Data science in the library: tools and strategies for supporting data-driven research and instruction

Abstract

pedagogical approaches which could guide and connect the library and teaching staff. Another strength of the book is the specific practice-based examples that offer a real demonstration of how the models or frameworks are implemented across divergent disciplines. These example chapters are very well-structured, leading the reader from the context of the cohort and the rationale for the collaboration between academics and library staff to the implementation of the frameworks in each discipline, the outcomes of the implementation and the reflections of librarians, learning skills advisors and course coordinators. Through this structure, a comprehensive logical understanding of how to start conversations with academics based on shared values and how to integrate the frameworks flexibly and engagingly is provided. This is useful for both library and teaching staff across different contexts as it proffers a step-by-step procedure from initiating a collaboration with academics to collating feedback including self-reflection by library staff. Nineteen chapters of the book form a diverse representation of various disciplines, although it seems to be law and business that feature most. There are examples from undergraduate, postgraduate and internship programs, some of which are interdisciplinary. The book was published in early 2021 but most chapters must have been written before the pandemic in 2020. Therefore, how the library staff conducted information literacy and academic skills workshops in the online and hybrid environment was not covered. Most classes described in the book were face-to-face with materials embedded online. Nonetheless, the main focus of the book is on the implementation of pedagogical frameworks with reflection on the implementation. Strategies, success stories and suggestions for improvements have significant implications for collaborative partnerships between the library and university academics as well as the incorporation of information literacy and academic skills into tertiary curricula. The book is highly recommended for learning skills advisors, librarians, library managers and directors, course coordinators, lecturers and learning designers.