Tooling up: Scholarly communication education and training

Bonn, Maria

doi:10.5860/crln.75.3.9087

Cited by 27 publications

(18 citation statements)

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“…Bonn calls for partnerships with university presses, law schools, and offices of research that will allow libraries to offer valuable new services and resources for dissemination, continuing education, and intellectual property law. 20 However, education and collaborative relationships are not the only way for libraries to provide critical scholarly communication services for their patrons. Article processing charges (APCs) can be obstacles for faculty and students.…”

Section: Introductionmentioning

confidence: 99%

Imagining a Gold Open Access Future: Attitudes, Behaviors, and Funding Scenarios among Authors of Academic Scholarship

Tenopir

Dalton²,

Christian³

et al. 2017

C&RL

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The viability of gold open access publishing models into the future will depend, in part, on the attitudes of authors toward open access (OA). In a survey of academics at four major research universities in North America, we examine academic authors' opinions and behaviors toward gold OA. The study allows us to see what academics know and perceive about open access models, their current behavior in regard to publishing in OA, and possible future behavior. In particular, we gauge current attitudes to examine the perceived likelihood of various outcomes in an all-open access publishing scenario. We also survey how much authors at these types of universities would be willing to pay for article processing charges (APCs) from different sources. Although the loudest voices may often be heard, in reality there is a wide range of attitudes and behaviors toward publishing. Understanding the range of perceptions, opinions, and behaviors among academics toward gold OA is important for academic librarians who must examine how OA serves their research communities, to prepare for an OA future, and to understand how OA impacts the library's role.

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Section: Introductionmentioning

confidence: 99%

Imagining a Gold Open Access Future: Attitudes, Behaviors, and Funding Scenarios among Authors of Academic Scholarship

Tenopir

Dalton²,

Christian³

et al. 2017

C&RL

View full text Add to dashboard Cite

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“…This collaboration around the research lifecycle creates a more holistic picture for graduate students of the various processes involved in the dissemination of scholarly work. It is also a natural fit with a growing trend in research libraries to hire instructional staff with expertise in scholarly communication (Bonn, 2014). As Bonn notes, one of the strengths of publishing specialists in the library is in "educating their colleagues about the changes in scholarly communication and learning from those same colleagues, who bring a valuable frontline perspective to defining library programs and services that respond to those changes" (p. 132).…”

Section: Resultsmentioning

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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“…5 Maria Bonn, in her article "Tooling Up Scholarly Communication Education and Training," offers a list of skills that extend beyond excellence in written and verbal communication to include understanding of copyright law and author contracts as well as familiarity with emerging modes of scholarly communication and its economies. 6 Robert Janke and Kathy Rush focus their attention on the role librarians play as part of research teams and conclude that librarians contribute to research partly through their ability to "navigate issues related to copyright and open access policies of funding agencies." 7 Nisa Bakkalbasi and her coauthors report on the results of an institute centered on opportunities for re-skilling liaison librarians, which uncovered "the necessity to take a broader view of liaisons' work and the context in which they do it."…”

Section: Literature Reviewmentioning

confidence: 99%

Relationship Building One Step at a Time: Case Studies of Successful Faculty-Librarian Partnerships

Díaz¹,

Mandernach²

2017

portal

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Building strong relationships between academic librarians and teaching faculty is paramount for promoting services and resources. While librarians face challenges ranging from new technologies to heightened expectations and fiscal difficulties, the key work remains in solid relationship building. Drawing on the experience of a group of subject librarians and teaching faculty at The Ohio State University, this study examines the qualities that help liaison librarians develop relationships with faculty and support ongoing library services. It explores how liaison librarians build opportunities for ongoing relationships and how they assess the successes or failures of those interactions. It chronicles interview findings that detail the importance of such skills as patience, expertise, follow-through, responsiveness, and individuality if librarians are to build solid relationships and fruitful collaborations. Finally, it offers some preliminary observations on the teaching faculty's understanding of the librarians' relationship-building efforts. Relationship Building One Step at a Time 274 academic libraries. 1 They recommended that, to prepare for the future, libraries should hire "for competencies (skills in technology, deep data, deep subject, culture/language, etc.) rather than credentials; for potential (attitudes, aptitudes) rather than years of experience" and should create "career opportunities with new titles and new responsibilities to attract non-MLS professionals." In "Reinventing Our Work: New and Emerging Roles for Academic Librarians," Lori Goetsch re-envisioned librarians' duties into four core responsibilities: (1) basic consulting services, (2) management of the information life cycle, (3) collaborative print and electronic collection building, and (4) information mediation and interpretation. 2 James L. Mullins's article "Are MLS Graduates Being Prepared for the Changing and Emerging Roles That Librarians Must Now Assume Within Research Libraries?" acknowledges the seismic changes the profession has experienced and calls on library schools to better train librarians for this changing environment. 3 With these recommendations in mind, this article explores how these new skills, aptitudes, and responsibilities-coupled with core proficiencies such as expertise, understanding and listening, creativity, and follow-through-can assist liaison librarians in building relationships that flourish with teaching faculty. For the purposes of this article, faculty can be assumed to mean teaching faculty as opposed to librarians, though at Ohio State University librarians have faculty status and many also teach. This article also offers a perspective on how faculty approach relationship building and describes liaison librarians' efforts at intentionally developing these skills. The Ohio State University (OSU) in Columbus is a world-class public research university and the leading comprehensive teaching and research institution in Ohio. With more than 63,000 students, the Wexner Medical Center, 14 colleges, 80 cent...

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Tooling up: Scholarly communication education and training

Cited by 27 publications

References 0 publications

Imagining a Gold Open Access Future: Attitudes, Behaviors, and Funding Scenarios among Authors of Academic Scholarship

Imagining a Gold Open Access Future: Attitudes, Behaviors, and Funding Scenarios among Authors of Academic Scholarship

Publish, not Perish: Supporting Graduate Students as Aspiring Authors

Relationship Building One Step at a Time: Case Studies of Successful Faculty-Librarian Partnerships

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