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Library Publishing Forum Friends 2026 Program

This year’s Library Publishing Forum is an in-person gathering, but we heard loud and clear at last year’s virtual conference that options for remote engagement are increasingly important. We will be back in a virtual format next year, but we have come up with a fun, lightweight way for folks who can’t travel to engage with this year’s Forum: the Forum Friends program!

Each day of the conference, Forum Friends can anticipate:

  • Over two hours of live streamed plenaries and watch parties for pre-recorded presentations
  • A virtual afternoon tea (or happy hour, depending on your time zone), hosted by LPC Senior Community Facilitator Melanie Schlosser
  • More conversation on Discord, where we will be discussing all things library publishing, connecting with conference sponsors, and sharing our favorite pet anecdotes.

 


Join Us on YouTube, Zoom, and Discord!

Forum Friends can participate in the conference by watching the livestreamed content and simulcast pre-recorded sessions on the Library Publishing Coalition’s YouTube Channel: https://www.youtube.com/@librarypublishingcoalition8569

Live streamed content includes Opening Remarks, Keynote, and Plenary panel.

The Watch Parties are not live streamed, but those pre-recorded sessions will be available via playlist on the LPC’s YouTube channel once the conference starts.

Zoom Meet-ups will be hosted each afternoon by LPC’s Community Facilitator Melanie Schlosser and the Remote Engagement Task Force!

LPForum 2026 Discord LPC’s Discord server brings together those attending in person with those of us engaging remotely for lively, asynchronous chats. If you’re new to Discord, you’ll find helpful tips in your list of channels, under #welcome-and-rules and #using-discord

 


Detailed Schedule

All times are in Pacific Daylight Time (UTC-7) to align with the in-person LP Forum in Seattle.

Day 1 (June 17, 2026)

 

8:30 a.m. to 8:45 a.m. | Opening Remarks

8:45 a.m. to 9:45 a.m. | Keynote: Heather Joseph, SPARC

10:00 a.m. to 11:00 a.m. | Watch Party #1: Pre-recorded short presentations are available on LPC’s YouTube channel and will play simultaneously at the onsite Forum.

2:00 p.m. to 3:00 p.m. | Virtual Afternoon Beverages: Hosted by Melanie Schlosser and Perry Collins

 

Day 2 (June 18, 2026)

 

8:45 a.m. to 9:45 a.m. | Plenary Panel: Melanie Walsh, University of Washington; Sandy Littletree and Carole Palmer, University of Washington; Tracie Hall, HBCU Library Alliance

10:00 a.m. to 11:00 a.m. | Watch Party #2: Pre-recorded short presentations are available on LPC’s YouTube channel and will play simultaneously at the onsite Forum.

1:30 p.m. to 2:30 p.m. | Virtual Pet Therapy: Bring your pets to the screen so we can enjoy their purrs, yips, barks, grunts, and chirps! Hosted by Melanie Schlosser.

 


Watch Party 2

Day/Time/Room
June 18, 2026 | 9:45 a.m. to 10:45 a.m. | North Ballroom


Title: From Vulnerabilities to Verification: Implementing Multi-Factor Authentication in OJS

Presenters:

  • Brianna Calomino (she/her) Digital Projects Librarian, Scholarly Publishing, University of Calgary
  • Gabriela Mircea (she/her), Digital Projects Librarian, University of Calgary

Description: This short presentation will share how our institution enabled Multi-Factor Authentication (MFA) for Open Journal Systems (OJS) to improve the security of editorial and administrative accounts. After a joint review with central IT, we addressed common vulnerabilities, outdated accounts, shared logins, and weak password practices through a careful cleanup and role reassignment to protect the integrity of our hosted journals.

With an upgrade, staged testing, and steady collaboration across departments, we introduced MFA through the PKP OpenID Connect plugin and supported users through a smooth transition. The result is a more secure publishing environment with stronger protection for privileged accounts in line with institutional standards and a more dependable editorial publishing process. The talk will share the steps we followed, the problems we encountered, and the lessons that helped guide the process, offering practical direction and valuable guidance for libraries planning similar improvements.


Title: Understanding the Labor Behind Library-Published Scholarly Journals in the United States

Presenters:

  • Karen Bjork (she/her) Head of Digital Libraries and Publishing, Virginia Commonwealth University (VCU)
  • Annie Johnson (she/her) Associate University Librarian for Research, Teaching, and Technology, University of Delaware Library, Museums and Press
  • Johanna Meetz (she/her), Publishing & Repository Services Librarian, The Ohio State University

Description: University libraries in the United States play a critical and growing role in supporting open access (OA) scholarly journals, yet the labor required to sustain these publications—who performs it, how much time it demands, and how it is compensated—remains underexamined.

Recent research by Lange & Severson examined labor in Canadian open access journals, providing valuable insights into editorial structures and compensation models in that national context. However, their study did not include journals hosted or published by U.S. university libraries. To expand this conversation and develop evidence to support local decision-making, the presenters conducted a complementary research study focused specifically on U.S. members of the Library Publishing Coalition. Our study mirrors Lange & Severson’s methodological approach to allow for direct comparison between the two countries.

This presentation will share early findings from the U.S. survey and highlight noteworthy similarities and differences between U.S. and Canadian journal labor structures. By offering concrete data about how editorial labor is distributed and supported, our goal is to equip library publishers with evidence they can use to shape their service models, advocate for staffing and funding, and better understand the sustainability needs of the journals they support.


Title: Books & More: An update from PKP on bibliodiversity and OMP

Presenter: Zoe Wake Hyde (she/her), OMP Coordinator, Public Knowledge Project

Description: This presentation shares an update on the Public Knowledge Project’s research into the needs of open publishing programs oriented towards books and other standalone content. It will summarise the findings of the Open Monograph Press (OMP) Under the Spotlight report, including the technical roadmap for OMP, an evaluation of publication type metadata that is informing efforts to better support more formats in scholarly communication, and highlight partnerships advocating for bibliodiversity across the global publishing ecosystem. Finally, it will outline the path forward for further exploration of the unique needs, technical and otherwise, of institutional publishers seeking to support long form content.


Title: Making the Invisible Visible: Using Open Data to Surface Diamond Journals in Canada

Presenters:

  • Jeanette Hatherill, she/her, Senior Coordinator, Coalition Publica
  • Simon van Bellen, Érudit

Description: This presentation will introduce participants to an open, community-maintained dataset that inventories active and historical Canadian scholarly journals, compiled and stewarded by the Érudit research team as part of Coalition Publica. The dataset documents various characteristics of over a thousand Canadian peer-reviewed journals, including ownership, access models, language, and indexing status among others, and offers rich insight into a national publishing ecosystem. Designed as an open resource, the dataset is continuously improved through community contributions, ensuring it remains accurate, current, and responsive to evolving library and publishing needs.

The presentation will briefly outline key characteristics of the journals represented in the dataset and discuss how libraries are already incorporating this open data into local tools to surface diamond open access journals alongside APC-based titles in read-and-publish agreements. By positioning non-commercial journals within the same decision-making and discovery contexts as commercial titles, this information helps libraries present a more values-aligned and complete picture of publishing options available to their research communities.
The presentation concludes by reflecting on lessons learned from community engagement, opportunities for further collaboration, and the broader implications for library publishing in Canada and beyond.


Title: Leveraging consortial infrastructure to sustain open publishing: The STORK case study at the University of Ottawa
Presenters:

  • Leigh-Ann Butler (elle | she/her), University of Ottawa
  • Bart Kawula, Web and Discovery Services Librarian, Scholars Portal

Description: In 2025, the University of Ottawa Library was approached by an affiliated professor whose academic society, the Society for Transparency, Openness, and Replication in Kinesiology (STORK), was about to lose funding for hosting its publishing activities on Open Monograph Press (OMP), Open Journal Systems (OMP), and Open Preprint Systems (OPS). Initially, the professor asked if the library could provide financial support. However, since the library already hosted journals on OJS, it made more sense to migrate over the journal. The problem, though, was that at the time, the uOttawa Library did not operate instances of OMP or OPS, and with a constrained budget, setting up new platforms with additional costs seemed uncertain.

To the rescue comes the consortia model! Leveraging the library’s membership with Scholars Portal and its shared infrastructure approach, the library was able to implement new instances of OMP and OPS at no additional cost and begin migrating STORK’s publishing activities.

Sounds simple, right? In reality, it was doable but not seamless. We encountered technical hurdles, it required additional staff time to sort out and develop new internal workflows as well as devote time to training, and we learned valuable lessons along the way. In this session, we will provide an overview of the project, share lessons learned, and discuss the partnership between the library and the consortium, including the roles we each played.

For this project, the shared infrastructure model proved essential to sustaining STORK’s three open publishing activities using the Public Knowledge Project’s software and highlights how consortia models can support sustainability for openness, with benefits like reducing costs, distributing workload across the teams, minimizing technical burden, and enabling knowledge sharing across teams.


Watch Party 1

Day/Time/Room
June 17, 2026 | 10:00 a.m. to 11:00 a.m. | North Ballroom


Title: The ZTC Buzz: Sharing our Zero Textbook Cost Campus Tour

Presenter: Michelle Brailey, University of Alberta Library

Description: Through spring and Summer 2025 our library publishing team embarked on a zero textbook cost (ZTC) campus tour. With the goal of talking to every department on campus, we engaged with librarians, the students’ union, and we delivered 28 presentations across campus about our ZTC program and supporting library services! This presentation would highlight the process of coordinating this outreach on a large campus, share the faulty perspectives we encountered and reflect on our experience for others interest in engaging their campus around ZTC.


Title: Publishing OER that Further Student Belonging: Insights and Questions

Presenters:

  • Sarah Hare, she/ her, Open Educational Resources Librarian, UC Santa Cruz
  • Alexandra Marcaccio, she/they, AtlanticOER Lead, Council of Atlantic Academic Libraries (CAAL-CBPA)

Description: Student belonging continues to be an important professional development topic for instructors because of its connection to increased retention. At the same time, because Open Educational Resources (OER) can be edited, they have been touted as a potential solution for furthering Equity, Diversity, and Inclusion in the classroom. But which edits to OER would be most impactful for actually furthering students’ sense of belonging? And what role do library publishers play in encouraging faculty authors to implement these best practices?

This session will present results from a qualitative research study that asked fourteen UC Santa Cruz undergraduate students to reflect on existing OER in order to better understand what impedes their sense of belonging. The study’s more exploratory and open-ended approach, which invited students to reflect on OER as they currently are with minimal prompting, was intended to identify barriers that may not have previously surfaced when assessing modified OER. The webinar will highlight key questions faculty authors should ask themselves about course reading language, organization, and purpose in order to edit OER with student belonging in mind.

The presentation will conclude with a reflection about library publishers might operationalize best practices such as the ones found in our study. In University Presses, developmental editors often take on this role, prompting authors to follow style guides, refine the organization of their arguments, and advocate for potential readers’ needs. But in library publishing, where roles are less well-defined and faculty may be more reticent to follow such guidelines, how might we ensure that the OER that are created as part of our programs are most effective for learners? Whose responsibility is this and how do we keep learners at the forefront of our publishing process?


Title: From classroom to publication: Supporting course books through library publishing

Presenters:

  • Ioana Liuta, Digital Publishing Librarian, Simon Fraser University
  • Jennifer Zerkee, Copyright Specialist, Simon Fraser University

Description: Open course publications offer students meaningful, real-world experience with the scholarly publishing process, positioning them as knowledge creators rather than passive consumers. As an example of open pedagogy in action, course books created as part of credit-bearing courses allow students to engage directly with research, authorship, editorial workflows, and publication practices. Supporting these projects has become one of the most impactful contributions of library digital publishing programs, advancing student engagement and learning while reinforcing the value of open access and publicly engaged scholarship. This session presents a case study of supporting in-class course book publishing through a sustained collaboration between the library and an instructor. It describes how academic librarians work with instructors to plan and support a course publication from the classroom to final publication. This includes scoping the assignment, aligning pedagogical goals with publishing workflows, delivering in-class instruction on scholarly publishing concepts, and providing ongoing consultation and production support throughout the term. We examine course books as a form of library publishing practice and reflect on the benefits and challenges of embedding publishing into the curriculum. This presentation highlights how in-class publishing projects enable collaboration, knowledge sharing, and student engagement, while also requiring coordination, communication, and labour planning. By situating course books within the broader library publishing ecosystem, this session offers insight into how libraries can support meaningful, curriculum-integrated publishing projects that extend student work beyond the classroom and into the scholarly record.


Title: Scholarly Publishing Partnerships Through Book Proposal Development

Presenter: Agnes Gambill, Head of Scholarly Communications, Appalachian State University

Description: Crafting a compelling book proposal is both an art and a strategic exercise that sits at the intersection of scholarly rigor, craft, and market awareness.  Faculty authors from R2 institutions struggle with navigating a complex and competitive scholarly publishing landscape, and many need assistance developing a book proposal, which has become a genre of its own.  Library publishers and university presses now find a shared purpose in helping faculty scholars articulate their ideas, find relevant presses, work with editors, and get published.  This presentation explores how university presses and library publishers can collaborate through the book proposal development process to help aspiring faculty authors develop book proposals that catch the attention of editors and lead to book deals.  Using a case study from Appalachian State University, this presentation will describe how library publishers and university presses can partner to support faculty during the book proposal development stage, using collaborative models, such as workshops and consultations, to help faculty craft stronger book proposals. This presentation will also examine how library publishers can identify and build sustainable cross-campus partnerships that improve the overall faculty author experience and strengthen publishing pipelines that support both open and traditional models of dissemination. Finally, this presentation will examine the core components of an effective proposal and highlight how library publishers are uniquely positioned to facilitate relationships between university presses and faculty authors.


Title:Greetings and an Update from IFLA’s Library Publishing Section

Presenter: Ann Okerson, IFLA Library Publishing Section; and IFLA North America Regional Committee

 


Individual IP3

Day/Time/Room
June 18, 2026 | 2:30 p.m. to 3:30 p.m. | HUB 214


Title: Testing Community-Owned Infrastructure: Lessons from the Open Education Network’s Ketty Pilot

Presenters:

  • Karen Lauritsen, Senior Director, Publishing, Open Education Network, Open Education Network, University of Minnesota
  • Bailey Lake, she/her, Open Strategies Librarian, Eastern Kentucky University Libraries

Description: In 2023 the Open Education Network launched a two-year pilot program with Ketty, a web-based book production platform and open source project built by the Coko Foundation. (Ketty was first known as Editoria and also Ketida.) The OEN invited a self-selected group of community members to experiment with Ketty and the Open Textbook Planner, an embedded tool, to write and publish open textbooks. Our goals were to test the tools, gather feedback, inform future development, and consider if Ketty could become the foundation of community-owned infrastructure. We also wanted to strengthen and diversify our OER publishing community and publish new open textbooks. Well, it’s two years later and we’ve learned (and published!) some things. We’ll discuss Accessible Appalachia, published by Eastern Kentucky University, and highlight the behind-the-scenes process that brought that project to life. Join this session to learn more about the pilot’s structure, members, feedback, accomplishments, and challenges. We’ll talk about both internal and external influences on the pilot’s progress, how the tool continues to change, and how we’re working to move forward in an uncertain environment.


Title: Staffing Survey Task Force Results & Report

Presenters:

  • Miranda Phair, Publishing & Open Scholarship Librarian, Towson University
  • Melissa Chim, Excelsior University
  • Michelle Brailey, University of Alberta
  • Lauren Collister, Invest in Open Infrastructure
  • Heather Hankins, Kennesaw State University
  • Alyssa Huffman, Wayne State University
  • Bailey Lake, Eastern Kentucky University
  • Barbara Loomis, Cleveland State University
  • Donna O’Malley, University of Vermont
  • Anita Walz, Virginia Tech

Description: The most recent LPC Directory received responses from 179 publishers across 18 countries, which has increased from 116 library publishers when the Directory was first launched. Each publishing program is unique in its operation with different staffing models, size, level of output, and publication goals. This suggests that library based publishing is growing as a field and warrants further investigation into its labor practices. In an effort to gain a deeper understanding of how library publishing work operates, the LPC established the Staffing Survey Task Force in 2024. The goal of this initiative is to identify effective practices, common challenges, and opportunities for improvement within our community of library publishers. The survey we created was open from June-July 2025 and explores how library publishers quantify their staffing, utilize volunteer labor, compensate publishing work, and incorporate publishing tasks with other job responsibilities. The survey was distributed to LPC members and in other relevant library publishing spaces. After the completion of the survey and analysis of results, we present our report to the LPC community.


Title: OPEN FL Publishing Program: An OER Win

Presenters:

  • Rebel Cummings-Sauls, Director, Digital Services + OER, Florida Virtual Campus (FLVC)
  • Elisabeth Ball, Program Manager, Digital Services + OER, FLVC

Description: In 2024, Florida Virtual Campus (FLVC) launched the OPEN FL Publishing Program for its 40 member institutions with the primary purpose of facilitating OER adoption, adaption, and authoring in Florida public higher education. As a state-funded consortium, FLVC’s OER publishing initiative offers a unique perspective on navigating the legislative landscape, launching a program without grant funding, and acting/reacting promptly, per government requirements and member needs. Importantly, FLVC’s OPEN FL Publishing request needed to be carefully crafted through multiple steps for approval by LBR (legislative budget request) which is not guaranteed. Then, once the request was approved, the consortium had to move quickly with next steps: arranging contracts with vendors, training staff, and advertising to members with no grant funding to support textbook development. After the fast and furious creation of the program, member participation had grown slowly, but steadily. This slow growth in community uptake has proven to be a boon for team and member learning and organic spread of the program’s worth among institutions.

The process of creation and launch of an OER publishing program is best understood in terms of a series of challenges and wins. The speakers will engage in a lively exchange, presenting obstacles encountered in the launch phase of the project, followed by solutions which represent a win for OER publishing and, ultimately, students. The dramatization of decision points in this session will entertain, inform, and inspire attendees.


Individual IP5

Day/Time/Room
June 18, 2026 | 1:00 p.m. to 2:00 p.m. | HUB 214


Title: From Archives to Wikipedia in the Classroom: A CUNY Library Partnership Case Study

Presenters:

  • Jojo Karlin (she/her), Scholarly Communications Manager, City University of New York (CUNY)
  • Krystyna Michael, Assistant Professor, CUNY Hostos Community College and the CUNY Graduate Center

Description: This presentation offers as a case study a Wikipedia archive assignment that connects classrooms across levels and institutions at CUNY. This project asks graduate students to collaborate with community college students in a hands-on application of key concepts in digital pedagogy and open publishing that also brings visibility to CUNY archival materials.

We will give an overview of our assignment and suggest ways others can replicate it to organize initiatives that publish archival materials at their own institutions. We piloted this assignment in Fall 2025, connecting the MA seminar we co-taught at the CUNY Graduate Center, “Introduction to Digital Humanities,” and a first-year developmental writing course taught by Dr. Michael at CUNY Hostos Community College. Our graduate students were introduced to archival work through a guest lecture by CUNY Digital Archivist Bridget Day on “Cultivating Archives & Institutional Memory,” a three-year Mellon-funded project that aims to digitize and coordinate the archives held at CUNY’s 25 campuses. We then partnered with a new library publishing initiative, the CUNY Craig Newmark Wikimedian-in-Residence, Richard Knipel, who introduced students to Wikipedia editing. These conversations came together in our week on DH pedagogy, where students got into groups to prepare small Wikipedia assignments that undergraduates would complete in a single session.

At the same time, Dr. Michael’s undergraduates were completing a unit on the 1970’s “Save Hostos Movement” that included exploration of the campus archives. At the end of this unit, Knipel and representatives from our graduate class introduced students to Wikipedia editing and the assignments they had prepared. These assignments asked the undergraduates to cite primary and secondary sources in adding a section on the “Save Hostos Movement” to the Hostos Wikipedia page. This assignment brought together library special collections and digital publishing in ways that connect the dots between local knowledge and public scholarship.


Title: Accessibility Success through CPACC Certification: A Penn State Case Study

Presenters:

  • Angel Peterson, she/her, Production Specialist and Accessibility Coordinator, Penn State University Libraries
  • Jules Luck, they/them, Accessibility and Production Specialist, Penn State University Libraries

Description: The International Association of Accessibility Professionals (IAAP) has professional certifications on disability and accessibility core competencies, web accessibility, and document accessibility. The certification is based on 3 domains:

Disabilities, Challenges, and Assistive Technologies

Accessibility and Universal Design

Standards, Laws, and Management Strategies

This presentation from the Penn State University Libraries Open Publishing program will focus on how two members studied, took, and passed the IAAP Certified Professional in Accessibility Core Competencies (CPACC) exam. The presentation will cover the content of the certification, the importance of certifications, the process of becoming certified, the study tips that proved useful, and how to apply lessons learned to your publishing program.


Individual IP1

Day/Time/Room
June 18, 2026 | 1:00 p.m. to 2:00 p.m. | HUB 250


Title: ‘Infrastructuring’ inclusive open access: the case of DOAJ journal indexing criteria

Presenter: Ivonne Lujano, Commuity Manager, She/her, Directory of Open Access Journals

Description: As a global infrastructure for knowledge dissemination based on good publishing practices, the Directory of Open Access Journals (DOAJ) must navigate a difficult tension: maintaining rigorous global standards without reinforcing colonial power imbalances. This presentation interrogates the politics of classification (Bowker & Star, 2000) within open knowledge infrastructures, focusing on how standardized criteria can inadvertently create barriers for journals in Low- and Middle-Income Countries (LMICs), leading to epistemic injustice (Fricker, 2007). I’ll present the DOAJ indexing criteria as a case of the complex process of ‘infrastructuring’ inclusive open access. DOAJ is not a static technical platform but a living infrastructure co-constructed and maintained by a diverse global community. As such, DOAJ is in a constant state of change: journals are added immediately upon acceptance and removed regularly when they no longer meet the required standards. Beyond formal review, DOAJ also listens to its user community, responding to concerns by investigating journals or publishers flagged through public discourse or internal monitoring. In this way, DOAJ functions not only as an index but as a responsive system shaped by the practices and trust of its global community. The history of DOAJ criteria demonstrates that defining and promoting best practices in OA is not a one-time design challenge, but a continuous, reflexive process.


Title: We Are the Stories we Tell Ourselves: Articulating Impact and Value When Downloads Mean Nothing

Presenter: Dylan Mohr (he/him), Open Scholarship Librarian, Syracuse University

Description: Traditional metrics are meaningless in the age of AI. This is the hardest story to tell both researchers and administrations without devaluing the work of the IR and open scholarship in general. The temptation is to play whack-a-mole with scraper traffic, implementing technical barriers to distinguish “legitimate” from “illegitimate” access. But this approach both fails technically and misses the deeper problem: download metrics were never adequate measures of repository value, and AI scraping simply makes that inadequacy impossible to ignore. We should stop telling that story.

This presentation argues that we need an entirely new set of stories to tell about what repositories (and by extension OA) do. Rather than trying to galvanize compromised metrics, I will propose frameworks for thought around how to talk about IR value that don’t depend on circulation, downloads, and outmoded ideas of engagement. In what is meant to be a participatory discussion, I ask: What stories can we tell about our value and the value of our material if we throw metrics to the wind? How can we reposition the work of digital publishing and also reposition the IR as a pedagogical tool to leverage in AI literacy discussions on campus?

Drawing on experiences at Syracuse University, this presentation provides space for collective brainstorming as well as concrete strategies for shifting administrative and faculty conversations away from the download metric entirely—not by fixing it, but by telling better stories about what repositories actually do for institutions and scholarly communities.


Title: Analyzing Disparities and Trends in Article Processing Charges Publishing: A Case Study of the University of Houston

Presenter: Xiao Zeng (she/her) Open Publishing Librarian, University of Houston

Description: Open access (OA) publishing is growing rapidly. Article processing charges (APCs) now significantly impact scholarly equity and institutional budgets. The University of Houston (UH) is a research-intensive public university with diverse disciplines. As UH is expanding its research output and engaging more in open access publishing, analyzing APC expenditures helps the UH Libraries enhance the current open publishing services and institutional agreements with publishers. This study combines OpenAlex metadata with records from UH’s Open Access and APC support program. This study analyzes publishing behavior from 2021 to 2025.

This study classifies publications using OpenAlex primary fields as top-level concepts. An author fractional contribution method assesses cost burdens across collaborative outputs more accurately. The analysis examines temporal and disciplinary APC patterns: annual expenditure, median and average costs, and publication volumes. Building on this foundation, the study investigates three critical dimensions: 1) Comparisons between UH’s APC publishing trends and broader North American institutional patterns; 2) Disciplinary variations in APCs and their evolution over the five-year period; 3) The extent of APC concentration at the publisher and journal levels.

The findings will provide UH Libraries with evidence-based insights for developing OA support programs that are tailored to the needs of different disciplines. This approach aims to mitigate inequitable cost burdens, evaluate APC agreements and encourage sustainable access to scholarly publishing at the University of Houston.


Individual IP6

Day/Time/Room
June 18, 2026 | 11:00 a.m. to 12:00 p.m. | HUB 214


Title: From Research to Publication: Building an Integrated Pipeline for Undergraduate Scholarly Communication Through Journal Publishing and Pedagogy

Presenters:

  • Reya Saliba, Instruction & Outreach Librarian, Carnegie Mellon University in Qatar
  • Kira Dreher, Associate Dean, Community Excellence / Associate Teaching Professor, English, Carnegie Mellon University in Qatar
  • Jeffrey Squires, Associate Teaching Professor, English, Carnegie Mellon University in Qatar

Description: This session presents an innovative model that bridges undergraduate research mentorship with formal scholarly publishing training through the strategic convergence of two complementary initiatives: an in-house undergraduate scholarly journal and a credit-bearing summer course on the publication journey.

Our undergraduate journal was established to provide students with authentic experience in scholarly communication, from manuscript development with faculty mentors through peer review and publication. Recognizing the need for more structured pedagogical support around this process, we developed a companion summer course that demystifies the research-to-publication pipeline. Co-taught by an instruction and outreach librarian and a writing faculty who happen to be our Associate Dean for Community Excellence, the course guides students through identifying research questions, understanding disciplinary conventions, navigating peer review, and engaging with publishing ethics, skills traditionally learned implicitly during graduate education.

The convergence of these initiatives creates a comprehensive ecosystem for undergraduate scholarly development. Students in the course produce work suitable for journal submission, while journal contributors benefit from course resources and workshops. This integration aims to yield measurable outcomes: increase submission quality, higher acceptance rates, reduce revision cycles, and greater student confidence in scholarly communication.

Operating at an American branch campus in Qatar with over 70 nationalities represented, our program inherently incorporates diverse epistemological frameworks and research traditions. Students bring varied perspectives on citation practices, authorship conventions, and knowledge dissemination, enriching peer review discussions and editorial decisions.

This session will share our implementation timeline, budget considerations, metrics for success, and lessons learned. Attendees will receive practical resources including course syllabi, journal submission guidelines adapted for undergraduate writers, peer reviewer training materials, and assessment rubrics. We will discuss how this scalable model can be adapted across institutional contexts while maintaining responsiveness to local student populations and disciplinary needs.


Title: Collaborating to Build an Undergraduate Publishing Certificate: Library-English Partnerships Centering Student Experience and Workforce Readiness

Presenters:

  • Kathy Essmiller, Ph.D. Associate Professor. OSU Libraries, Coordinator | OpenOKState, Oklahoma State University
  • Aimee Parkison, Professor, OSU English Department
  • Veronica Cabellero, Student, OSU

Description: This presentation will explore how sustained collaboration between a university academic library publishing program and department of English grew from faculty creation and development of open educational resources (OER) for classroom use into a workforce-aligned undergraduate certificate in publishing and editing available for students campus-wide. With the English department’s commitment to open practices, partnerships developed to support OER creation and publication expanded to include the library publishing program’s support of an existing undergraduate literary journal previously published as a website. Shifting the journal publication process to workflows developed as part of the library publishing program gave students the opportunity to explore discoverability, permanent identifiers, and become familiar with terms and roles used in commercial publishing ventures. The library publishing program coordinator and the advisor for the journal’s undergraduate editing team realized that not only were the students producing scholarly and creative work, they were also gaining structured, hands-on experience with the editorial, production and ethical aspects of publishing.

Recognizing this opportunity, the library and English department designed a certificate that would help make this experiential learning visible, coherent, and meaningful beyond their time on campus. The undergraduate certificate in publishing and editing is implemented by both the English department and library faculty, and introduces students to editorial workflows, copyright and licensing, peer review, accessibility, and discoverability strategies.

The collaborators used labor market reports to ground the certificate proposal in language used by workforce partners describing the skills they are seeking in potential employees. These reports helped highlight how publishing related competencies such as written and verbal communication, project management, problem-solving, and digital fluency align with skills currently emphasized by workforce and career readiness initiatives. Using the vocabulary of workforce development has helped position the certificate as both academically rigorous and strategically responsive to needs communicated by university and state leadership.


Title: Teaching Publishing Literacy to New Authors: Benefits of OER as a Course-Agnostic, Point-of-Need Tool

Presenters:

  • Martha Stuit, she/her, Scholarly Communication Librarian, University of California, Santa Cruz
  • Sarah Hare, she/her, Open Educational Resources Librarian, University of California, Santa Cruz

Description: In 2022-23, librarians at the University of California, Santa Cruz (UCSC) conducted a mixed methods research study to understand graduate students’ publishing needs. We learned that publishing is often unevenly taught to graduate students who expressed a need for more comprehensive publishing guidance. In addition to learning that students miss opportunities when they are unfamiliar with publishing, interview and survey data demonstrated that students publish at different times and need just-in-time, asynchronous resources to learn about publishing as they navigate the process.

Consequently, the Scholarly Communication Librarian shifted from teaching synchronous workshops to creating accessible, discipline-agnostic resources from which graduate students may learn about publishing whenever needed. In Fall 2024, she launched UCSC’s Publishing Tip Series–a weekly e-mail series shared alongside identical podcast episodes–succesfully reaching 80 graduate students and other participants. The second season in Fall 2025 reached 116 participants.

This session focuses on the next step: creating an open educational resource (OER) to offer a centralized tool for graduate students to learn about publishing. Simultaneously, UCSC’s OER Librarian has been investigating infrastructure for OER and researching how OER may further student belonging. This Publishing OER, which is in early development, brings an important opportunity to collaborate around OER platforms and creation.

Our session describes the goals for the Publishing OER, which include centering student experiences and demystifying the hidden curriculum of publishing, and the value of our collaboration, including takeaways for collaboration with faculty on OER. The session is useful for participants who have ideas for what new authors need to learn and want to make their publishing literacy outreach more widely accessible. We also present one model for Scholarly Communication and OER librarians partnering to achieve shared but distinct goals. Participants will have a chance to engage with and contribute to the Publishing OER.


Individual IP4

Day/Time/Room
June 18, 2026 | 1:00 p.m. to 2:00 p.m. | North Ballroom


Title: Media-Neutral Publishing Enabled by the OS-APS Single-Source Workflow

Presenter: Dominik Baumgartner, Managing Director of FAU University Press, University Library at FAU Erlangen-Nürnberg

Description: For the presentation of publications—whether monographs or journal articles—there is a need for documents that look contemporary and are offered in various formats. For university presses in particular, it is crucial that these formats can be produced easily and cost-effectively. At the same time, standards must be met and legal requirements such as accessibility must be taken into account. Most of the time, however, authors submit their source texts in Word. So how can we, given these requirements, end up with attractive PDFs and usable HTML documents?

OS-APS is an open-source software for producing Diamond Open Access publications, which is already being expanded through various project grants. Its goal is to map complex publishing workflows within a single-source environment. Input formats can include Word documents or LibreOffice documents, and to a limited extent also TeX formats. Output formats include PDF, EPUB, HTML, and common XML formats. Document editing takes place in an online editor with functionalities adapted to the needs of publishers. Among the software’s special features are an accessible online viewer for HTML and JATS/BITS, freely configurable templates for journals and monographs, and alternative text support for graphics.

This contribution discusses, from the perspective of FAU University Press, the developments achieved in the BMBF-funded projects and outlines the need for such software. In addition, the use of the OS-APS software in combination with Open Journal Systems (OJS) is explained.


Title: Building Scalable Library Publishing Through Shared Infrastructure: Updates on Meru and the Next Generation Library Publishing Project

Presenters:

  • Sarah Lippincott, she/her, Product Owner, Next Generation Library Publishing
  • Zach Davis, he/him, Founder and CEO, Cast Iron Coding

Description: Consortial and collective library publishing models provide a critical opportunity for libraries facing growing challenges, including funding cuts, the effect of AI on many aspects of the publishing process, new accessibility regulations, and the need to demonstrate value and impact. By working together, libraries can share infrastructure, expertise, and operational costs, making it possible to sustain publishing programs that would be difficult or impossible to run alone. Collective approaches also improve resilience, reduce duplication of effort, and amplify the visibility of library-published scholarship, especially critical in a political climate where diverse perspectives are being marginalized.

To achieve the benefits of consortial publishing, shared infrastructure is essential. This session will provide updates on Meru, a unified display layer for library published content, specifically in the context of the consortial or collective publishing use case.

Between 2024 and 2025, the Next Generation Library Publishing team and Cast Iron Coding completed a major new phase of Meru development, funded by IMLS, UNC Press, and the Big Ten Academic Alliance, with a strong focus on scalability, interoperability, and usability for library publishers. A new management system now allows Meru sites to be created, updated, and scaled much more easily, reducing technical overhead for hosting and long-term maintenance. Meru’s presentation layer was redesigned so that journals, books, and collections can be displayed using flexible layouts defined by configuration rather than custom code. This makes it far simpler to introduce new publication types or adjust how content appears. Additional improvements to search, performance, and editorial administration further enhance Meru as a sustainable, library-centered publishing platform.

Participants will learn about how these new features and Meru’s flexible architecture provide a basis for building robust collective publishing programs, and how they can get involved.


Title: Platform Postmortem: Learning from Ten Years of Publishing Digital Scholarship with an Out-of-the-Box Tool

Presenter: Daniel G. Tracy, Head, Scholarly Communication and Publishing, University of Illinois Urbana-Champaign

Description: In this presentation, I will review lessons learned about taking a publishing approach to digital scholarship after 10 years with a particularly popular platform and how we plan to move forward. I will also revisit tiered service models for library technology from the LIS literature based on our experiences and emerging trends in the field. For the past decade, as a result of perceived need and based on research on digital publishing needs in the humanities, our library publishing service has used Scalar as one of a small number of platforms we support. Chosen due to its support for multimodal writing, it has been our most popular long-form platform for research publications, including particularly for our Black Studies series, but it has posed challenges due to its aging tech stack and a gap with accessibility expectations that will soon have additional legal force. In spring of 2025, the centrally hosted version of Scalar suffered significant technical challenges, blocking all use for several months. While our local instance was not affected, we paused acceptance of new proposals using Scalar and gave a deadline to existing works in progress for final publication, moving towards an exclusively maintenance and preservation mode for our instance. Our experiences with Scalar raise considerations for successful digital scholarship web publications and related services, and this presentation will explore successes, pain points, and opportunities for moving forward after sunsetting a platform.

 


Individual IP2

Day/Time/Room
June 17, 2026 | 11:15 a.m. to 12:15 p.m. | North Ballroom


Title: Do As I Say, Not As I Do: How Scholarly Publishers’ Disclose Their Use of Artificial Intelligence

Presenter: Teresa Schultz, she/her/hers, Scholarly Communications & Social Sciences Librarian, University of Nevada, Reno

Description: Since generative artificial intelligence (AI) models hit the big time in 2023, many involved in scholarly communications have pushed for rules and policies around how authors and peer reviewers may or may not use these tools in their work and how they should disclose such use if they do, with many publishers enacting such policies. However, little attention has been paid to whether and how scholarly publishers disclose their own use of AI. This can include using AI in their publishing workflows, such as copy editing and image creation, but extends beyond as well. News items have reported on multi-million dollar deals publishers have made with tech companies to license their content to train AI tools or how scholarly publishers are creating their own AI tools based on their corpus of content.

This presentation seeks to bring more attention to this issue by sharing the results of a content analysis of the largest scholarly publishers’ websites as well as the websites of their top journals. The analysis looked for publicly available language provided by the publishers about how they use AI and then analyzed the content through a lens of performative disclosure vs. meaningful disclosure. The presentation will also discuss how this issue affects library publishing programs and best practices that libraries should consider when deciding whether they need their own disclosure policies or how they should advise their editors and other participants. Even those who are not actively using AI are still part of the scholarly communications ecosystem, which means they are likely affected indirectly by AI.


Title: Establishing an Advisory Board: Process, Practice, and Lessons Learned

Presenters:

  • Corinne Guimont (she/her), Director, Virginia Tech Publishing & Press, Virginia Tech
  • Patrick Tomlin (he/him), Associate Dean, Academic and Creative Engagement, Virginia Tech

Description: Although editorial processes vary among library publishers and university presses, advisory boards are often a common means of providing guidance for publishing programs and publication review at various stages. In 2024, Virginia Tech Publishing & Press (VTP&P) sought to create an advisory board to support strategic planning, review publication proposals, and represent the university and scholarly community at large. In this presentation, we will share our process for establishing our advisory board, from creating a charge for the group, identifying members, building rapport and communication among the group, and creating a workflow for reviewing incoming proposals. We will cover the various ways publishers and presses can work with an advisory board and what role they may play in the publishing process. We will also share some of the challenges and opportunities this process provided and continues to provide, such as the ongoing challenge to determine how much we share with the board and what level of decision making power they have, as well as the opportunity to use the board as a sounding board for new ideas and potential areas of growth. The presentation will cover how we have built in reflection points to learn what is working and what is not and how we have used that feedback to implement change over time and improve the process for both our board members and our program.


Title: Building a Publishing Program with AI Assistance: A Case Study from Access Services in Libraries, Inc.

Presenter: Karen Glover, Associate Dean for Research and Scholarly Access, Georgia Institute of Technology Library

Description: Access Services in Libraries, Inc. (ASIL), a small, volunteer-run nonprofit best known for the Access Services Conference, has long supported practitioner scholarship but lacked a formal publishing venue. In 2025, ASIL began developing a publishing arm, including a new open-access journal and structured conference proceedings. This case study shares how the organization uses AI tools to accelerate planning, documentation, and workflow design while maintaining strong human oversight.

The session will outline how AI supported early-stage work such as shaping the journal’s scope, drafting policies and reviewer guidelines, developing metadata and workflow structures, and generating a multi-phase implementation roadmap. It will also discuss the organizational considerations necessary for sustainability, including governance models, staffing, and technical infrastructure.


HANDS ON: Bring Levity by Leveraging Zines and Hands-on Publishing

Day/Time/Room
June 18, 2026 | 3:45 p.m. to 4:45 p.m. | HUB 214


Title: Bring Levity by Leveraging Zines and Hands-on Publishing

Presenters:

  • Allison Brown (she/her), Digital Publishing Services Manager, SUNY Geneseo
  • Francis Harte, SUNY Geneseo

Description: In an time of digital exhaustion, zines offer a tactile way to express ideas, foster creativity, and build community. This workshop invites participants to explore zines as versatile tools for teaching, publishing, and personal expression. Drawing on our experience using zines both professionally and personally, presenters will demonstrate how these DIY publications can complement formal publishing programs, enliven classroom activities, and serve as a medium for self-care and reflection.

Participants will participate in brainstorming exercises, create their own mini-zines, and discuss the logistics of zines in the classroom. Along the way, we will share practical strategies for integrating zines into academic and professional contexts—whether to showcase research, encourage student engagement, or cultivate inclusive spaces for dialogue. We will also highlight the role of zines in promoting wellness and levity, offering a creative outlet that balances the demands of scholarly and professional life.

By the end of the workshop, attendees will leave with a completed zine, actionable ideas for incorporating zines into their work, and a renewed appreciation for the power of low-tech publishing to inspire connection and creativity.