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6 results on '"Beth Montague-Hellen"'

1. Empowering knowledge through AI: open scholarship proactively supporting well trained generative AI

Author

Beth Montague-Hellen

Subjects
ai, licensing, creative commons, open access, chatgpt, copyright, Bibliography. Library science. Information resources
Abstract

Generative AI has taken the world by storm over the last few years, and the world of scholarly communications has not been immune to this. Most discussions in this area address how we can integrate these tools into our workflows, concerns about how researchers and students might misuse the technology or the unauthorised use of copyrighted work. This article argues for a novel viewpoint that librarians and publishers should be encouraging the use of their scholarly content in the training of AI algorithms. Inclusion of scholarly works would advance the reliability and accuracy of the information in training datasets and ensure that this content is included in new knowledge discovery platforms. The article also argues that inclusion can be achieved by improving linkage to content, and, by making sure that licences explicitly allow inclusion in AI training datasets, it advocates for a more collaborative approach to shaping the future of the information landscape in academia.

Published
2024
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2. Publishers, funders and institutions: who is supporting UKRI-funded researchers to share data?

Author

Beth Montague-Hellen and Kate Montague-Hellen

Subjects
open research, open data, data availability statements, ukri, policy, publishers, Bibliography. Library science. Information resources
Abstract

Researchers are increasingly being asked by funders, publishers and their institutions to share research data alongside written publications, and to include data availability statements to support their readers in finding this data. In the UK, UKRI (UK Research and Innovation) is one of the largest funding bodies and has had data-sharing policies for several years. This article investigates the reasons why a researcher may or may not share their data and assesses whether funders, publishers and institutions are supporting data-sharing behaviour through their policies and actions. A survey with 166 responses gave an indicative assessment of researcher opinions around data sharing, and a corpus of 3,277 journal articles retrieved from four UK institutions was analysed using multivariate logistic regression models to provide empirical evidence as to researcher behaviour around data sharing. The regression models provide insight into how this is affected by the funder, institution and publisher of the research. This study identifies that those publishers and funders who give clear guidance in their policies as to which data should be shared, and where this data should be shared, are most likely to encourage good practice in researchers.

Published
2023
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3. Coming out: the experience of LGBT+ people in STEM

Author

Ben Barres, Beth Montague-Hellen, and Jeremy Yoder

Subjects
Gender Identity, Reactive Astrocyte, Genome Biology, Stem Field, Unconscious Bias, Biology (General), QH301-705.5, Genetics, QH426-470
Abstract

Abstract Continuing with our Q&A series discussing issues of diversity in STEM fields, Genome Biology spoke with three openly LGBT+ researchers on their experiences in biology.

Published
2017
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4. Practical Tips for Equality, Diversity and Inclusion in Libraries

Author

Beth Montague-Hellen and Beth Montague-Hellen

Subjects
Social integration, Library science--Social aspects, Cultural pluralism, Equality
Abstract

Libraries can find themselves struggling to identify and serve the needs of their whole community, ensuring they take into consideration all nine characteristics protected by the UK Equality Act. By addressing protected characteristics and identifying issues that affect staff and patrons – such as mental health, sexuality and gender and socio-economic background – this book provides a selection of ideas to develop a diverse, inclusive and welcoming environment in modern libraries. More importantly, it highlights the positive and sometimes negative impact EDI activities can have, whilst introducing a wide range of new and innovative projects to inspire readers.Readers will be introduced to the main topics and challenges of diversity and inclusion as well as being provided with up-to-date information on recent case studies to help them gain a wider perspective. Featuring practical examples of actions to make a difference, this book provides step-by-step advice on how libraries and librarians can work to make their spaces and services more inclusive for all and to increase the diversity of library workforces.Topics covered include: policies and actions inclusive staff environments physical space events and visitors decolonising and diversifying collections. Librarians will be equipped to assess their own library, identify challenges, address issues with confidence and start to make concrete changes to improve diversity and inclusion in their space.

Published
2024

5. Teaching Practical Research Data Management Skills through Online Training and Data Management Plan Creation

Author

Beth Montague-Hellen and Holly Ranger

Subjects
ComputingMilieux_COMPUTERSANDEDUCATION
Abstract

Introduction: Research Data Management is growing in importance as a field as the amount of data which researchers must manage increases. It is important to ensure that postgraduate researchers are trained through engaging courses which practically prepare them to fulfil the data management requirements of funders and Universities, and to carry out their research in a transparent and effective manner. Description of program: We present a case study of the development and delivery of a new Research Data Management (RDM) online course for postgraduates and early career researchers. The course implements pedagogical theory and a reverse design paradigm in the development of library training provision enabling the creation of a course vastly more relevant to academic research practice than our previous offering. The course uses a simplified Data Management Plan to introduce students to Research Data Management Concepts, and by asking them to apply this knowledge, lifts the course from one which simply asks students to remember knowledge to one which shows them how to apply this knowledge in a way that is applicable to their own research. The course has been evaluated for effectiveness and student engagement at 3 months. Next steps: Although some analysis of the effectiveness of the new course has been undertaken, the course will continue to be evaluated. Although the course was developed for PGRs it has been popular with ECRs and Professional support staff and we will investigate how we can further meet the needs of these groups. The platform used will allow for the topics most often accessed to be identified and the course, and the University’s training provision will be adjusted based on this evidence. We hope that other institutions will be able to learn from our experience and implement similar courses.

Published
2019
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6. Coming out: the experience of LGBT+ people in STEM

Author

Beth Montague-Hellen, Jeremy B. Yoder, and Ben A. Barres

Subjects
0301 basic medicine, Male, LB2300, Students, Health Occupations, Unconscious Bias, lcsh:QH426-470, media_common.quotation_subject, Reactive Astrocyte, Biology, Q1, 03 medical and health sciences, Sexual and Gender Minorities, Coming out, Humans, Genome Biology, Workplace, lcsh:QH301-705.5, Q & a, media_common, Cognitive science, Gender identity, Career Choice, Research, 05 social sciences, 050301 education, Gender Identity, Unconscious bias, Human genetics, lcsh:Genetics, 030104 developmental biology, lcsh:Biology (General), Evolutionary biology, H1, Female, 0503 education, Stem Field, Diversity (politics)
Abstract

Continuing with our Q&A series discussing issues of diversity in STEM fields, Genome Biology spoke with three openly LGBT+ researchers on their experiences in biology. Despite growing acceptance of lesbian, gay, bisexual, transgender people (LGBT; subsequently LGBT+ to encompass a spectrum of genders and sexualities), discrimination and alienation remain. A recent report [1] has shown that many STEM workplaces and professional culture can exclude people who identify as LGBT+ (Fig. 1). Genome Biology spoke to Beth Montague-Hellen, Jeremy Yoder, and Ben Barres about their personal experiences.

Published
2017

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