Authors: Emily Ford
Abstract: This article explores the ACRL Framework for Information Literacy’s frame, Scholarship as a Conversation. This frame asserts that information literate students have the disposition, skills, and knowledge to recognize and participate in disciplinary scholarly conversations. By investigating the peer-review process as part of scholarly conversations, this article provides a brief literature review on peer review in information literacy instruction, and argues that by using open peer review (OPR) models for teaching, library workers can allow students to gain a deeper understanding of scholarly conversations. OPR affords students the ability to begin dismantling the systemic oppression that blinded peer review and the traditional scholarly publishing system reinforce. Finally, the article offers an example classroom activity using OPR to help students enter scholarly conversations, and recognize power and oppression in scholarly publishing.
Citation: Ford, E. (2018).Scholarship as an Open Conversation: Utilizing Open Peer Review in Information Literacy Instruction. In the Library with the Lead Pipe.
Authors: Charlotte Roh and Harrison Inefuku
Abstract: This chapter considers diversity broadly to mean a variety of perspectives, whether grounded in race, gender, sexual orientation, ability, socioeconomic status, or disciplinary study. It begins with a description of the current environment of scholarly communication, looking at the demographics and state of affairs in academia, publishing, and librarianship, including how biases present in all three fields affect scholarly communication. It then moves to a consideration of how librarians and library publishing programs can transform scholarly communication. By adopting a social justice perspective–actively working against ignorance and indifference to reduce systematic biases and injustice in academia, publishing, and librarianship- academic libraries can make their collections and products more reflective of the breadth of knowledge and experiences found in society and make their processes more welcoming to a diversity of participants.
Citation: Inefuku, Harrison, and Roh, Charlotte. Agents of Diversity and Social Justice: Librarians and Scholarly Communication. Ed. Smith, Kevin and Dickson, Katherine A. Open Access and the Future of Scholarly Communication: Policy and Infrastructure Rowman and Littlefield (2016)
Author: Jane Johnson Otto
Abstract: Faculty contribution to the institutional repository is a major limiting factor in the successful provision of open access to scholarship, and thus to the advancement of research productivity and progress. Many have alluded to outreach messages through studies examining faculty concerns that underlie their reluctance to contribute, but specific open access messages demonstrated to resonate most with faculty have not been discussed with sufficient granularity. Indeed, many faculty benefits and concerns are likely either unknown to the faculty themselves, or unspoken, so the literature’s record of faculty benefits and perceptions of open access remains incomplete at best.
How to Cite: Otto, J.J., (2016). A Resonant Message: Aligning Scholar Values and Open Access Objectives in OA Policy Outreach to Faculty and Graduate Students. Journal of Librarianship and Scholarly Communication. 4, p.eP2152. DOI: http://doi.org/10.7710/2162-3309.2152
Authors: Roopika Risam, Justin Snow, and Susan Edwards
Abstract: This article examines work building a digital humanities community at Salem State’s Berry Library. The initiatives are comprised of a three-pronged approach: laying groundwork to build a DH center, building the DH project Digital Salem as a place-based locus for digital scholarship and launching an undergraduate internship program to explore ethical ways of creating innovative research experiences for undergraduate students. Together, these initiatives constitute an important move toward putting libraries at the center of creating DH opportunities for underserved student populations and a model for building DH at regional comprehensive universities.
Citation: Risam, R., Snow, J., and Edwards, S. (2017). Building An Ethical Digital Humanities Community: Librarian, Faculty, and Student Collaboration. College & Undergraduate Libraries, 24(2-4), 337-349. https://doi.org/10.1080/10691316.2017.1337530
Source: Salem State Digital Commons