One barrier to reproducibility is the lack of specificity in the materials and tools used in research. The Research Resource Identification (RRID) Initiative is a community-based solution addressing the issue of experimental resource identification, primarily in the biomedical and life sciences. Citing the RRID for research materials and tools in scientific publications eliminates ambiguity and enhances reproducibility.

The COVID-19 pandemic has made health disparities in the United States starkly apparent. Age-adjusted deaths per 100,000 people among Black, Latino, and Pacific Islander populations are more than 1.5 times greater than those of the White population, and among Indigenous populations are more than 2 times greater than those of the White population, according to APM Research Lab’s analysis of CDC data in the Color of Coronavirus project. Disparities in COVID-19 deaths are the latest evidence of the ways in which systemic racism has been manifested in the access to and provision of medical care, a topic explored in the websites and library research guides listed in this post.

The Research Organization Registry (ROR), a recent initiative by California Digital Library (CDL), Crossref, and DataCite, attempts to address the issue of institutional disambiguation through the development of a non-commercial, open, and interoperable system of unique persistent identifiers for research organizations.

One way labs can establish a culture of ethical and reproducible scientific practices is to create a lab manual. For those who are seeking ways to encourage and codify scientific consistency and rigor in their labs, lab manuals can provide models and guidelines for transparent, open, and reproducible practices.

University of California, Berkeley librarians have incorporated the flipped instruction model into information literacy training by focusing on two primary elements: assigning pre-class assignments and increasing active learning techniques. We explore these two elements across five diverse instructional cases, which include one-shot and semester-long classes that were conducted through online or in-person delivery for both graduate and undergraduate students across a range of subject areas (sciences, social sciences, and humanities). We examine the enabling factors and the perceived outcomes of this instructional paradigm. Because students came to class with enhanced library understanding and experience from the pre-class assignment, they were better prepared to engage with the material and articulate additional learning needs. We note students' increased engagement during class and more time available for higher-order learning exercises and discussions. As a result, flipped instruction appears to enable more learning opportunities without increasing classroom time. The challenges of this model are the requisite commitment of time and effort, the need to foster class participation, and the facilitation of active communication within the class. We propose a framework of catalysts, building blocks, and instructional outcomes to help library instructors incorporate flipped instruction elements into their instructional design.