2015 Texas STEM Librarians’ Conferencehttp://hdl.handle.net/10106/258362024-03-28T17:16:24Z2024-03-28T17:16:24ZData: Its rising importance in research, and where to find itGulliford, Bradleyhttp://hdl.handle.net/10106/258562016-08-31T08:01:54ZData: Its rising importance in research, and where to find it
Gulliford, Bradley
Data files are sought after by students, the informed public, and fellow researchers, no longer the exclusive property of the scientist or of interest only to the social science geek. Finding them isn’t routine yet. We will look at some “best bet” sites, data papers, and discipline-specific peculiarities to form our roadmaps.
Research methods for STEM librarians: Perspectives from a narrative inquiry angleAwasom, Innocenthttp://hdl.handle.net/10106/258552016-08-31T08:01:52ZResearch methods for STEM librarians: Perspectives from a narrative inquiry angle
Awasom, Innocent
As Librarians, we are expected and required to conduct research so as to contribute to the advancement of the profession and the global knowledge base in Library, Archival, Museum and Information Science. A review of the research methodology used in the top ranking journals in Library and Information Science (LIS) research, shows a predominance of traditional descriptive qualitative research with surveys as the main data collection method. However, the ensuing results from this type of research and data usage merely tell just part of the whole story while a lot more useful information could be gleaned using other elements in a narrative inquiry methodology – ways in which humans experience the world, in this case, the Library and Information Sciences (LIS) world. Qualitative observational research describes and classifies various cultural, racial, and / or sociological groups by employing interpretive and naturalistic approaches. It is both observational and narrative in nature and relies less on the experimental elements normally associated with scientific research. Results from this study shows that a more holistic picture emerges when we utilize more ways of data collection (triangulation) and this certainly has far reaching implications on the quality of research carried out in the LIS profession. The beauty of narrative inquiry lies not only in the social construction of knowledge but also in our ability to present results in different genres such as fiction, poetry, performance art and art, providing more points for connection in order to reach a wider audience.
Beyond bibliographic instruction: Science research workshopsChan-Park, Christinahttp://hdl.handle.net/10106/258542016-08-30T08:01:58ZBeyond bibliographic instruction: Science research workshops
Chan-Park, Christina
Over the past three academic years, I have offered a series of Science Research Workshops that have gone beyond basic bibliographic instruction and database searching. Although these workshops are available to any undergraduate, graduate student, or faculty, the primary attendees are undergraduate students who are working on honors theses. The workshops are interactive so groups of 3-6 are ideal, but up to 8-12 can be accommodated. Topics include the Scientific Research Process, Data Management, Reading a Scientific Article, Writing a Scientific Abstract, and Creating a Scientific Poster Presentation. For the last three workshops, students are asked to bring a scientific article, an experiment proposal, and a data example, respectively. During the workshop, I give a short introduction to the structure of an article, abstract, or poster and then spend the bulk of the time guiding students through the process of reading, writing, or creating. As I lead the students through the different steps, we stop to share their progress with each other. Students like the interactive format because they can ask questions freely and because they see others having to work through the progress. After the workshop, students not only feel more confident in their research skills but also gain a better understanding of their own research project. I will present outlines of materials at these workshops in addition to insights I have gained on the popularity of the different types of workshops.
STEM-ulating minds: Facilitating a user-lead active learning environment with the FabLab ConFabPeery, Katie MusickWilliamson, Peace Ossomhttp://hdl.handle.net/10106/258532016-08-30T08:01:57ZSTEM-ulating minds: Facilitating a user-lead active learning environment with the FabLab ConFab
Peery, Katie Musick; Williamson, Peace Ossom
The presenters will describe the project consultation created for the new learning environment arising in many libraries: the makerspace or fab lab. The UT Arlington FabLab is a space developed in October 2014 that provides open access to state of the art equipment and software in order to provide users with the opportunity to work with others while teaching them specific technical knowledge and professional skills. In order to assist users in developing their own projects, the FabLab managers have developed the ConFab, a process similar to a library research consultation, where users are engaged with an in-depth, exploratory conversation around what they want to execute. The ConFab is a way of achieving the overarching goal of the UTA FabLab: facilitating the education of UTA, local, and broader communities on how to think creatively, fail fast, and use new technology to transform their ideas into reality. For students, the incorporation of projects within the FabLab into their coursework allows them to steer their own learning experience and to collaborate across disciplines. When users of different areas of expertise are able to work side-by-side with one another, they build their knowledge base and create innovative products and solutions they may have never previously conceived of. Furthermore, the space provides an opportunity to create meaningful experiences—especially when applying their education to attempt a solution to a real-world problem—leading to skill-learning in a more lasting way. With the ConFab, the user is able to flesh out their undeveloped ideas and vision and to begin the work. The presenters will detail the specific format of questions and active listening strategies that often allow users to come to a solution organically and empowers them as they realize how much they already know.