Raising the Library’s Impact Factor: A Case Study in Scholarly Publishing Literacy for Graduate Students

McClellan, Samantha; Detmering, Robert; Martinez, George; Johnson, Anna Marie

doi:10.1353/pla.2017.0034

Cited by 12 publications

(10 citation statements)

References 14 publications

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“…The framework most notably includes scholarly communication practices "Scholarship as Conversation. McClellan et al (2017) demonstrate this in creating scholarly publishing information literacy training for graduate (and postgraduate students). The ACRL framework lays out the foundation skills for undergraduate and skills that doctoral students will have prior to entering a PhD program.…”

Section: Role Of Librariesmentioning

confidence: 92%

The role of libraries in teaching doctoral students to become information-literate researchers

Ince

Hoadley

Kirschner

2019

ILS

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Purpose This paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher. Design/methodology/approach A review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed. Findings The findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students. Practical implications This paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future. Originality/value This paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

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Section: Role Of Librariesmentioning

confidence: 92%

The role of libraries in teaching doctoral students to become information-literate researchers

Ince

Hoadley

Kirschner

2019

ILS

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“…However, these assessments are generally perception based and ask students to assess their own learning and growth without actually evaluating their understanding firsthand. Similarly, while McClellan et al (2017) used pre-tests and post-tests to assess learning in their publishing academy for graduate students, test questions were still perception based, asking students to identify the level at which they are familiar with assessing journals, OA publishing, and other topics before and after the course. Fraser Riehle and Hensley's (2017) mixed methods approach assesses undergraduate student knowledge of scholarly communication concepts generally and is not tied to a specific journal publication.…”

Section: Curriculum To Support Undergraduate Journalsmentioning

confidence: 99%

Library Publishers as Educators: Crafting Curriculum for Undergraduate Research Journals

Hare

2019

Journal of Librarianship and Scholarly Communication

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INTRODUCTION Library publishing programs continue to play an increasingly important role in educating their constituents. In particular, library publishers that support undergraduate student journals often provide guidance to students on both mechanical and conceptual issues related to publishing. This article presents a case study for developing a one-credit-hour course to support an undergraduate student journal publication, the Indiana University Journal of Undergraduate Research (IUJUR), at Indiana University Bloomington. DESCRIPTION OF COURSE The course is offered every fall as a mechanism for onboarding about thirty new undergraduate editors. The course was developed and taught by a librarian and an undergraduate student in consultation with IU's Office of the Vice Provost for Undergraduate Education. Course curriculum touches on topics that scholarly communication and information literacy librarians alike can adapt for a variety of educational contexts, including authentic activities for understanding peer review models and applying publishing innovations. ASSESSMENT The article details both the formative and summative assessment strategies the instructor utilized to gauge student understanding of key publishing concepts. The summative assessment utilizes pre-and post-tests and extends previous library literature to evaluate students' actual understanding of publishing concepts in addition to their perceived understanding and confidence. LIMITATIONS AND NEXT STEPS The course curriculum will continue to grow and change in order to accommodate students' misconceptions and interests.

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“…After reviewing what other academic libraries had offered in this area (McClellan, Detmering, Martinez, & Johnson, 2017;Nova Southeastern University Libraries, 2017;University of Nevada, Las Vegas Libraries, n.d.), the committee decided on a single-day format that would feature both experts from within UNR as well as representatives from academic journal and book publishers. This article will discuss the details of planning and executing the event as well as the challenges, takeaways, and future considerations for improvements.…”

Section: Introductionmentioning

confidence: 99%

Manuscript Accepted!: Collaborating on a scholarly publishing symposium for graduate students and early career academic faculty

Schultz

Bucy

Hunsaker

et al. 2021

Journal of Librarianship and Scholarly Communication

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INTRODUCTION As academic libraries expand their scholarly communication support, they also need to find ways to help educate graduate students about this area as well as market themselves. DESCRIPTION OF PROGRAM The University of Nevada, Reno Libraries created a one-day symposium, called Manuscript Accepted!, aimed at graduate students and early career faculty that would use faculty and library expertise to lead panels and workshops. This article discusses planning for the event, including collaborating with other on-campus groups, working with publishers for financial support, and planning a program that would meet a variety of needs. Assessment of the first two symposiums, held in 2019 and 2020, shows that attendees valued the event while also highlighting the need for more targeted support for specific areas, such as the humanities. NEXT STEPS The Libraries plans to continue Manuscript Accepted! as a one-day symposium, although it will also look to ways to expand attendance. Finally, the Libraries is investigating ways to create smaller events that could be tied into the Manuscript Acceptance! brand but that help meet other needs of our attendees.

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Raising the Library’s Impact Factor: A Case Study in Scholarly Publishing Literacy for Graduate Students

Cited by 12 publications

References 14 publications

The role of libraries in teaching doctoral students to become information-literate researchers

The role of libraries in teaching doctoral students to become information-literate researchers

Library Publishers as Educators: Crafting Curriculum for Undergraduate Research Journals

Manuscript Accepted!: Collaborating on a scholarly publishing symposium for graduate students and early career academic faculty

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