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Research skills: a must have for info pros

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Reflecting on the progress of a significant work project, research skills are what I’ve drawn upon the most in ensuring the success of project outcomes. Research skills are probably the most important for any information professional. If you haven’t yet developed an understanding of how do undertake a research project or evidence-based practice, I urge you to get on it. Stat.

By ‘research skills’, I mean beyond (Google) searching, retrieving and analysing information from various sources. Research skills include the ability to define the problem and formulate the right questions, to be answered by the right target population, and then using corresponding research methods to gather data and information in order to inform an outcome or deliverable. Basically, to gather the necessary information, you need the right questions and you need to know who the stakeholders are around a particular issue or problem. Asking the right questions funnels and applies the answers directly to the problem.

I’m a Policy Officer in an archival institution. Part of my role is to undertake consultation with relevant stakeholders. The success so far of my work project I can attribute to my research skills I gained from completing the LIS Masters. If it wasn’t for my research skills, I wouldn’t have been able to draft key outputs so well grounded in the evidence I had gathered during the research and consultation phase of the project.

In the research and consultation phase of the project, I aimed to gain an understanding of the needs of relevant stakeholders in order to inform project outputs. What I needed to understand about stakeholder needs was closely aligned with the goals and objectives of the project. This provided the basis for my research approach - the questions I need to ask at this point, who I needed to ask, how I needed to ask them to gather the best possible data to work with. I wanted to ensure the project outputs were evidence-based and appropriately addressed stakeholder needs.

I decided on a two-stage approach. I undertook an online questionnaire and then followed it up with a focus group to help clarify findings. I knew I needed honest and accurate information. So I made the online questionnaire anonymous and tried to ensure that the target population was well-described in the invitation to participate. I designed the online questionnaire with questions targeted at the different aspects of understanding I needed. The focus group was very useful to me in clarifying some unclear findings from the questionnaire and steered me in a direction of better understanding. I achieved my goals for consultation through:

  • defining what I needed to understand, breaking it down then designing questions about the topic to obtain necessary data,
  • identifying the stakeholders, and
  • selecting suitable research methods and tools for the answers I needed from relevant stakeholders.

My research skills were developed over my LIS Masters course. In my first year, so intrigued I was with evidence-based practice that I completed an ALIA Folioz course in addition to my studies. In my second year, I undertook an independent research project. Though I opted for it not to be counted towards my Masters course credit points, I was fortunate to be guided by a lecturer in ensuring my research was grounded in the literature and that my findings would ‘stack up’. In my third year, I completed a research methods subject as an elective to lay the foundations for my research projects I was planning to undertake in my final year. I then completed two research projects to practice my application of different research methods.

Research skills are incredibly handy. I’ve even found them creeping into ideas about how my work team can better address stakeholder needs. Research skills can be applied to any number of scenarios in library and information practice. Students, research skills are not just for the academic arena. Research skills are a fixture of the information professional make up. I encourage you to not disregard an opportunity to learn about how to conduct research and you may be surprised like I am to find you will apply them more often than you think.

Research skills can be found in core competencies for the library and information professional.

  • ALIA Core skills, knowledge and attributes - you find research skills underlying seeking to understand how people look and experience information and identify needs of stakeholders (Information Seeking); design and deliver information services (Information Services, Sources and Products); you will use information to make decisions about resource management to library and information services (Information Management), and probably more.
  • Meredith Farkas identified high level competencies for the 21st century librarian such the ability to evaluate library services and understand the needs of stakeholders (Farkas, 2006)
  • Evidence-based practice is a theme identified by Partridge et al (2010) in a discussion about “librarian 2.0″.

Research skills are not only about retrieving and analysing information from a database, but also asking the right questions in a quest to better understand stakeholders relevant to the information service. The use of research skills in my work role is a living example of why they are important to being an information professional.

Literature review: a note to self

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Tonight I have been working on the literature review and input coded snippets of literature into my draft structure. Some literature couldn’t just be copied and pasted in as I still need to process it to come up with the words and understanding. Strategies I have put in place this time round seem, for the most part to be working so far. One example is using my research journal to write out my concerns and thinking. I feel that I have done a lot more preparation for drafting the literature review than last time. I feel more organised. I’m happy with my structure. I’ve budgeted my word count so the beast doesn’t look so daunting. I’ve mapped literature to the paragraph. I’m hoping that with this preparation, I have given myself a clearer idea of what I’m aiming to achieve with each paragraph, the point I will be making, so I won’t be writing aimlessly. I’ve tried to set it up to make the writing process less painful and more enjoyable.

My next action is to suck it up (you know, all the anxiety, doubt and mysterious sudden loss of confidence) and start in the middle where I can gain the most momentum for the rest of the literature review. I’m going to start with fleshing out the few empirical studies in my research area.

I was just wrapping up some work for the evening with a bit of a pep talk to myself in my research journal when I thought I’d share it here. My notes turned in this direction….

Keep calm, keep a clear head. You’ll get there.

Don’t worry about quality at this stage.

Write the story! Get it out! (a bit of creative writing mindset here)

Put the ‘big girl’ shoes on.

I’ve done enough to this point to tackle each section individually.

Now stop skirting around and write!

Lose yourself, have fun learning about it!

At this point of the literature review process I’m more than happy to kick my own rear end. I know I should be writing by now, or getting it together into the one document. But I have been writing. Truly. I wrote about the empirical studies last week without even realising it. This is what I need to get going.

The last point is also true. I need to remind myself that my research project is important, super interesting and I’m super keen to find out more! So here goes.

Research progress: lessons, strategies and moving onwards

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My research supervisor recently reminded me how big of a year it has been for me. I have been so ‘head down, bum up’ this year, focusing on completing this darn Masters thing, that I failed to realise this myself. Somewhere in between becoming my own professional and finding my voice in the research space, I’m currently completing my next research project.

Firstly, a bit of a catch up.

Reflecting on my experience with my last research project in evidence-based library and information practice (EBLIP), I learnt an incredible amount.

(I haven’t yet closed the door on this project as I’m polishing up a journal article for submission with my supervisor who will be co-author. Exciting stuff!)

Valuable lessons from my first research project include:

  • Research always takes longer than intended. I could put in place the most beautiful Gantt chart (and I love a good Gantt chart) but in reality, it would not be able to foresee or make allowance for all the hiccups, the hurdles, the tantrums or the times when I’ve just wanted to throw it all in. I’m behind in my schedule for this project already, but I’ve learnt that the plan I’ve put in place is flexible, it’s a guide. I’ve just gotta roll with it, allow myself to absorb, process and keep going.
  • Just friggin’ write! Oh. my. goodness. The number of times I’ve wanted to look down at myself and scream FFS, just write anything! It’s not that I didn’t want to write or complete the assessment requirements. I was afraid to. I was afraid of not doing the literature justice. Or my ideas justice. Or that my writing wouldn’t be perfect. This anxiety reflected in my writing being overly complex at times. I would also jam too many ideas into the one sentence or paragraph. I wanted to make sure I covered it all! My lesson here is writing is a form or method of processing the literature, ideas and thoughts. I’ll need to remember this when I write up my literature review very soon.
  • Keep a safe space. My research journal has assisted me to be more aware of my progress, which made execution of the research project much better than what it could’ve been. I’d recommend this strategy to anyone. The journal helps me to nut out an approach to a problem or hurdle, come up with next actions to get through a tough spot and to record notes on meetings and general progress.

Another strategy I have employed this semester is keeping a project notebook. This is in addition to my online research journal. There is just something about hand-written notes and scribbles. This is an approach I developed in my role at work where I use my notebook as a bit of a journal in itself, documenting my time, tasks, projects I’ve worked on, notes from research, etc. For research purposes, I can see how my thinking has developed over time. I have also recorded the books I’ve needed from the library, literature search strategies and anything else related to my research I jot it down. I keep a pile of scrap paper on my desk at work. When I’ve scribbled an idea, I’ve pasted this into the notebook. I have my project schedule glued in. I review it every week and I record when a task has been completed. Basically, this little notebook keeps everything together. (Oh, and it helps when the notebook is pretty. I grabbed a pack of three A5 notebooks from Kikki K.)

So what’s the research project I’m up to this time?

Well, I’m looking into innovation in archival institutions. Publicly funded, Australian archival institutions to be precise. I want to understand what it looks like, how it’s taking place and in what areas of these organisations. I want to know what’s happening right now, what are the conditions like in these organisations for innovation to happen, and I want to explore influences associated with innovation, such as drivers and pressures. I’m seeking to capture a snapshot of current innovation efforts. I only aim to scrape the surface. I have to do all this in a semester after all.

I hope with the evidence generated by this small scale study will assist archival institutions to set reasonable objectives, further embrace innovation and communicate and negotiate expectations with their stakeholders. Archival institutions are not there to make money. They exist to serve a social purpose. Archival institutions are not there to satisfy shareholders. These organisations have a number of stakeholders who will have their own ideas of what innovation is, which may be completely different to the organisational environment, characteristics and capabilities. That is why I believe it is important to understand how innovation relates to this context.

I’m currently in the throes of doing the literature review and I await with bated breath for my ethics approval to come through. Data collection and completing the literature review are my next big tasks for this research project. And I have so much share on this topic. Stay tuned.

RAILS: slides and reflection

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On Tuesday 18 June, I presented at the Research Applications in Information and Library Studies (RAILS) seminar, held in Melbourne at RMIT. I shared some preliminary findings of my research project I’ve been working on this past semester which focused on evidence-based practice in library and information science (LIS) and looked at the types of evidence that are used (or not used) by Australian special librarians in daily practice. My research project also sought to explore environmental factors and influences associated with the types of evidence that is used in certain circumstances.

In this presentation, I briefly outline my research project by identifying key literature that informed the study, as well as research questions and how I went about completing it. Admittedly, this was a small scale study, so findings (once finalised) will not be generalisable. But it is hoped that this research study will raise awareness of the types of evidence used to inform daily LIS practice and contribute to a picture of what evidence-based practice looks like in the professional context. In doing so, this research study promotes the need to further understand what is “best available” in circumstances that makes evidence supportive and useful to practitioners day-to-day.

This research study highlights a need for a more inclusive EBLIP model (at least open the door to dialogue between practitioners and researchers/ literature), to make the model more reflective of the LIS professional context. First of all, published research or literature in journals and the like, is not the only type of evidence, but it is the most recognisable. And secondly, there are types of evidence that may be used to varying extents. This is reflected in a diagram in my presentation slides. What is evidence, is for another blog post. What I will say right now is that only with an inclusive EBLIP model, that recognises the types of evidence that is used and how, will the profession be able to understand what evidence is available to it, in terms of a professional knowledge base, then progress the profession’s knowledge by devising ways to appraise, tease out, debate, verify, build upon and make it available and known.

The overarching lesson from this research study is that evidence-based practice in LIS daily practice is messy and all shades of grey. The realities of day-to-day practice does not echo the black and white picture ideal that is often preached in the literature.

My presentation slides can be found below.

Now for my reflection on how I went with the presentation….

A bundle of nerves, I was. The chair of the session asked if I could do my own introduction, but it completely slipped my mind once I moved to the front to deliver my presentation. Had the audience known more about me and what I currently do, what I had to say may have carried more weight. I’m more than a student. I’m a professional with real life, practical experience in this profession. I knew my sh*t. But in saying all this, my biography was supplied and included in the program. No biggie.

There was no lectern, so my index cards with my notes were waved about for all to see. I like to connect with my audience, I talk with my hands, so I couldn’t do too much about this. There may be another way to have notes a little more discretely, but for now, one slide per index card works for me. If I need to write on more than one index card for a slide, I’m talking too much. In terms of presentation skills, I’m putting this one down as experience. I’m improving.

Delivering a presentation in front of an audience who were mostly academics, when I come from the other side of the fence I thought, was brave. Believing in what I knew and what I understood enabled me to answer a challenge posed by a member of the audience. I accepted the audience member’s point of view and tried to answer as collaboratively as possible to demonstrate I was willing to have the conversation while also indicating a need to look at the real world of daily practice. And that’s why I participated at RAILS - to have the conversation between the practitioner world and the researcher world. This profession needs more of this sort of conversation, we’re on the same team. But you know, both sides need to be willing.

Is that a finding?

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Because Wall-E is too cute.

(CC by 2.0 from Flickr - meddygarnet)

This afternoon I had a meeting with my fabulous research supervisor. This was a meeting I absolutely had to have to move forward and muster up the ‘ooomph’ I really needed to complete these final steps.

#blogjune has suffered the last week as my mind has been in my research data. I’ve also frustrated myself to the point where I wanted to sit in a corner and cry. By the way, the crying helped. Frustration had arisen from the very high bar I tend to set for myself and having unrealistic expectations of what I can reasonably achieve in the small amount of time I have each night after work, and through the process, keep sane and put on my brave face in front of work colleagues, family and friends. On Monday (being a public holiday), I had a list of tasks which included doing an interview, transcribing the interview, do data analysis and write up my draft findings and discussion sections of my journal article. Ha!

Anyhoo, a meeting with my research supervisor ends with the sky being blue again and all is right in the world of my research project. This then has a ripple effect on other parts of my life, much to my partner’s (boyfriend, defacto, whatever) relief when he gets home from work. Today my research supervisor and I were talking through my RAILS presentation and preliminary findings from the processing so far of my research data. Before I went in to the meeting, these findings were just really hunches. I wasn’t quite sure if they were findings or part of my ‘thinking through it’ process. The last couple of days I had done some analysis from different angles but I struggled to identify when I had stumbled upon an actual finding. As I ruffled through my notes, scribbles of ‘blah’ writing and matrices I thought, ‘is that a finding?’ ‘Or is that a finding?’ ‘Has this analysis come to the end of its road and that’s my finding?’ The question that I needed to ask myself was ‘What does it mean?’

A finding is a statement about something. For example, Australian special librarians use ______ evidence in their daily practice. I didn’t have a statement for my first ‘finding’. Talking through what I actually meant helped me to arrive at my “statement”. A finding is an understanding about something. Thinking about findings like this will help me to know not only what a finding looks like, but also when I’ve come to a finding.

Following my meeting, I thought I’d let the buzz in my brain to settle and mull over what we discussed. There were some pretty cool ideas being teased out! Exciting stuff for evidence-based practice. But I found myself writing a quick journal entry to reflect on it and capture all the main points and things we covered. Then over to here to share my lesson.

Lots of learning through this process this semester and I’m very appreciative for the time my research supervisor was able to give me today and throughout the semester.

I’m A-OK.

Finding the calm

Author:

I have a deadline. A self-imposed deadline, but a deadline nonetheless. I need to have drafted my reporting for my research project by tomorrow evening. It is during these times I can struggle to find and maintain the calm.

Finding the calm is about having (and maintaining) a clear mind when faced with time pressures to accomplish something. Finding the calm means a possession of clarity of thought and the ability to write what it is you set out to write. Finding the calm is chipping away at a large task or a list of tasks, focusing on one thing (or paragraph) at a time and not allowing the worry to rise within self.

Finding the calm means having faith in a steady pace and the progress that is made. But most importantly, for me, finding the calm headspace maintains a level of confidence in myself and my ability to pull together the snippets of thoughts and ideas, some on post its on my desk that had come to me at a time effortlessly, when there was little pressure to do so.

Some of my strategies for finding the calm are:

  • making myself a cuppa.
  • creating a list of tasks, small and well defined, so at least that thinking is done and I don’t have to revisit what I need to do.
  • music, usually jazz or classical, something that won’t distract my mind away from the task. Lyrics don’t agree with this kind of writing.
  • journalling - doesn’t have to be my writing journal, just a scrap of paper to scribble a few words.

On that note, I’m due to make a cuppa.

#blogjune You know it’s the end of semester when….

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This week will be week 14 of the semester. For a lot of people completing studies, it will be the last week of semester. Not for me, unfortunately. I still need to finish data collection and analysis for my research project and complete my reporting. The aim, or deadline I’ve set for myself, is the end of this month, which will leave me to attend to my e-portfolio and define my question for the next research project. No rest for the wicked. But that isn’t the point of this post.

While unofficially it isn’t the end of semester for me, I couldn’t help but notice the tell-tale signs that really, I’ve been at it for some time.

You (or I) know it’s the end of semester when….

  • I’m playing ‘library book jenga’. There is a pile of library books on my desk (hopefully I’ll get rid of some today). I’ll bet that the next book I’ll need will probably be about four to five books down the pile. It’s a delicate operation, as you can imagine.
  • I placed a picture of Wall-E in my slide deck for my project presentation. The next day, I had no idea why. But it looked good at the time. I couldn’t resist Wall-E.
  • My car hasn’t been cleaned for a couple of months, diminishing my desire to drive it. I apologise profusely to my manager who I give a lift to occasionally. She really doesn’t mind. It seems only I see myself has having my life together when I have a clean car and able to offer some comfortable hospitality for the short duration of the trip……so I chit-chat like there’s no tomorrow to distract from the messiness.
  • I start delegating home tasks to my partner……via email. Not kidding.
  • It takes a good five or so minutes to find the bra I need for work, because I haven’t had time to be a good housewife and put the clean washing away. This is followed by guilt, as my partner can’t find a matching pair of socks, then tips the whole basket on the bed.
  • I have post its everywhere on my desk, and even though their use-by date has expired (the ideas or points have been used or didn’t make it in my literature review), they still sit there because I don’t know if I’ll need them again or if I can file them away.
  • My personal in-tray is overflowing. I haven’t attended it for a couple of months. There’s probably at least one or two things in the pile I’ve neglected to action. But I think I’ve kept up with the main things in life. Hopefully it’s all just filing.
  • I give my partner a ‘window’ of time to go shopping for a bedroom suite. I have two hours…go!
  • My desk becomes almost inhabitable as I’ve temporarily moved my laptop to the dining table so I had a clutter-free space to plan and write #blogjune this weekend.

I’d better attend to the messy desk. Clear desk, clear mind. I’ll need it for data analysis this afternoon.

The challenge that is #blogjune

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A bit of planning with a cuppa

You just can’t count on things to go according to plan. But that doesn’t negate the need to have one, at least in the form of a rough draft, in almost every area of our lives. #blogjune this year is no exception.

This will be my second time participating in this challenge. I missed it last year as I tried really hard to focus on achieving some sort of balance in my life. This year I think I’m better equipped, emotionally and mentally, to cope. I’m not saying this challenge is overly onerous. No, there were just some things I needed to deal with, and still am - high expectations. I grapple with this all the time. I wouldn’t say I’m a perfectionist, though many probably would. I’m close to it. And perhaps I was one, once upon a time. I think I may be forgiven though. You can’t go through years of competitive gymnastics without developing some perfectionist tendencies. Where the difference between first and second place at a national championships is often less than a minor wobble on the beam, can you blame me? Really?

The last time I participated in #blogjune, I had grand plans. This year, the last few days I’ve had a small notebook beside me where I’ve written a few words when an idea for a blog post came to my mind. I’ve collated those ideas into some themes and I’ve somehow wound up with a month planner with a blog post idea for each day. Have I learnt anything?

The difference this year is that I’ve lowered my expectations for earth-shattering, article type, 500 words long blog posts every day. I have a ‘rough draft’ and a bank of ideas to draw from. I’m going to allow myself to deviate from my plan if something pops into mind on the day that I just have to get out. That’s okay. My plan is really a back up plan, a sketch of the kinds of things I’d like to cover, but not necessarily need to for this challenge. The worst thing that could happen is that I have a lot of ideas to go on with after #blogjune is done. Cool!

#blogjune can be random. I like that. Randomness is part of my charm.

I’m looking forward to participating in this challenge and contributing to strengthening our sense of community across the profession. #blogjune is about getting to know one another too. And that’s the beauty of its randomness.

You might find I will post to my much neglected travel blog, which I haven’t attended to since late last year. I’d really like to revamp my efforts here. Not because I hadn’t wanted to, but #blogjune is simply a great excuse to have to write about one of my loves - travel. So when I do, I’ll be sure to create a little blog post here, pointing you to it.

Part of the reason why I signed up for #blogjune this year is because I have a jam packed month and I’d like to share this journey. I’ll have a lot of material to draw upon. I’ll be wrapping up my research project with analysis and reporting, I’m travelling to Melbourne to present at RAILS (Research Applications in Information and Library Science), and I’ll take the opportunity to look at how I’m going with goals and my focus areas for the year.

I’d like to wish everyone all the best for this challenge. It is a challenge. But there’s support. We’re all here. If you miss a day, don’t stress (and I’ll try not to as well).

Many thanks to @flexnib for coordinating this year.

Being brave: a note on research progress

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This year I extended my LIS Masters course to undertake research projects equivalent to four course units. I could have graduated last year. You’d think three years part-time would’ve been enough. Some may think ‘Huh? You did what?!’. I’ll say ‘Yep, I may be crazy but it’s probably the best decision I’ve made in my early LIS career’. I kid you not.

I had a burning desire to try out conducting research for myself. I needed to dip my toes in. I wanted to establish myself as a practitioner-researcher. This profession needs more of those. How I will continue to contribute to the professional body of knowledge beyond completion of my Masters, in the likely event of absent employer support, is currently beyond me. I’m yet to figure that out.

The upside of doing research as part of my Masters is that I’m in control. I direct what I wish to find out. With guidance from a research supervisor (mine is fab), I am empowered to question and critically look at the gaps in existing literature and knowledge in areas of interest to me. I’d like to say ‘I found that out’ and ‘This is my piece of the puzzle’. What I have experienced so far, and it’s only Week 8, is that this year of research is like a ‘graduation’ in itself. Conducting research is helping me make the transition from student to professional.

So, the journey so far.

From the beginning of my current research project, I have kept a journal. I set up a private WordPress blog and I write whatever is on my mind about my research project once a week for 20 minutes. I also use the blog as a space to ‘blah’ write. A blank page is daunting to me. But a blog post is conversational, or at least that’s my style, and I’m able to freely jot down my ideas, tease them out and note observations I make from the literature. My journalling time is one for reflection and record how I’m progressing. I’ve never done academic research before, so I thought it useful to record my reactions, emotions and how I deal with set backs. Sure, I probably don’t have the time to spend on this, but by doing this I am able to draw upon lessons learnt and make my experience better next time.

The project brief

My first piece of assessment was a project brief, basically putting together the research questions, design and approach to map out exactly what I’ll be looking at and how I’m going to do it. By Week 2, I thought I was doing pretty well. Week 3 I encountered a set back. One of my research fears was realised - I found the exact same study already done. I was devastated. When I drilled down to why I felt this way, it was because I wanted to be the one who did the study. Probably a kind of ‘rookie’ thing to think and I feel silly now that I reacted that way. I didn’t want to look like I ‘copied’ someone else. My research supervisor reassured me all was okay, that my idea had to have been good if someone else had done it too (and was published) and I could use the study I found as a way to direct my research and potentially fill gaps. Long story short, my project brief was a success. I had developed a roadmap for my research project.

My research project is in the area of evidence-based practice in library and information science. The purpose is to gain an understanding of the role of evidence in informing library and information practice by identifying the types of evidence used by Australian special librarians and explore influences associated with evidence use in daily practice.

The literature review

Right now I’m (trying) completing the literature review. The challenges I have encountered so far are: -

  • defining scope - I’m using my research questions to guide me
  • communicating my approach so it ‘stands up’ (to scrutiny)
  • defining themes - I’m allowing the observations I make about the literature guide me and ensuring I have a set argument and stick to the core purpose of my research
  • finding my own voice in extending the literature

This afternoon I challenged myself to write my own thoughts and ideas I’ve already gathered from reading the literature without referring to the literature. I tried to establish my own voice about what I thought the existing literature was missing and what it does and doesn’t do. I don’t think I got very far, but perhaps my journal entry tomorrow night will help relax it a bit.

Recruiting participants

Huh? I actually have to talk to people I may have never met?! Doing data collection didn’t really hit me until I received my first expression of interest to participate last week. Suddenly this whole data collection thing became real. Thoughts like ‘Really? People want to participate in my research?’ enter my mind. I should be okay, but I’m nervous and anxious. It’s exciting too. I’ll be grateful to participants in my research project for their time and commitment to seeking an enhanced understanding of how evidence is used (or not used) to inform and improve LIS daily practice.

 

I’m approaching the busy end of my research project. Now is when it will ramp up, with data collection, analysis and reporting. I’m nervous, excited, but I need to be brave.

NLS5 Presentation - Slides Available!

Author:

A little research project undertaken in the first half of this year, looking into a new information professional’s (my) experiences in developing a personal learning network, turned into a well-received presentation, from which I’m very appreciative of the positive feedback and encouragement.
Some background on the research project and details of the purpose and focus for the presentation can be read from a previous post - Preparing the Mindset.

So before I delve into my NLS5 reflections, I just thought I’d share my presentation slides.

Connecting to the LIS Online Community: Developing a PLN

About Alisa

I'm an early career information professional and library and information science (LIS) Masters graduate with experience from the special library environment (aviation industry) and archives sector, specialising in records and information management.

I'm interested in cultural heritage collections and online engagement, information and knowledge management and how information is accessed and used for creativity, knowledge generation and sharing and innovation.
I'm also passionate about new and early career information professional issues and trends.

An active participant in the library and information professional community, you can usually find me on a committee or two.

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