Poster Open Access

Scientific Culture Change from Above and Below at UBCO: Implementation of a Comprehensive Open Science Library Information Literacy Program for Undergraduates

Sharon Hanna


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  <identifier identifierType="DOI">10.5281/zenodo.3776724</identifier>
  <creators>
    <creator>
      <creatorName>Sharon Hanna</creatorName>
      <affiliation>University of British Columbia, Okanagan Campus</affiliation>
    </creator>
  </creators>
  <titles>
    <title>Scientific Culture Change from Above and Below at UBCO: Implementation of a Comprehensive Open Science Library Information Literacy Program for Undergraduates</title>
  </titles>
  <publisher>Zenodo</publisher>
  <publicationYear>2020</publicationYear>
  <subjects>
    <subject>Open Science Instruction</subject>
    <subject>Information Literacy</subject>
    <subject>Student Movements</subject>
    <subject>Undergraduate Instruction</subject>
    <subject>Open Science</subject>
    <subject>Youth</subject>
    <subject>University of British Columbia</subject>
  </subjects>
  <dates>
    <date dateType="Issued">2020-04-30</date>
  </dates>
  <language>en</language>
  <resourceType resourceTypeGeneral="Text">Poster</resourceType>
  <alternateIdentifiers>
    <alternateIdentifier alternateIdentifierType="url">https://zenodo.org/record/3776724</alternateIdentifier>
  </alternateIdentifiers>
  <relatedIdentifiers>
    <relatedIdentifier relatedIdentifierType="DOI" relationType="IsVersionOf">10.5281/zenodo.3776723</relatedIdentifier>
    <relatedIdentifier relatedIdentifierType="URL" relationType="IsPartOf">https://zenodo.org/communities/osc2020</relatedIdentifier>
  </relatedIdentifiers>
  <rightsList>
    <rights rightsURI="https://creativecommons.org/licenses/by/4.0/legalcode">Creative Commons Attribution 4.0 International</rights>
    <rights rightsURI="info:eu-repo/semantics/openAccess">Open Access</rights>
  </rightsList>
  <descriptions>
    <description descriptionType="Abstract">&lt;p&gt;Many agree that science must change to become more open. But change is difficult, and&lt;br&gt;
universities bound by size and conservative traditions may be slow to introduce incentives and&lt;br&gt;
rewards for the practice of Open Science (OS) (Lancaster 2016).&lt;/p&gt;

&lt;p&gt;Johannes Vogel, director general of the Museum f&amp;uuml;r Naturkunde and Professor of Biodiversity&lt;br&gt;
and Public Science at Humboldt University in Berlin, recognizes the power that young people&lt;br&gt;
have to mobilize movements and suggests that they can help to open up science. In his article&lt;br&gt;
&amp;ldquo;Scientists need to learn from the young&amp;rdquo;, Vogel (2019) states,&lt;/p&gt;

&lt;p&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp; Science must learn to listen, open up and again become part of the community. Such a&lt;br&gt;
&amp;nbsp;&amp;nbsp;&amp;nbsp; transformation &amp;hellip; will cost time and money, including the restructuring of the incentive&lt;br&gt;
&amp;nbsp;&amp;nbsp;&amp;nbsp; systems in science itself.&lt;/p&gt;

&lt;p&gt;Students have long been catalysts of social and political change, so why not introduce them to&lt;br&gt;
OS at an early stage? The University of British Columbia&amp;rsquo;s Okanagan Campus in Kelowna, B.C.,&lt;br&gt;
Canada recently took the bold step of funding a two-year strategic project that includes the&lt;br&gt;
creation, deployment, and evaluation of a comprehensive Open Science library information&lt;br&gt;
literacy (IL) program specifically for undergraduates. Project leads from the Library and the&lt;br&gt;
Department of Biology intend to make the core tenets and practices of OS second nature to&lt;br&gt;
future graduates and global citizens. We believe that this initiative is unique in North America: it&lt;br&gt;
breaks new ground both as an effort from the university to foster change at the grassroots and&lt;br&gt;
as a model for comprehensive undergraduate IL instruction in Open Science.&lt;/p&gt;

&lt;p&gt;Given the nascent nature of the Open Science (OS) movement, scant literature on best&lt;br&gt;
practices in library OS IL instruction exists. Extant publications on this topic (e.g. Lopes et al.,&lt;br&gt;
2019) tend to focus on IL instruction of researchers pursuing graduate studies &amp;ndash; that is, EU&lt;br&gt;
Level 2 or higher. One exception is Ayris &amp;amp; Ignat, who suggest involving undergraduates (EU&lt;br&gt;
Level 1 students) in citizen science projects (Ayris &amp;amp; Ignat, 2018).&lt;/p&gt;

&lt;p&gt;The beginning stages of the project are being implemented in the 2019/2020 academic year as&lt;br&gt;
a nine-module program that will interweave Open Science principles and practice into the&lt;br&gt;
Biology undergraduate curriculum, and five of the modules will have been delivered by the end&lt;br&gt;
of the 2019/2020 academic year. Ultimately, the project will attempt to secure further funding to&lt;br&gt;
instate the program as a micro-credential; expand it to other areas of study, starting with&lt;br&gt;
Psychology and Human Kinetics; and establish undergraduate research awards conditional on&lt;br&gt;
adherence to Open Science practices.&lt;/p&gt;

&lt;p&gt;This talk will outline the undergraduate program&amp;rsquo;s modules and documents the creation,&lt;br&gt;
delivery, and evaluation of an introductory module for first-year Biology students on the Canvas&lt;br&gt;
online learning platform in Fall 2019. The module, &amp;ldquo;OS 101&amp;rdquo;, will give students an overview of&lt;br&gt;
the practical challenges of conducting reproducible research, the societal impact of&lt;br&gt;
irreproducible research, and philosophical and ethical issues surrounding Open Science.&lt;br&gt;
Completed modules will be made available as Open Educational Resources in markdown&lt;br&gt;
format on GitHub.&lt;/p&gt;</description>
  </descriptions>
</resource>
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