18 · Survey Results: Executive Summary
the hard sciences, but subject specialists for all aca-
demic disciplines were represented nearly equally. The
next most common position titles include the words
“digital” (38 positions), “data librarian” (18 positions),
or “metadata” (17 positions). Given that these positions
come from across the library, it is not surprising that
the majority (146, or 63%) have RDM activities added
to their existing job duties, though 49 are new RDMS
positions (22%). Only 34 positions were substantially
redesigned (15%) to focus on RDM services (Q39).
The survey asked about these positions’ responsi-
bility for three broad RDM service roles: data manage-
ment plan support, RDM guidance other than DMPs,
and data archiving assistance. All but a few of the 53
libraries provide some level of service for all three
categories (Q42). RDM guidance is the most common
activity among both libraries (51, or 96%) and posi-
tions (183, or 82%). Data archiving and DMP support
for grants follow closely (49 libraries, 154 and 150 posi-
tions, respectively). The majority of positions perform
all three roles. In addition to providing RDM service,
these positions devote a significant portion of their
time to subject reference services (42%), cataloging/
collection development services (27%), administra-
tive tasks (25%), and other data services (24%), among
many other duties (Q44).
How much staffing is required to provide RDM
service so comprehensively? The number of posi-
tions and time spent on RDM activities varies widely
across the responding libraries. Groups made up of
staff from both the library and other departments
in the institution have 10 members on average (Q34).
Library committees/groups average about 8 members
(Q33). Single library departments that provide RDM
services average about 6 staff (Q36). Eight libraries
have a single position that provides RDM services.
Although 90% of the positions are full-time, most
of these individuals spend only a portion of their
time on RDM activities. Respondents were asked to
estimate the percentage of time spent on RDM for up
to six positions within their institutions (Q43). Only
27 of the 213 reported positions (13%) spend 100% of
their time on RDM services. Twelve spend between
60% and 90%, and 17 spend half their time on RDM
activities. The remaining 147 positions (69%) spend
less than half their time on RDM activities nearly a
quarter (47) spends less than 10%.
Education and Skills
In addition to assessing staffing models, the survey
explored the training and educational backgrounds
of current RDM service providers. We expected this
emerging service area to require new and diverse
skills, not always found within library service envi-
ronments, and which often draw upon experiences
from other professions or disciplines. The majority
of staff with RDMS roles have MLS/MLIS degrees
(172 individuals, or 75%) (Q45). Thirty-eight of these
have masters degrees in other disciplines (22%), and
six have PhDs in other disciplines (3%). Forty-three
individuals (19%) hold only graduate degrees in a dis-
cipline other than library science 20 hold a masters,
17 hold a PhD, and six hold both. Fourteen individuals
have a degree with a data curation emphasis. Eight
others have degrees with an archives emphasis. The
range of other disciplines is tremendous and includes
very minimal concentration in any single area. Only
ten individuals have only an undergraduate degree.
Recognizing that formal academic backgrounds
may not be the only influential factor in building a
qualified RDM service team, the survey also asked
respondents to select the three most important skill
areas for the staff now in these positions (Q46). The
top three areas are subject domain expertise (38 re-
sponses, or 75%), digital/data curation training (31,
or 60%), and IT experience (30, or 59%). Respondents
also explicitly noted the importance of training and
experience in research methods, data analysis, re-
search data management best practices, and scholarly
communication.
Training Needs
Although many respondents stated that the function
of libraries (access and preservation of knowledge)
and current skill set of librarians lends themselves to
RDM, many acknowledged that new skills and train-
ing are needed to optimally perform RDM. For future
planning purposes, the survey asked which skills
RDM staff most need further advanced training on.
The most frequent response was identification and
the hard sciences, but subject specialists for all aca-
demic disciplines were represented nearly equally. The
next most common position titles include the words
“digital” (38 positions), “data librarian” (18 positions),
or “metadata” (17 positions). Given that these positions
come from across the library, it is not surprising that
the majority (146, or 63%) have RDM activities added
to their existing job duties, though 49 are new RDMS
positions (22%). Only 34 positions were substantially
redesigned (15%) to focus on RDM services (Q39).
The survey asked about these positions’ responsi-
bility for three broad RDM service roles: data manage-
ment plan support, RDM guidance other than DMPs,
and data archiving assistance. All but a few of the 53
libraries provide some level of service for all three
categories (Q42). RDM guidance is the most common
activity among both libraries (51, or 96%) and posi-
tions (183, or 82%). Data archiving and DMP support
for grants follow closely (49 libraries, 154 and 150 posi-
tions, respectively). The majority of positions perform
all three roles. In addition to providing RDM service,
these positions devote a significant portion of their
time to subject reference services (42%), cataloging/
collection development services (27%), administra-
tive tasks (25%), and other data services (24%), among
many other duties (Q44).
How much staffing is required to provide RDM
service so comprehensively? The number of posi-
tions and time spent on RDM activities varies widely
across the responding libraries. Groups made up of
staff from both the library and other departments
in the institution have 10 members on average (Q34).
Library committees/groups average about 8 members
(Q33). Single library departments that provide RDM
services average about 6 staff (Q36). Eight libraries
have a single position that provides RDM services.
Although 90% of the positions are full-time, most
of these individuals spend only a portion of their
time on RDM activities. Respondents were asked to
estimate the percentage of time spent on RDM for up
to six positions within their institutions (Q43). Only
27 of the 213 reported positions (13%) spend 100% of
their time on RDM services. Twelve spend between
60% and 90%, and 17 spend half their time on RDM
activities. The remaining 147 positions (69%) spend
less than half their time on RDM activities nearly a
quarter (47) spends less than 10%.
Education and Skills
In addition to assessing staffing models, the survey
explored the training and educational backgrounds
of current RDM service providers. We expected this
emerging service area to require new and diverse
skills, not always found within library service envi-
ronments, and which often draw upon experiences
from other professions or disciplines. The majority
of staff with RDMS roles have MLS/MLIS degrees
(172 individuals, or 75%) (Q45). Thirty-eight of these
have masters degrees in other disciplines (22%), and
six have PhDs in other disciplines (3%). Forty-three
individuals (19%) hold only graduate degrees in a dis-
cipline other than library science 20 hold a masters,
17 hold a PhD, and six hold both. Fourteen individuals
have a degree with a data curation emphasis. Eight
others have degrees with an archives emphasis. The
range of other disciplines is tremendous and includes
very minimal concentration in any single area. Only
ten individuals have only an undergraduate degree.
Recognizing that formal academic backgrounds
may not be the only influential factor in building a
qualified RDM service team, the survey also asked
respondents to select the three most important skill
areas for the staff now in these positions (Q46). The
top three areas are subject domain expertise (38 re-
sponses, or 75%), digital/data curation training (31,
or 60%), and IT experience (30, or 59%). Respondents
also explicitly noted the importance of training and
experience in research methods, data analysis, re-
search data management best practices, and scholarly
communication.
Training Needs
Although many respondents stated that the function
of libraries (access and preservation of knowledge)
and current skill set of librarians lends themselves to
RDM, many acknowledged that new skills and train-
ing are needed to optimally perform RDM. For future
planning purposes, the survey asked which skills
RDM staff most need further advanced training on.
The most frequent response was identification and
