Brianna Calomino

How Corporate Libraries Personally Prepared me for Academic Libraries

My previous job was at an international engineering consulting company, where I worked with a 13-person library team (except it was not called a library, it was called a “knowledge center”). A corporate library is classified under the category of special libraries as it provides information and resources for very specific client needs. I worked in the central location that the corporate library was based in – we were tucked under the stairs on the main floor like Harry Potter, and instead of books on our shelves we mostly had IEEE standards with their ridiculously long call numbers (if you know, you know). Our little team was spread across multiple countries and responsible for all of the information management and research requests of an entire company, yet most engineers I spoke with had no clue we existed…or what we did. In a way, this prepared me for working in academia, and armed me with a skillset needed to undergo such a career change.

Ability to Pitch the Value of a Library

At the corporate library, it did not seem to matter how many big projects we assisted with, how much time we saved on research, or how many databases we managed – we still had to fight to justify our very existence. Engineers who procured our help fell into two categories: eternally grateful or disdainfully dismissive of our work. Most individuals did not even understand the scope of our responsibilities, and a significant part of our role involved explaining the value of the library and promoting our services.

The ability to pitch the library and measure impact is still a vital skill in academia. I use it when reaching out to professors as part of my liaison librarian work, in the workshops I run, in meetings with students, and in general daily communication. Having the “elevator pitch” clearly highlighting the benefits of your services is helpful when communicating with busy professionals, regardless of where you work.

Building Research Skills

Doing research and reference work was a daily part of a corporate library, and that has not really changed in academia. The databases and purpose of my research has altered but the skill itself (and ability to teach that skill!) remains.

Independent Initiative

Project time management – the ability to multitask while on deadlines and build new initiatives – are traits that have served me well as I wear many hats in my current academic librarian role. I went from working on a tiny team with daily check-ins to working at a large university with minimal supervision. Academic librarians are expected to balance their service on committees with research, instruction, reference, and professional practice. My confidence to take initiative on self-directed projects and ability to balance ongoing tasks now was built upon my time fighting to stay afloat of tight deadlines and numerous demanding clients in corporate work.

Practicing Empathy

Finally, I have a stronger sense of empathy and appreciation for the stressed students who seek my research assistance on unfamiliar topics with their assignment deadlines looming. That was very much my entire experience working in the corporate environment! It did not matter that I had no background in engineering, I still had to know the ins and outs of the taxonomy and put together research packages on what the competitive companies were up to within a few days. I could relate to the feeling of being overwhelmed by how much you don’t know and the pressure of needing to figure it out anyways; because of this, I am better equipped to handle student consultations.

Why I Chose Academia Over Corporate

There are perks of “going corporate”: higher salaries, cool niche research into specialized topics, the ability to get promoted without needing to face the daunting task of applying for tenure. But there are also downsides, at least in my experience: the constant need to justify your existence when budget cuts occur, the ungrateful clients, the monotony.

I made the switch to academic libraries because I really struggled with finding personal satisfaction in my work at a corporate library. Assisting a large company in increasing their revenue did not provide the same sense of fulfillment as working in academia. I love my current job and the satisfaction that comes with directly helping students and researchers. While not every interaction I have is positive, and there are still some who do not view the library as a vital part of the institution, these instances are fewer compared to those encountered in the corporate environment. I would much rather be facing a lecture hall with anxious first-year students than a room full of men in suits who don’t believe I’m worth the time or paycheck.

As I’ve said, this is all my personal experience. Academia is not for everyone, and it is not without its own critiques, but now I am much happier. My values align with the university library’s goal of lifelong learning and information literacy. Ultimately, I am grateful for my time working in corporate as it gave me vital transferable skills. Without these experiences, both positive and negative, I never would have been able to make the switch to academic libraries.

Creating a Safe Space for Conversations on Academic Integrity

Musings on Teaching a Difficult Topic

Stepping into the classroom of an academic integrity session has a distinctively different energy than a regular university classroom. For one thing, almost no one in the room is there by choice – and you can feel it. The body language, the facial expressions, and the overall lack of enthusiasm or even outright hostility from the students makes for a very difficult environment to teach in, especially when you’re a newbie unconfident in your ability to command a classroom’s attention.

A few months ago I volunteered to help teach the academic integrity sessions at my university. Created and organized by the Student Success Centre, the sessions themselves are taught in part by librarians and cover topics relating to plagiarism and unauthorized assistance. Students can choose to take these classes, but more often than not they are required to when found in violation of academic integrity by their faculty. I volunteered to take on the challenge for two reasons: I think academic integrity is growing increasingly important, and I knew it would be an excellent learning experience. The thing about learning experiences however, is that they are not always easy.

Academic integrity requires members of the academic community to act in a way that reflects fundamental values of trust, honesty, fairness, respect, and responsibility. It also requires courage for students to uphold the values for themselves and their peers (Brickhill et al., 2024). As I learned from my teaching sessions however, this courage can be hard to come by, especially in the grey area students struggle with. Examples of these grey areas include:

A peer in a group project uses AI to write their section
An international student has different expectations of academic integrity from their home institution
A best friend asks to look over answers to an assignment they’re worried about
Someone is unknowingly added to a group chat where test answers are circulating

There are nuances to these situations that we need to be empathetic towards as educators; we don’t want to discourage students from supporting their peers or unfairly condemn them. But at the same time we need to arm students with the tools to navigate these situations and the understanding that they are responsible for upholding university values. It’s not always a simple conversation, and this can be especially hard to convey to an unwilling audience.

Being accused of violating academic integrity usually carries with it the weight of embarrassment, anxiety, or even anger. In the short time I have taught these classes, I have already witnessed the whole spectrum. There are a lot of negative emotions associated with the topic so I have learned to approach these sessions with two main goals in order to make the most of the 90 minutes:

To educate students on the importance of academic integrity. If they understand the “WHY”, they are more inclined to put into practice what they learn.
To create a safe space to facilitate honest conversations on academic integrity. If they aren’t comfortable, they won’t ask or answer questions to engage in a meaningful way.

How I Try to Create a Safe Space

Language

I am not involved in any way in the disciplinary process of students – I just teach the sessions. This is something that I emphasize to them at the beginning of every session, with the lines: “I don’t know and don’t need to know why you are here. I volunteer to teach these classes because academic integrity is important. I don’t report back to your faculty; you can ask me any questions you might be worried about asking your instructors. There are no stupid questions.” These words set the precedent that I am not going to judge them for their actions – there is already too much negativity and shame associated with discussions of academic integrity. In a shocking turn of events, students react better when you treat them as human beings and act human yourself. I have found this level of honesty engages folks and motivates a frank discussion of their anxieties surrounding a topic that should not be taboo. If I respond to hostility with more hostility, nothing productive is accomplished.

Also, I watch the language I use when teaching. I avoid accusatory or overtly negative language in discussions to maintain a level of neutrality. Academic integrity is not a neutral issue of course, but practicing intentional empathy without judgement is key to creating a learning environment. For example, in case you noticed in this blog post I avoided the phrase “academic misconduct”… academic integrity is much better because it places value on the goal, not the punishment.

Environment

I have taught both online over zoom and in person, and I have noticed a vast difference between the two spaces, causing me to reflect on the pros and cons of each.

On zoom, although I am greeted by a vast array of muted microphones and black screens, I find a lot more students engage in discussion and answering my questions. There is a sort of anonymity on Zoom – no faces can be seen and the ability to private message is used by students too shy to ask their question otherwise. Of course, I have no idea how engaged they actually are – there can be students cooking dinner while typing brief responses into the group chat for all I know! The burden of facilitating is higher as often I am the only person speaking out loud for the whole session, but at least I am given something to work with.

In person, it’s often the opposite. I get the advantage of being able to read the room, responding to inquiring faces and directing my questions…but I also get to actually witness the lack of engagement, which can be daunting to my confidence level (last week a student blatantly pulled out their phone and watched sports highlights on full volume). I am greeted with more long stretches of silence when I try to make room for discussion, but once one begins, it often grows to become more in depth and meaningful than the brief sentences and one-word answers I receive on zoom. Perhaps it’s a matter of quality over quantity?

Regardless of the space, I always stay for a few minutes after the session ends for students to individually approach me with their concerns. I have yet to have a class where no one stays behind to talk.

There is no perfect environment to facilitate teaching academic integrity, so I try to make the most of what I can. There are a lot of long pauses, but through my persistent leading questions, encouraging comments, and intent to open the space for honest conversation, I often will have meaningful discussions with students on such an important topic. I won’t engage everyone (you never can!), but it’s enough.

Conclusion

There is a reason academic integrity has shifted from punitive action to educational strategies; education is far more effective in giving students agency and understanding (Janinovic et al., 2024). Practicing empathy and intentional care with students gives them a space to learn and leads to positive change (Casey, 2024). Although these sessions are some of my most challenging classes to teach, I will continue volunteering for them because the learning experience truly goes both ways. The best I can do as a librarian instructing these sessions is to facilitate learning in a welcoming environment.

References

Brickhill, M., Andrews, G. & Nieuwoudt, J. Developing Student Agency Towards Academic Integrity Through an Educative Approach: Exploring Students’ Experiences and Perspectives. J Acad Ethics (2024). https://doi-org.ezproxy.lib.ucalgary.ca/10.1007/s10805-024-09567-y

Casey, J. (2024). An auto-ethnographic approach to academic integrity: experiences through the lens as a student, design teacher and academic integrity officer. Int J Educ Integr 20 (26). https://doi.org/10.1007/s40979-024-00173-4

Janinovic, J., Pekovic, S., Djokovic, R., & Vuckovic, D. (2024). Assessing the Effectiveness of Academic Integrity Institutional Policies: How Can Honor Code and Severe Punishments Deter Students’ Cheating—Moderating Approach? SAGE Open, 14(4). https://doi.org/10.1177/21582440241307430

Liaison Librarianship: A Trial By Fire (and 5 Takeaways)

As my first semester as an Academic Librarian draws to a close this holiday season, I was assured that December is a time to finally take a deep breath as meetings slow down. Maybe it could be a time to catch up on the scholarship you’ve been putting off, or read through the listserv emails that have been patiently waiting in their dedicated, untouched folder.

That was a lie.

@bashsportstips
#officelifebelike #officelife #work #fyp #corporatememe #workmemes
? original sound –

Planning for the winter semester starts in the previous term, especially with workshops and information sessions. Academic calendars fill up quickly, and I was not emotionally prepared for the onslaught of teaching sessions. On one hand, I was excited – I adore the teaching aspect of librarianship and it’s validating to be invited into classrooms. On the other hand, I get overwhelmed with the amount of prep work I have to do as I am still exploring my teaching style and learning what resonates with students. It’s hard to feel prepared for the next semester when I’m still trying to get my footing in a new job and figuring out what it means to “liaison.”

I only knew liaison librarianship (or subject-area librarianship) in theory, and this semester served as an eye-opening look at what the practice actually looks like. No amount of time reading journal articles really prepares you for standing in front of 100 freshmen looking to you for guidance for the first time. So how do you prepare? I was assigned the subjects of Classics and Religion within my first few weeks of work with very little time to learn. I had none of my own resources and a crippling case of imposter syndrome. The only way to learn was a trial by fire; by learning in the moment.

I came across this ACRLog post and found it enlightening, so I thought I would do something similar. Here are 5 things I took away from my first semester as a newbie, with the disclaimer that every institution’s expectations of liaisonship is different.

#1: Every faculty and librarian is different, but it’s still helpful to ask for advice

The only way to find your teaching style is by doing it.

I started by sitting in on sessions of my peers and copying aspects that I liked, borrowing from their slide decks and remixing them with my own ideas. Some of my colleagues exclusively do website demos, some like anecdotal stories, some go in and improvise every time – everyone has a different style that works for them.

I learned there is no blanket statement of advice on “how to be a liaison librarian” because the needs differ for each faculty, and even each class. Establishing clear expectations with a professor whose class you are leading is important, though their requests may often vary. Sometimes I was brought in exclusively to help with one class assignment over the course of 2 weeks, other times I was there for 15 minutes in the very first class of the year to introduce how to use a University library to first year students. Once I was requested to just make an infographic of “important sources” (which could be anything)! Being able to adapt to individual and group needs on the fly was a key aspect to my learning curve.

#2: You don’t need to know everything about the subject itself

I have a light background in classics and took a handful of religion courses in undergrad, but that in no way means that I am an expert in the field. I got my BA in English, and the world is not exactly lacking librarians with English degrees. The reality is, you’ll probably be assigned a subject you know nothing about, but the beauty of librarianship is it is not your job to know the content. You can learn common terminology, stay up to date on trends in the research (via those pesky listservs!), read through syllabi, and keep an eye on recent publications, sure. You can do your due diligence but ultimately I needed the reminder that it’s the library I’m the expert in, not the content. As interested in that content I may be, my job is to help researchers find and evaluate sources using our library system, which is something I have years of practice in. Generating general awareness of the library and the services offered to students can sometimes be the most you can achieve, but this effort is still a significant success in itself.

When students ask me a question I don’t know the answer to (which has happened multiple times!) I’ll admit I don’t know but promise to find out and follow up with the class in a later email. At times, students may not fully comprehend the role of librarians. One of the most common misconceptions I’ve encountered is that they perceive me as being similar to their professors, so I go out of my way to make it clear in each session or consultation with the line: “I cannot teach you the material but I can teach you how to research it.”

#3: You won’t engage every student (and that’s okay)

Every instructor has experienced looking out into a classroom of glazed-over eyes and downcast faces doom-scrolling on phones – it’s inevitable! The reality is, not every student is going to care that you care about what you are teaching. Some folks are in the classroom just to get that mandatory credit, and that’s okay… but it can feel discouraging.

Looking at my youth as an advantage; I feel like I can relate to the students. The biggest issue I had in school (particularly in any course that involved math) was wondering, “Why should I care?” If I didn’t understand why the content was important, I would mentally check out. So I try to bring this thought into my teaching; I explain how sparing me an hour of their time now can save them effort in the long run and make their lives easier. I explain the importance of assessing your sources for quality and why academic integrity matters. My philosophy is that if students can understand the why, they will pay attention to the how.

Doesn’t every instructor want their Dead Poets Society moment, afterall? “O Captain! My Captain!” At the end of my very first teaching session, a student came up to me and told me that I have “immaculate vibes” and I guess that’s close enough.

#4: Not everyone wants to collaborate with you, and you WILL be left on read (and that’s also okay)

A common piece of advice I received regarding becoming a successful liaison is to “embed yourself in the academic community.” But what does that even mean? I’m an enthusiastic new grad closer in age to the students than the professors, and I just got here – I don’t know anyone! I sent out a lot of introductory emails, cold-calling with offers to lead information sessions that just didn’t get a response, and I learned never to take that personally.

Establishing strong relationships with faculty members requires time and dedication, and I have prioritized connecting with those who are already enthusiastic about engaging with the library.

I loved working with teaching assistants as they gave me a great insight on student’s struggles with particular courses, so I could better shape my session to their immediate needs.I didn’t waste time pushing to be invited where I wasn’t wanted, but I also didn’t stop trying altogether. I continued to send out “library news” email updates and attended department meetings, but being open to collaboration requires mutual effort from both parties.

#5: Having no rules is freeing, but terrifying

Ultimately, the best traits I think you can have as a liaison librarian is to have flexibility, and care about what you are teaching.

My experience this semester really was a trial by fire. My subject area coverage was an impromptu assignment, and I had no slides or resources to work off of. No one was sitting in on my sessions to make sure I was “doing it right.” I was left to my own devices, so I did what I do best: I asked a million questions and had a little too much fun making aesthetically pleasing PowerPoints. It was terrifying. And I loved it.

I feel like a broken record when I say that teaching feels like the most rewarding aspect of my job because I will spend the rest of my life learning from students and my colleagues. Teaching moments really go both ways, and getting to see the impact libraries have in real time can be so emotionally gratifying.

Learning Through Play: The Importance of Library Makerspaces

One of the many hats I wear in my role involves covering LabNEXT at the University of Calgary, the library’s Makerspace. A Makerspace, also referred to as a Maker Studio, Fab Lab, Tech Shop, or Hackerspace, is a dedicated space in the library for hands-on access to technologies for DIY making and collaboration. In our Makerspace, we offer technologies such as 3D Prusa printers, a Carvey, a Cricut, and sewing/embroidery machines. In addition to our Makerspace in LabNEXT we have a dedicated VR room, and a full-serve laser cutting service. It is a space open to students of all disciplines that enhances learning and encourages collaboration.

When you think of an academic library, technologies such as these may not come to mind. It’s not exactly a quiet and studious space, but that does not make it any less vital to the library ecosystem. A Makerspace environment fosters creative innovation; learning through play is a form of experiential learning! It allows students to engage with complex ideas in a low-stress environment where curiosity is rewarded. Designing and completing a project in the Makerspace is an exercise in problem-solving and adaptability, encouraging critical thinking skills in an untraditional learning space. It’s also not a requirement that students have to use the space for school projects only. The projects crafted have ranged from embroidering club logos, to carving a display for a small business, to 3D prints of Dwayne the Rock Johnson’s head on an octopus (a “Rocktopus” if you will). Amongst all the lectures and writing papers students have to sit through, practical, dynamic hands-on learning can be an excellent change of pace.

Furthermore, the Makerspace is a zone of interdisciplinary collaboration. We have students who regularly come in and know the equipment better than I do. It is so rewarding to see students helping their peers brainstorming design ideas, or figuring out why their print failed, or encouraging their friends to try out a new VR game. My favourite messaging of the Makerspace is this: it’s okay to make learning fun.

Mental Health and the Makerspace: Running a Workshop

In November, I had the pleasure of running a Makerspace workshop as a part of UFlourish, the University’s mental health and well-being strategy. The name of the workshop was “Computer Cactus 3D Print & Paint” and had the following description:

Join the Taylor Family Digital Library in LabNEXT for a 3D Printing & Painting Workshop, where creativity meets technology! In this interactive session, you’ll learn the basics of 3D printing while painting your very own mini cacti—perfect for adding a touch of greenery to your workspace with a plant that will never die. After a brief presentation, you’ll get to bring 3D printed cacti to life with a splash of colour using paints provided at the workshop.

This workshop is a fantastic opportunity to explore the world of 3D printing, discover how technology in LabNEXT can be used creatively, and take home a unique piece of art that will brighten up your study space. Whether you’re a tech enthusiast or just looking for a creative break, this event is designed to help you flourish through play and interaction with technology right here in the library!

The workshop was inspired by Teresa Lewis, my former coworker at Mount Royal University and one of the most creative people I know. She gifted me a “computer cactus” as a parting gift from my old job, made with a 3D printer and beautifully painted by her. It currently sits on top of my office monitor:

“Computer Cactus” friend lives atop my work computer.

I could not get over how cute this little friend was, and how perfect something simple like this could be for a workshop. It was small enough to produce multiple prints, a great example of explaining how the 3D printing process works from start to finish, and a way to remind folks at the university that the Makerspace exists! Collaborating with UFlourish to conduct the workshop offered an excellent opportunity for students and faculty to take a break from midterms, prioritize their mental health, and engage in learning something new.

I structured the workshop into three parts – teaching, demonstrating, and painting. I presented a brief powerpoint explaining the Makerspace, the different equipment offered, and the safety/ code of conduct. I then broke down the 3D printing process step-by-step (with screenshots!) and demonstrated how to start a cactus print. Since 3D prints take a fair amount of time, I pre-printed numerous cacti for folks to paint, but left the other printers open for a few eager folks to try printing something of their own. The remainder of the workshop left everyone mostly to their own devices to paint and play around with the printers, with me nearby to answer any questions.

I would call the workshop a success – we had an extensive waitlist and plan to run it again next semester. Half the attendees were students and the other half were faculty who told me they chose this workshop to be a team-building exercise. All but one attendee claimed to not have known the Makerspace existed, and were eager to return again to try out other technologies.

Covering the Makerspace provides me with such a welcome change of pace from my other duties. It’s a way to flex the creative muscles, provide tangible assistance to patrons, and have fun at my job. I love seeing the wacky designs folks make and hear about how much they love the space. Makerspaces serve as a vibrant library resource, inspiring even more innovation and engagement within the University community – and they should be utilized more!

Open Access: It’s Not Just a Nice Thing to Do

Editor’s Note: Please join us in welcoming Brianna Calomino, Digital Projects Librarian at the University of Calgary, as a new First Year Academic Librarian Experience blogger for the 2024-2025 year here at ACRLog.

As International Open Access Week 2024 comes to a close, I’m faced again with reflections on why switching to Open Access (OA) is such an uphill battle. Why is the idea of free access to research such a controversial topic? This year, I discovered that one of the primary challenges stems from misinformation.

For those who aren’t aware, OA is the free, immediate, online availability of research outputs coupled with the rights to use these materials with little or no restrictions in a digital environment. In other words, it’s the ability for anyone (both within and without the academic community) to access research, anywhere, without the restrictions of subscription costs or other paywalls. To me, OA helps to combat the high costs of higher education, making innovative knowledge accessible to those of diverse backgrounds with a wide variety of needs. It takes down the ivory towers of academia, bringing publicly funded research back to the public. But there are further benefits beyond my “it’s just the right thing to do!” soapbox. For researchers, publishing OA can mean they retain the rights to their work, comply with funder mandates, increase their citation score, and disseminate their research to be actively utilized by a wider audience.

As a Digital Projects Librarian, I primarily engage in the field of digital scholarship and receive daily inquiries regarding the scope and implications of Open Access publishing. However, what I have come to realize this year is that the individuals who are not proactively reaching out to me to inquire about OA are those I need to focus on. This realization came in a conversation with my best friend, who is also a PhD student (I swear this is relevant and I’m not just boasting of her accomplishments, though she deserves it!). She asked what I did at my new job, and when I explained OA to her, she casually commented, “Open Access is nice, but isn’t it not as good quality? Like isn’t it predatory?” As I, horrified, corrected her, I noted that this was a common rhetoric in those reluctant to contribute to OA research. Could it be that folks doing positive work in higher education, like my friend, weren’t publishing OA due misconceptions or an overall lack of awareness?

For the record – OA journals can be just as quality and peer-reviewed as subscription based journals. And yes, predatory publishers usually pose as OA journals to charge higher than average publishing fees, but anyone who is doing the regular due-diligence of scoping out a journal before publishing with them can avoid this. Remember: always read your author rights and the journal policies!

Confront the Misconceptions

International Open Access Week, occurring from October 21st to 25th, provided an excellent opportunity to address the misinformation surrounding OA publishing. Of course, as many librarians could probably tell you, not every workshop or promotional campaign you run is a guaranteed hit, but I had to try! Coordinating with the Digital Communications Specialist, I wrote out a “Mythbusters” social media campaign to address common myths around OA (see below!). I also hosted a workshop to spread awareness about what discounts the library could offer researchers looking to publish OA without breaking the bank. I titled it, Pay Less, Publish More, as I wanted to target the average academic who is unfortunately very used to the toxic, “publish or perish!” motto in academia. Fighting that motto is the core of OA, but as I mentioned in the beginning of this post, it’s an ongoing, uphill battle.

Finally, I had the pleasure of hosting an OA Panel, Fear of the Unknown: What REALLY happens when you make your work Open?, in collaboration with the Open Education Librarian. We made it online to be more accessible to those outside of the university, and promoted it externally on the International Open Access Week website and across listservs, as well as the usual internal library emails and website. To our joy, it had great attendance, and sparked excellent conversation thanks to the wonderful panelists! The panel involved four professionals who were champions of OA in a variety of areas – Open Education, Open Data, Open Science, and Open Student Journals – coming together to share their experiences on the benefits of Open Scholarship. I wanted a discussion around OA that wasn’t just theoretical; I wanted real people with practical examples of how they personally and professionally benefited from making their work OA. I also really hoped to bring together the different aspects that make up Open Scholarship in collaboration with one another to help reduce siloing within the University of Calgary. We all work towards a shared common goal in our careers, but rarely have a chance to promote it all together.

It can feel demoralizing when you’re trying to make change on your own at such a large, institutional scale. The efforts during OA week to combat misconceptions and reduce siloing have reinforced my belief that there are others in my field who share my passion for driving positive change. The long fight for more equitable, accessible research is ongoing, but enacting small changes in the perceptions of OA can help start to make a difference.

Mythbusting Open Access

Here’s the TDLR, presented in the “mythbusting” format we spread across library social media during OA Week at the University of Calgary:

Myth: “Publishing my research Open Access is nice… but it doesn’t benefit me.”
Fact: Publishing open access increases the visibility and dissemination of your work, which leads to greater public engagement, accessibility, more downloads and citations.

Myth: “If I publish my research Open Access, I don’t maintain the rights to my work.”
Fact: Publishing Open Access actually allows you to maintain the copyright of your work with the use of Creative Commons Licensing, unlike traditionally published journals. Always read your author agreement to understand your rights!

Myth: “I already published my research so it can’t be made Open Access.”
Fact: Most journals will allow you to submit the unedited version of your work, called a “pre-print” to an institutional repository.

Myth: “I can’t afford to publish Open Access.”
Fact: While publishing Open Access usually entails paying Article Processing Charges, most university libraries have deals through CRKN to offer discounts for authors. These discounts can range from a few hundred dollars to entirely waived fees!

Myth: “Open Access journals are poorer quality than traditional journals.”
Fact: Open Access journals can still be vigorously peer-reviewed and meet scholarly standards. The DOAJ for example is an index with over 20,000 verified Open Access journals, with strict criteria on the quality of journals they accept.