Journal of librarianship and scholarly communication最新文献

{"title":"SHARPGrads: Development and Assessment of a Research Skills Workshop Program for Graduate Students at the University of South Carolina","authors":"S. Winchester, Amie Freeman","doi":"10.7710/2162-3309.2372","DOIUrl":"https://doi.org/10.7710/2162-3309.2372","url":null,"abstract":"INTRODUCTION Academic libraries are placing increasing emphasis on the provision of instruction for graduate students in non-traditional research skills and competencies such as scholarly communication concepts, data management and visualization, and text mining. Since proficiency in these concepts is often expected of graduate students but training may not be offered in the classroom, the library is a natural home for such instruction. DESCRIPTION OF PROGRAM Librarians at the University of South Carolina created a two-day workshop series for graduate students called SHARPGrads. This paper describes the planning process, survey method used to develop and assess the program, and findings obtained from attendance and survey responses. A successful collaboration with the university’s Graduate School led to higher than expected registration. Post-assessment feedback demonstrates that targeting training to graduate students early in their program of study is advantageous. Furthermore, students in social sciences and humanities disciplines reported that SHARPGrads met their expectations to a higher degree than students in the sciences and health sciences. Although a number of survey respondents reported that the training program was too short, participant retention during day two of the program dropped significantly. NEXT STEPS An evaluation of the range of second day training opportunities is considered for the next iteration of the program. Results taken from this study and recommendations for future programs will be useful for librarians involved in the development and implementation of workshops for graduate students.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46869853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Publications and Evaluations: Conducting a Baseline Assessment of Open Access Adoption and Support at an R2 University","authors":"Susan Vandagriff","doi":"10.7710/2162-3309.2392","DOIUrl":"https://doi.org/10.7710/2162-3309.2392","url":null,"abstract":"INTRODUCTION This study reflects a mid-size university library’s first attempt to assess faculty research output to shape future scholarly communications efforts. METHODOLOGY The assessment combined a qualitative analysis of the university’s reappointment, promotion, and tenure (RPT) documents with a quantitative analysis of faculty publications recorded in Digital Measures from 2015-2019. The RPT documents were coded to determine which indicators of scholarly value were emphasized, then compared with data on where and how faculty were publishing. RESULTS Within RPT documents, peer review was frequently emphasized, but open access and predatory publishing were not mentioned. The majority of publications occurred in hybrid journals, and publishing was concentrated among only a handful of publishers, with 11 publishers responsible for 62% of faculty’s research output. OA journal publications have risen slightly in recent years but still accounted for only 20.7% of UCCS publications. However, predatory publishing was very low, accounting for less than 5% of UCCS publications. DISCUSSION More education is needed on the importance of open access and how to assess the quality of a journal. RPT criteria consistently mentioned certain indicators of scholarly quality, but these indicators were often vague and preferential to traditional publishing models. Both open access and predatory publishing remain low, and additional education may help faculty feel more confident in exploring alternative publishing models. CONCLUSION Assessing the research output of faculty and how scholarship is being evaluated within each college can help libraries to tailor their efforts to promote open access publishing. However, the lack of OA support in the RPT criteria suggests a larger cultural shift is needed to make faculty not only aware of OA, but also encouraged and supported in publishing OA.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47610357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creating Institution-Wide Awareness of, and Engagement with, Open Scholarship","authors":"Eleanor Colla","doi":"10.7710/2162-3309.2387","DOIUrl":"https://doi.org/10.7710/2162-3309.2387","url":null,"abstract":"INTRODUCTION Strategies for how, when, and why to communicate on the topics of Open Scholarship (OS) are many and varied. Here, the author reflects on how a small, regional university library went from a low knowledge base of OS to having OS more thoughtfully and thoroughly considered across many aspects of scholarship. DESCRIPTION OF APPROACH The author discusses how, over a three-year period, the library turned OS from being seen as a topic only the library deals with, to a nuanced conversation present across many levels of a university. This was done in three broad stages: first, upskilling librarians; second, reaching out to others working in this space and creating conversations across campus; and third, broadening conversations to different audiences whilst beginning to embed OS in institutional practices. NEXT STEPS Collaborative engagement across various levels has worked well for this university. The library will continue this approach to further embed OS in the culture of the institution while looking to further collaborate across the institution, and working with colleagues and OS advocates in other organizations, groups, and bodies.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47072987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Centering Graduate Students’ Research Projects in Data Management Education: A Pilot Program","authors":"Tina Griffin","doi":"10.7710/2162-3309.2365","DOIUrl":"https://doi.org/10.7710/2162-3309.2365","url":null,"abstract":"INTRODUCTION Data management education has been part of library service models for almost 2 decades. This paper describes a pilot graduate student education program whose framework shows interdependencies between data management practices, uses a flipped classroom model to allow maximum time for implementation, and whose primary activities are entirely student research based. lLITERATURE REVIEW Education in data management encompasses many different formats (in-person, online, synchronous, asynchronous). Within this instruction, Data Information Literacy competencies help define student-learning objectives for data management tasks. Currently data management education is a combination of theory and active learning, with students asking for more hands-on practice. PROGRAM DESCRIPTION This program is an 8-week, in-person, flipped classroom series that addresses all data life cycle stages and aligns with many Data Information Literacy competencies. It is entirely student research data focused in that activities require that they use their projects, with significant time allocated to implement these practices while in the classroom. NEXT STEPS With a 69% retention rate and student improvement in seven foundational data management concepts, this program is considered a success. Future work involves converting this program to a credit-bearing course.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46015795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Commitment to Anti-racism, Diversity, Equity, and Inclusion from JLSC","authors":"Jlsc Editors and Editorial Board","doi":"10.7710/2162-3309.2398","DOIUrl":"https://doi.org/10.7710/2162-3309.2398","url":null,"abstract":"","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48918396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Outreach Weeks to Examine Labor, Assessment and Value in Open Advocacy","authors":"Robin Champieux, Camille Thomas, A. Versluis","doi":"10.7710/2162-3309.2371","DOIUrl":"https://doi.org/10.7710/2162-3309.2371","url":null,"abstract":"INTRODUCTION Like the scholarly communication system it aims to transform, open advocacy work is broad in scope and reflects many influences, practices, and players. Despite having a rewarding mission, scholarly communication librarians frequently juggle multiple roles, may experience isolation and career stagnation, and produce outputs that are not readily understood. METHODS These challenges inspired the creation of the Open Action Kit, a suite of tools to help practitioners plan, execute, and assess open advocacy weeks, particularly Open Access Week. This resource sought to make explicit parallels between the activities and scope of open advocacy work and leadership skills that could aid in career progression. RESULTS The project’s aims and structure matured to focus on a broader, critical appraisal of the nature of scholarly communication work. Its encouragement of dialogue between its members and audience more thoroughly recognized and addressed the tensions between open advocacy work and professional success. DISCUSSION Open advocates expressed many frustrations with their work: they often felt isolated or burnt out, hindered by structures or expectations from their organization. While relational work is fundamental to the cultural change inherent in scholarly communication work, the overly simplistic, quantitative measures typical of library assessment do not accurately capture its nuance or complexity. CONCLUSION Centering the relational components of open advocacy work is necessary for it to be successful, sustainable, and appropriately valued. While the Open Action Kit has not been updated since 2017, it serves as a useful model for translating and centering relational work through distributed leadership, advocacy, and skill development.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":"8 1","pages":"2371"},"PeriodicalIF":0.0,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41611852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Models for Engaging Liaisons in Research Data Services","authors":"M. Nelson, Abigail H. Goben","doi":"10.7710/2162-3309.2382","DOIUrl":"https://doi.org/10.7710/2162-3309.2382","url":null,"abstract":"Research data services in academic libraries is often perceived as the purview of liaison librarians. A variety of models has emerged by which these services may be developed or implemented. These include hierarchical models and those based more on individual interest. Of critical importance with any model, however, is the identification of support and opportunities for engagement from library administration and management in order to grow and assess the implementation of research data services.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47874416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leadership, Development, and Expertise: A Qualitative Content Analysis of Scholarly Communication Librarian Position Announcements","authors":"Angela Hackstadt","doi":"10.7710/2162-3309.2376","DOIUrl":"https://doi.org/10.7710/2162-3309.2376","url":null,"abstract":"INTRODUCTION In 2012, the Association of Research Libraries reported that 95% of libraries identified their libraries as leaders of scholarly communication efforts on campus. While academic librarians have long been responsible for SC issues, institutions have explicitly tasked positions with these responsibilities increasingly over time. This qualitative analysis of position announcements focuses on the ways libraries expect these librarians to engage with SC issues and responsibilities, rather than describing the prevalence of SC-related functions. Specifically, this study asks the following questions: (1) How do administrators communicate leadership expectations of SC librarian roles through job advertisements? (2) In what ways could these leadership expectations be challenging or problematic for SC librarians in non-administrator positions? METHODS This study is a qualitative content analysis of scholarly communication librarian position announcements posted to ALA JobList between January 1, 2016, and July 31, 2019. The advertisements are predominantly from North American academic libraries. Qualitative content analysis is systematic but allows for flexibility of interpretation in describing themes and categories. The coding scheme developed over multiple readings of the data and the author identified categories through the process of subsumption. RESULTS & DISCUSSION Prevalent themes in position announcements include leadership, expertise, and development. Leadership responsibilities appear as management duties or, often in non-administrator positions, as an expectation to take initiative or be an exemplar. SC librarians are expected to be experts, often as the library’s campus liaison or as educators in a variety of SC issues. They may also be tasked with developing institutional repositories or SC programs, though it is not always clear in the advertisement what support is available. These themes are discussed in terms of the SC librarian as a boundary spanning role. Boundary spanners are positions within an organization that communicate with the outside environment. They may also serve as filters for information coming into the organization or facilitate communication between departments or units in an organization. CONCLUSION In SC librarian job advertisements, positional authority is often absent from positions that have a responsibility to lead or develop SC efforts, programs, or initiatives. Non-experts may bestow some level of authority to experts. However, leadership and development tasks may prove difficult for a SC librarian who lacks the ability to make decisions or organizational changes. Suggestions for institutions and potential further research are discussed. External Data or Supplements:Hackstadt, A. (2020). Data from: Leadership, Development, and Expertise: A Qualitative Content Analysis of Scholarly Communication Librarian Position Announcements. https://doi.org/10.7910/DVN/YIXNPG, Harvard Dataverse.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45620898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Open Badges for Promoting Open Practices in the Institutional Repository: A Pilot Project","authors":"C. Hurrell, K. Ruddock, Paul R. Pival","doi":"10.7710/2162-3309.2325","DOIUrl":"https://doi.org/10.7710/2162-3309.2325","url":null,"abstract":"INTRODUCTION This paper describes a pilot project conducted at a mid-sized research university to integrate an Open Badge into the institutional repository (IR) alongside research articles. The Open Badge was intended to indicate that the research article in question complies with a national funders’ open access (OA) policy. METHODS This study employed a two-step process to investigate the value of badges: first, researchers were surveyed to ask their opinions about using badges in the IR; second, user testing was done with a small group of researchers to assess whether badges are easy to apply during the process of depositing an article to the IR. RESULTS A minority of respondents to the survey indicated that they saw value in an open badge. Participants in the testing component revealed several areas where the overall interface to the IR submission process could be improved. DISCUSSION It was clear that there are opportunities to promote open practices relating to national funders’ open access policy in our sample. However, any incentive represented by an open badge may be overshadowed if the infrastructure in which it is presented is not sufficiently streamlined. CONCLUSION Scholars are not willing to spend much, if any, additional time to indicate compliance with an open access policy. Adding an open badge was neither an incentive nor a disincentive for promoting open practices.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":"8 1","pages":"2325"},"PeriodicalIF":0.0,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49433588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review: Human Operators: A Critical Oral History on Technology in Libraries and Archives","authors":"David Gibbs","doi":"10.7710/2162-3309.2370","DOIUrl":"https://doi.org/10.7710/2162-3309.2370","url":null,"abstract":"This ambitious book captures an oral history of technology in libraries from the late 20th to the early 21st centuries.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":"8 1","pages":"2370"},"PeriodicalIF":0.0,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48263655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}