Assessment of Potential Limits to Effective eScience Use of Greenhouse Gas Data Sets
data information literacy
remotely sensed data
Library and Information Science
Oceanography and Atmospheric Sciences and Meteorology
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AbstractThe purpose of this paper is to examine challenges in acquiring US and international greenhouse gas GIS and remotely sensed data for research and active learning activities focused on climate science. Acquisition and use of NASA data sources for mapping atmospheric concentrations of greenhouse gases and the extent of their data curation, discovery systems, and formal publication using persistent identifier are evaluated. A sample of data sets are examined to determine bottlenecks in reuse of these data sets as well as potential instances of inappropriate use. The parameters of scale, resolution, atmospheric column type, lack of cartographic knowledge, and selection of covarying atmospheric variables are found to be areas for potential bottlenecks for novice and moderately experienced users. These issues represent a significant challenge in an escience workflow, particularly in reuse and data provenance lineages. However, they can be mitigated by effective data information literacy trainings and support materials.
Permanent Link to this Itemhttp://hdl.handle.net/20.500.14038/28674
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Teaching Data Management to Health Science, Science & Engineering StudentsKafel, Donna (2011-11-05)This presentation, Teaching Data Management to Health Science, Science & Engineering Students, was presented at the Association of Academic Health Sciences Libraries (AAHSL) Annual Meeting educational program “What's Happening Really: Digital Research Support, and other Hot Topics”, on Nov. 5, 2011. The Lamar Soutter Library at UMASS Medical School and the Gordon Library at Worcester Polytechnic Institute have collaborated to develop frameworks for a data management curriculum targeted for health science, science and technology research students at both the undergraduate and graduate levels. These curriculum frameworks include lesson plans for a series of teaching modules and research case scenarios that allow flexibility for teaching students at different levels in diverse science disciplines.
Science Librarian Internship as a Way to Get Started in E-ScienceAnderson, Wanda; Cohen, Margaret; Karr, Enid; Mento, Barbara; Silfen, Kate; Wyman, Sally; Holzman, Becky; Morales, Myrna E. (2011-04-06)OBJECTIVE To demonstrate how a science librarian internship program can be used to jumpstart an e-sciences initiative in a university research library. METHODS Current library science students were hired, as paid interns, to work with an established Science Librarian Bibliographers Group. While the position included exposure to the wide variety of activities undertaken by science librarians, the most recent intern, arriving with a strong interest in e-Science, was also tasked with assisting in specific assignments designed to further the Library’s understanding of and participation in the area of e-Science. Specifically, the intern was asked to design a brochure about e-Science, develop a faculty survey to gauge interest in library involvement in data management, assist Science Librarians in an environmental scan/best practices review of relevant e-science initiatives, to serve as a roadmap in this area for the Boston College Libraries, and, finally, to further the education of all library staff with a presentation on e-Science. RESULTS Building upon the intern’s extensive literature review, draft brochure and PowerPoint presentation/synthesis, the Science Bibliographers’ Group has continued work on next steps in e-Science, with the development of a Vision Statement and Action Plans, as well as draft faculty/student/staff survey. The intern was exposed to a wide variety of typical science librarian job functions. CONCLUSIONS An internship program can provide current knowledge and skills to educate and support a university research library through the early learning stage of developing an e-Sciences program, while simultaneously providing a valuable hands-on learning experience for a potential science librarian.
Tackling New Federal Agency Public Access Mandates at the University of ArizonaSaleh, Ahlam A.; Kollen, Christine; Lee, Dan; Pryor, Scott; Schultz, Lori (2017-04-06)Objective: In 2014, federal agencies began releasing their implementation plans in response to the 2013 White House’s Office of Science and Technology Policy (OSTP) Increasing Access to the Results of Federally Funded Research policy memorandum. The University has in place an established Data Management support service, which has addressed new data requirements. However, in early 2016 the University of Arizona Libraries (UAL) and Office of Research, Discovery & Innovation (RDI) convened to discuss how the university can help researchers address these new growing federal agency mandates on manuscripts and data. Methods: By the summer of 2016, a collaboration of UA Libraries and the office of RDI formed the University of Arizona Public Access Working Group. Results: Since receiving its charge, the working group has continued to meet on a regular basis. Thus far, the group activities have included scheduled campus informational sessions and the development of guides and a resource page. Conclusions: Next steps include expanding the list of entities covered to go beyond federal agencies. Additionally, the working group will soon start conversations with faculty stakeholders on developing a robust Open Science infrastructure and ecosystem for the University of Arizona.