Too Long; Didn't Read: The Case for Academic Zines

Abstract

Th ere are many ingrained issues in traditional academic publishing, including writing, editing, and reviewing for free; the lack (until recently) of o pen access journals, and the high cost of journal subscriptions for institutional libraries. Even without the structural problems of academic publishing, writing well is time-consuming, diffi cult, and a task far too easy to procrastinate. Th e struggle of citing everything read in order to get to the point of making a contribution and communicating new knowledge to peers means that the tone of academic writing is often stiff and full of jargon. Academic zines can’t solve all these problems. Th ey can, however, open up the access to research beyond the very small percentage of the general population who read journals. Academic zines are a refreshing way to share knowledge broadly, and are particularly well-suited for community-based projects, research that tells a narrative, or explaining something that people could apply to their lives (Creasap, 2014; Tkach & Hank, 2014; Stanley, 2015). Homemade, free, anti-establishment photocopied zines emerged from the punk music scene in the 1980s. Th ey have now been largely replaced with full-colour creations, as photography and printing have improved and become more accessible. Th ey have been distributed at a growing number of small-press and zine fairs. Academic zines can also be given out at a talk, conference, or workshop. Th ey can be left out at a library, community centre, or research hub. In summarizing a research project in plain language