Last week was Open Access Week, and my library hosted an afternoon program for faculty. We started things off with a brief introduction to open access scholarly journal publishing. After a quick review of the origins and history of OA, we discussed the benefits of OA journals for faculty, students, libraries, universities, and the general public. We also demonstrated how to find open access journals in the library and on the internet, using an article written by one of our own faculty members as an example. Next, a faculty member from our Nursing Department spoke about her experiences publishing two articles in an open access journal.
We kept the presentations short to allow plenty of time for discussion (fueled by coffee and cookies, of course). There was a smallish group in attendance with a nice mix of newer and more seasoned faculty from many different disciplines across the college. Many junior faculty members (including me) are concerned about how articles published in open access journals will be regarded in the promotion and tenure process. It was great to have a forum to share the information that there are open access journals with prominent scholars on their editorial boards that employ a rigorous, double-blind peer review process, just as do subscription-based journals.
We also spent a fair amount of time discussing the means of production for open access journals. At the beginning of the program my library colleague mentioned the Open Journal Systems platform, an open source system that can be used to publish an open access journal, including managing the peer-review process. As the discussion progressed we began to consider the feasibility of publishing an open access journal at our college. It was a fascinating (and enjoyable) direction for the conversation to take, one that I hadn’t really anticipated when we planned the program.
I’m hopeful that our lively discussion indicates an growing interest in open access scholarly publishing at my college. Recently we’ve seen an increasing emphasis on faculty research at the college and university, and perhaps open access scholarly journal publishing will have a role to play. We’re pleased that our Open Access Week program was a success, and are already thinking ahead to planning for next year’s event.
Did your library plan any events to celebrate Open Access Week? Did you learn anything new about faculty attitudes towards scholarly communication on your campus?
Over the past few semesters we’ve ramped up the number of faculty workshops we offer at the library where I work. We’re a small library in a fairly large college, and it can be tricky to balance our faculty initiatives with student instruction. Faculty sessions usually take longer to prepare, and since we only offer one workshop on a topic each semester, we can’t economize on prep time the way we can with some of our library instruction for students.
While library instruction to students is an important mission for our library (and a huge part of my job), we only have the students for a relatively short time before they graduate. Faculty, on the other hand, tend to stick around for awhile. So I think there are several good reasons for continuing to offer as many faculty workshops as we do:
- In my experience many faculty members are actively interested in learning more about the resources the library has to offer. Some of my faculty colleagues have mentioned to me how fast the research landscape is changing, and how difficult it can be to keep up. Offering workshops on advanced search strategies for the catalog and databases encourages faculty use of our books, databases, and other materials, which makes good sense for the library.
- Faculty workshops are opportunities for outreach and to raise the library’s profile in the college. We’ve met lots of new faculty members recently, as well as faculty from departments that aren’t traditionally heavy library users. The library has partnered with the college’s new center for teaching and learning to offer our workshops through their faculty development program. This partnership has given us additional visibility on campus, and their talented intern has created beautiful posters for us to use to advertise our workshops.
- Anecdotal evidence over the past few semesters suggests that many faculty who come to our workshops request library instruction for their classes, too. Thus, faculty workshops also provide opportunities for us to promote student library and information literacy instruction. Our workshops are open to all faculty at the college, and it’s especially nice to have a chance to connect with adjunct faculty, who can be harder to reach than the full-timers.
Does your library offer workshops or classes for faculty? What strategies for faculty workshops have you found successful? How do you balance the instructional desires/needs of faculty and students?
It’s still a few weeks until Open Access Week, but starting now you can help reimagine what scholarly publishing might look like in the future. Media Studies scholar Kathleen Fitzpatrick has made her new book manuscript available online for open peer review. While Planned Obsolescence: Publishing, Technology, and the Future of the Academy will go through the traditional blind review process (it’s slated to be published in print next year by NYU Press), Fitzpatrick also plans to incorporate reader comments from the online manuscript into her revisions, asserting that “peer review will be a more productive, more helpful, more transparent, and more effective process if conducted in the open.”
The beginning of open peer review for Planned Obsolescence also marks the launch of MediaCommons Press, the latest project from MediaCommons (which Barbara first alerted us to a couple of years ago). MediaCommons uses the CommentPress theme for the popular, open source WordPress blogging platform. Manuscript text is displayed side-by-side with reader comments, facilitating paragraph-level discussion of the book.
Of course this isn’t the first experiment with open peer review of scholarly works. Fitzpatrick published an article about CommentPress in the Journal of Scholarly Publishing in 2007, and also made it available online for comments. Noah Wardrip-Fruin opened up the manuscript for his book Expressive Processing to “blog-based peer review” on the group blog Grand Text Auto; it also went through the traditional peer review process before being published by MIT Press this year.
What’s most interesting to me about the Planned Obsolescence project is that the book itself discusses the process of peer review and scholarly publishing. Browsing the chapter titles and subtitles there looks to be lots of interest to academic librarians: discussions of authority, intellectual property, preservation, and the sustainability of university presses. I haven’t had a chance to read more than the first few pages yet, but I’m looking forward to continuing (and commenting, too).
Last week was the official launch of Prof Hacker, a new website devoted to productivity, technology, and pedagogy in higher education. A link to this group blog first popped up in my Twitterstream a couple of months ago and I immediately became a regular reader. While the main audience for Prof Hacker is college and university faculty teaching semester-length courses, there’s also lots here for academic librarians. (And of course we sometimes teach credit-bearing courses, too.)
Prof Hacker publishes at least one new post every weekday featuring news, advice, and how-tos. Posts are short and accessible, and cover a wide range of topics. Some of my favorites so far include:
- A couple of posts about using and managing course blogs, including a review of the pros and cons of group vs. individual blogs and thoughtful discussion on evaluating and grading blog posts. Great comments, too.
- A timely entry on managing stress over the course of semester (timely for me, at least, since it was published on the first day of classes at my college). Great advice that’s worth saving to reread on the first week of every semester.
- One professor’s report on using iPod Touches in a class he taught over the summer. This one seems especially relevant for librarians as we investigate ebooks and the various ways that they (and other library resources) can be accessed by students.
- And if you miss something and need to catch up, each week there’s a handy week in review post drawing together all of the previous week’s entries (the week I link to was particularly full of great posts).
Definitely a valuable addition to my feedreader. What blogs/sites are you reading this semester?
It’s incredible how fast the library gets busy again once the semester starts. This week started out quiet as I caught up on email after returning from vacation, but by the end I was spending my days attending several meetings and in the thick of scheduling classes. I generally prefer to be busier than not, so I’ve been happy for the increase in activity in the library and on campus.
But as my workdays fill up I’ve begun to worry that my strategies for keeping up with library and higher education news and scholarship are wearing thin. It’s so much easier during the summer. Not only is there more time to breathe at work â€“ fewer meetings and classes, quieter reference desk â€“ but there’s also less to read. The publication pace of everything seems to slow down, especially online information sources. My summertime RSS feeds are well-mannered and easy to control, my email inbox usually hovers near zero.
Now that the new academic year has started, there’s much more to read and browse. Items linger in my feed reader for days at a time and emailed table of contents alerts from library databases pile up. On my desk there’s a stack of articles I’d planned to read over the summer, and several books I requested from other libraries at my university have come in all at once. This week I realized that I’m suddenly swamped by my information streams.
Clearly this calls for a new strategy. This week I re-read Sarah Houghton-Jan’s excellent article on information overload published in Ariadne last year, which offers loads of good advice for keeping up and staying sane. Encouraged by her suggestions, I headed to my RSS reader and weeded feeds mercilessly. I also reorganized them by priority into several foldersâ€”critical, desirable, and optionalâ€”which I hope will make it easier for me to ignore less important items until there’s time to read them.
I also plan to cull many of my table of contents alerts, as I’ve found them to be something of a double-edged sword. It’s important to me to keep up with what’s new in the library literature, but ultimately I’ve printed more articles than I’ve had time to read (which accounts for the pile on my desk). So I’m going to cancel several of my alerts and let myself off the hook with the journals that remain. If an article catches my eye, I’ll try to take the time to scan through it before adding it to my To Read folder. I’m hopeful that this will help shrink my current stack of articles, and maybe facilitate more thorough reading of the articles I do print out.
Finally, I’m going to try and build intentional time for reading into my schedule. For many of us this time is built into the daily commute. That won’t work for me, but I still think I can carve some time out of my daily schedule to devote to reading. Once I’ve made all of these changes I’m not sure if I’ll end up reading more than I do now, or less. But if these strategies help me read more thoughtfully and feel less buried, then that’s a worthwhile trade.