/status/600728977708310529

MLA 2015: Limitless Leaders in our Institutions

Difficult Conversations: Strategies to Make Sure They Enhance Rather than Ruin Your Leadership – Madeline Maxwell

  • people need validation
  • agreement does not equal validation
  • goals
    • interpret the motivation behind behavior and how to make it work for you
    • learn skills to defuse an elevated situation and get a (potentially) difficult person collaborating
    • be able to address difficult conversations amicably and build better professional relationships
    • recognize and avoid the pitfalls of difficult professional communication
  • combat vs curious mentality
    • combat: 2 sides, Keep It Simple Stupid, contempt, fight/flight extremes
    • curious: 3 sides, complexity & priorities, respect for problem & person, probe & consider (instead of hunkering down and pulling out the guns)
  • perseverance is good if you made a good assessment; creativity is good if your assessment is lacking or the attempted resolution isn’t working
  • listening: to learn, to get the goods, to show you care, to plan a good response (strategic listening)
  • every conversation is potentially an EPIC
    • emotion, process (microaggressions), identity, cosmic meaning (the big deal)
      • ex: talking on phone in public — annoyed vs hulk rage? why is it bugging you so much? does the other person have a different relationship with space?
  • don’t react, respond
    • reacting is automatic, like a knee jerk
    • responding requires consideration
  • how to destroy a relationship
    • hypercriticism all the time
    • defensiveness
    • contempt
    • stonewalling
  • repair tactics:
    • criticism — use gentle start ups
    • defensiveness — take responsibility
    • contempt — describe your own feelings and needs (not those of the other)
    • stonewalling — do some self-soothing
  • change an old behavior
    • unfreeze: identify the need to change, self sooth, plan for change
    • Change: notice triggers
    • refreeze: set new pattern
  • preparation & response
    • prepare
      • what is the problem?
      • what would they say the problem is?
      • what’s my preferred outcome?
      • what’s my preferred working relationship with them?
    • responding
      • stay curious
      • be considerate
      • listen and inquire
      • keep your focus
  • provide reassurance
    • give an agenda (ex: you did X wrong, but I want to resolve the problem)
  • ask why 9 times — treat people’s responses as symptoms, not answers
  • powerful questions
    • what do you think
    • what leads you to think that?
    • what would you like to accomplish?
    • what is the most important thing to you?
    • what do you suggest we do?
    • is any of this negotiable?
    • what else should i ask you?
  • how to begin: share an agenda
  • tell them you wan to give them what you want
    • make eye contact
    • make welcome
    • explain/ask for delay
    • then make overs signs of giving attention
    • her’s what i need to give you what you want
  • stick to one point
  • show understanding; repeat their communication back to them
  • professional situation
    • tell what is in your power
    • explain restrictions
    • offer other help
  • when they need to go
    • stand up and extend hand to shake
    • “thanks for coming”
    • computer mode platitudes (“people get irritated when they can’t find things”)
  • some people may seem impossible
    • 2 kinds: negative people (debbie downers) and toxic people (tricksters, bullies, schemers)
    • negative people need validation but also need to be contained
    • selective listening: focus on the problem, not the people
    • pleasant but brief — never be alone
    • ask their advice about something specific
    • give them a task they are good at
    • have them work in a group or team
  • know your goal: compliance or collaboration
  • toxic
    • never get in a thread of electronic messages
    • never leave a message complaining
    • never keep it to yourself

Panel Discussion

  •  you can’t be in a rush and you can’t demean a person

MLA 2015: Open Forum: Sections & SIGs

These are just some of the highlights

https://twitter.com/carolynthelib/status/600377369732489216

https://twitter.com/carolynthelib/status/600377246008893440

https://twitter.com/carolynthelib/status/600377020921585664

https://twitter.com/carolynthelib/status/600376810610806784

https://twitter.com/carolynthelib/status/600378042716938240

MLA 2015: Failing Forward: Leveraging the Unexpected to Create New Opportunities

Surveys and Statistics: Lessons for Avoiding Survey Design Missteps – Carrie Iwema, Andrea Ketchum, Melissa Ratajeski

  • surveyed folks about data management practices
  • questions included things like demographic questions, type of research (human, bench, animal, or any combination)
  • Issues
    • specific questions vs trends
      • is it compatible to do an environmental scan AND a statistical analysis at the same time?
    • inconsistent wording of questions
    • survey length
    • coding issues
      • each option with Check All That Apply questions needed to be coded as individual  variables
      • knowledge/attitude probing – explanations of “why” should be broken into separate questions than the Yes/No binary
      • Focused recruitment helps separate out issues possibly with ambiguous dept names
    • data visualization methods in stats maybe unfamiliar to librarians
  • things to remember
    • statistician – consult BEFORE survey; be clear on expectations
    • input & output – even with piloting, they only tested if questions made sense, not how the data would come out

Limited Perfectionism, or How I Learned to Stop Worrying and Love the Epic Fails – Robert Johnson

  • failure refers to a specific instance with a clearly defined set of expectations (ex: a class)
  • in a job with multiple projects, tasks, and evolving roles, does the failure really permeate throughout or is it limited to a context?
  • consider the stakeholders (internal/external) and their response to success, failure, or something else
  • emotional component should be put aside
  • consider the other aspects: what were your initial goals? did you meet those? goals can change and rescope
  • does the institution gain value from this project?
  • his project: integrate library resources into EMR/EHR for a hospital that just rejoined the university
    • failures issues/causes
      • administrative shakeups
      • technological challenges
      • physical distance/restricted access
    • other wins
      • shared costs
      • got hospital to buy resources
      • establish relationships and services
  • put goal in the context of the world you are living in
  • his project: librarian rounding
    • buy-in from nurse manager but not physicians, unaware of hierarchies and relationship structures – internal politics
    • did develop great relationships and opportunities to present to nurses, social workers, etc
    • got referral for a more amenable unit for rounding
  • his project: OBGYN grand rounds
    • he dropped the ball and so did the counterpart in the unit by not having time to follow up/getting distracted with other things
    • never say never – be open to reintegration

Balanced Scorecard Implementation for Health Sciences Libraries: Expectations and Surprises – Keith Cogdill

  • engaged an outside consultant to help with implementation
  • Balanced Scorecard identifies successes and gaps/missed items
  • “balance scorecard is an endurance report with no finish” – not for those needing task completion satisfaction
  • having leaders (those who are already super engaged) set targets for engagement may not be the best or most reasonable for the entire organization’s attainable goals
  • used QuickScore to try and help re-integrate data; took a lot longer than anticipated and more manual entry than previously considered
  • connect team objectives to key strategies
  • individual plans are now also tied to balanced scorecard
  • leads to more on-going attention to strategy
  • enhances communication between staff and adminstration

Turning Lemons into Lemonade: Making Negative Research Results Useful – Linda Hartman

  • publication bias
    • not publishing due to outcome of results
  • selective outcome reporting
    • some outcomes not reported
  • it takes longer to write up negative results than positive results
  • positive results are around longer, so more likely to be cited or picked up

https://twitter.com/carolynthelib/status/600342558359867392

MLA 2015: Put that in writing: Perspectives from the Editorial Board

Collaborative Writing – Joy Don Baker

  • authorship – establish this ahead of time
    • who becomes first, second, last author? what does it mean (beginning=most work done vs last=senior expert)
    • does authorship vary with
  • communication –
    • approachability
    • interpersonal skills
    • listening
    • verbal message skills
  • impact factor being used incorrectly in advancement within the academic setting
  • milestones
    • outline
    • draft
    • search literature
    • edit draft
    • review with team
    • edit draft
    • review team’s collaborative responses
    • determine missing elements
    • return to literature
    • finalize manuscript
    • submit for publication
  • how to get a collaborative work to sound like one voice?

Publishing in the JMLA: Insights from the Editor – I. Diane Cooper

  • research focused, but some areas not as structured
  • IMRAD
  • Intro
    • sets the stage
    • three parts
      • what is known
      • what is not known
      • question, hypoptheses, etc
    • focused, brief, relevant
    • moves from general to specific
  • Methods
    • clear overview
    • describe the steps
    • break into smaller sections with subheadings
    • do NOT include results in the Methods section
  • Results
    • summarize what the data shows
    • points out relationships, trends
    • do NOT simply repeat the numbers in tables and figures; summarize the tables
    • break results into subsections
  • Discussion
    • brief summary of what you found
    • answer the question from the introduction
    • focus on what your data prove
    • note study limitations
    • discuss the value BUT don’t overreach
  • for every paragraph, ask “why are you telling me this?”

MLA 2015: Breaking into Uncharted Territory: Collaborating on NIH Public Access Policy Compliance with the Sponsored Projects Administration

University of Minnesota (UofM) – Katherine Chew

Impact of NIH PAP

  • 40% of total research funding from NIH
  • Average of $300 million per year
  • Many programs, departments, institutes, and disciplines are involved with NIH funded research
  • Feb. 2013: +4,000 UofM articles out of compliance
  • Public Access Compliance Monitor – greater awareness of research
  • Collaborative presentations with Sponsored Projects Administration
  • 23 sessions taught since 2013
  • programs come from SPA scheduled/sponsored workshop and are invited to regular faculty meeting
  • 85% of NIH PAP requests are either referred to the libraries via SPA, SPA workshop, or SPA workshop attendee
  • now at 88% in compliance from 2008-2015 time frame

My notes

  • what workshops does OSP offer?  can we partner with topics (NIH PAP, OA, DMP, ORCID, etc)?