Engaging Faculty in Scholarly Communication Change: A Learning Community Approach

Bazeley, Jennifer W; Waller, Jen; Resnis, Eric

doi:10.7710/2162-3309.1129

Cited by 15 publications

(11 citation statements)

References 16 publications

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“…Librarians should create new faculty outreach programs that will interest faculty, not overwhelm them, and not take too much time out of their busy careers. Several programs have been successfully implemented in different kinds of universities across the country, including at Gettysburg College (Wertzberger, 2014), Miami University (Bazeley, Waller, & Resnis, 2014), and Grand Valley State University (Beaubien & Eckard, 2014), among many others. What these programs in particular have accomplished is a tailored outreach strategy to meet the needs of individual faculty at their institutions and to counter misinformation.…”

Section: Resultsmentioning

confidence: 99%

From Concerned to Cautiously Optimistic: Assessing Faculty Perceptions and Knowledge of Open Access in a Campus-Wide Study

Gaines

2015

Journal of Librarianship and Scholarly Communication

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IntroductIon Though open access publishing has many advantages for scholars, very few are interested in learning about and pursuing open access publishing. This article discusses the results of a survey administered to faculty across disciplines at a single university to assess their perceptions, knowledge, and perceived knowledge of open access publishing and related topics. MEtHodS Anonymous electronic survey of 240 faculty members with a response rate of 23%. rESuLtS Although many respondents considered themselves familiar with open access, very few had practical knowledge of open access publishing. Faculty were uncertain about the value and reliability of open access publishing and were particularly concerned about its applicability in the promotion and tenure process. concLuSIon Misinformation, lack of motivation, and fear appear to be the main causes of negative perceptions of open access among faculty surveyed. Though science faculty had the highest overall perceived knowledge of open access, they were also most likely to view open access negatively and to believe that the current publishing model works well. Education faculty were more likely to think highly of open access publishing, in part due to a lack of funding for that discipline. Librarians and information professionals should take a tailored approach to discussing open access with faculty by working within the knowledge of the discipline if possible.

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Section: Resultsmentioning

confidence: 99%

From Concerned to Cautiously Optimistic: Assessing Faculty Perceptions and Knowledge of Open Access in a Campus-Wide Study

Gaines

2015

Journal of Librarianship and Scholarly Communication

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“…As noted earlier, transforming the culture of course materials at a university can be a daunting process. Through experimentation with different outreach methods over the past decade, we discovered that facilitating Faculty Learning Communities (FLCs) on topics such as information literacy and scholarly communication is an effective way to create faculty awareness of these integral issues across disciplines (Bazeley, Waller, & Resnis 2014).…”

Section: Infrastructurementioning

confidence: 99%

Avoiding the “Axe”: Advancing Affordable and Open Education Resources at a Midsize University

Bazeley

Haynes

Myers

et al. 2019

Journal of Librarianship and Scholarly Communication

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INTRODUCTION To address the soaring cost of textbooks, higher education institutions have launched a number of strategies to promote the adoption of affordable and open educational resources (AOER). Although a few models for promoting and sustaining alternative and open educational resources (AOER) at higher education institutions can be found in the professional literature, additional examples are needed to assist the wide of range of universities and colleges in meeting this critical need. DESCRIPTION OF PROGRAM In this article, the authors describe Miami University’s ongoing efforts to reduce college textbook costs for students. These initiatives were instigated in some ways by the state legislature, but were also fueled by factual evidence regarding the impact textbook costs have on the student learning experience. The authors (university librarians and associate provost) provide a description of the institutional context and the challenges they faced in implementing AOER initiatives and chronicle the steps that their university has taken to address the challenge of rising costs of course materials. NEXT STEPS Next steps for growing the programs and recommendations for other institutions looking to develop similar initiatives are also explored.

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“…Other academic library literature on OA or SC outreach includes practice articles describing specific initiatives such as a series of invited expert speakers (Wright, 2013); the development of a Faculty Learning Community on SC (Bazeley, Waller, & Resnis, 2014); the formation of a Copyright Committee to develop outreach programs (Duncan, Clement, & Rozum, 2013); and of course, Open Access Week initiatives (e.g. Johnson, 2014;Lawton, 2016;Wirth, 2011).…”

Section: Outreach To Researchers On Open Access and Scholarly Communimentioning

confidence: 99%

Effective Practices and Strategies for Open Access Outreach: A Qualitative Study

Dawson

2018

Journal of Librarianship and Scholarly Communication

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INTRODUCTION There are many compelling reasons to make research open access (OA), but raising the awareness of faculty and administrators about OA is a struggle. Now that more and more funders are introducing OA policies, it is increasingly important that researchers understand OA and how to comply with these policies. U.K. researchers and their institutions have operated within a complex OA policy environment for many years, and academic libraries have been at the forefront of providing services and outreach to support them. This article discusses the results of a qualitative study that investigated effective practices and strategies of OA outreach in the United Kingdom. METHODS Semistructured interviews were conducted with 14 individuals at seven universities in the United Kingdom in late 2015. Transcripts of these interviews were analyzed for dominant themes using an inductive method of coding. RESULTS Themes were collected under the major headings of “The Message”; “Key Contacts and Relationships”; “Qualities of the OA Practitioner”; and “Advocacy versus Compliance.” DISCUSSION Results indicate that messages about OA need to be clear, concise, and jargon free. They need to be delivered repeatedly and creatively adapted to specific audiences. Identifying and building relationships with influencers and informers is key to the uptake of the message, and OA practitioners must have deep expertise to be credible as the messengers. CONCLUSION This timely research has immediate relevance to North American libraries as they contend with pressures to ramp up their own OA outreach and support services to assist researchers in complying with new federal funding policies.

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Engaging Faculty in Scholarly Communication Change: A Learning Community Approach

Cited by 15 publications

References 16 publications

From Concerned to Cautiously Optimistic: Assessing Faculty Perceptions and Knowledge of Open Access in a Campus-Wide Study

From Concerned to Cautiously Optimistic: Assessing Faculty Perceptions and Knowledge of Open Access in a Campus-Wide Study

Avoiding the “Axe”: Advancing Affordable and Open Education Resources at a Midsize University

Effective Practices and Strategies for Open Access Outreach: A Qualitative Study

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