I am currently the Data Services Librarian at Middlebury College, in Middlebury, VT. I’ve been here since the fall of 2015. Before that, I was the Data Services Librarian at Reed College, in Portland, OR.
As the Data Services Librarian, I provide general research and technology assistance to students, faculty, and staff at Middlebury, and specialized assistance to those working with data, particularly in the social sciences and humanities. I help with projects involving finding, acquiring, managing, interpreting, analyzing, and visualizing data. I also provide leadership in the development of digital scholarship support at the College. I have worked on support for text analysis, digitization, and qualitative data analysis.
I also serve as the subject specialist in the library for the anthropology, economics, geography, linguistics, philosophy, and sociology departments, and serve as Middlebury’s Government Documents Coordinator. At Reed College, I served as the subject specialist for the psychology and philosophy departments.
In addition to my work with data services and digital scholarship support, I also work on library user experience, service design, and assessment. I am interested in critical perspectives on information literacy, data literacy, and data visualization.
Download my CV.
MSI in Library Science & Human-Computer Interaction, 2012
University of Michigan School of Information
MA in Philosophy, 2006
BA in Pyschology & Comparative Literature, 2003
University of Michigan
In the years since the emergence of federal funding agency data management and sharing requirements (http://datasharing.sparcopen.org/data), research data services (RDS) have expanded to dozens of academic libraries in the United States. As these services have matured, service providers have begun to assess them. Given a lack of practical guidance in the literature, we seek to begin the discussion with several case studies and an exploration of four approaches suitable to assessing these emerging services. This article examines five case studies that vary by staffing, drivers, and institutional context in order to begin a practice-oriented conversation about how to evaluate and assess research data services in academic libraries. The case studies highlight some commonly discussed challenges, including insufficient training and resources, competing demands for evaluation efforts, and the tension between evidence that can be easily gathered and that which addresses our most important questions. We explore reflective practice, formative evaluation, developmental evaluation, and evidence-based library and information practice for ideas to advance practice. Data specialists engaged in providing research data services need strategies and tools with which to make decisions about their services. These range from identifying stakeholder needs to refining existing services to determining when to extend and discontinue declining services. While the landscape of research data services is broad and diverse, there are common needs that we can address as a community. To that end, we have created a community-owned space to facilitate the exchange of knowledge and existing resources.
This paper describes a collaborative approach taken by librarians at five small, regional liberal arts colleges to developing/enhancing research data management services on their campuses. The five colleges collectively belong to a consortium known as the Northwest Five Consortium. Over 10 months, librarians from the five schools collaborated to plan a data management and curation workshop with the goals of developing relationships with researchers working with data, developing their own research data management skills and services, and building a model for future training and outreach around institutional research data management services. This workshop brought together research teams including faculty, students, and librarians, and incorporated active learning modules as well as in-depth pre-workshop discussion. This article will discuss the context and background for this workshop, the model itself, and the outcomes and possibilities for future developments.
For decades, research universities and libraries have been developing services and support for working with administrative, research, and government data. These services have grown in response to the massive amounts of data researchers in these institutions work with. Typically, the support includes data management planning, data analysis consultation, software instruction and support, and data discovery and acquisition. More recently, smaller liberal arts colleges have begun to develop their own data services and support. These programs are often modeled on the programs in larger research-intensive institutions, a common pattern from past developments in library services. This model has served liberal arts libraries well, allowing them to take advantage of advances from the universities, where larger budgets and staff sizes tend to make innovation easier. In developing these data services, though, the liberal arts data librarian needs to not only look to the large research university for inspiration, but also needs to focus on what makes the liberal arts experience unique, and how this affects the development of data services.
This article introduces using Customer Journey Maps (CJM) in libraries and the role mapping can play in visualizing the user’s journey in order to help library staff better understand and optimize the user’s experience. The purpose of this article is to demonstrate the importance and relevance of the mapping process for any library user experience. The article will also review findings from the Reed College Library use of mapping discovered during our own review of services and resource usage.