Miami University, Ohio
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Teaching Communities of Faculty About Scholarly Communication
Get PDFThis article by Jennifer Bazeley and Jen Waller originally appeared on the LSE Impact of Social Sciences blog as “Faculty Learning Communities are a positive way for libraries to engage academic staff in scholarly communication” and was re-posted under the Creative Commons license (CC BY 3.0).The stakes and politics of research and scholarship are different depending on discipline, department, and institution, and as such, increasing awareness of scholarly communication is fraught with difficulty. Librarians Jennifer Bazeley and Jen Waller share their experience developing a Faculty Learning Community (FLC) in order to address the issues. Cultivating awareness of the entire scholarly communication landscape created stronger faculty advocates for change, but key differences emerged between longer established and newer faculty members
This Could Take a While
Get PDFReflections after the first year of a student-aided digitization project. The Bowden Postcard Collection contains a staggering 480,000 postcards, spanning the entire 20th century and the entire globe. The project already has 1700 postcards online and plans are to continue work for decades to come. A blend of short- and long-term planning are required
Visual Literacy Assessment: Engaging Students to Improve Success
Get PDFDoes library engagement of students contribute to their success? This poster will highlight our study of the impact of library services on the development of visual literacy skills. Our research process and results will be shared, including next steps to promote use of services that directly impact visual literacy
Engrossed, Enraged, Engaged: Empowering Faculty in Transforming Scholarly Communication
No full textLibrarians are deeply invested in the scholarly publishing lifecycle. This investment, in tandem with an evolving scholarly communication system, has encouraged librarians to become advocates for transformation in this landscape. At the same time, some faculty have been slower to understand both the complexities of the current system and its evolution. At our university, traditional communication methods weren’t sufficient to meaningfully engage faculty in these evolving trends. As a response, several librarians designed and co-facilitated two scholarly communication Faculty Learning Communities (FLCs) for two academic years. These FLCs have been the most successful method of increasing faculty understanding about publishing issues.
The FLCs brought together university community members comprised of faculty, staff, and graduate students interested in learning more about scholarly communication. Each group spent two semesters doing readings, attending panel presentations, and meeting for seminar-style discussions about current issues and trends in scholarly publishing. Over the course of the year, FLC members became more aware of the nuances in the lifecycle of scholarly publication and learned which scholarly communication issues affected them most. As a result, we saw a rapidly growing understanding about problems inherent in the current system of scholarly publishing, a substantial increase in faculty discussions on scholarly communication, and greater faculty-led advocacy for open access publishing. Additionally, community members appreciated the cross-disciplinary nature of the FLC, which afforded them the opportunity to escape traditional disciplinary silos. This presentation will discuss how we used the learning community format to successfully change faculty behavior about issues in scholarly communication and how these experiences altered librarian perceptions and improved interactions with faculty. Attendees will leave the presentation with a better understanding of how the learning community model can be applied at their own institution, including some of the challenges and rewards of implementing such a model
Evangelists and Pragmatists Finding Common Ground: ISSSS members’ views on open access publishing
No full textThe issues surrounding open access (OA) publishing in academia are complex, sometimes misunderstood, and frequently debated among faculty and other stakeholders. In this study we explored the opinions of members of the Society for the Scientific Study of Subjectivity (ISSSS) about this topic, with a view toward the future of the society’s peer reviewed journal, Operant Subjectivity (OS).
We replicated a study conducted by Waller, Revelle and Shrimplin (2013) [Keep the Change: Clusters of Faculty Opinion on Open Access; available open access from http://goo.gl/Tdlvrf]. Those authors identified three opinions about OA publishing among faculty at Miami University, Ohio: “Evangelists,” “Pragmatists,” and “Traditionalists.” Evangelists are in favor of open access, because it promotes the availability of knowledge and the (re)use of research and data worldwide. Pragmatists generally support open access, but are not willing to pay any cost or to pass up more prestigious publishing opportunities to achieve it. Traditionalists are comfortable with the current publishing model and reluctant to publish in open access journals, believing OA journals as having less status and thereby receiving less weight from promotion and tenure committees.
Prior to the annual ISSSS Conference in 2013, members of ISSSS were invited via Listserv, Twitter, and LinkedIn to participate in a replication of this study. The study was conducted online using FlashQ [http://www.qmethodology.net/openaccess/index.html]. Participants ranked 48 statements according to agreement, explained the placement of the statements in the outer columns of the grid, and responded to a number of questions about the perceived effect on the attractiveness of OS if it were published online and open access in the future.
Analysis of 27 Q sorts revealed two opinions, similar to the “Evangelists” and the “Pragmatists” from the study by Waller and colleagues. In a duo-presentation we discuss the original study by Waller and colleagues and the findings from the current study
Using Visual Literacy to Demonstrate the Impact of Technological Space
Get PDFLearn how we assessed the visual literacy skills of students in relation to the use of our technological spaces in the Libraries. We will share the rubric we created to assess student poster presentations at the annual Undergraduate Research Forum. Results from 2014 will be presented as well as the implementation plan for 2015
Ohio's Nursing Homes and Residential Care Facilities in the Economic Downturn: How have they adjusted?
Get PDFLong-term care facilities have been impacted by the economic downturn and other changes in the long-term care system. This research brief describes strategies most often implemented by Ohio's nursing homes and residential care facilities to enhance economic prospects
Cryoprotectants and Extreme Freeze Tolerance in a Subarctic Population of the Wood Frog
No full textTwo (2) Excel spreadsheets containing raw data supporting publication in PLOS ON
With the Help of Students and Donors
No full textThis poster featured reflections on the first eighteen months of a long-term student-powered project to digitize a large and still-growing cultural heritage collection. Included were strategies developed for anticipating regular staff turnover and how the project has been used to engage donors and build relationships
