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Stéphane Goldstein Research Information Network Moira Bent Newcastle University Geoff Walton

RIDLs criteria a collective approach to describing, reviewing and assessing IL training interventions in higher education. Stéphane Goldstein Research Information Network Moira Bent Newcastle University Geoff Walton Staffordshire University / Northumbria University

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Stéphane Goldstein Research Information Network Moira Bent Newcastle University Geoff Walton

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  1. RIDLs criteriaa collective approach to describing, reviewing and assessing IL training interventions in higher education Stéphane Goldstein Research Information Network Moira Bent Newcastle University Geoff Walton Staffordshire University / Northumbria University i³ Conference – Robert Gordon University, Aberdeen 26 June 2013

  2. What is RIDLs? • A coalition of partners working together to promote the value of information and research data literacy for academic researchers • A collectively-run programme to enable activities which help to advance LIS knowledge and skills • Grant-funded by HEFCE for one year initially (June 2012 – May 2013) Important premise: • Partners not limited to the academic library world: others players have a stake! • Important to build a network that provides that capitalises on different outlooks • Academic librarians, data management specialists, career & professional development experts, information sciences researchers…

  3. Who is involved in RIDLs? Managed by: Funded by:

  4. RIDLs programme • Providing networking opportunities for partners • Criteria for describing, reviewing & assessing training interventions • Identifying & promoting cases of good practice in IL training interventions • Promoting RDF inasmuch as this applies to IL • Thematic workshops • Research project on training & skills in open data • International engagement • Contribution to FP7 bid on training in open access

  5. Rationale for the criteria • Describing, reviewing and assessing practice in IL training interventions (courses and other resources). Two broad aims: • Helping those who design and deliver training interventions to describe and review them in a structured and consistent manner, allowing for easy comparison between courses/resources • Providing a simple means of assessing training interventions, particularly with regards their suitability and usefulness as transferable resources • Criteria take the form of structured questions set out in logical sequence • How the criteria have been used in practice to date: • RILADS • DaMSSI-ABC project (research data management) • Relationship with Jorum

  6. Part 1 of the criteria Describing and reviewing training interventions • Importance of ensuring consistent approach • Three sets of questions: • Who are the interventions designed for, and why? • What knowledge, skills and competencies are they intended to provide? • How are the interventions delivered? • Are these the right sort of questions?

  7. Part 2 of the criteria What are the benefits that the training interventions bring about • Quantitative data stemming from interventions • Feedback from learners • Outputs, outcomes, impact • Problems encountered Not easy to derive such information – outcomes and impact require longer-term views • Are these the right sort of questions? • Assessment or evaluation?

  8. Questions to address Two broad questions: • How useful and applicable are the criteria? • What is their value as a benchmark? We wish to get a critical view from round table participants about: • Whether the criteria represent a genuinely useful resource that can be disseminated and promoted as a recognised and trustworthy tool • Any modifications required to reflect the needs and concerns of communities represented at i³

  9. How useful and applicable are the criteria? • Reflect on how criteria might relate to participants’ own experiences and institutional circumstances • How might criteria be used in practice? • Do they have value beyond HE? • Is anything missing? Is anything wrong?

  10. What is the value of the criteria as a benchmark? • Could their use be generalised across institutions as a consistent means of describing, reviewing and assessing training interventions? • How might they be disseminated and endorsed? • Or is this just a waste of time?

  11. References • RIDLs criteria: http://www.researchinfonet.org/infolit/ridls/strand2/ • RILADs project: http://rilads.wordpress.com/ • DaMSSI-ABC project: http://damssiabc.jiscinvolve.org/wp/ • Jorum: http://www.jorum.ac.uk/

  12. Thank you for taking part! Stéphane Goldstein stephane.goldstein@researchinfonet.org Moira Bent moira.bent@newcastle.ac.uk Geoff Walton G.L.Walton@staffs.ac.uk

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