Researcher development models and library research support

Purpose This paper aims to discuss with an introductory narrative on the models and its role in the context of librarianship. Design/methodology/approach This paper explores the relationship between researcher development and library research support. The authors observed the interconnectedness of the two concepts and how this should be studied more with respect to librarianship. Five major higher education and researcher development–related models are examined to assess which would be more suited for library’s research support activities. Accordingly, Prof Linda Evans’ conceptual researcher development model, the Vitae Researcher Development Framework (RDF), the Research Skill Development Framework, Society of College, National and University Libraries Seven Pillars of Information Literacy model and Association of College and Research Libraries’ Standards for Libraries in Higher Education were reviewed. Review and examination of the frameworks, along with relevant literature on the topic, were examined. Findings The authors found that the Vitae RDF seemed most ideal, as it was comprehensive and detailed in presentation and could be used not just by the academic staff but also by librarians and researchers to their benefit. Research limitations/implications Further studies and thorough review of recent educational and library-related frameworks and models are required from the lens of library research support. Practical implications Application of frameworks needs to be actively adopted by librarians. Originality/value There are few studies that have examined researcher development and research support in librarianship in conjunction. The present study has aimed to bridge this gap.

Museums and the Pandemic, One Year On

Written as notes from the field, this article explores the overlaps between researcher development and the idea of academic resilience within the museum and heritage studies community. During a climate of uncertainty and rapid change, it argues that alongside the academic literature, positive psychology methods transfer well into the researcher development space. Methods involved informal email conversations with museum and heritage practitioners united by how COVID-19 and border lockdown presented new opportunities to connect, share ideas, and rethink. Presented as short narratives, these findings show how researchers and practitioners in northern Europe, the United Kingdom and Canada share similar concerns to those in the southern hemisphere about climate change, equity, well-being, resilience, and sustainability. These narratives highlight the importance of encouraging critical engagement, finding ways to traverse time zones that build international networks and provide leadership opportunities for researchers at any level.

A practitioner study on the implementation of strategy instruction for boredom regulation

This article recounts my experience in enhancing my students’ boredom regulation by designing, implementing, and evaluating a strategy instruction project. The project was undertaken with 25 Thai university students enrolled in my English oral communication course for 15 weeks. The project began with exploring how and why my students experienced boredom in my classroom and their habitual boredom coping strategies while examining and modifying the initial design of my strategy instruction. Between weeks 8 and 12, I implemented five boredom regulation strategy sessions by using reappraisals and boredom coping as key components. Students engaged in guided practice, developed their own boredom regulation strategy toolkit, shared their ideas with peers, and reflected on their strategy use. Triangulating data from whole-class surveys, focus group interviews, and the toolkits, I illustrate the positive impact of the project shown on my students’ boredom regulation and on my teacher-researcher development, despite the challenges associated with the complex nature of boredom regulation in an authentic instructional setting. This study sheds light on the ways that students and their teacher can work together to cope with boredom in second language (L2) classroom learning.

The Researcher Toolkit: a preventative, peer-support approach to postgraduate research student mental health

Purpose Rates of mental ill-health among postgraduate research students (PGRs) are alarmingly high. PGRs face unique challenges and stigma around accessing support. The purpose of this paper is to introduce The Researcher Toolkit: a novel, open-source, preventative approach to PGR mental health. The Toolkit empowers PGRs and promotes positive research culture. This paper describes and evaluates the Toolkit to encourage adoption across the sector. Design/methodology/approach Four workshops were designed by integrating researcher development, critical pedagogy and psychological knowledge of well-being. A diverse group of PGRs co-designed workshops and delivered them to their peers. Workshops engaged 26% of the PGR population (total 116 attendees). PGR Workshop Leaders and attendees submitted anonymous, online feedback after workshops (74 total responses). A mixed-method approach combined quantitative analysis of ratings and qualitative analysis of open-ended comments. Findings Feedback was overwhelmingly positive. Workshops were universally appealing, enjoyable and beneficial and the peer-support approach was highly valued, strongly supporting adoption of the programme in other universities. Findings are discussed alongside wider systemic factors and recommendations for policy. Practical implications The Toolkit translates readily to other UK institutions and can be adapted for use elsewhere. Recommendations for practice are provided. Originality/value The Researcher Toolkit is a novel PGR well-being initiative. Its originality is threefold: its approach is prevention rather than intervention; its content is new and bespoke, created through interdisciplinary collaboration between psychologists, researcher development professionals and PGR stakeholders; and support is peer-led and decentralised from student support services. Its evaluation adds to the limited literature on PGR well-being and peer-support.

Giving and receiving written feedback on research reports: a narrative review and guidance for supervisors and students

PurposeWritten feedback on research-related writing is an important educational component of novice researcher development. Limited evidence exists to inform effective written feedback, particularly in relation to research reports by novice researchers. The aim of this narrative literature review was to explore supervisor and novice researcher perspectives on the provision of written feedback, particularly in the context of their evolving supervisory relationship. MethodsA systematic search of peer-reviewed journals in educational and health databases was undertaken for the terms ‘written feedback’ and ‘research report’, from January 2001 to August 2020. Identified literature was critiqued for methodological quality. Findings were coded, grouped and described as themes. Next, the themes and their parts were applied to the development of a two-part written feedback checklist that includes separate but related recommendations for supervisors and novice researchers.FindingsFrom 35 included papers, the four main themes that related to written feedback on research reports by novice researchers were: the emotional impact of receiving or giving written feedback; written feedback in the supervisory power dynamic; communicating written feedback; and the content and structure of written feedback. The changing nature and complexity of factors associated with written feedback from research supervisors reflected the transition from a supervisory relationship to a peer relationship. The checklist developed from the synthesised data is intended to provide guidance for supervisors and students about their respective and shared responsibilities within a supervisory relationship. ImplicationsIncreased awareness of the characteristics, roles and impact of written feedback will assist supervisors of novice researchers to provide effective written feedback, and for students to effectively utilise written feedback. Progression of written feedback throughout the supervisory period is proposed as a means of transitioning from a teacher-student to a peer researcher relationship.

How improvisation techniques can support researchers with the development of public speaking skills

Through the presentation of a workshop entitled ‘Enhancing public speaking skills using improvisation techniques’ this case study will argue that improvisational techniques can disrupt the seriousness of researcher development training to release stress and provide a cathartic space for researchers to develop skills and support one another. The landscape of researcher support is traditionally a serious terrain, and the impacts of the pressures faced by researchers are well documented (Evans et al., 2018). Opportunities for researchers to work together and support one another are relatively rare, yet research has shown that peer-to-peer support benefits them immensely (Boud and Lee, 2007). In 2018, the University of Manchester Library reviewed its researcher development programme and adopted a new approach that emphasises the value of researchers working in a community with peers both within and outside of their subject area. The workshop exemplifies this approach, as it encourages researchers to support one another to develop public speaking skills in a way that is innovative, fun and enjoyable. Attendees work together in a space where the freedom to fail offers them a cathartic release from the pressures of perfection. As a result, researchers can reframe their worries into opportunities to connect with one another and grow and this empowers them to build confidence in their ability to engage with others in dialogue about their research.