The Library Publishing Coalition is pleased to announce the publication of the 2023 Library Publishing Directory! This year’s print, PDF, and EPUB versions of the Library Publishing Directory highlight the publishing activities of 159 library publishers across the globe..
The Directory illustrates the many ways in which libraries are actively transforming and advancing scholarly communications in partnership with scholars, students, university presses, and others. Each year, the Directory‘s introduction presents a ‘state of the field’ based on that year’s data, which we also publish in a related blog posting.
The 2023 Directory also reflects an ongoing partnership with the International Federation of Library Associations (IFLA) Library Publishing Special Interest Group (LibPub SIG), and includes international entries, translated by IFLA LibPub SIG members. Libraries who chose to complete the full survey appear in the print, PDF, and EPUB versions of the Directory. All entries appear in the online version. IFLA’s Library Publishing Map of the World is a first-of-its-kind online database of global library publishing initiatives. .
Publication of the 2023 Directory was overseen by the LPC’s Directory Committee:
The Library Publishing Coalition Directory Committee Karen Stoll Farrell, Indiana University – Bloomington, Chair Jody Bailey, Emory University Briana Knox, University of North Texas Ryan Otto, Kansas State University Ted Polley, Indiana University Purdue University Indianapolis Nicholas Wojcik, University of Oklahoma
IFLA Special Interest Group on Library Publishing Subcommittee Grace Liu (Canada) Ann Okerson (USA)
The development and use of this survey was based on the recommendations found in the Library Publishing Coalition’s (LPC)Roadmap for Anti-Racist Practice. This is a charge carried out by the Diversity, Equity, and Inclusion (DEI) Committee. The 2023 survey was made available to Library Publishing Forum (LPF) attendees in order to understand who attends the Forum and to help ensure we are building DEI into existing structures, registration forms, list of speakers, and improving workflows or resources. Moreover, this survey helps us make concrete improvements to the Forum and track demographic changes over time.
Notes
As all questions were optional, not all questions were answered. Therefore, numbers/counts do not always add up. There were minor changes to the survey this year in an attempt to be less restrictive to answer options. Rather than forcing attendees to select one of the options given to them, instead, some questions just provided an open response option. This also gave an opportunity for the respondent to fill in an answer that may not have been listed and to optionally identify as they saw fit. The respondent information includes both LPF attendees and presenters.
Summary of responses and comparisons
The 2023 LPF had 267 registered attendees, while 2022 had 330 registered attendees (246 were virtual while 84 were in-person).
We received 86 responses to the demographic survey from 2023 LPF attendees, which is roughly the same as the previous year (83 in 2022). The number of responses two years ago was 166 in 2021. The response rate in 2023 was 32%, compared to 28-30% in 2022 (a virtual/in-person combination), and 36% in 2021.
In 2023, most respondents fell into the 30-39 and 40-49 age ranges (28 people in each range), however, there was representation across all 20-60+ ranges. In comparison the majority of 2022 attendees were in the 30-59 age range.
For the 2023 survey, the question framing for race and ethnicity changed. This year’s results show 14% of respondents identified as Black, Indigenous, and People of Color (BIPOC), while 86% do not. In comparison, in 2022, 80% of respondents selected “White” as their racial/ethnic identifier.
Of the 85 responses related to gender, most respondents identified as a woman (80%). Other 2023 responses include identifying as a man, as using another term, or non-binary. Participants were also given an option to specify other terms in use and the option to provide further gender identity comments in the 2023 survey. A few additional terms or comments were provided.
Of the 52 responses related to having a disability, most respondents do not have a disability (63%). About 29% of respondents in 2023 identify as having a disability, compared to 17% in 2022. Both 2022 and 2023 respondents had the open response options that enabled explanation or alternative answers. Chronic illness were additional answers, as well as some noting that having a disability and stating so are culturally difficult. For the 2023 survey, the question framing for this added another prompt specific to neurodivergence based on feedback from the 2022 survey. In 2023, there were 55 responses to the question on identifying as neurodivergent. About 24% identify as neurodivergent, while 71% do not. There were also a few who might consider or do not know if they are neurodivergent. In 2022, only one respondent provided a neurodivergent identifier.
In 2023, employment status of respondents had a majority of full-time employment (92%), compared to 95% in 2022. Other statuses included full-time and student, part-time, student, part-time and student, and full-time and part-time combination. These other statuses were less in number in 2022 and included a retired status.
New to the 2023 survey was the open response question about any other identities. Less than 10 responses included the following: Queer, Bisexual, Immigrant, Child of immigrants, and works in North American but not from North America.
Final Comments
The 2023 LPF was entirely virtual, while the 2022 LPF was both in-person and virtual. Moving forward, virtual and in-person years will alternate. This aspect will need to be considered when evaluating demographic surveys in future years and the comparisons across years.
The Library Publishing Coalition’s DEI Committee members are incredibly appreciative of the many LPF participants who took the demographic survey during this year’s Forum.
We welcome LPF participants and LPC members to contact us at inclusion@librarypublishing.org if you have additional resources or feedback you would like to share to help us improve our work.
Collaboration for Success: The Development Process for Dress, Appearance, and Diversity in U.S. Society
by Abbey K. Elder, Open Access and Scholarly Communication Librarian, Iowa State University; Harrison W. Inefuku, Scholarly Publishing Services Librarian, Iowa State University; Kelly L. Reddy-Best, Professor of Apparel, Merchandising and Design, Iowa State University; Lesya Hassall, Senior Manager of Instructional Design, Iowa State University
Kelly L. Reddy-Best, the author of Dress, Appearance, and Diversity in U.S. Society
The Iowa State University Digital Press supports the publication of open access journals, conference proceedings, books, and textbooks that reflect the academic and research programs in place at Iowa State University. Iowa State University has adopted a collaborative approach to creating open educational resources, partnering with faculty, instructional designers, and other professionals across campus. Dress, Appearance, and Diversity in U.S. Society is an open textbook that was collaboratively developed between the Iowa State University Digital Press, Iowa State University’s Center for Excellence in Learning & Teaching (CELT), and Dr. Kelly L. Reddy-Best, Professor of Apparel, Merchandising, and Design, the lead author and instructor for the textbook’s corresponding course.
Recognizing the opportunity
Dress, Appearance, and Diversity in U.S. Society began as a series of loosely connected course modules housed in Canvas, Iowa State University’s learning management system. The content within these modules included presentation slides, lecture notes, and links to external readings that Dr. Kelly Reddy-Best had compiled over years of teaching. However, Dr. Reddy-Best noticed that the organization and presentation of this content was not as comprehensive or engaging for students as it could be. After applying for and receiving an institutional grant to redevelop her course materials as an open textbook, she collaborated with CELT and the Digital Press to revise her content for publication.
Aligning and revising course materials
The first step of this project was alignment. Working with Lesya Hassall, an instructional designer in CELT, Dr. Reddy-Best was able to review her course modules and identify areas where material could be improved for learners. They started by mapping the course’s content against the learning objectives that students were expected to meet. In this process, they found that some objectives were more heavily emphasized than others, requiring that either the modules or the learning objectives be adjusted accordingly. In some cases, learning objectives were rewritten or removed entirely.
Reviewing alignment in this way helped the author better understand the shape of her course and what it was emphasizing. The ensuing realignment not only helped students connect the course’s material to what they were expected to learn, but also emphasized the core concepts that Dr. Reddy-Best had added to her course since the original learning objectives were written. During this stage, the author also incorporated additional videos and contextual overviews for topics that might be culturally or socially foreign to some learners. Finally, Dr. Reddy-Best approached the Iowa State University Digital Press to prepare and publish her revised content as an open textbook.
Leveraging library expertise
Abbey Elder, the Open Access & Scholarly Communication Librarian at Iowa State University, worked with Dr. Reddy-Best to prepare her revised modules for import into the Digital Press’ open textbook publishing software, Pressbooks. This included training the author on how to organize content for import and highlighting the unique features of Pressbooks as a platform.
One of these features is the integration of H5P, an interactive third party plug-in which allows authors to create and embed interactive exercises to help readers review and reflect on the content they learn. After completing the realignment and review of her course’s modules, Dr. Reddy-Best had identified areas where her text could benefit from additional opportunities for interaction. Using this as a base, Abbey helped the instructor develop review questions and other interactive exercises which readers could use to interface with the textbook. In addition to developing interactive exercises together, the duo also collaborated on the design elements within the textbook. After completing its final accessibility audit, the textbook was routed through the Digital Press’ publication process, which required staff to assign the book a DOI and produce the marketing and promotional materials for its launch.
Course review and certification
Following the release of her open textbook, Dr. Reddy-Best worked with CELT staff to get her course certified by Quality Matters (QM), a distinction given to online and hybrid courses which exhibit qualities of excellent course design. The process to receive QM certification requires three external reviewers to evaluate a course using a rubric with 42 major areas, notably including the quality and accessibility of the course’s assigned materials. The reviewers for Dr. Reddy-Best’s course were particularly impressed with the relevance and representation presented within her textbook, as well as the textbook’s close alignment to her course’s learning objectives. After a long process of development and review, this certification highlighted the work that went into improving Dr. Reddy-Best’s course materials, and the quality of her final publication not just as a textbook but as an integral piece of her course.
Reflecting on the process
The development of Dress, Appearance, and Diversity in U.S. Society benefited from intentionally aligning the textbook’s material to its course’s objectives, collaborating with partners across the institution, and undergoing a final review process through Quality Matters. Leveraging the teaching experience of the faculty author, the instructional design experience of CELT staff, and the publication support provided by the Iowa State University Digital Press resulted in a well-rounded textbook which highlights the unique elements of the author’s course while focusing on foundational content for students. Each step, from alignment to certification, made this textbook more relevant for its audience. This publication exemplifies the unique benefits of publishing course materials with a library publishing program and the longstanding partnerships which can arise from such work.
The Library Publishing Coalition (LPC) is pleased to announce the recipient of the 2023 Publishing Practice Award! Congratulations to Iowa State University Digital Press for their work and contribution to the field in the category of Innovation.
The Publishing Practice Awards are designed to recognize and raise awareness of effective and sustainable library publishing practices. They highlight library publishing programs that exemplify concepts advanced in LPC’s An Ethical Framework for Library Publishing and in LPC’s Values. The focus of these awards is not on a representative publication’s content but, rather, on the process of publishing. The award categories for 2023 are Accessibility, Diversity, Equity, and Inclusion, Privacy, and Innovation.
For 2023, we awarded one award, in the category of Innovation. Iowa State University Digital Press won the award for the publishing process associated with their publication Dress, Appearance, and Diversity in U.S. Society.
For this process, Iowa State University Digital Press published an open textbook in collaboration with the Center for Excellence in Learning & Teaching (CELT) and Dr. Kelly L. Reddy-Best, the lead author and course instructor. This process transformed existing course modules in a learning management system to an interactive open textbook closely aligned with learning objectives that, ultimately, received a Quality Matters (QM) Certification. To learn more, read their Award announcement blog post.
Applications were evaluated by the LPC Publishing Practice Awards Committee in a competitive selection process. To learn more about the Awards, please visit the Awards website. Congratulations once again to the winner of the 2023 LPC Publishing Practice Awards!
Applications being accepted for the Curriculum Editorial Board and for the Editor-in-Chief position
LPC’s first research residency is filled by Jeremy Ottley
Angel Peterson is the recipient of the 2022 LPC Award for Exemplary Service
New Board members announced
Blog Post Spotlights
Intersections: Incorporating Trans and Gender Diverse Inclusion into Library Publishing
The Benefits of Strategic Affiliation with the Library Publishing Coalition: Insights from the Library Publishing Group of the Library Association of Ireland
Transitions: Workflows and Deadlines: Making the Transition from Corporate to Academic Library Publishing
The Library Publishing Coalition is pleased to announce the publication of the 2023 Library Publishing Directory! This year’s print, PDF, and EPUB versions of the Library Publishing Directory highlight the publishing activities of 159 library publishers across the globe..
Abbey Elder, the Open Access & Scholarly Communication Librarian at Iowa State University, worked with Dr. Reddy-Best to prepare her revised modules for import into the Digital Press’ open textbook publishing software, Pressbooks. This included training the author on how to organize content for import and highlighting the unique features of Pressbooks as a platform. 
The Publishing Practice Awards are designed to recognize and raise awareness of effective and sustainable library publishing practices. They highlight library publishing programs that exemplify concepts advanced in LPC’s