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

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

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

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

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

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

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
  • 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)?