Start Date
18-5-2016 1:00 PM
Keywords
library publishers, undergraduate scholarship, intellectual property, Washington University, repository, Scholarly Publishing, copyright assistance, research, communication, digital literacy, conundrums, standards, literary journal, panel, TURJ editorial board, pedagogical, publication, professional journal, Tulane University
Media File:
Description
Publishing Undergraduate Scholarship: Should you be afraid?
Emily Symonds Stenberg, Washington University in St. Louis
Kelly Riddle, University of San Diego
Jeffrey Rubin, Tulane University
Allegra Swift, The Claremont Colleges
With a growing emphasis on undergraduate engagement in academia, library publishers are discovering that it is vital to negotiate the conflicting directives of publishing, protecting, and promoting undergraduate scholarship. Some faculty are concerned that publishing student work online is harmful to both the student and faculty publishing prospects; while others may make publication a course requirement with little concern about copyright or reputation. Students themselves often have little understanding of privacy and intellectual property. This panel will explore some of the questions and concerns libraries must answer in order to build stronger relationships and successful publishing opportunities for all.
Emily Stenberg, Washington University in St. Louis
While the repository at Washington University in St. Louis was created in response to a faculty open access initiative, the majority of the materials and publications hosted on the site have been created by students. More undergraduate course collections are being developed in the repository; at the same time, the Libraries and Scholarly Publishing have a growing relationship with the university’s Office of Undergraduate Research. Scholarly Publishing, a unit within the University Libraries, offers customized, flexible publishing options, including copyright assistance, platform hosting, editorial and design services, preservation, and education and training. However, connecting with the university’s undergraduate publications has been a challenge. This points to a continuing issue: how to demonstrate the library’s value as a publishing resource to undergraduates who are developing themselves as independent scholars while not alienating faculty, some of whom have expressed growing concern about students publicly sharing highly personal work or research that may contain sensitive data. The speaker will discuss the issues and opportunities the Scholarly Publishing unit at Washington University and other libraries face when engaging with and educating students about publishing, whether the publications are capstone projects, senior papers, or journals.
Allegra Swift, The Claremont Colleges
Scholarly communications are evolving rapidly; there are shifts in how research is communicated, what counts for scholarship, and who is doing the communicating. Undergraduates are contributing to the scholarly conversation but with little education in what it means to participate online as a scholar, much less as a global digital citizen. Many faculty members engage in scholarly communication as they always have and are often unaware of the rapid developments in publishing and sharing research. Librarians with responsibilities in publishing, scholarly communication, and instruction are especially challenged to meet these gaps in digital literacy. Publishing undergraduate scholarship can be perceived as a risk to reputation and prospects for both students and faculty. At the Claremont Colleges, the need to address digital literacy gaps and support new forms of scholarship had initially became apparent through mandates for senior thesis publishing in the Claremont Colleges’ online and open access repository Scholarship @ Claremont. This presentation will discuss the digital literacy gap in publishing undergraduate scholarship and opportunities for mitigating risk while benefiting from the evolution of scholarly communication.
Kelly Riddle, University of San Diego
Library publishers often encounter unique conundrums when working with student-produced content, chief among them questions about what is “appropriate” to publish. These questions might vary according to the type of publication or work, the standards and preferences of sponsoring faculty or programs, or the culture and policies of the institution. At the University of San Diego, the library publishing program has encountered several questions about what undergraduate works are appropriate to host in its repository and the processes by which these works are published. In working to publish undergraduate honors theses and digitize legacy undergraduate and masters theses, several connected academic programs have hesitated at a broad approach to both publication and retroactive digitization. When working with the Digital Initiatives Librarian to establish an undergraduate literary journal, the journal's student editorial board raised questions surrounding their autonomy as editors to determine appropriate content for a journal hosted on a publishing platform provided by the university. Answering these questions requires sensitivity to college and university faculty and deep thought about the place of undergraduate work in the library publishing program. This portion of the panel will discuss how librarians have worked with students and faculty to resolve these questions.
Jeff Rubin, Tulane University
The Tulane Undergraduate Research Journal published its first issue in 2014 after more than a year of planning and building a strong foundation. Now, between its second and third issue, there are several concerns specific to undergraduate publishing that the TURJ editorial board and Tulane Journal Publishing are currently addressing that will have a direct impact on the direction of the journal.
1. Should the journal serve a pedagogical role and how would that be incorporated into the curricula?
2. How can the editorial board incentivize more students to submit work?
3. Does peer-review create problems for students by limiting the future publication of pieces in professional journals? Does peer-review interfere with faculty rights when the students want to publish materials related to that faculty research?
4. How can the journal become integrated into the curricula so that the outcome from a class is steered towards the journal?
That these questions from the editorial board and Tulane Journal Publishing are being asked after publishing only two full issues demonstrates a deep concern for both the undergraduate experience and in creating a publication that provides more than a citation for a CV. This process of continual improvement provides a built-in method for finding solutions to problems that spark anxiety and fear around undergraduate publishing.
Recommended Citation
Stenberg, Emily Symonds; Riddle, Kelly; Rubin, Jeffrey; and Swift, Allegra (2016). "Publishing Undergraduate Scholarship: Should You Be Afraid?," Library Publishing Forum - Recorded Sessions. https://newprairiepress.org/lpforum/2016/concurrents/3
Publishing Undergraduate Scholarship: Should You Be Afraid?
Publishing Undergraduate Scholarship: Should you be afraid?
Emily Symonds Stenberg, Washington University in St. Louis
Kelly Riddle, University of San Diego
Jeffrey Rubin, Tulane University
Allegra Swift, The Claremont Colleges
With a growing emphasis on undergraduate engagement in academia, library publishers are discovering that it is vital to negotiate the conflicting directives of publishing, protecting, and promoting undergraduate scholarship. Some faculty are concerned that publishing student work online is harmful to both the student and faculty publishing prospects; while others may make publication a course requirement with little concern about copyright or reputation. Students themselves often have little understanding of privacy and intellectual property. This panel will explore some of the questions and concerns libraries must answer in order to build stronger relationships and successful publishing opportunities for all.
Emily Stenberg, Washington University in St. Louis
While the repository at Washington University in St. Louis was created in response to a faculty open access initiative, the majority of the materials and publications hosted on the site have been created by students. More undergraduate course collections are being developed in the repository; at the same time, the Libraries and Scholarly Publishing have a growing relationship with the university’s Office of Undergraduate Research. Scholarly Publishing, a unit within the University Libraries, offers customized, flexible publishing options, including copyright assistance, platform hosting, editorial and design services, preservation, and education and training. However, connecting with the university’s undergraduate publications has been a challenge. This points to a continuing issue: how to demonstrate the library’s value as a publishing resource to undergraduates who are developing themselves as independent scholars while not alienating faculty, some of whom have expressed growing concern about students publicly sharing highly personal work or research that may contain sensitive data. The speaker will discuss the issues and opportunities the Scholarly Publishing unit at Washington University and other libraries face when engaging with and educating students about publishing, whether the publications are capstone projects, senior papers, or journals.
Allegra Swift, The Claremont Colleges
Scholarly communications are evolving rapidly; there are shifts in how research is communicated, what counts for scholarship, and who is doing the communicating. Undergraduates are contributing to the scholarly conversation but with little education in what it means to participate online as a scholar, much less as a global digital citizen. Many faculty members engage in scholarly communication as they always have and are often unaware of the rapid developments in publishing and sharing research. Librarians with responsibilities in publishing, scholarly communication, and instruction are especially challenged to meet these gaps in digital literacy. Publishing undergraduate scholarship can be perceived as a risk to reputation and prospects for both students and faculty. At the Claremont Colleges, the need to address digital literacy gaps and support new forms of scholarship had initially became apparent through mandates for senior thesis publishing in the Claremont Colleges’ online and open access repository Scholarship @ Claremont. This presentation will discuss the digital literacy gap in publishing undergraduate scholarship and opportunities for mitigating risk while benefiting from the evolution of scholarly communication.
Kelly Riddle, University of San Diego
Library publishers often encounter unique conundrums when working with student-produced content, chief among them questions about what is “appropriate” to publish. These questions might vary according to the type of publication or work, the standards and preferences of sponsoring faculty or programs, or the culture and policies of the institution. At the University of San Diego, the library publishing program has encountered several questions about what undergraduate works are appropriate to host in its repository and the processes by which these works are published. In working to publish undergraduate honors theses and digitize legacy undergraduate and masters theses, several connected academic programs have hesitated at a broad approach to both publication and retroactive digitization. When working with the Digital Initiatives Librarian to establish an undergraduate literary journal, the journal's student editorial board raised questions surrounding their autonomy as editors to determine appropriate content for a journal hosted on a publishing platform provided by the university. Answering these questions requires sensitivity to college and university faculty and deep thought about the place of undergraduate work in the library publishing program. This portion of the panel will discuss how librarians have worked with students and faculty to resolve these questions.
Jeff Rubin, Tulane University
The Tulane Undergraduate Research Journal published its first issue in 2014 after more than a year of planning and building a strong foundation. Now, between its second and third issue, there are several concerns specific to undergraduate publishing that the TURJ editorial board and Tulane Journal Publishing are currently addressing that will have a direct impact on the direction of the journal.
1. Should the journal serve a pedagogical role and how would that be incorporated into the curricula?
2. How can the editorial board incentivize more students to submit work?
3. Does peer-review create problems for students by limiting the future publication of pieces in professional journals? Does peer-review interfere with faculty rights when the students want to publish materials related to that faculty research?
4. How can the journal become integrated into the curricula so that the outcome from a class is steered towards the journal?
That these questions from the editorial board and Tulane Journal Publishing are being asked after publishing only two full issues demonstrates a deep concern for both the undergraduate experience and in creating a publication that provides more than a citation for a CV. This process of continual improvement provides a built-in method for finding solutions to problems that spark anxiety and fear around undergraduate publishing.
