A manifesto and a spark - My recap of 'Creating a research culture in the workplace'

Chris Powis, Head of Library and Learning Services at Northampton University, came to Cambridge to deliver a session about the research culture that seems to be thriving in his workplace, providing an interesting case study and much food for thought for those of us working and researching in Cambridge libraries. His most powerful thesis to my mind was this: the reason librarians should do research is that it's one of the activities of universities. We are a service, yes, but we are also part of the academic fabric and as such we have a responsibility to take part in teaching and research. I have seen the difference it makes working with academics who think of us as colleagues in research, both to the quality of support we can give them and the quality of insight they can give us. It's a mutually beneficial relationship I feel lucky to have in my role.

At Northampton research by librarians is supported and encouraged at all levels. Chris emphasised that enthusiastic staff alone do not make a research culture, nor can you create one by managerial mandate. A true research culture derives from a collaboration between top-down and bottom-up support for research (not from some farcical aquatic ceremony - sorry, I went a little Monty Python there...). Support for research is included in the vision and plan for the library and staff who are interested in doing research have opportunities for training and resources that allow them to run with their ideas. The library has its own research ethics board, adapted from that of the University, and they report on the impact of their research annually as well as promoting published work by their staff in monumental banners in the library. All of this is serving to expand the perceived role of librarians to include research, just as it had to be actively and forcibly expanded to include teaching.

One of the most interesting practical steps they took to promote and develop a community and culture of research has been to hold library conferences that showcase NU library staff research. There are no keynote speakers - no external speakers of any kind - and so no-one's work is held above anyone else's. Most importantly, the conference is opened by the Vice Chancellor and open to academics from the university to attend. Additionally, research is often done in collaboration with academic colleagues. This level of visibility, professionalism and interdisciplinary work is a remarkable tool for changing both the perception of librarians and the quality of the research produced.

At Cambridge we do a lot of things very well with regards to library research. Our autonomy allows some wonderful small-scale, agile research projects to flourish. However, I think that lack of communication between libraries can sometimes lead people to believe that they can't do research because there's something fundamentally different about the libraries that do it, or that what they're doing already isn't research when in fact it is. I think it's worth tackling the barriers to a research culture across the University and developing a community of practice that would help cultivate top-down and bottom-up support. The session sparked a tentative discussion and it is my (not-so-secret) hope that this will provide a spark to get more of us involved with creating a research culture that fosters a rise in the quality of research and wider dissemination of what we do across all Cambridge libraries.

Fires on the road

"Dissent is the highest form of Patriotism." - Thomas Jefferson 

“The likelihood that your acts of resistance cannot stop the injustice does not exempt you from acting in what you sincerely and reflectively hold to be the best interests of your community.” - Susan Sontag, At the Same Time: Essays and Speeches

As I write this I am listening to Leonard Cohen after an evening indulging in a little wallowing by watching videos that firmly justify my sadness and anger. I have read advice to take the time to mourn and be alone, the advice to comfort others and allow yourself to be comforted, the advice to roll up your sleeves and get involved, to speak up, to be silent. I've done a little of everything, vacillating in the directionless way of the bereaved.

I debated whether to write anything here about current events at all. After all, this is a quasi-professional blog and while I have never hidden my political leanings in my professional life, I've tended to be cagey about discussing politics openly in that context. I feel like that position has become unsupportable now. I feel the pressing need to become more of an activist. I need to speak up. The problem is that I have no idea what to say.

I could say something about the danger of echo chambers and need for media literacy. I could provide resources attempting to analyse what went wrong, how it happened, who is to blame. I could theorise about the best and worst case scenarios that could emerge over the next four years. I could talk about the role of libraries in supporting their communities during difficult times or the transformative power of reading in crisis situations. I could discuss any and all of these, but I think others have said it better and frankly I don't have the energy to analyse or prosthelytise right now.

I think what I need to do right now is be honest.

I'm terrified. I know that this fear was mirrored by those on the right when contemplating a Clinton presidency. I know that it's a symptom of the unhealthy divisiveness that has grown up in American and British politics, that Brexiters and Trump supporters find my political views as insupportable, as alien as I find theirs. It's a different set of values that has been thrown into sharp relief against my own by the polarising forces of journalism, social media, isolationism and confirmation bias. But right now I find it unhelpful to empathise, to agree with President Obama when he asserts that deep down we all want the same things, because from my point of view, here and now, I can't see how that's the case. Because what I want is for women to have equal rights, opportunities and treatment to men, for working class families to be able to afford to live without having to work multiple jobs so they can actually see their children and afford healthcare, for Muslim Americans to not feel demonised, for Mexican Americans to not feel outcast, for Black Americans to not feel criminalised, for LGBTQ+ youth to not be contemplating suicide as an alternative to facing the next four years of watching their few small, hard-won rights be stripped away. Because I am a pacifist and fear the bellicose instincts of the President-elect. Because every human has dignity and rights and I fear his ableism. Because I am pro-choice and a feminist and fear his misogyny. Because I believe that the most pressing issue facing the entire world is not "Obamacare" but the dangerously rapid warming of our planet due to human influence. Because I am an immigrant, a friend of immigrants, a supporter of immigration and I fear the growing nationalism around the globe that the President-elect has tapped into, emboldened and legitimised through his success. Because I am at heart a progressive and I fear his authoritarianism.

My mind keeps wandering back to a book I read last year called Stones from the River by Ursula Hegi. The main character is a young woman in Germany in the 30s and sees the world around her change, sees her neighbours and friends become complacent, then fearful, then complicit in atrocities that start to feel mundane. The xenophobia, paranoia and cruelty fostered by fascism became the new normal. I saw a tweet a few weeks ago that I wasn't able to find again to attribute it that said something along the lines of: If you could travel back in time the question is not whether you would kill Hitler. The question is, would you vote for him? With hindsight we forget that the figure we rightly deplore was democratically elected, that there is something appealing at particular moments in time about a strong leader who gives us a common enemy to blame for our problems and promises a solution. Now that we've voted for him (though I feel it's only right to point out that only about a quarter of registered voters actually did as half of them didn't vote at all), will we be complacent until it's too late? Will we cheer as lives are destroyed because we can sleep a little more soundly knowing that at least people who look like us have finally got what we deserve?

Like many others I know I'm desperate to find ways to help; protests I could join, petitions I could sign, acts of defiance I could perform. I will do all of this that I can but I think and hope the small daily acts matter just as much. Being kind, being there for people, listening, including people. I think this comes back to the Buddhist idea of "Right Livelihood"; doing the work that's in front of you to the best of your ability. That's all you can do. It feels small. It feels insignificant right now in the face of huge forces mobilised by hatred and greed. But, as Susan Sontag observed, that's no excuse to not do it.

23 Research Things - Thing 11

While I don't think I'd ever really use them to put out my own content online, I am an enthusiastic consumer of YouTube and podcast content, and it's not just weightlifting tutorials and funny cat videos either. I love learning from these platforms. For example, I credit fandom podcasts such as The Tolkien Professor and Witch Please for making me a more careful, critical reader of fiction. Through 99% Invisible I've learned a lot about design and the way humans interact with the world.

The podcast I'm choosing to highlight for Thing 11, however, is Hello PhD, a fortnightly podcast "for scientists and the people who love them". I mentioned it in my previous post as a great example of communicating research and, although it doesn't focus exclusively on specific research projects, it provides great insights into the structure and culture of postgraduate science education. It takes a refreshingly critical stance toward that structure and also talks about mental and physical wellbeing in postgraduate training, mentorship, productivity, alternative routes outside of academia etc. Throw in the weekly science etymology puzzle and I'm totally hooked! The hosts are great at communicating complex issues within academia and advocates for loving what you do as a researcher. The podcast has a slight biological science bias but don't let that discourage you - the information is useful for all researchers and the people that work with (and/or love) them!

Source: http://hellophd.com/page/9/

From YouTube there are too many good educational videos out there to be able to pick the best, from the now outrageously popular TED talks to SciShow, the Gates Notes, Vox, Crash Course... the list goes on and on! I did need to pick one, though, so I thought I'd go in for some good old fashioned nepotism and share my friend Peter's YouTube channel, The Binary Tree.

Peter's great at explaining the theory behind computer science - something I admit I'm way more into than learning programming languages - in simple terms that appeal to my visual learning style. He's a great example of how accessible it is to share what you know with the world and get others excited about your area of interest.

Enjoy, and let me know what you think!

23 Research Things - Thing 10

I'll do my best to encapsulate my rambling and multifarious thoughts on communicating research into a single blog post. I suppose the people to whom it makes sense are already doing it, so I will do my best not to preach to the converted but instead address people who may not see the point in spending their valuable time translating their research into plain language.

Georgina and Ryan made some great points in their podcast on the topic, not least of which is that if you've devoted your time to researching something in great depth, hopefully it means you're quite excited about it. I recently asked one of my classes to chat to each other about their research topics and overheard one student ask another, "What are you geeking out on lately?" It's the same sort of language people use around a show they really love or a hobby they've gotten really into. I hope all of the researchers I work with feel that way about their work at least periodically.

To me, the "geeking out"- getting excited about an idea or a question or a problem and then pursuing it, finding it difficult to talk about anything else over dinner or out at the pub - is what it's all about. It's why I've always wanted to go into some field in education; to watch that spark ignite and help people take down the barriers to pursuing that shiny new piece of knowledge. The most influential people in my life have been educators, but first and foremost they've been great communicators who were able to share their enthusiasm, passion and curiosity. They're the Neil deGrasse Tysons and Bill Nyes of the world, but they're also the Katie Browns and Debbie Aldouses of the world. These are people who are passionate about knowledge and who are able to share that passion.

One of the chief advantages of the tools explored in previous Things is that they mean you don't have to be a brilliant public speaker or teach in a classroom to communicate your passion for your research. People like Katie Mack (AKA @astrokatie) have found the power of tools like Vine (RIP) and Twitter for sharing their research and have huge followings because they get people excited by and interested in what they're doing. The "Dance your PhD" Contest launched by Science shows how engaging, funny and accessible communicating research by video can be, while podcasts like Hello PhD provide a forum for those who prefer the spoken word.

The thing in common with all of these is that they've learned to make complex research topics accessible. The first step is letting go of the idea that your research is too complicated for other people to understand. Obviously they won't understand it at the level that you do, but I agree with Ryan that there is no concept or process that can't be explained relatively simply. I would also argue that in translating your work into a simpler, more easily communicable form, by coming up with your "elevator pitch", by trying to condense it into the length of a Tweet, or by explaining it in an animation, you change your perspective on your subject. You can actually learn more about your subject by simplifying it and communicating it.

When you communicate your research, you never know where the conversation will take you.

23 Research Things - Thing 9

Reddit touts itself as "The Front Page of the Internet" and this claim is actually borne out in my experience. Everything seems to be on Reddit before anywhere else online. One week after it's on Reddit, it will start circulating on Twitter, quickly followed by Tumblr. Six months down the line your cousin will tag you when they post it on Facebook. My direct experiences with Reddit to date have been my husband showing me cute animal gifs, and occasionally responding to a meme or news story I'm telling him about with "Yeah, I already saw it on Reddit." That alone was enough to make me wonder whether I should be using it too so I used this prompt to take the time to set it up.

My first impression is that it would take a lot of time to figure out how best to use it for research or any other sane, grown-up use of social media. I disliked that you were automatically subscribed to the cute animal gif and politics subreddits. It took me a while of combing through a list of all the reddit pages unsubscribing from ones I was automatically added to before I could get the drop-down list of my subscriptions to a manageable size for further unsubscribing. There are seemingly endless communities you could join, all of which leads to it feeling pretty overwhelming. Careful curation seems to be the only way of dealing with it, but having recently deleted my Tumblr account, cut back on my Pinterest time to times I'm genuinely in need of inspiration and culled my Feedly, all in aid of only getting useful content, this feels like another time-sink and source of input-overload. Having just quit Tumblr, it feels like a brand new way to wear out my finger with incessant scrolling. For that reason it may be easier to search for threads you're interested in rather than using the front page, where content seldom seemed to be what I was directly interested in.

That being said, I think there are a few conceptual Subreddits that are worth following. I loved /r/explainlikeimfive for inspirational use of plain language to answer complex questions, for example. I could see myself using it for personal topics like personal finance and productivity as well. I enjoy that you can fully curate your front page, and once you get used to where to find the subreddit each thread was posted to you can start to think about which ones are cluttering up your front page for curation purposes. Reddit's advantage is in its grassroots nature, which it has somehow maintained despite how long it has been around. You can deal directly with other users you don't know in real life and it seems like a great way to have conversations without as much of the creep factor I get from Facebook.

The ultimate test of any of the tools I've explored as part of 23 Research Things is: would I recommend researchers use it? If so, how? I'm having trouble answering that one. I think it very much depends on personality. I've been around the internet long enough to find the message board structure and upvoting familiar, despite the rather clunky-looking UI. However, the barrier to entry is higher than for something pretty like Twitter and you have to wade through a lot of non-scholarly content unlike in ResearchGate. If you did use it for research I think you would need to do a lot of curating, be very disciplined about how much time you spend on it, and mine threads for useful information using the search function when you wanted specific information. I plan to give Reddit about a week before I see whether or not it stays part of my professional life.

Another tool mentioned, Wikis, are a useful form of knowledge management for groups - indeed, it's one of the classics - but I think that other tools have surpassed it in terms of usability if not robustness. It's good to think about the various web-based sources of knowledge sharing in terms of research in order to give yourself more options, even if you don't necessarily end up adopting them.

23 Research Things - Thing 8

For Thing 8 I had a look at ResearchGate and Academia.edu. The handy side-by-side comparison provided by the Moore shows exactly why between the two I favour ResearchGate, even though it sounds like the name the popular media would give a scandal involving researchers. Just as Apollo, the Cambridge repository, has developed a "Request a copy" form on otherwise closed access records, I think the ability of students and academics to contact an author in order to circumvent publishers' paywalls is an important feature of a site.

Opening the gates to connect people to the information they want is one of the key benefits of ResearchGate.

 As much as I teach people to be wary of illegitimate copies of papers online and direct them to openaccess.cam.ac.uk to ensure their manuscripts are archived in a way that meets legal, funder and publisher requirements, ResearchGate's facility to request copies is a service I certainly recommend to my user group when I reach a dead end trying to source things through Inter Library Loan.

I've had an account for a few months but, as fellow #23researchcam participant Luther noted, it may be a better service for people who have a portfolio of academic work to share and discuss. It's also one of several ways to follow academics you're interested in, provided they're active users. While Scopus can alert you when favourite academics publish, and the same service is available on Google Scholar if they have made their profile public, both Academia.edu and ResearchGate seem like a slightly more personal service, giving you the opportunity to comment and discuss as well as receiving updates.

23 Research Things - Thing 7

So far 23 Research Things has been chiefly an exercise in self-reflection. However, occasionally it has thrown in some prods to do something truly useful. This week, prompted by Thing 7, I've gotten my LinkedIn account out of mothballs and dusted it off a bit.

Generally I only update LinkedIn when there's a big change to make, like a new job or new project, or when I'm looking for work. Thankfully, I've been in my dream job for almost a year now, which means my profile and privacy settings were a little neglected. I took the opportunity to change my profile such that the public version is more minimal, turn off the spammy notifications and add a bit more description to my current job. I also joined a group from the list of recommendations LinkedIn provided. I went with Library and Information Research Methods as I do a fair amount of practitioner research-related stuff in my current role and it's definitely a topic I advocate for as well.

My feelings about LinkedIn are decidedly less strong in either direction than with almost any other social media platform, perhaps because it's about as bland and impersonal as social media gets. While it allows you to include information like activities and volunteer work, those appear as a black and white list, divorced from any context, descriptive language or images. It's one thing to list "fitness" as one of several hobbies and quite another to post a photo of myself, mud-streaked, bedraggled and close to tears of joy after completing a Spartan Race. While I'm happy for employers and potential contacts to know about that facet of my life, LinkedIn is not a place to be your expressive, unvarnished self. It's the web equivalent of handing a generic CV to someone.

(This shot won't make the shortlist for LinkedIn profile pictures despite being one of the proudest moments of my life.)

Those impressions aside, it is undoubtedly a useful tool. In addition to its functions as a digital business card, I use it to capture large scale projects, committees outside of work and other such activities that I would no doubt forget about between re-spruceings of my CV. Since it's generic it doesn't really give me the categories I'd like. I'd prefer to export my Symplectic profile to LinkedIn and make it possible to capture my professional development in categories like "Teaching" and "Conferences". Regardless, I feel like it's a valuable point in the constellation of my online presence, even if it does tend to go unregarded for months at a time.

Edit: I was just highly amused by the disparate points of view on LinkedIn between my post and this one by Librarian At Heart. I thought I'd clarify that I'm not really bemoaning the lack of muddy-faced photos of me on LinkedIn - that's definitely not the place for them - simply noticing how my ambivalence possibly comes from the austere nature of the site. Equally it's hard to feel like you're connecting with real people on LinkedIn. I suppose it's not necessarily more curated or polished than any other social media site, just polished in a particular way.

23 Research Things - Things 5 & 6

These days I find myself in a bit of a post-Honeymoon period with Twitter and often question what it adds to my professional life. The fact that many professionally relevant conversations and connections happen there is reason enough for me to want to remain but I think it tends to demand more than it gives. That's why I'm having a little difficulty summoning enthusiasm for Thing 5, an exploration of how Twitter can be used in research.

I teach academics about communicating and sharing your research and strongly encourage some form of non-academic dissemination, not only for increased citation rates but for practice communicating your ideas in different modes. Of course Twitter is brilliant for this for all the reasons discussed in the video for Thing 5, but it also depends on where people are comfortable and what suits their communication style. I am firmly of the opinion that Twitter should be optional, no matter what field you're in, and important work-related discussions shouldn't happen exclusively on Twitter just as business decisions shouldn't happen exclusively on the smoking terrace.

Twitter: the smoking terrace of our generation? (Does anyone else remember this episode of Friends where Rachel takes up smoking because her colleagues are making important decisions during their cigarette breaks?)

Part of the problem is the feeling one has on Twitter of shouting into the tempest. There is so much information being generated every second that it's hard to feel you're providing valuable content. For researchers the fear that what they're saying won't be of interest and won't even be noticed must be tremendous. Add to that the time spent setting it up, getting used to it and Tweeting enough to make the whole endeavor worthwhile, I certainly empathise with academics I talk to who just don't see the point. However, I do think it's important to give researchers the opportunity to reframe Twitter as an opportunity for a different kind of scholarship and connection. At its best, Twitter is highly adaptive, timely, grass-roots, creative, inclusive and accessible, which is why I'm still there.

Thing 6 deals with content creation/curation through tools like Storify. I have seen Storify used to link together tweets from a conference before but hadn't thought of it for linking longer thoughts or related items. I think Librarian Errant hit the nail on the head with their reflection on today's featured tools, writing:

I found today’s Thing a useful reframing of resources that I had not previously considered for use in a content-creation context. One of the things I’m considering doing as a result of the 23 Research Things Cambridge programme is start creating some kind of themed collections of links, in a location less ephemeral than Twitter. I had been intending to do so on my blog, perhaps making use of something like Pocket to gather the links together until I was ready to post them. However, I’m now wondering if Paper.li or Scoop.it might be better.

That's a use I wouldn't have thought of either. I do wonder how much more discoverable those resources would be. I have yet to be convinced that Twitter offers much opportunity of distinguishing the signal from the noise. However, I do think it's worth a try, even if I'm only curating resources for my fellow librarians!

Ideas for curated content (please comment if you'd find any of these particularly useful!):
- Conference poster design
- Practitioner research
- Embedded librarianship
- Productivity
- Bullet Journal

23 Research Things - Thing 4

Thing 4 of 23 Research Things deals with pulling in information. Keeping up to date with conversations and papers in your area of interest could be a full time job, particularly if you're struggling to maintain interest. Adding it to your workflow and curating it into a manageable form is a great way to stay engaged.

I actually just recently (as in last week) resurrected my Feedly account. Since it's a tool we talk about in training sessions at work I thought I'd engage with it a bit more after having quit using my account months ago. In the process of reworking my workflows and breaking bad digital habits, I've found using Feedly to keep up with news and blogs keeps me away from more distracting social media sites. It means I actually read articles that interest me and once I've read them they don't appear again. On Feedly I tend to skim the new stories a few times per day, and if something interests me I'll either read it then and there if I have time or save it for later if I don't. I've also been using the knowledge boards as a way of tagging and saving articles I think I might want to read again or refer to in teaching or a blog post, for example. As soon as I've browsed the headlines in a topic I mark all as read so that they disappear from my feed, assuming that if it didn't catch my attention then, it won't later. This gives the same feeling of victory as getting to Inbox Zero and I enjoy how little time it takes me to get there.

Behold my dragon hoard of information: My Feedly account, featuring a familiar face.

However, the desire to stay engaged must be balanced with the fear of missing out (FOMO) that pervades my online existence. I've had to learn to edit ruthlessly, culling the information sources that don't add to my life and reminding myself that it's okay not to scroll all the way to where I left off. On Feedly, for example, I've had to unfollow news feeds that add 10+ stories an hour for the sake of my own sanity and the health of my scrolling finger. I'm constantly editing what appears on my Twitter timeline and I've all but abandoned Tumblr for the same reason.

In addition to RSS feeds, I also teach academics and postgraduate students about setting up alerts on Google Scholar, Scopus and/or Web of Science for favourite authors, sources or searches so that new content is brought directly to your inbox. I have done this myself but have yet to reap any benefit from the seeds I've sown. I admit I've also not gotten the hang of Pocket yet either. I've installed it and I'm trying to use it, but I'd rather use a reference manager to grab things for work or study, while non-work articles get read the day the tab is opened or else I assume I wasn't that interested. I'm going to give Pocket another honest try, though!

I suppose the take home point is that all of these tools are only as good as the effort you put in to customising them and using them regularly. I've definitely incorporated Feedly into my daily workflow, but I'm still seeing what else works.

How about you? What do you use to gather and read new information on your favourite topics?

23 Research Things - Thing 3

When I teach academics about managing their online profiles it's with the notion of using social media to share research and to ensure that their work is associated with them, not someone else with a similar name. For me, the need feels less imperative because concerns of authorship aren't particularly high priority. However, doing the exercises from Thing 3 has reinforced that even if you teach something regularly, you can still improve your own practices.

I'm unconcerned that, in addition to my own online presence, a search for my name delivers a clinician, a blogger and a bassist. Actually, Googling myself is a fairly uneventful experience. Most of my public content is pretty generic and work-related since I have made efforts in the last few years to adjust my privacy settings, be a little more mindful about what I post and break away from the fear of missing out that has at times had me compulsively refreshing pages in case a new post turned up in the last 60 seconds.

My Visitors and Residents exercise

The biggest surprise for me was YouTube, which I didn't even consider as an online space over which I had ownership, hence why I forgot to put it on my V & R map. I consume content on YouTube frequently and have an account there, but what surprised me was that anyone could see my playlists and favourites. While there's nothing dodgy on there (apart from revealing my very random taste in music), I saved videos to playlists for myself, not for public consumption. I have gone through and changed all of that content to private now. Having checked my email accounts with haveibeenpwned, I am most concerned about my Tumblr accounts and will make sure I do my routine password change sooner rather than later.

Looking at my V & R map I can see that my online priorities are shifting from personal to professional: my map a few years ago would have been weighted much more firmly toward the upper right hand quadrant. Part of this shift relates to developing a workflow of "Personal on paper, collaborate on the cloud". But there is still a large degree of bleed-through between professional and personal. Unlike Librarian Errant, I put my name to my online identity, both personal and professional, and rely on privacy settings to ensure I am only allowing certain people into aspects of my personal life. Certainly this allows people to find my content in the professional context, but I do wonder how much I edit myself because I've put my name to things.

Ultimately I don't think there is one right solution. As the Visitors and Residents exercise demonstrates, public vs. private is relative; other people would cringe at the thought of posting things that I consider completely benign to share online. The main thing is to consider security concerns, and, as I teach my academics, that requires setting aside a little bit of time every now and then to figure out what other people find when they Google you.

23 Research Things - Thing 2

It's Wednesday and that means 3 things:

1 - My legs hurt from doing squats and deadlifts at the gym this morning,
2 - I'm getting ready for my weekly cycle out to West Cambridge to be the roving librarian at the Whittle Laboratory and,
3 - It's time for another installment of 23 Research Things!

Thing 2 is about reflective blogging. Hooray! A Thing I do anyway!

Self five!
(30 Rock via https://lockerdome.com/6956494474193729/6944414779055892)

I've had personal blogs off and on since the early 2000s, back when LiveJournal was the place to over-share your feelings with strangers and obsess over which 100x100 pixel profile picture best expressed your mood. I started this blog in 2014 as I was starting think more about career development. My first post is still unpublished and is ironically titled "Social media: are we just talking to ourselves?" It was going to be a hard-hitting piece on the echo chamber effect, illustrated by quotes from Brave New World. Looking through my list, I've started and abandoned almost as many posts as I've published.

This assignment is to talk about how we feel about blogging as a tool for reflection and obviously I can see its merits. But I want to point out that it isn't always comfortable for me and I can certainly empathise with people who have serious reservations about sharing non-academic writing in such a public setting. After all, even if you are sold on the benefits of reflection in the learning process (which I am), why do those reflections need to be posted where anyone can see them? The paradoxical doubts of, "Do I really want strangers to be able to read this?" and "Probably nobody cares what I have to say anyway" can silence many potential bloggers. It's perfectly valid to write and reflect privately, and I certainly do that as well. I am a paper and pen journal writer and those notebooks will hopefully be consumed by a fire as soon as I die so that I don't have to be posthumously mortified (no pun intended) by the thought of people reading about my more navel-gazing moments.

The benefit of blogging over private journal writing is that by changing the audience to whoever it is you think might read your blog (Hi, Mom!), you are exercising a different voice. It's not the free-flowing stream of consciousness of a personal journal, nor is it the rigid structure of academic writing. You are communicating in an informal but public register, which is a crucial thing to practice as a researcher. I think of it as a format for complete thoughts, hence the unpublished blog posts sitting in my list. I was obviously thinking about a particular topic and wanted to get it written down somewhere, but I didn't have enough to say to share it. That's fine. The writing process itself is the valuable part. The public nature of this format simply holds me accountable; I feel guilty when 6 months go by with out a post, not because I think my eager readers are clamouring for it, but because I know people can see how little I've been writing and I like to challenge myself to write complete thoughts.

Reflective writing is valuable for a few reasons. First, it reinforces things you've learned. Writing about what you've recently read or attended classes in is part of the alchemical process of creating deeper understanding. Second, it allows you to clarify for yourself how you feel or think about particular topics. Third, it's just another chance to practice writing and communicating. And finally, it frees you from the burden of hanging on to whatever is on your mind.

That last one's a bit odd. Let me clarify.

You may recall from my Thing 1 post that I'm on a bit of a productivity kick at the moment. While working on some pre-planning for my first Bullet Journal last night I came across this video of David Allen, author of Getting Things Done, doing a Ted Talk on stress-free productivity.

In it, he describes how people feel that they could be more productive, if only they had more time. But too little time, he argues, is not the problem.

"You know what you’d do with two more hours? You’d have two more hours of overwhelming stickiness. Actually, for most of you, it’d be a good thing you don’t get two more hours. Because the issue is not time.

How long does it take to have a creative idea? Zero time.

How long does it take to be inspired? Zero time.

How long does it take to recognize an opportunity you could leverage and take advantage of? Zero time.

Time is not the issue for those things. There is something required for those things. What’s that? Psychic bandwidth.

You need space to think."

Creating that space to be truly present and focused, he says, requires that we get rid of all the other stuff cluttering up our thoughts by writing it down. Anything you're thinking about, from jobs you need to get done to the relationship between social media and Aldous Huxley novels, is taking up bandwidth that you need to focus on what you're doing right now. Furthermore, he says, it helps you identify the task at hand. If you're mulling over a course you just took or a conversation you just had, write about it and figure out what action you need to take. "What exactly is the work you need to do?" That is the chief value I see in reflective blogging; it's identifying the "What now?" as Georgina put it. Learning for the sake of learning is fine, but if you can figure out what you can change as a result you will get more out of it, and maybe free up some bandwidth to have some great ideas.

23 Research Things - Thing 1

Hello! I'm joining in with 23 Research Things Cambridge and will do my best to post all of the "Things" in a timely manner. Thing 1 is an introduction and a chance to reflect on what we hope to get out of our involvement. I think this also might be a good chance to introduce myself in case any new readers find this blog as a result of the programme.

The author, as viewed through a series of tubes

My name is Kirsten and I'm Assistant Research Support Librarian in an HE Engineering Department. I work with Masters and PhD students and researchers through various phases of the research process, from research ethics to accessing resources to understanding the 21st century academic publishing landscape. I do quite a bit of teaching and one-on-one work as well as developing the online support for our students and academics. While I already do a fair amount of CPD around research, I thought 23 Research Things would be a great chance to find some new ideas and be reflective about my practices.

This is rather timely as I'm looking at revamping my productivity and goal setting at the moment, moving toward an analog system that will allow me to take notes and do more reflective writing with pen and paper by trying out bullet journaling. So I'm already thinking a lot about how I manage my own information and what my personal and professional goals ought to be over the next 6-12 months. The schedule of upcoming Things looks like it will be a good blend of strategies I've thought about a lot and ones I haven't really explored personally. I'm hoping to gain a lot of perspective, both on my role in research support and as a researcher myself.

I'm also looking forward to hearing from other participants - particularly people outside the library world - in order to expand my understanding of the ways in which people do research. Look for regular updates on this blog and I hope to hear what you think as part of this programme!

Course Write-up: Gathering feedback

Hello! It's been a while since I've written up any courses I've been on, in part because I am very lucky that I work in a place where we share what we learned on courses at our weekly staff meetings so I haven't felt the need to try to reflect or assimilate in writing. But it's always beneficial to write these things down for my own sake as well as sharing them more broadly, so I thought I'd try to make more of a habit of it, at least when I feel it would be useful to do so for my own practice. I'm working on a some other work-based and professional development habits, which I hope to talk a bit more about in an upcoming post. Meanwhile, here's a write up from a course I went on this week.

Sally Stafford's recent session on gathering evaluation and feedback was one I've been looking forward to for a while. As someone who teaches a fair amount, I often rely on the course leaders to pass on feedback from their students about what I might improve, and we are still working on developing strategies for consistently getting evaluations from the training sessions we give. While I really enjoyed this course, it was a bit of a stretch to think of ways of incorporating it into my own practice as there was a heavy bent toward feedback on exhibitions and outreach events rather than training sessions. Even so, it certainly got me thinking about creative ways of framing questions and assessing learning outcomes.

The first point Sally made was that when people think about feedback, they're often only thinking about gathering opinions after the fact. However, effective projects look for feedback throughout, from the initial development phase. By doing this you can ensure that you are delivering content that people really want, in a way they want. Teaching sessions have this built in, in that the process is inherently iterative: ideally, your training gets better each time you do it based on the feedback you've had before, and there is no "final" product to get feedback on. However, it is useful to think about impact in the same way museums do. What have people taken away from my session? What was the impact on their practice? Impact is a fiendishly difficult thing to measure, but various sectors are under increasing pressure to demonstrate measurable impact to justify funding, staff and other resources. This is not to say that everything needs to be reduced to a number, say "72% of participants said this training was Very Useful". I'm always more inspired by individual comments, like, "I learned a lot, thank you!" or "I never knew librarians knew so much about this stuff!" But in large volumes that becomes more and more difficult to parse and if you are involved in a project that requires you to justify funding, you may be dealing with people who find the numbers much more compelling than a few glowing remarks when presented in a report.

GLOs and designing questions

Central to Sally's process were the Generic Learning Outcomes, a framework used by the MLA to assess learning in non-classroom contexts. While much of the discussion around the GLOs focused on the context of exhibitions or outreach to school groups, I found the framework to be a useful prompt to think about what questions one could ask to gather feedback about different facets of learning.

• Knowledge and understanding: While this is fairly straightforward, asking bluntly "How much/what did you learn?" is not necessarily going to give you brilliant feedback. Any parent who has asked their kid what they learned in school today will be familiar with the non-commital shrug followed by that slippery syllable, "Stuff". The group talked about potentially asking for one thing that stuck out, one fact for example. Since I often do follow-up sessions or series of classes, I could always ask at the beginning of a class for one thing they learned in the previous session for example.
• Skills: This is a tricky one to get verbal feedback on, but could be tested through doing an activity before and then after the session. An approach that Sally used for our session was a target, where we rated our confidence with evaluation before and after the session using sticky dots placed correspondingly on the target. I think confidence is a good operative word when asking people to self-report on their skills. 
• Attitudes and values: Another tricky one to ask about, as Lucy was tactfully explaining, as it has to do with subjects that people are sensitive about. Sally offered the example of, "Are you a bigot?" as a potentially insensitive way of gathering feedback about this aspect. :) My content is often very value-laden. I talk pretty openly about my mistrust of metrics as a good indicator of the quality of an article, about the flaws in the peer review process and advocate passionately for Open Access publishing. Rather than gathering this in the form of feedback after the fact, I usually seek to have a discussion during the session where people are invited to share their points of view.
• Enjoyment, inspiration and creativity: While I don't think I'll collect finger paintings from my students, it's worth thinking of creative ways people could respond, especially if they have felt inspired by something in a session. I refer to this facet later as the 'Ah-hah' moment and discuss it in more detail.
• Activity, behaviour and progression: Once again I do often have the opportunity to find out what people learned from a previous class and I think I could take greater advantage of that to see if behaviour has changed in response to something I've taught. I usually ask if anyone has been using a particular tool or technique and ask for feedback but perhaps I could do this in a more structured way.

Creative feedback methods

I'm obviously still mulling over how to ask for feedback and how to record it, but the session was certainly not short of ideas. Many of them would suit a UX context better as they're fairly involved, e.g. focus groups, behavioural mapping, observation, interviews etc. Some suit different audiences better than others, for instance role-playing or drawing would be great for kids but I somehow doubt I could get a room full of stressed MPhils to see the value of such tasks (as much as I believe that creative endeavours are good for stress levels). There are some ideas I'm tempted to use, however. For shorter sessions on a particular tool or skill, I'd love to adapt the target method to show the change in confidence levels. For series of sessions I'd like to build feedback into subsequent sessions and help people reflect on how their practice of academic research is developing. It's definitely gotten some gears turning in my brain regarding how I could gather feedback beyond my usual post-its at the end asking for one thing they've learned and one thing they'd improve.

Ethics and accessibility

I wanted to raise a couple of issues that didn't come up during the course. First, gathering data from people I think it's essential to speak to someone in your institution that knows about research ethics. They may say that no further approval is needed, but the moment you start gathering artifacts or quotes from people, start observing their behaviour or start intruding on their time it's important to think about the ethical considerations.

• Is participation voluntary?
• Have you informed people that they're being watched?
• Have you informed them of how you will use their data and do you have a plan to follow through with that?
• Who will have access to the feedback they give you?

Unless told otherwise, people have a reasonable expectation of anonymity when taking part in studies. It doesn't have to be a signed consent form in every instance and can be very light-touch. For example, I plan on adding a quick verbal disclaimer when I'm asking for feedback that it's anonymous and any feedback they give us will be used to make our training programs better. There is a blurry line between user experience research and feedback and I would think that it would be good to err on the side of caution and consult with someone who can give guidance on what you need to tell participants and how to keep the data in a safe and anonymous way.

Similarly, it's important to think about comfort levels. One method discussed for use with teaching sessions was task-based feedback, for example acting exercises to gather feedback during a session. It was mentioned that adults were likely to be self-conscious about this, but that it would be engaging for children. I agree but I think it's important to be aware that if this is built into the curriculum of a particular course or training session it may not be accessible for people on the autistic spectrum or other social differences. By way of making course content equally accessible to all, I would be interested in finding a way for students to opt in rather than making it a requirement, or seek other ways in which you could gather similar feedback.

Accessibility sprung to mind again when we looked at feedback methods using red, green and amber coloured pieces of card to let the instructor know how confident or engaged participants felt. Again, alternatives that are accessible to colourblind participants would be useful to prepare ahead of time. These are just a few examples - there are many ways to build accessibility into your feedback process if you take the time to consider who is being excluded by the method you have chosen.

Ah-hah moment

I think my favourite concept from the course (and my own 'Ah-hah' moment) was the idea of focusing feedback on what inspired someone, one idea they'll take away from the session or one lightbulb that lit up during the session. Even if a student in one of my sessions paid me pretty much no attention but they had an 'Ah-hah' moment regarding their own work while sitting there, I feel like at least I provided them the space to get that inspiration and I'd love to know about it.

For kids visiting an exhibition, they may not grasp your thesis but they will certainly remember the taxidermy pigeons because they're surprising. Or they might remember that, like Charles Darwin, they always keep a journal too and like drawing the animals they see. Similarly, my students may not remember everything I tell them about Data Management, but I hope they remember the story about the guy who lost 6 months of work when his laptop containing his PhD and the backup disk, both in his rucksack, were stolen in a pub. Or when looking at conference posters for design tips, maybe a student will finally figure out what methodology she'll use for her own dissertation (this literally happened in my class yesterday). I don't really mind if she took on board less of what I taught as long as she left my class excited about something to do with her work.

I think beyond tips for improving the actual content or timing of the sessions this will be the focus of generating feedback. It provides students the chance to reflect on what they're excited about, which will reinforce whatever inspiration they've had, and it gives me a window into what material students are resonating with. On a personal development level, I've just started a weekly reflection/accountability thing where I write about what went well vs. not so well, which includes noting down my own 'Ah-hah' moments. It's really helpful to try to capture what's inspiring you from the courses you're taking or the books you're reading as it makes it easier to remember and therefore implement any changes that you might think of as a result (especially if, like me, you're consuming so many great articles and podcasts that often times great ideas are driven out and forgotten, no matter how inspiring they were).

So, to try to synthesise a write up in which I concluded pretty much nothing, it was a good session and it's definitely got me thinking. These concepts might go on the back-burner for a bit but I can have a look at this post later on when I'm developing courses to see if it prompts any more 'Ah-hah' moments. 

Who are you and what have you done with my Impostor Syndrome?

Raise your hand if any of the following things are true of you:

• I have regularly worked longer hours than I am contractually required to and/or skipped at least one entire break in a working day.
• I have intentionally gone to work ill or felt incredibly guilty about calling in sick.
• I frequently feel worried that my work isn't good enough and that at some point I will be "found out".
• The more I am praised or recognised for my work, the more pressure I put on myself to live up to my own impossible expectations.

I'm going to have to put my hand down now because it's hard to type. (Which is to say, me too.) I would be embarrassed admitting something so personal but I think it's true of so many people I know in life in general and in libraries specifically. It's something I've been consciously working on for the last year or so but like all progress, it's seldom straightforward.

I won't go into the specifics of why I'm writing about this now, suffice it to say that my co-workers are fantastic and helped me realise pretty quickly that I was working WAY too hard for a couple of weeks and not taking care of myself. Part of it was time pressure and part of it was genuinely enjoying what I was doing enough to not want to switch off at 5:00, but underneath that there was lurking the ever-present sense that I needed to earn my value through productivity.

Important things to remember, by the incomparably lovely Stevie Wilson.

That is not and has never been true. In the comic above I feel like the artist is dealing with a sense of dissatisfaction with her "day job" as a barista, but the same feeling can be present if you love your job. Indeed, I think it's even harder to separate your sense of value from what you do all day when you're passionate about what you do. Being a research support librarian is my dream job and I love it, but that doesn't mean there isn't more to me. And that other stuff is worth cultivating and caring for. You, yourself, alone, doing nothing, accomplishing nothing, have value.

This week a very lovely and helpful person sent me this article, which I of course related to massively and which reminded me about all the work I've been trying to do on keeping everything in balance:

This is just a library. It’s not heart surgery. This work will all be here when we get to it.

So, take a minute and assess your workload and your projects. Are any of them emergencies? Ask your boss for a meeting and ask for help prioritizing the work if you need to. Whatever you do, Shiny New Librarians, do not try and be the hero and overdo it because we need you. We need you to do all of the cool great things you’re doing now, but we also need you to make it into management without being burned out and angry. We need you to run the next generation of libraries and protect the new people from themselves.

- bossladywrites

It's reminded me to be more mindful, to be able to put things aside and know that it will be okay. Nothing's going to catch fire if I don't finish that report RIGHT NOW. It's reminded me that I am sometimes so worried and stressed about living up to expectations that I make it harder for myself to do good and meaningful work. So, I've streamlined things a bit, worked on my task management, tried to reign in a bit of my multi-tasking so that I'm really focused on what I'm doing at any given moment and tried to be more disciplined about actually going home at a reasonable hour. My graph is still more of a squiggly line than a nice straight line, but as long as the squiggles are trending in the right direction I think I'll call it a win! 

I hope that if you put your hand up at the beginning of this post you'll think about what's behind that and remember that you, too, have value as yourself.

Whales, games, conferences and teaching

Apologies that my blogging has been a little like the sporadic surfacing of a Cuvier's Beaked Whale lately! I have a lot I want to reflect on and, as I've said previously, the times when I feel least like I have time to reflect are precisely the most important times for me to do it. (I wonder why I use breathing metaphors so much when thinking about reflecting...) So I'm sticking my head above water to give a quick update to reflect a bit on what has been going on since I started my new job in November.

• Attended a course on game design for libraries put on by the CILIP School Libraries Group. I was pleasantly surprised to find that this was being taught by some HE librarians and they were talking about the HE sector for the most part, so the content was very well suited to me, but it was also fantastic meeting and talking to lots of librarians from school libraries. We don't often get to meet school librarians in HE but I was struck by how different the support for information literacy is in the different schools. It reinforced the idea that we can't assume what undergraduates arrive knowing because just within London there is very different exposure to critical reading and information literacy depending on the school.
• Attended various talks by the fabulous Office of Scholarly Communications. These guys just seem to get it. They just formed last year and already they're tackling a lot of big issues facing researchers such as open access, open data, and managing one's online profile. This overlaps with some of the work librarians are doing but rather than fighting for supremacy, the OSC have made sure to leverage the might of librarians in Cambridge, providing training and ensuring that we have a lot of buy-in with what they're doing. I think it's absolutely brilliant - rather than having to navigate the vast and confusing information "out there" online, we have a local resource I can point people to and in turn they're making sure librarians are better prepared to answer some of the questions we get from academics. Big shout out to these guys! Check out their blog as well - it's well worth a look.
• Attended the Libraries@Cambridge conference. I was also one of the live bloggers for this event. You can read my hastily typed post on the first Keynote Address here! It was my first time at this event and I was very impressed. I like going to external events like the CILIP SLG course because of the chance to meet with people from diverse backgrounds but it was clear from the conference that there is huge diversity within library roles just in Cambridge.

I've been learning quite a lot in my new role, helped along by my brilliant co-workers. From my perspective it's a relatively small team, but there's a lot of interlocking expertise. Some of us overlap in places but we also complement each other's expertise very well.

The big thing on my mind at the moment, however, is teaching. For a very, very long time I've known that I wanted be involved in education in some way, just not in front of a classroom day in and day out. (I have respect bordering on awe for those who can summon the energy to do so and do it well!) This meandered from thinking about tutoring for a non-profit to interpreting heritage sites for visitors to doing museum outreach and education and lately being focused on information literacy education through libraries. I've taught roller skating with the local roller derby league and absolutely loved it - the feeling of helping someone "get it", of breaking things down to help them, giving pointers and knowing when to step back and let them practice on their own.

So I was fairly nervous but also excited when I found out I was to begin teaching last week! I've taught a couple of sessions so far and I think they went pretty well. Areas I want to work on are deepening my knowledge of the areas I'm talking about so I can speak with a bit more understanding and developing a storehouse of pertinent examples for each point. What I think I'm good at: being engaging/holding people's attention, appearing relaxed even when I'm feeling nervous or flustered and developing sessions that take into account different learning styles. I think it's a little early to start making much deeper statements about teaching. I can certainly see how it is an incredibly dynamic process learning to teach!

There is a lot more going on at the moment that I would love to get into, such as the UX study for which I'm currently applying for ethics approval, and my new-found evangelism for Open Access, especially at moments when I'm dealing with tricky Inter Library Loans requests, but I will save those for another time!