Posts by Collection



Data Carpentry

Attended at Oregon State University - White Stag Building, 2015

Learned tools such as OpenRefine, Python, and the Bash shell for use in data science. Learned about the Data Carpentry method and plan for instruction.

ACRL Immersion: Teacher Track

Attended at Champlain College, 2016

Learned to design meaningful instructional activities in a systematic fashion. Analyzed and assessed personal habits, motivations, and styles to improve instructional repetoire. Learned assessment techniques and strategies to improve practice and outcomes.

ACRL Assessment in Action

Attended at Vermont Technical College, 2017

Identified methods for connecting assessment projects to institutional goals and communicating their results. Learned how to apply action research methodology to personal and institutional assessment projects.

Carpentries Instructor Training

Attended at Online, 2018

Received certification to teach Software Carpentry, Data Carpentry, and Library Carpentry workshops. Learned pedagogical concepts and evidence-based teaching practices such as crafting learning outcomes, live coding, formative assessment, and techniques for motivating diverse learners. Learned to apply these concepts to workshops teaching coding and data manipulation for novice learners.


Walking a Mile in the User’s Shoes: Customer Journey Mapping as a Method to Understanding the User Experience

Published in Internet Reference Services Quarterly, 2015

This article introduces using Customer Journey Maps (CJM) in libraries and the role mapping can play in visualizing the user's journey in order to help library staff better understand and optimize the user's experience. The purpose of this article is to demonstrate the importance and relevance of the mapping process for any library user experience. The article will also review findings from the Reed College Library use of mapping discovered during our own review of services and resource usage.

Recommended citation: Marquez, J. J., Downey, A., & Clement, R. (2015). Walking a Mile in the User’s Shoes: Customer Journey Mapping as a Method to Understanding the User Experience. Internet Reference Services Quarterly, 20(3–4), 135–150.

The Data Librarian in the Liberal Arts College

Published in Databrarianship: The Academic Data Librarian in Theory and Practice, 2016

A chapter from Databrarianship: The Academic Data Librarian in Theory and Practice, edited by Lynda Kellam and Kristi Thompson.

Recommended citation: Clement, R. (2016). The Data Librarian in the Liberal Arts College. In K. Thompson & L. Kellam (Eds.), Databrarianship: The Academic Data Librarian in Theory and Practice (pp. 67–79). Chicago, Illinois: Association of College and Research Libraries, a division of the American Library Association.

Team-based data management instruction at small liberal arts colleges

Published in IFLA Journal, 2017

This paper describes a collaborative approach taken by librarians at five small, regional liberal arts colleges to developing/enhancing research data management services on their campuses. The five colleges collectively belong to a consortium known as the Northwest Five Consortium. Over 10 months, librarians from the five schools collaborated to plan a data management and curation workshop with the goals of developing relationships with researchers working with data, developing their own research data management skills and services, and building a model for future training and outreach around institutional research data management services. This workshop brought together research teams including faculty, students, and librarians, and incorporated active learning modules as well as in-depth pre-workshop discussion. This article will discuss the context and background for this workshop, the model itself, and the outcomes and possibilities for future developments.

Recommended citation: Clement, R., Blau, A., Abbaspour, P., & Gandour-Rood, E. (2017). Team-based data management instruction at small liberal arts colleges. IFLA Journal, 43(1), 105–118.

How are we Measuring Up? Evaluating Research Data Services in Academic Libraries

Published in Journal of Librarianship and Scholarly Communication, 2018

In the years since the emergence of federal funding agency data management and sharing requirements (, research data services (RDS) have expanded to dozens of academic libraries in the United States. As these services have matured, service providers have begun to assess them. Given a lack of practical guidance in the literature, we seek to begin the discussion with several case studies and an exploration of four approaches suitable to assessing these emerging services. This article examines five case studies that vary by staffing, drivers, and institutional context in order to begin a practice-oriented conversation about how to evaluate and assess research data services in academic libraries. The case studies highlight some commonly discussed challenges, including insufficient training and resources, competing demands for evaluation efforts, and the tension between evidence that can be easily gathered and that which addresses our most important questions. We explore reflective practice, formative evaluation, developmental evaluation, and evidence-based library and information practice for ideas to advance practice. Data specialists engaged in providing research data services need strategies and tools with which to make decisions about their services. These range from identifying stakeholder needs to refining existing services to determining when to extend and discontinue declining services. While the landscape of research data services is broad and diverse, there are common needs that we can address as a community. To that end, we have created a community-owned space to facilitate the exchange of knowledge and existing resources.

Recommended citation: Coates, H. L., Carlson, J., Clement, R., Henderson, M., Johnston, L. R., & Shorish, Y. (2018). How are we Measuring Up? Evaluating Research Data Services in Academic Libraries. Journal of Librarianship and Scholarly Communication, 6(1).