ORCID education: a departmental approach
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Date
2021-03-22
Authors
Droog, Alissa
Bredahl, Laura
Journal Title
Journal ISSN
Volume Title
Publisher
Emerald
Abstract
Purpose
This paper aims to provide a case study of an ORCID promotion at the University of Waterloo School of Optometry and Vision Science, providing context for the importance of education in ORCID outreach.
Design/methodology/approach
The three-month ORCID promotion used workshops and individual appointments to educate faculty about ORCID, identity management systems and research impact and scholarly communications.
Findings
A targeted and personal approach to ORCID promotion focused on education about why you might use this author disambiguation system resulted in 80% of the faculty within the School of Optometry and Vision Science signing up for, or using ORCID. Scaling an ORCID implementation to a larger group would likely benefit from a dedicated project group, and integration with existing institutional systems such as a requirement of an ORCID for internal grant applications.
Originality/value
Although time consuming, this small-scale ORCID promotion with one department reveals that a departmental approach to ORCID education may lead to larger conversations about scholarly communications and a stronger relationship between faculty and the library.
Description
Please cite as:
Droog, A. & Bredahl, L. (2021). ORCID education: A departmental approach.
Library Hi Tech News, Vol. Ahead of Print. https://doi.org/10.1108/LHTN-11-2020-0106
Deposit License:
This article is © Emerald Publishing Limited and permission has been granted
for this version to appear here https://uwspace-uwaterloo-ca.proxy.lib.uwaterloo.ca/. Emerald
does not grant permission for this article to be further copied/distributed or hosted elsewhere
without express permission from Emerald Publishing Limited.
Acknowledgements:
The authors would like to thank Shannon Gordon (https://orcid.org/0000-0003-3428-8690),
Brianna Samson (https://orcid.org/0000-0001-6391-4625) and Peter Stirling
(https://orcid.org/0000-0002-8837-1660) from the University of Waterloo for their insight and
support for the project described in this article and for their contributions to the Ontario Library
Association Super Conference 2018 poster that inspired this article.
Keywords
faculty collaboration, academic libraries, education, identity management, research impact, author disambiguation, ORCID