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This chapter explains the main aspects and the importance of being familiar with research data management (RDM), stressing the centrality of the research data lifecycle and the importance of data sharing, whereby the ideas of the FAIR principles are characterized as a main driver of reuse. The importance of data management plans is emphasized as well. RDM processes such as adding metadata, citing, retrieving, and curating datasets are portrayed. The need for cooperating between disciplinary researchers and different data professionals, such as data librarians and data curators, is highlighted. Moreover, it is underlined that a number of educational programs to data science also contain data management.

This paper identifies some of the tasks and roles that academic libraries have to fulfil in order to react to the appearance of Research 2.0 that materialises in data intensive research and requires supporting activities. Reacting to the appearance of Research 2.0 by becoming service providers for scholars working on data-intensive tasks will become an imperative for libraries worldwide, even though due to the differences between countries and institutions, the tasks described in this paper may not seem urgent today. On the other hand, the issues, we identified are already part of everyday best practices in several institutions. Some of them are fairly recent or have taken new characteristics. A few roles identified in this paper are on their way to become standard occupation, while there are still ones that require innovative approaches. Our argument is based on a non-exhaustive review of the recent literature, reporting both on theoretical and practical issues and presenting the results of empirical research in the field.

This paper focuses on the characteristics of research data quality, and aims to cover the most important issues related to it, giving particular attention to its attributes and to data governance. The corporate word&rsquo, s considerable interest in the quality of data is obvious in several thoughts and issues reported in business-related publications, even if there are apparent differences between values and approaches to data in corporate and in academic (research) environments. The paper also takes into consideration that addressing data quality would be unimaginable without considering big data.

This paper, based on a non-exhaustive review of the literature addresses selected issues of a relative new complex of abilities and skills, i.e. data literacy by providing insight into its nature and the approaches to teaching in higher education.We live in a data-intensive era, because the capacity to store massive amounts of data and forward them on high bandwidth networks generated interest in research data in the natural sciences, social sciences as well as the arts and humanities, never seen before (boyd and Crawford, 2012). The recognition of this fact motivated varied researchers, universities and different funding bodies to make efforts to encourage the openness of research data. The stakeholders of Open Data are – among others governments, multilateral organisations, journalists and the media. They come from the civil society and the private sector. Last, but not least teaching staff members, and researchers, i.e. the academic community constitute a crucial group of its stakeholders (Corrall, 2019a).On the one hand, there remain several technological, social, organizational, economical, and legal barriers to data sharing (Sayogo & Pardo, 2013). On the other hand, despite obstacles, we can see a shift away from a research culture, where data is viewed as a private preserve (Pryor, Jones, & Whyte, 2013). This drive toward openness is guided among others by the principle that scholarly research does not need more data, but requires having the right data (Borgman 2015). In other words, researchers require high quality, actively curated data to work with, because data is both the raw material and the output of research (Pryor, 2012).Research data is the output from any systematic investigation that involves observation, experiment or the testing of a hypothesis (Pryor, 2012) and it consists of “heterogeneous objects and items used and contextualized, depending on the academic discipline of origin” (Semeler, Pinto, & Rozados 2017, p. 3). To serve as research data, little data can be just as valuable as big data, and – in many cases – there is no data, because relevant data cannot be found, is not available, or does not exist at all (Borgman, 2015).

Purpose The purpose of this paper is to examine the role of Research Data Services (RDSs), consisting of research data management, data curation and data stewardship, and data literacy education in supporting Research 2.0. Besides this, theory and principles, as well as selected examples of best practices in the relevant fields are presented. Design/methodology/approach A literature-based overview of actual insights on tasks and roles that academic and research libraries have to fulfil in order to react to the developments generated by the appearance and growing importance of Research 2.0 is provided. Taking the wide spectre of related issues into account, the discussion is limited to RDSs. Findings Even though Research 2.0 is evolving in different countries and some local environments in dissimilar ways, its data-intensive nature requires the helping presence of academic libraries and librarians. Being an emerging phenomenon, it will undoubtedly take several different shapes as it works itself out in time, but librarians should try to discover service niches, which may not be covered by other academic organisations, or their coverage is only partial or even unsatisfactory. Research limitations/implications Taking the wide spectre of issues into account, the review of literature is limited to the period between 2014 and 2016. Originality/value The paper intends to add to the body of knowledge about the relationship between RDSs and Research 2.0, as well as about the association between the components of the former.

Purpose The complex phenomenon of information overload (IO) is one of the pathologies in our present information environment, thus symbolically it signalizes the existence of a dark side of information. The purpose of this paper is to investigate the approaches on mitigating IO. Hence, it is an attempt to display the bright side. Design/methodology/approach Based on a literature review, the sources of IO are briefly presented, not forgetting about the role of information technology and the influence of the data-intensive world. The main attention is given to the possible ways of mitigating IO. Findings It is underlined that there are both technological and social approaches towards easing the symptoms of IO. While reducing IO by increasing search task delegation is a far away goal, solutions emerge when information is properly designed and tools of information architecture are applied to enable findability. A wider range of coping strategies is available when we interact with information. The imperative of being critical against information by exercising critical thinking and critical reading yields results if different, discipline-dependent literacies, first of all information literacy and data literacy are acquired and put into operation, slow principles are followed and personal information management (PIM) tools are applied. Originality/value The paper intends to be an add-on to the recent discussions and the evolving body of knowledge about the relationship between IO and information architecture, various literacies and PIM.

Purpose – The purpose of this paper is to identify tasks and roles that academic libraries have to fulfil to react to the developments brought in by the appearance of Research 2.0. Design/methodology/approach – A review of current literature about the topic was performed. Findings – Literature used reveals that currently, there is a need for providing information literacy (IL) education (mainly in the form of data literacy), providing research data services (RDSs) (addressing data quality and data citation), raising awareness of faculty members on different issues and providing individual support to them. Originality/value – The paper intends to be an add-on to the body of knowledge about academic library support to researchers.

Purpose – The role of data literacy is discussed in the light of such activities as data a quality, data management, data curation, and data citation. The differing terms and their relationship to the most important literacies are examined. The paper aims to discuss these issues. Design/methodology/approach – By stressing the importance of data literacy in fulfilling the mission of the contemporary academic library, the paper centres on information literacy, while the characteristics of other relevant literacies are also examined. The content of data literacy education is explained in the context of data-related activities. Findings – It can be concluded that there is a need for data literacy and it is advantageous to have a unified terminology. Data literacy can be offered both to researchers, who need to become data literate science workers and have the goal to educate data management professionals. Several lists of competencies contain important skills and abilities, many of them indicating the close relationship between data literacy and information literacy. It is vital to take a critical stance on hopes and fears, related to the promises of widespread ability of (big) data. Originality/value – The paper intends to be an add-on to the body of knowledge about information literacy and other literacies in the light of research data and data literacy.

In this paper, based on desk research, we will present the most important features of Research 2.0 in its relationship with information literacy (IL). The appearance of the Research 2.0 paradigm was brought about by numerous technological innovations resulting from Web 2.0. This may lead to transformations that could change the principles of research activities. When explaining the nature of Research 2.0 we highlight factors that hinder its wider uptake. We will also try to show that IL is changing in some of its aspects as a result of developments in the Research 2.0 domain, regardless of the fact that it is not widely adopted. The consequences resulting from the analyzed transformations in IL are of utmost importance for academic libraries, the content of their instructional activities and future information literacy conceptualizations.

Purpose The purpose of this paper is to present findings from a multinational survey on copyright literacy of specialists from libraries and other cultural institutions. Design/methodology/approach This paper is based on a multinational survey of copyright literacy competencies of Library and Information Science (LIS) professionals and those who work in the cultural heritage sector (archives and museums), conducted in 13 countries, namely Bulgaria (BG), Croatia (CR), Finland (FI), France (FR), Hungary (HU), Lithuania (LT), Mexico (MX), Norway (NO), Portugal (PT), Romania (RO), Turkey (TR), UK and USA in the period July 2013-March 2015. An online survey instrument was developed in order to collect data from professionals regarding their familiarity with, knowledge and awareness of, and opinions on copyright-related issues. Findings Findings of this study highlight gaps in existing knowledge of copyright, and information about the level of copyright literacy of LIS and cultural sector professionals. Also attitudes toward copyright learning content in academic education and continuing professional development training programs are investigated. Originality/value This study aimed to address a gap in the literature by encompassing specialists from the cultural institutions in an international comparative context. The paper offers guidance for further understanding of copyright in a wider framework of digital and information literacy; and for the implementation of copyright policy, and the establishment of copyright advisor positions in cultural institutions. The recommendations support a revision of academic and continuing education programs learning curriculum and methods.

This chapter investigates the complex phenomenon of ‘information overload’ that, despite controversies about its existence, is a major problem, the symptoms of which have to be alleviated. Its sources and nature in academia, business environments and in everyday life information seeking, its particular features in the data-intensive world are described, not forgetting about the role of information technology. The possible ways of mitigating information overload are specified, underlining the imperative of being critical against information. Potential approaches and tools, described in this chapter include utilizing appropriate information architecture, applying information literacy, data literacy and other literacies, as well as making use of personal information management.

Purpose This chapter describes challenges that academic libraries face in the era of data-intensive research. Methodology/approach A review of current literature about the topic was performed. The main features of the data-intensive paradigm of research are outlined and new tasks to be performed by academic libraries are explored. Findings To fulfil their mission in this environment, academic libraries have to be equipped with tools that can be epitomised as research data services and include research data-management and digital data curation. Issues of data quality, data citation and data literacy are also of prime importance for related academic library services that also need to employ ‘new’ librarians, that is professionals, armed with novel and adequate skills. Originality/value The chapter outlines both background and practice, associated with data-related opportunities and responsibilities.

This chapter addresses the complex relationships between information architecture and information overload from the viewpoint of the information professional. It is discussed in the light of information literacy, which cannot be considered without a discussion of other related literacies. Special attention and extended length will be given to data literacy, which is relatively new, but is on the way of gaining particular weight with the growing importance of data-related issues. As borderline fields of information architecture, information overload, the different literacies and personal information management play dissimilar roles. Information overload is the symptom, while well-known approaches and tools of information architecture, information literacy and other literacies, as well as personal information management offer different tools to alleviate these symptoms. Notwithstanding, there is undeniable connection between them, which should be made subject to further research.

Information literacy (IL) has undergone changes throughout its history in order to accommodate the new realities within which IL is conceptualized, researched, or put into action. The variety of different factors that have contributed to the transformations of IL may be analyzed on theoretical and practical levels. In this chapter, both levels of transformation in IL will be discussed: the practical, which entails the evolution from bibliographic instruction and traditional conceptualizations of user education and library instruction of IL, and the theoretical level, which refers to the changing perspectives and frameworks in education and information/library science. We will argue that shifts in information environments and ecologies lie at the heart of transformations on both levels, and that they figure prominently in the re-examination of themes and issues prioritized in IL.

The key topic of digital research data raises a multitude of issues: big data, data sharing, data quality, data management, data curation, data citation, data literacy. This chapter addresses questions related to the definition of these concepts, to the frameworks constructed for a better understanding and treatment of the different phenomena, as well as ethical considerations. The potential of libraries and information professionals in fulfilling data-related activities is outlined, together with the associated requirements of them.

Purpose – The purpose of this paper is to examine the role of information literacy (IL) and digital literacy under the circumstances and challenges of the Web 2.0 environment.Design/methodology/approach – Desk research was done in order acquire a picture about the nature of the Web 2.0 and Library 2.0 in regard to their influence on literacy requirements. The hypothesis that differential literacies have to be offered to diverging groups of users, similarly to traditional library services that cater for different user needs depending on the type of the given library was tested.Findings – Professional goals characterize first of all different groups of professionals, teaching staff and researchers, as well as students. Thus, their need in information is different from that of other categories of users. Consequently, they require literacies similar to services traditionally offered by academic and special libraries. Amateur content is more compatible with the mission of public libraries and it is more suitab...

PurposeThe purpose of this paper is to get a detailed picture of digital library education in Hungary taken in comparison with international experiences.Design/methodology/approachDigital library education (DLE) is examined through the example of three Hungarian schools of Library and Information Science (LIS). After defining the virtual library, the digital library (DL), the hybrid library and the electronic library, notions vital for DLE, the results of international surveys are compared to Hungarian curricula.FindingsThe described curricula follow international patterns outlined in the literature. The content of education is up to date and is adjusted to the quickly developing world of digital libraries.Research limitations/implicationsExperiences come form a higher education system that is in a stage of transition. Lessons learnt however can be useful for the development of curricula taking DL issues into consideration.Practical implicationsSimilar examinations of curricula, supplemented by national and European surveys could highly contribute to the success of DLE programmes.Originality/valueThe paper provides additional data and viewpoints on DLE.

After providing background to CPE of librarians in Hungary, this article outlines the content of a course that seeks to make Hungarian librarians familiar with free Internet resources that are usable for library technical services and reference. One of the most important topics covered in the course is the question of finding information on the World Wide Web. The importance of virtual reference and details about Libinfo, the major Hungarian virtual reference desk service are discussed. The author also gives details about some of the Hungarian and international resources used for the course.

Efforts to address the chronic challenge of information overload in the digital world have focused on content filtering facilitated by information architecture (IA). Information professionals traditionally served as gatekeepers using formal information organization structures, systems and tools. The exploding quantity of contributed content on social media has magnified information overload and left content control and management largely up to users, who need to be educated in digital literacy (DLi) in order to assume this role. Thus, DLi's interface with IO is relatively clear. DLi also has a twofold role in the related field of IA. By default, information architects should be digitally literate themselves. Secondly, the users of information have to be aware of the importance of structures and architecture. This awareness can be achieved by educating them to IA as part of DLi education. The proper balance between formal and informal approaches to organizing information in the Web 2.0 environment is not yet clear.

Research carried out by the authors has shown a wide divergence between the training needs of Hungarian librarians and the resources available to provide the necessary courses to meet those needs. The Association of Hungarian Librarians (AHL) and the Association of Information Institutes and Libraries (AIIL) have created a joint training committee to address current issues and look toward developing a framework which will provide ongoing training for librarians from both the academic and public sectors.

Not only do students of technical writing courses need to learn how to prepare documents for translation properly, but students of translation need to learn technical and academic writing. This article gives the example of such a course taught at the Technical University of Budapest, Hungary. The course covers writing instructions and manuals, documents for scholarly and professional societies and scientific conferences, scientific papers, reports, and abstracts.

In this paper, based on desk research, we point out some of the relationships that exist between information overload, Web 2.0 (often called new media) and information literacy. The proliferation of new media augments information overload in both amateur and professional environments. The adoption of information literacy, tailored to the needs of the given environment, alleviates the symptoms of overload by fostering a critical approach to information.

New media are not supportive of critical thinking and conscious selection of information. Literacies of our age stress critical thinking and take many forms. Despite differences and similarities among information literacy, media literacy and digital literacy, all of them have to differentiate between amateur and professional contents produced in new media. Similarly to the traditional division of labor among libraries, the needs behind amateurism and professionalism have to be satisfied differently.

This article describes achievements in Hungarian networking and fields of networking activities. Examples of the use of networking infrastructure are taken from three academic libraries. Published version

Az információs túlterhelés jelensége korunk „információs betegsége”, amely számtalan területen és változatos módon okoz nehézséget. A tanulmány egyaránt kitér a túlterhelés kialakulásának okaira és történetére. Nagy súlyt helyez annak tárgyalására, hogy miként enyhíthetők szimptómái technológiai jellegű és (főként) társadalmi természetű megközelítések adta eszközökkel. Az előbbiek szinte kizárólag az információépítészet megoldásai közül kerülnek ki, míg az utóbbiaknak három főbb útja van. Talán a legelterjedtebb az „új írástudások” propagálása, oktatása és alkalmazása, de élhetünk a személyes információkezelés eszközeivel, vagy követhetjük az új típusú információs viselkedési normákat is, amelyek elsősorban a Lassú Mozgalom (Slow Movement) elveire és gyakorlatára épülnek. --- Information Overload: an evergreen topic Information overload is one of the “pathologies” in our present information environment that causes difficulties in several fields and in varied ways. Nonetheless, it can be “cured”. This paper explains both the causes of Information Overload and its history. It points out that there are various ways of mitigating the symptoms of Information Overload when taking both technical and social approaches. The former of these are limited almost exclusively to the scope and capabilities of information architecture, while social approaches have many directions. The approaches that are perhaps the most prolific are propagating, teaching and applying “new literacies”, but we can make use of Personal Information Management skills, and can follow new norms of information behaviour, based mainly on the principles and practice of the Slow Movement.

Data governance and data literacy are two important building blocks in the knowledge base of information professionals involved in supporting data-intensive research, and both address data quality and research data management. Applying data governance to research data management processes and data literacy education helps in delineating decision domains and defining accountability for decision making. Adopting data governance is advantageous, because it is a service based on standardised, repeatable processes and is designed to enable the transparency of data-related processes and cost reduction. It is also useful, because it refers to rules, policies, standards; decision rights; accountabilities and methods of enforcement. Therefore, although it received more attention in corporate settings and some of the skills related to it are already possessed by librarians, knowledge on data governance is foundational for research data services, especially as it appears on all levels of research data services, and is applicable to big data.

This paper describes data literacy and emphasizes its importance. Data literacy is vital for researchers who need to become data literate science workers and also for (potential) data management professionals. Its important characteristic is a close connection and similarity to information literacy. To support this argument, a review of literature was undertaken on the importance of data, and the data-intensive paradigm of scientific research, researchers’ expected and real behaviour, the nature of research data management, the possible roles of the academic library, data quality and data citation, Besides describing the nature of data literacy and enumerating the related skills, the application of phenomenographic approaches to data literacy and its relationship to the digital humanities have been identified as subjects for further investigation.