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: Carroll AJ and Dasler R
Abstract: When addressing scholarly attribution, citation, and plagiarism in one-shot instruction sessions, librarians often fail to present these issues in a manner that has relevance for students. Librarians often focus on intellectual honesty and the potential ramifications of plagiarism, both individual pursuits, rather than explaining that by creating an academic work, students are participating in academic discourse. Within Pluralizing Plagiarism, Anson argues that scholarly attribution instruction that emphasizes “policy, detection, and punishment” is antithetical to the mission of institutions of higher learning – the education of students (Anson, 2008). One of the major deficiencies of this compliance-based instruction is that it presents students with a false dichotomy that does not align with their authentic life experiences; plagiarism is demonstrated as a black and white issue, rather than existing in shades of gray. Students who have come of age within a twenty-first century information ecosystem rife with remix and parody culture will likely find teaching that presents the re-use of source material as a non-nuanced issue unconvincing. Because students respond positively to instruction that aligns with their authentic experiences, this suggests that librarians need to develop new methods for teaching attribution and scholarly discourse that not only recognize the nuance inherent to these topics, but also presents these concepts within a familiar framework (Klipfel, 2014). As a familiar platform for social interaction with multiple avenues for giving credit and a shorter timescale, Twitter presents an opportunity to place attribution, plagiarism, and integrity into a humanizing, real world context that models how discourse unfolds in an authentic manner for learners. By embedding attribution instruction into a meaningful context, librarians and other educators can make substantial and much needed improvements to traditional compliance-based instruction, which is often built upon the slow, rigid, and unfamiliar patterns of how to cite scholarly works.
Citation: Carroll AJ & Dasler R. (2015). “Scholarship is a Conversation”: Discourse, Attribution, and Twitter’s Role in Information Literacy Instruction”. The Journal of Creative Library Practice. http://creativelibrarypractice.org/2015/03/11/scholarship-is-a-conversation/
Author: Donna Witek
Abstract: Despite support from national organizations like the Association of College and Research Libraries (ACRL) and the American Association of University Professors (AAUP), pursuing research and scholarship remains a challenge for academic librarians, even when the literature connects these activities to greater effectiveness in the practice of academic librarianship. This essay examines the history and present state of the questions of faculty status and tenure for librarians, and relates these questions to that of performing scholarly research and creating and disseminating new knowledge as an academic librarian. It then offers as a case study my experience identifying and pursuing a research agenda in collaboration with a faculty colleague in another department at my institution, with the goal of both sharing what has worked for one academic librarian (n=1) while also critiquing the system within which that success has occurred. The essay concludes with a list of creative strategies academic librarians can put into practice to become successful knowledge creators in the field of library and information science.
Witek D. (2014). Academic Librarians as Knowledge Creators. The Journal of Creative Library Practice.