Forum Reflections

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July 28, 2020

LPForum20: Publishing Reality: Developing a Publishing Model For Augmented Reality, Virtual Reality, and Their Related Pedagogical Materials

By Nancy Adams

Editor’s note: When we changed the 2020 Library Publishing Forum to a virtual conference format, we gave presenters the option of converting their presentations into blog posts. This is a guest post in that series.

By David Scherer, Hannah Gunderman, Matthew Lincoln, Rikk Mulligan, Emma Slayton, and Scott Weingart (Carnegie Mellon University)

How does one publish something that is intended to be a completely immersive and interactive experience such as those designed for Virtual Reality (VR)? How does one convey the subjective experiences of emulated real-world environments? That is the challenge of defining a publishing service model for documenting the experiences of AR and VR. In 2019 representatives from the Carnegie Mellon University digital Sciences, Humanities, Arts, Research and Publishing group (dSHARP) collaborated with faculty from CMU’s English Department to publish materials related to Shakespeare-VR, https://dh-web.hss.cmu.edu/shakespeare_vr/.

The Shakespeare-VR project uses virtual reality technologies to bring students face-to-face with professional actors performing Shakespearean soliloquies in a replica of Shakespeare’s Blackfriars Playhouse. Beyond Publishing the VR experiences, dSHARP examined the complexity of publishing the accompanying OER-based pedagogical materials produced by Shakespeare-VR. As dSHARP has continued working with colleagues from CMU’s Department of English, a need arose to develop an AR/VR Portal where researchers and scholars designing AR and VR experiences with accompanying pedagogical materials could publish and share their scholarship.

This presentation will discuss the new initiative at CMU to produce and publish materials related to the experiences of AR and VR through using our institutional repository, KiltHub and its connection to the primary web presence of the Shakespeare-VR Project. This presentation will discuss the background and complexities of working with and documenting AR and VR, and how the challenges of working with AR and VR could be addressed at scale. This presentation will also explore how future library publishers can assist in adding context to the publishing of AR and VR materials, and how these could be incorporated into future OER-based pedagogical materials to teach the design, construction, and use of AR and VR.

Watch/access and download the presentation, a PDF of the presentation slides with notes, and a PDF of the presentation slides without notes from the Carnegie Mellon University KiltHub Repository.

July 2, 2020

LPForum20: So you’ve been rejected from MedEdPORTAL: Demystifying Open Access to Medical Educators

By Nancy Adams

By Hannah J. Craven and Rachel J. Hinrichs

Introduction to MedEdPORTAL

Medical educators at our institution are encouraged to publish open educational resources (OERs) in the journal MedEdPORTAL. Published by the Association of American Medical Colleges (AAMC), MedEdPORTAL is a peer-reviewed, open-access journal for medical education scholarship that is now indexed in MEDLINE. These publications contain complete curricula, including objectives, instructor guides, slides, and assessments, ready to be implemented in the classroom. The intended students for the curricula should be training or practicing physicians or dentists, but could also include members of other health professions, as long as there is at least one physician or dentist learner in the classroom. For teaching faculty interested in applying for promotion, MedEdPORTAL can demonstrate the quality of their teaching materials through peer-review, citation counts, and other usage reports.

The Issue

Despite submitting high quality curricula, medical educators receive rejections from the MedEdPORTAL 62% of the time. Reasons for rejection include insufficient educational context and assessment, mismatch of educational objectives and instructional content, and failure to build on existing curricula. Of immediately rejected submissions, 90% also have copyright issues. These copyright issues stem primarily from the use of third-party images. MedEdPORTAL is a member of the Open Access Scholarly Publishers Association (OASPA), and therefore has strict requirements for copyright and licensing images in the education materials. These requirements can be difficult for medical educators to navigate.

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July 1, 2020

LPForum20: Accessibility beyond web standards for improving User Experience

By Nancy Adams

By Israel Cefrin, PKP

Background

Improving the usability of Open Journal Systems (OJS) is a current concern and goal of the Public Knowledge Project (PKP). Since the OJS3 release in 2016, PKP has undergone usability testing to assess current and new features. Likewise, this version was the first to include a better approach to navigate in the Dashboard using the keyboard to manage submissions. For accessibility purposes, the interaction with a website must include keyboard navigation, since it is considered a basic concept of input. Hence, any interface needs to allow users to interact with it using a keyboard only rather than a mouse.

Since this initial effort in 2016, PKP is aware of accessibility issues in OJS that could prevent the use of the software by people with disabilities (PWD). These issues are related either to the dashboard or user interface and the public reader interface which is managed by themes.Currently, OJS themes that PKP shares to the community are responsive. These themes are templates that adapt the look and feel of journals. They can be used with small screens like smartphones or tablets, but are not fully accessible for desktop users.

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June 30, 2020

LPForum20: Leveraging a Library Journal for Grounding and Growing a Library Press Journal Program

By Nancy Adams

By Tracy MacKay-Ratliff, Perry Collins, Chelsea Johnston, and Laurie Taylor

Collaboration as Foundation

Launched in 2018, SOURCE has evolved into a recurring publication and hallmark of the LibraryPress@UF (LP@UF) program. While building upon a familiar model of the in-house magazine, SOURCE increasingly serves as a platform for public scholarship that draws on contributions from the University of Florida Libraries’ employees, students, and partners. Situated within a very large academic research library with almost 300 employees and seven branches across campus, the magazine makes visible the individuals who bring projects to fruition and highlights connective threads across units and collections. SOURCE has featured 27 unique authors in its three published issues.

SOURCE relies on a collaborative editorial model, with a standing committee made up of volunteers from across the Libraries, a representative from Libraries Communications, and the four-person LP@UF team. This team—the authors of this post—act respectively as Editor-in-Chief (Laurie Taylor), Managing Editor & Designer (Tracy MacKay-Ratliff), and Associate Editors (Perry Collins and Chelsea Johnston). The committee meets on at least a quarterly basis and participates in generating and soliciting feature articles, but we have increasingly placed responsibility for final review, copyediting, and proofreading on LP@UF to avoid an onerous process of collation-by-committee.

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June 30, 2020

LPForum20: Peer-to-Peer Blended Learning: A Model for Training Undergraduate Journal Editors

By Nancy Adams

By Calvin Chan, Christopher Chan, Shelby Haber, Portia Rayner, Keanna Wallace, and Nadiya Zuk
University of Alberta, Edmonton, Alberta Canada, @URIUofA

The life of an undergraduate journal is often a tumultuous one – each journal has its fair share of ups and downs. Yearly editor turnover, ineffective training, and poor team cohesion can result in the collapse of undergraduate journals. New editors may not feel prepared to handle journal workflow or make editorial decisions. This can make them less likely to be invested in the journal’s long-term success.

Last year, student editors at Spectrum, an undergraduate interdisciplinary journal at the University of Alberta, designed and organized a new editor training model. Unlike past years, which used a more traditional seminar-style training, the model focused on blended learning and team-building activities to train new editors during a weekend-long workshop. Compared to previous years, this training experience resulted in increased team unity, more communication between new and returning editors, and improved understanding of the editorial workflow.

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June 22, 2020

LPForum20: Institutional Repository Collaboration: Providing Flexibility and Responsiveness with Hyku

By Nancy Adams

By Gretchen Gueguen and Amanda Hurford

Introduction

Partnering consortia, PALNI (the Private Academic Library Network of Indiana) and PALCI (the Pennsylvania Academic Library Consortium) are collaborating on a new initiative to produce an affordable, open-source, collaborative institutional repository (IR) solution based on the Hyku software. By creating a shared platform, the two consortia hope to create a flexible and responsive repository service — one they can manage collaboratively in order to respond to both longstanding and emerging IR needs presented by their constituents.

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June 15, 2020

LPForum20: Leveraging Library Expertise for Student Journal Success

By Nancy Adams

By Stephanie Savage and Gavin Hayes

Download pptx with audio (15.6 MB)
Download pdf with notes

At the University of British Columbia undergraduate research is a growing area of interest both for students and the institution. While UBC is actively supporting increased opportunities for undergraduate research, this interest has yet to extend to student publications. Despite the value of undergraduate journals and the central role they can play in the research process, there is little formalized support available to them and most rely on varying levels of financial and mentoring support from their affiliated departments. This presentation will outline a small grant-funded project to provide services and support for undergraduate student journals on campus as one initiative to engage undergraduates in the research process.

To begin we will summarize the four main objectives that we entered into the project with:

To conduct an environmental scan of the student journal landscape
To manage and grow a community of practice for student journal editorial staff
To provide targeted professional development opportunities for student journal staff
To encourage journals to adopt practices and policies that will enhance sustainability in the face of high turnover rates among journal staff

We will then outline how we operationalized each of these objectives throughout the course of the project. Specifically, we will speak to the identification and outreach strategies we employed when contacting journals and will share the results of the data we collected, including the results of a survey we distributed to student journal editors asking them to share their workflows and potential areas for professional development opportunities. Additionally we will point participants to the resources we have created for the student journals and our plans to facilitate better communication and knowledge sharing among them.

We will also speak to some of the challenges of doing this work, including the difficulty of engaging students, who are often busy and hard to schedule in-person events with, and the impact of high turnover on a sustained outreach campaign.

June 9, 2020

LPForum20: “OK Publisher”: Undergraduate Internships as a Model for Sustainable Publication

By Nancy Adams

By Jonathan Grunert, SUNY Geneseo, @j_grunert

Note: Nicole Callahan, a student editor for Proceedings of GREAT Day, contributed to the proposal and planning for the presentation at LPF 2020. The COVID-19 crisis limited her involvement in writing this short essay.

Proceedings of GREAT Day is an undergraduate research journal that shares research presented at SUNY Geneseo’s annual undergraduate research symposium. GREAT (Geneseo Recognizing Excellence, Achievement, & Talent) Day has been a campus staple since 2006, and the Proceedings began highlighting research from the symposium in 2009.

Producing this journal has, since its founding, been a student-centered endeavor. Student editors have been the primary creators of the journal, as they communicate with authors, suggest article revisions, copyedit texts, and format the journal. Though the faculty supervisor has overseen these operations, students have been central to doing the work of publication.

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May 4, 2020

LPForum20: Make the Open Access Directory Better for All: A Library Publishers Edit-a-thon

By Melanie Schlosser

By Julie Goldman, Sally Gore, Lisa Palmer, and Regina Raboin

This blog post is brought to you by the Editorial Team of the Journal of eScience Librarianship.

About the Journal of eScience Librarianship

The Journal of eScience Librarianship (JeSLIB) is published by the Lamar Soutter Library at the University of Massachusetts Medical School. JeSLIB is an open access, peer-reviewed journal that explores the role of librarians in supporting scientific research through services such as research data management, data literacy, data curation, data sharing, and librarians embedded on research teams.

Launched in 2012 with funding from the National Library of Medicine (NLM), the journal focuses on the development of eScience librarianship as a discipline, while also promoting open access and the transformation in scholarly communication. The journal emerged as an outgrowth of numerous eScience outreach projects and conference meetings that took place in New England among science and health sciences librarians, and continues now as a global effort with Editorial Board members from around the country, and a global readership.

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May 1, 2020

LPForum20: Fellows Forum

By A.J. Boston

By Talea Anderson (Washington State University) and AJ Boston (Murray State University), 2019-21 Library Publishing Coalition Fellows

AJ Boston, Apr. 24: Hi Talea. Thanks for agreeing to transition our Fellows Forum panel for the 2020 Forum into this collaborative blog post. The way I imagine this going is that we write back and forth in a shared Google Doc, prompt each other about the topics we broadly recognize the other had an interest in speaking about at the Forum, and then spiral out organically from there. A caveat to that “organically” being that we can edit and condense as we go along. (I’ll refrain from editing this initial block of text, for the sake of the reader.) Before I hop into some of the questions I have about your experience as an LPC Fellow, is there anything you want to add?

Talea Anderson, Apr. 27: Thanks, AJ—this sounds great. You know, the first thing that comes to mind is how you talked early on in the fellowship about your experience with libraries and library publishing as a parent. I think, in light of COVID-19, that type of reflection might be of particular interest to others in this community. It’s so challenging right now juggling work, kids…mental health….

AJ, Apr. 27-28: Yes! I saw someone on Twitter say they wanted to give 100% to parenting or working, rather than half-assing both. I feel like that. Our five-person household has been homebound almost every day for the past six weeks. Within that span of time, I was originally scheduled to attend the Library Tech Conference, present at the in-person Library Publishing Forum, and coordinate my campus student scholars week.

The last thing I did in-person was coordinate a statewide student poster event at our capitol in March. Virus warning signs were beginning to really register, but public response hadn’t caught up yet. The SXSW cancellation announcement came just the day after we held our event, and that was the first Big Announcement that I can recall. LPC announced the cancellation of the in-person Forum on the following Monday. I felt guilty not canceling our poster event, but I was still bouncing back from a tremendous family loss a couple weeks earlier. In hindsight, I see why my judgment was cloudy.

The campus scholars week event I coordinate was scheduled for April, and by that time students were attending class remotely. I was working from home by then too. In light of the burden that students and teachers were facing with the transition to remote learning, we held a virtual version for those students who genuinely needed the opportunity and we postponed work on our companion student journal. A fraction of the students who would normally have participated did so; I respect each student who opted out. I wasn’t teaching this semester, so I can only imagine what this abrupt shift has been like for them. My closest glimpse to the post-apocalyptic Zoomiverse is my service on the LPC Program Committee.

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