LPC Blog

July 28, 2020

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

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

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 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

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 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

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 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

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 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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