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)
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
Author: Michelle Baildon
Abstract: In 2016, the Collections Directorate of the MIT Libraries convened a Diversity, Inclusion, and Social Justice (DISJ) Task Force to explore ways to manifest DISJ values in our daily work. Eight staff from archives, technical services, preservation, scholarly communication, and collections strategy focused on this question: How can we operationalize the values of diversity, inclusion, and social justice in our policies, routines, and processes?
Citation: Baildon, M. (2018). Extending the social justice mindset: Implications for scholarly communication. College & Research Libraries News, 79(4), 176. doi: 10.5860/crln.79.4.176
Author: Nora Almeida
Abstract: As a phenomenon and a quandary, openness has provoked conversations about inequities within higher education systems, particularly in regards to information access, social inclusion, and pedagogical practice. But whether or not open education can address these inequities, and to what effect, depends on what we mean by “open” and specifically, whether openness reflexively acknowledges the fraught political, economic, and ethical dimensions of higher education and of knowledge production processes. This essay explores the ideological and rhetorical underpinnings of the open educational resource (OER) movement in the context of the neoliberal university. This essay also addresses the conflation of value and values in higher education—particularly how OER production processes and scholarship labor are valued. Lastly, this essay explores whether OER initiatives provide an opportunity to reimagine pedagogical practices, to reconsider authority paradigms, and potentially, to dismantle and redress exclusionary educational practices in and outside of the classroom. Through a critique of neoliberalism as critically limiting, an exploration of autonomy, and a refutation of the precept that OER can magically solve social inequalities in higher education, the author ultimately advocates for a reconsideration of OER in context and argues that educators should prioritize conversations about what openness means within their local educational communities.
Citation: Almeida, Nora. “Open Educational Resources and the Rhetorical Paradox in the Neoliberal Univers(ity).” Journal of Critical Library and Information Studies 1.1 (2017).
Authors: Josh Bolick, Ada Emmett, Marc Greenberg, Town Peterson, Brian Rosenblum
Abstract: An idealist might believe that communications among scholars represent open, clear, reasoned debate, and that all involved will share certain base values. While we realize that significant barriers, such as to women and people of color, have long existed, one might wish that equality would be on the list of such shared values… that is, one would like to believe that all scholars have the same range of opportunities open to them, regardless of their race, country of origin, economic status, or whatever, so that all of the relevant data and the best minds might be brought to bear on solving problems of interest to science and scholarship. One might wish that–whatever the details might be–all scholars would share the idea of equality as an underlying and overarching assumption. Here we examine this idea of equality in scholarly communication via the example of a recent exchange about open access in the Journal of Wildlife Management.
Citation: Bolick, Josh, Ada Emmett, Marc Greenberg, Town Peterson, and Brian Rosenblum. Moving from Colonialism and Paternalism to Equity and Cooperation in Scholarly Communication.” OAnarchy [blog] (April 20, 2017).
Authors: Margaret Heller, Franny Gaede
Abstract: Traditional assessment of ways in which open access initiatives and institutional repositories have provided a return on investment normally use pragmatic measures such as download counts and citation benefits. This pragmatic approach misses out on the powerful altruistic impact of improving access to international and/or marginalized communities. Using a frame of social justice, this article considers the importance of developing altruistic measures of repositories, particularly for institutions with missions specifically related to social justice and related themes. Methods: Using web analytics data for search keywords from eight institutions and geographic usage data from nine institutions, the authors were able to determine how well social justice related content is accessed by search engines and how much overall content is accessed internationally, particularly by lower-resourced countries. A social justice term list was developed to permit corpus overlap analysis with each institution’s search keywords, while the World Bank country income lists were used to determine international access by low and low-middle income countries. Results: Universities with mission statements explicitly mentioning social justice or Catholic social teaching had greater overlap with the social justice corpus. Low and low-middle income countries as defined by the World Bank were among the most engaged users. All institutions had at least one social justice search term in their top ten; Marquette University had five. Collection development in social science and environmental sustainability at Loyola University Chicago successfully increased this term overlap year-over-year and increased user engagement as measured by session length. Discussions: The results of this exploratory study indicate that it is possible to use repository data to evaluate the success of an institution’s open access and social justice initiatives. The year-over-year improvement of Loyola’s numbers suggest in addition that it is possible to increase social justice impact through collection development. Performing an analysis of social justice impact can be used as an overall strategy for repository success and outreach on campus, particularly for institutions where social justice is an important part of the campus identity. For repositories in need of further resources, the ability to quantify impact for university administrators and decision-makers may be of use. Conclusion: For institutions with a social justice mission, improving social justice content may improve repository ranking in social justice related search results. Collection development strategies should focus on departments and/or individuals who are working in social justice related areas, which defined broadly could encompass much of an institution. For institutions that emphasize social justice, it may be easier to approach faculty who might not otherwise have an interest in open access issues.
Citation: Heller, M. & Gaede, F. (2016). Appendix A: Social Justice Term Analysis & Appendix B: Social Justice Overlap Template & Geographic Usage. http://dx.doi.org/10.7910/DVN/XU5IBN