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for them). However, the set of roles actually adopted is likely to vary between institutions and for individual professionals. Therefore the module is designed around discussing the role of libraries in RDM within institutions and also emphasises the importance of individual reflection on the place of RDM within an individual’s own career trajectory. One of the central assumptions made in the design of the module was that librarians themselves often do not have in-depth experience of research. RDM and an increasing number of other roles to support research require understanding of the perspective of the researcher. Therefore considerable time in the module is devoted to actively exploring the nature of research and research data: participants interview a researcher. There are also extracts from long interviews with six researchers that illustrate the diverse perspectives of researchers in different fields on what data is and what the issues around RDM are. The module also encourages librarians to think about the potential role of other professional services, such as research administration, computing services and archives and records managers in RDM, since it is widely understood that joined up thinking by professional services is key. There is a strong emphasis on practical hands-on activities often engaging with real documents such as institutional RDM policies or data management plans. Librarians need this practical knowledge. Equally the course does emphasise aspects of theory (e.g. theories of the nature of academic discipline) and strategic concerns. In an evolving context requiring collaborative activities, thinking about the viewpoints of the many stakeholders in RDM is essential. A centre piece of the module is a fictional case study through which participants can think about the perspectives’ of researchers and professional service staff. An element of inquiry based learning is offered through the scaffolded exercise to plan an interview of a researcher. An element of problem based learning is used through a number of case studies based on documents and recordings relating to specific real projects (Session 7); and a fictional institutional case study (Session 8). The module is based on sound pedagogic principles.
Conclusion As well as creating a need for specialist data librarians and data curators, it seems probable that as a new area of professional practice, RDM will touch many librarians’ work. An appreciation of the issues will be needed across different library teams: among liaison librarians, digital resource managers, systems staff, special collections and metadata librarians. The RDMRose learning materials, alongside other offerings such as the Edinburgh’s Research Data Management for Librarians (see ALISS Quarterly volume 8 number 3), TrAD’s DM (http://www.uel.ac.uk/trad/), as well as more generic materials such as Mantra will help librarians get up to speed on the new subject, be that working alone, in self-help groups, in work teams or through formal courses. The RDMRose module can be used in all these contexts. The information school is also interested in talking to libraries using the material, so that we can support its use. In turn this will also help us keep the materials up-to-date. The process of Information School staff working closely with practising library professionals was an enriching process and a ALISS Quarterly 8 (4) July 2013