Encountering relatable information in experiential learning spaces. A partnership framework for research information specialists and early career researchers
| DOI | https://doi.org/10.1108/JD-05-2018-0069 |
| Published date | 13 May 2019 |
| Pages | 517-529 |
| Date | 13 May 2019 |
| Author | Faye Q. Miller |
| Subject Matter | Library & information science |
Encountering relatable
information in experiential
learning spaces
A partnership framework for research
information specialists and early
career researchers
Faye Q. Miller
Faculty of Arts and Design, University of Canberra, Canberra, Australia
Abstract
Purpose –The purpose of this paper is to provide an emerging framework for university libraries’research
and reference services, which aims to strengthen partnerships between research information specialists and
early career researchers (ECRs).
Design/methodology/approach –The conceptualmodel used in this paper was originallydeveloped from a
constructivistgrounded theory study, analyzingdata from a sample of ECRs across multipledisciplines at two
universities and contextualized by a review of recent research into ECRs’information experiences, and
researcher–librarian partnershipsin experiential learning spaces within and beyond libraries.
Findings –This paper provides a review of the literature on one aspect of the knowledge ecosystem model
relevant to research information specialists: tangible forms of information such as texts, tools, humans,
cultures and environments encountered during informal learning experiences in six spaces: professional
development programs, formal coursework, events, community, home and social media.
Research limitations/implications –This paper is a catalyst for discussions and research into how
research information specialists can facilitate access to the forms of information and learning experienced by
ECRs, and what research information specialists can do with tangible information to respond to ECRs needs
for experiential learning.
Practical implications –As the previous study found that ECRs perceived their knowledge as vital
resources toward their research career progression, it would be useful for research information specialists to
understand and design services paying attention to the importance of ECRs’initial encounters with tangible
information to create the knowledge they need.
Social implications –Working toward improved engagement and partnership through increased
awareness and understanding of informed learning experiences between ECRs, their mentors and other
developers and research librarians/information specialists can result in higher quality development and
communication of new research, which can impact on society’s innovation and advancement.
Originality/value –The new integrative framework presented in this paper can assist in terms of
identifying what informs ECRs professional development toward strengthening ECR and librarian/
information specialist partnerships.
Keywords Informed learning, Professional development, Experiential learning, Information experience,
Early career researchers, Research information specialists
Paper type Conceptual paper
Introduction
Early career researchers (ECRs) encounter a myriad of opportunities for professional and
personal development experiences, whether guided or self-directed. These development
opportunities are essential to nurturing both individual and collective research capacities for
communication and eventual impacts within academia and into society. In the context of
growing trends in the increased visibility of research information support services and roles
Journal of Documentation
Vol. 75 No. 3, 2019
pp. 517-529
© Emerald PublishingLimited
0022-0418
DOI 10.1108/JD-05-2018-0069
Received 8 May 2018
Revised 23 November 2018
Accepted 10 January 2019
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0022-0418.htm
The author wishes to thank Professor Christine Bruce from James Cook University for her valuable
feedback in the early stages of conceptualising this framework. The author gratefully acknowledges
that a Teaching Excellence Award from the University of Canberra funded the writing of this paper.
517
Encountering
relatable
information
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