Stories Are like Water: An Academic Writing Workshop for Nurses

Walker, Madeline; Tschanz, Coby

doi:10.1891/1078-4535.19.2.81

Cited by 6 publications

(1 citation statement)

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“…The call to address the dearth of academic writing instruction in specific disciplines has been echoed in the professional literature, where a wide spectrum of solutions has been offered. Suggestions have ranged from course integrated instruction (Mullen, 1999) to intensive writing workshops (Burgoine, Hopkins, Rech & Zapata, 2011;Walker and Tschanz, 2013) to a 10-week publishing course for graduate students and junior faculty (Belcher, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Publish, not Perish: Supporting Graduate Students as Aspiring Authors

Alvarez

Bonnet

Kahn

2014

Journal of Librarianship and Scholarly Communication

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BACKGROUND Students pursuing advanced degrees are increasingly expected to contribute to their discipline's scholarly discourse during their tenure in graduate school. However, they are often unsure of how or where to begin the publishing process, and do not always feel comfortable asking for help from their faculty advisors or fellow students. Scholars, including librarians, have attempted to address these concerns by developing tools and services to meet the needs of future faculty. In recent years, university presses and research libraries have recognized their shared mission in furthering scholarship, with libraries themselves offering publishing education and expertise. PROJECT OVERVIEW During the 2012-2013 academic year, subject librarians and publishing professionals at the University of Michigan Library crafted a program to address students' questions and concerns about the publishing lifecycle. This ongoing initiative includes a multi-semester workshop series developed in concert with faculty from departments throughout campus, as well as a supplementary online toolkit that takes into account the rapidly evolving nature of scholarly communication. LESSONS LEARNED Major takeaways from this program include: the value of student assessment in shaping publishing workshops; awareness of the discrepancies of registration numbers and actual attendance, highlighting the potential for enhanced promotion techniques; the importance of university press and faculty insight; and the benefits of collaboration among librarians, publishing professionals, and faculty members. NEXT STEPS Future iterations of this program will incorporate in-depth assessment of each program, a more interactive learning environment, and better scheduling and promotion of the workshop series.

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Section: Literature Reviewmentioning

confidence: 99%