28 · Survey Results: Survey Questions and Responses
We offer an elective 1-credit seminar to graduate students on searching and using information sources. This seminar
addresses in part ethical use of information.
Webinar
11. Please indicate how long your library has used each applicable RCR training method. N=36
Training Method More than 3 years 1–3 years In planning stage N
Incorporate RCR topics into course-based
library instruction sessions
29 3 32
Face-to-face RCR-specific workshops 22 7 1 30
Online guides 23 6 1 30
Online tutorial 10 8 4 22
Printed handouts/guides 11 2 1 14
On demand video 2 3 6 11
Other training method 5 2 7
Total Responses 33 21 8 36
12. Please enter any additional library RCR training methods information you would like to share. N=3
At the library, we currently offer EndNote/Zotero/Mendeley workshops but not necessarily in the context of RCR.
In the past, sessions on copyright and fair use have been offered. In terms of training plans, we plan to offer Data
Management Tips &Tricks. Regarding the training method, the above is an estimate not clear on the exact length of
time these methods have been offered. Online tutorial is something we hope to plan/offer.
The online tutorials are subject or class-based and they include information on plagiarism and citation practices as well
as information on IL skills, e.g., searching skills, appropriate subject resources, etc.
The science librarians’ expanding involvement in plagiarism prevention led to a National Science Foundation grant to
develop an online game, GAP (Gaming Against Plagiarism) focusing on plagiarism, falsification of data, fabrication
of data in the STEM disciplines. Work on this game brought us in contact with other units on campus, and we
suddenly found ourselves conducting the Avoiding Plagiarism Seminars managed by the Dean of Students Office for
Student Conduct and Conflict Resolution. We were also invited to work with the I-Cubed grant serving on the Ethics
and Mentoring Subcommittees and co-sponsoring programming such as an Ethics Symposium. Science librarians
developed an Introduction to RCR workshop and a guide to sources, focusing on aspects such as case studies. The
Intro to RCR workshops taught us that discipline- and audience-based sessions are likely to be more effective than
general workshops open to anyone. For example, beginning graduate students appear intimidated and reserved in
general workshops, while experienced graduate students have many questions and opinions to offer. Faculty who
attend the general workshops are likely to request department-level sessions on the spot or to inform their colleagues
that librarians are willing to lead RCR sessions, leading to future invitations. Getting invited to present on one or more
RCR topics at graduate student seminars has frequently led to subsequent invitations—to discuss other RCR topics, to
repeat each semester, or to present on traditional library services such as database selection and searching techniques.
Through being willing to tackling topics that are unfamiliar to faculty, we seem to have established credibility in
traditional as well as untraditional areas of strength.
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