Transcript - Bepress

Publishing Student Journals:
Integrating into the
Undergraduate Curriculum
Teresa A. Fishel
DeWitt Wallace Library
Digital Initiatives Symposium
University of San Diego
April 9, 2014
Today’s Session
• Background & Getting started with journals
• Integrating scholarly communication into the curriculum
• Presidential initiative and my mission & objectives
• Course goals and objectives
• Course content
• Highlights and lessons learned
• Ongoing efforts, sustainability, and concluding comments
Brief Background
• Implemented our institutional repository (IR) in
spring of 2005
• Main purpose: implement a solution for providing
access to our honors projects – 60-150 year
Milestone reached in January – over 1,000,000
downloads
Getting Started with Journals
• Scholarly communication advocacy on campus
• Social Sciences division meeting – October 7, 2007 –
”Future of Scholarly Publishing”
• Request to post back files of scholarly association
journal – Himalaya: the journal of the association for
Nepal and Himalayan studies
• Led to using publishing features available in our IR
system and library support for layout and design for
new issues
Getting Started, cont’d
• “Library as publisher”, in 2011:
“an estimated 55% of academic libraries of all sizes were
either developing or implementing publishing services” [1]
•
Library support for scholarly journal – layout and
design using InDesign
[1] Sharon A. Weiner and Charles Watkinson, “What do students learn from participation in
an undergraduate research journal? Results of an assessment. Journal of Librarianship and
Scholarly Communication, vol. 2, issue 2:3P1125 http://ex.doing.org/10.7710/21623309.1125
Integrating Scholarly
Communication…
…into the Curriculum
• Library liaison job descriptions
• Scholarly communication concepts in First Year
Course
• Library course modules on Scholarly
Communication http://www.macalester.edu/library/instruction/cou
rseintegrated.html
Curricular Renewal
October 2008
Presidential Initiative Announcement
“The development of ‘synergy’ courses in which
faculty and students engage in classroom-based
scholarly collaborations leading to peer-reviewed
publications, presentations at academic conferences, or
public scholarship.” The College's definition of, and
criteria for, public scholarship can be found
at: www.macalester.edu/curricularrenewal/publicscho
larshipcourses2.pdf
My Proposal
Develop a course to be team-taught as a follow up to
the American Studies Research Methods course that
would lead to a finished open-access, student-peer
reviewed journal using the journal publishing features
and hosted in our IR.
November 7, 2008
My Mission & Objectives
• Open access – advocate and promote on campus
• Increase faculty and student awareness
• Current students, future scholars – future change
agents
• Academic libraries as publishing partners
• Enable knowledge creation – student voices in the
scholarly conversation – introduction in FYC
Our Mission
“The mission of librarians is to improve
society through facilitating knowledge
creation in their communities.”
R. David Lankes, The Atlas of New Librarianship (MIT Press, 2011), p.13
Course Goals & Objectives
•
Improved skills in writing and editing
•
Understanding the peer review process used in scholarly publishing
•
How to evaluate and provide constructive feedback
•
How to conduct fact verification and proof read for accuracy
•
Proper citation techniques
•
Learn to function as a member of an editorial board
•
Learn how to produce new scholarship in a collaborative manner
•
Explore ways to share American Studies Scholarship beyond the classroom
•
Develop marketing techniques to promote the journal and solicit contributions
Additional Objectives
• Learn about issues related to new forms of
publishing - digital formats, multimedia content
• Learn and discuss economic and social factors
related to scholarly publishing – Open Access,
author rights, fair use
• Encourage and support student attendance at annual
American Studies Conference
Course Content
Engaging the Public: Writing and Publishing in American
Studies
This course will focus on ways to disseminate research findings
and knowledge beyond the American Studies classroom. Course
content will focus on writing, editing, and the art of preparing a
journal article for publication. It will also consider how to engage
various publics, including other students, the College, and local
communities, through digital publishing. Students will be involved
in preparing a student peer-reviewed open access journal and will
be part of a collaborative model for circulating research and
criticism. Students will design and launch the journal, organize a
peer-review process, and learn about some of the broader issues
involved in publishing including verifying facts, copyright,
intellectual property, author rights, and open access.
Course Content and Format
• Fall semester – 2 credit course
• Utilize Moodle for course management system, record class
discussions and decisions
• Course readings include:
• MLA Style Manual and Guide to Scholarly Publishing (3rd
ed)
• Legal issues – copyright and fair use (Chapter 2)
• “E Pluribus Multitudinum: The New World of Journal
Publishing in American Studies”, Paul Giles & R.J.Ellis
• “Writing A Helpful Referee Report”, Brian Martin
• Guest speakers – faculty editors
My Role
• Scholarly publishing – looking at American Studies journal
developments over time
• Open Access
• Intellectual property/copyright/author rights
• Permanent nature of the IR – what this means
• Mechanics - using the IR publication tools – electronic
submission, assigning reviewers, notifying authors, publishing
journal
• Worked with students in the spring to produce issue
(independent study)
Class Timeframe
• Start with introductory content – journal publishing,
scholarly communication
• Conversations on overall design of the journal
• History and background of the journal – Tapestries:
Interwoven Voices of Local and Global Identity
• Marketing and solicit submissions after midterm
• Flyers, bookmarks, table-tents in dining area, student
newspaper, social media, advertising on public computers
• InDesign resident expert for layout and design
Student Directed Course
“From the beginning, the guiding principle was that
students should be the key decision-makers—to come
up with a concept for the journal, develop its mission,
think about what constitutes knowledge and cultural
expression, and be conscious of their potential
audience.”
Jane Rhodes, “Introducing Tapestries”, Tapestries: Interwoven Voices of Local and Global
Identities”, vol. 1, issue 1 (2010) http://digitalcommons.macalester.edu/tapestries/vol1/iss1/4
Highlights, Lessons Learned
• Course has been taught 4 x’s – first year took a little
longer to get started - credit given to Founding Collective
(Spring 2010 group, published first issue in spring 2011)
• Three issues produced – all student run, all decisions
made collaboratively
• All involved outreach and marketing to solicit content –
each group took different approaches
• Each issue has unique look and each group chose their
themes and design
2011, 2012, 2013 issues
Highlights, Lessons Learned,
cont’d
• Students highly engaged – take roles and
responsibilities seriously
• Proudest moment – copyright infringement
identified and prevented
• Goals – full cycle of scholarship and collaboration
• Skills acquired – application after class
• Student Editor for campus newspaper
• Blog – Mixed Identities at the Intersection of Race &
Culture
Next Steps
• Retooling the course for 2014-15 in spring 2014
• Working on redesigning the course to be offered for 2
credits over 2 semesters – fall/spring sequence
• New reading – Handbook of Journal Publishing (MIT,
2013)
• Possible transition to new American Studies library
liaison
Ongoing Efforts & Sustainability
• Teaching – my time approximately 2-3 hours per
week, 15 weeks; includes class preparation time
• Use Moodle for course management system for the
course
• Staff position – Office Manager has layout and
design expertise with InDesign; supports students
when they are in production mode – part of her job
description is to support e-journals in our IR
Integrating Into Your Own
Curriculum
• Constraints and resources – each institution is
different
• 7 things you should know about open journals
(Educause Learning Initiative) – open systems
• Faculty members on campus – reviewers and editors
• Library culture – awareness of scholarly
communication and intersections with information
literacy
Closing thoughts
Benefits for students include:
• Greater awareness of scholarly communication
issues – informed consumers as well as scholars
• Opportunity to acquire practical skills
• Collaborative opportunity with one of your
disciplines
• Perspective on creating new knowledge…
“Taking a Stand to Change the
World”
“Because I believe in the transformative value of
knowledge, and because I believe that our students are
not merely information consumers and degree seekers.
They are people who are finding their place in the great
conversations that give this world meaning. It makes no
sense to me to cut them off as soon as they graduate. I
want to help create a world where they can continue to
participate in those conversations wherever their lives take
them.” Barbara Fister, LJ online, March 2014
http://lj.libraryjournal.com/2014/03/opinion/peer-to-peer-review/the-lever-initiativetaking-a-stand-to-change-the-world-peer-to-peer-review/#_
Our Mission
“improve society through facilitating
knowledge creation in {our} communities”
Thank you!
My contact info:
Terri Fishel, Library Director
DeWitt Wallace Library
Macalester College
[email protected]
Questions and Comments
Now it is your turn!
More information
•
American Studies department web page www.macalester.edu/academics/americanstudies/tapestries
•
DC Telegraph Newsletter – April 2012 – Tim Tamminga, bepress, visited our class and shared
comments on his experience. http://blog.digitalcommons.bepress.com/2012/04/10/macalestercolleges-tapestries-student-journal-as-a-teaching-tool/
•
http://digitalcommons.macalester.edu/tapestries/
•
Sharon A. Weiner and Charles Watkinson, "What do students learn from participation in an
undergraduate research journal? Results of an assessment. Journal of librarianship and scholarly
communication, vol.2, issue 2:eP1125 http://ex.doing.org/10.7710/2162-3309.1125
•
Stephanie Davis-Kahl, “Engaging undergraduates in scholarly communication”, C&RL News,
April 2012, p.212-215, 222) http://crln.acrl.org/content/73/4/212.short
•
Intersection of scholarly communication and information literacy, ACRL white paper (2012)
http://acrl.ala.org/intersections/