“Why Does Google Scholar Sometimes Ask for Money?” Engaging Science Students in Scholarly Communication and the Economics of Information

Warren, Scott; Duckett, Kim

doi:10.1080/01930821003667021

Cited by 14 publications

(20 citation statements)

References 12 publications

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“…18 Of particular interest to this discussion is Annie Downey's Critical Information Literacy: Foundations, Inspiration, and Ideas, wherein she interviews academic instruction librarians involved in critical IL work and draws upon her own experiences as an educator to examine how critical IL is practiced in a variety of settings, providing a wealth of insight. 19 The literature of critical IL is becoming increasingly robust as its ideas are applied to credit-bearing courses, 20 subject-specific library instruction, 21 the political understandings of young adults, 22 and its correlations with participatory information environments. 23 A recent survey found that a number of librarians have familiarity with one of a number of critical theories, from postcolonialism to queer theory, and moreover, that many librarians are concerned with social justice issues as they relate to libraries.…”

Section: Literature Reviewmentioning

confidence: 99%

The Practice and Promise of Critical Information Literacy: Academic Librarians' Involvement in Critical Library Instruction

Tewell

2018

CRL

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Section: Literature Reviewmentioning

confidence: 99%

The Practice and Promise of Critical Information Literacy: Academic Librarians' Involvement in Critical Library Instruction

Tewell

2018

CRL

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“…While some authors call for libraries to take on an active role in publishing OA works (Chadwell & Sutton, 2014), others discuss strategies for educating students about scholarly information economics (Warren & Duckett, 2010) and the OA policies that affect research funding (Keane, 2012). The current study adds to this body of knowledge related to student interactions with OA research publications.…”

Section: Commentarymentioning

confidence: 90%

Graduate Students Reference Open Access Content in Literature Review Assignments

Miller

2015

EBLIP

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A Review of: Allen, E. J., & Weber, R. A. (2014). The library and the web: Graduate students’ selection of open access journals for empirical literature searches. Journal of Web Librarianship, 8(3), 243-262. http://dx.doi.org/10.1080/19322909.2014.927745 Abstract Objective – This study seeks to understand to what degree education graduate students cite open access, peer-reviewed journals in their coursework and whether patterns of open access referencing change over time. Design – Longitudinal reference list analysis. Setting – Public university in the United States of America. Subjects – Reference lists collected from final literature review papers in a graduate-level education class (n = 382). Methods – The authors collected reference lists from final literature review papers in a graduate-level education class for a nine-year time frame from the 2005 to 2013 academic years. The authors analyzed 2,594 reference entries from the 382 reference lists in the sample. The authors organized reference entries into spreadsheets for analysis, creating one spreadsheet per class section and sorting references by type (e.g., book, journal article, website, etc.) and source. The authors also created a cumulative list of journal titles that they analyzed for open access status and how often the journals appeared in the sample. Other information collected about each journal included "ISSNs, national origin, journal sponsorship, frequency and years of student usage, presence of empirical research, [and] peer review status" (p. 249). Finally, the authors organized open access journals into the following four categories based on their access method: • Category A "OA Platform and Publisher" • Category B "Publisher Only" • Category C "Delay or Hybrid from Host or Publisher" • Category D "Subscription Based, but Self Archived" (p. 249) Main Results – A total of 594 unique journals appeared in reference lists over the study period, and 11.5% (n=68) of the total were open access journals. Of the open access journals, 96% (n=65) included original research articles, and the majority (n=51) fell into Category A "OA Platform and Publisher." Nine, six, and two journal titles fell into categories B, C, and D, respectively. The authors found no pattern or change in the use of open access titles during the nine-year study period. Open access journals appeared in reference lists an average of 14 times per year with the highest usage observed in 2009. Conclusion – The results show that graduate students in the sample used a range of open access journals. The presence of open access resources in reference lists signals that students may use both library subscription databases and open web search tools to complete their literature review assignments. The authors suggest potential reasons why open access use did not grow during the study period, including a possible mismatch between student research interests and the topics present in open access titles, the lack of discussion about open access publishing during library instruction, or student satisfaction with the resources provided through library-sponsored subscriptions. Librarians are encouraged to include high-quality open access resources within their catalogues or other electronic resources to increase open access discoverability and to include popular open web search tools as a means to retrieve open access materials during information literacy instruction.

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“…However, library practitioners do not generally call their work "scholarly publishing literacy," often referring to it more generally as scholarly communication or publishing outreach. This literature pre-dates Zhao (2014) and includes Stampalos's (2009) article on library involvement in the Undergraduate Research Opportunities Program (UROP) at IUPUI, Warren and Duckett's (2010) article on integrating OA concepts and the economics of publishing into an undergraduate course at North Carolina State University, Davis-Kahl's (2012) piece on teaching undergraduates about scholarly communication concepts, and Miller's (2013) keynote about requiring students to make their theses open access.…”

Section: Scholarly Publishing Literacymentioning

confidence: 99%

Library Publishers as Educators: Crafting Curriculum for Undergraduate Research Journals

Hare

2019

Journal of Librarianship and Scholarly Communication

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INTRODUCTION Library publishing programs continue to play an increasingly important role in educating their constituents. In particular, library publishers that support undergraduate student journals often provide guidance to students on both mechanical and conceptual issues related to publishing. This article presents a case study for developing a one-credit-hour course to support an undergraduate student journal publication, the Indiana University Journal of Undergraduate Research (IUJUR), at Indiana University Bloomington. DESCRIPTION OF COURSE The course is offered every fall as a mechanism for onboarding about thirty new undergraduate editors. The course was developed and taught by a librarian and an undergraduate student in consultation with IU's Office of the Vice Provost for Undergraduate Education. Course curriculum touches on topics that scholarly communication and information literacy librarians alike can adapt for a variety of educational contexts, including authentic activities for understanding peer review models and applying publishing innovations. ASSESSMENT The article details both the formative and summative assessment strategies the instructor utilized to gauge student understanding of key publishing concepts. The summative assessment utilizes pre-and post-tests and extends previous library literature to evaluate students' actual understanding of publishing concepts in addition to their perceived understanding and confidence. LIMITATIONS AND NEXT STEPS The course curriculum will continue to grow and change in order to accommodate students' misconceptions and interests.

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“Why Does Google Scholar Sometimes Ask for Money?” Engaging Science Students in Scholarly Communication and the Economics of Information

Cited by 14 publications

References 12 publications

The Practice and Promise of Critical Information Literacy: Academic Librarians' Involvement in Critical Library Instruction

The Practice and Promise of Critical Information Literacy: Academic Librarians' Involvement in Critical Library Instruction

Graduate Students Reference Open Access Content in Literature Review Assignments

Library Publishers as Educators: Crafting Curriculum for Undergraduate Research Journals

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