A Scoping Review: Synthesizing Evidence on Data Management Instruction in Academic Libraries |
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| Institution: | 1. University of Southern Denmark, Department of Design and Communication, Universitetsparken 1, 6000 Kolding, Denmark;2. KNUST Library, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana;1. University of Arizona, 1510 E University Blvd, Tucson, AZ 85721, USA;2. Tulane University, Turchin Business Library, 7 McAlister Place, New Orleans, LA 70122, USA;1. Sterling C. Evans Library, Texas A&M University, United States of America;2. Center for Systematic Reviews and Research Syntheses, Texas A&M University, United States of America;1. Department of Natural Resources Management and Geo-informatics, Berhampur University, Berhampur, Odisha 760007, India;2. Indian Institute of Information Technology & Management Gwalior, Gwalior, Madhya Pradesh 474 015, India;3. Department of Library and Information Science, Berhampur University, Berhampur, Odisha 760007, India;4. Department of Civil and Environmental Engineering, Federal University of Paraíba, 58051-900 João Pessoa, Brazil;5. Department of Anthropology, University of Allahabad, Allahabad 211002, India;6. Department of Travel Tourism & Hospitality Management, Berhampur University, Berhampur, Odisha 760007, India;7. Dept. of Mass Communication & Media Technology, Berhampur University, Berhampur, Odisha, India;8. Department of Geosciences, Federal University of Paraíba, 58051-900 João Pessoa, Brazil |
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| Abstract: | The present scoping review examines empirical RDM instruction-related studies in academic libraries between 2010 and 2021. We searched three databases (LISTA, ERIC, and MEDLINE Complete) and two journals (Journal of eScience Librarianship and International Journal of Digital Curation) and identified 124 articles for inclusion. Cohen's kappa indicated a strong to perfect inter-rater reliability on the coding between the authors. Overall, the findings indicate an increasing trend in empirical research regarding the topic of RDM instruction across many countries and regions after 2010. Also, faculty, researchers, and librarians in the higher education field were the primary audiences for the RDM instruction with few studies addressing RDM instruction for the undergraduate and graduate levels. In terms of the RDM aspects, RDM needs assessments were investigated the most among the reviewed studies, followed by data sharing and data management plans. Additionally, the face-to-face learning context was the most popular for RDM instruction, followed by online and hybrid contexts. However, few studies used an intervention research design while delivering instruction to the target audience. This study highlights the substantial characteristics and methodological designs of the RDM instruction empirical research and provides implications for approaches and techniques used to study RDM instruction in academic libraries. |
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