Workshops: Developing a Curriculum to Advance Library-Based Publishing

Register for Pilot Workshops at the 2018 DLF Forum
The Library Publishing Coalition and the Educopia Institute, in collaboration with the Digital Library Federation (DLF), are excited to host a pair of in-person workshops at the 2018 DLF Forum based on the IMLS-funded Developing a Curriculum to Advance Library-Based Publishing project. Both full-day workshops will take place on Sunday, October 14 (the day before the Forum) at the M Resort just outside of Las Vegas, NV. Each workshop is limited to 20 participants, to be selected through a brief application process.

While the workshops are affiliated with and will complement the DLF Forum, please note that you do not have to attend the Forum to participate in the workshops. See below for workshop descriptions, scholarship information, and application instructions.

Note: These workshops are based on the Content and Sustainability modules of the Library Publishing Curriculum released in Spring 2018. Learn more about the release!

Apply to attend a workshop and/or for a diversity scholarship  (deadline August 24)

Description
Library Publishing Curriculum: Content
The Content Workshop (based on the Content Module) covers how library publishers attract, select, edit, manage, and disseminate content. It includes information about how to recruit partners and select content for a program, and how to incorporate diverse voices into each part of the publication process. It also shares information about common production workflows, identifying the resources and staff skills needed to support various editorial strategies and content types.

Instructor: Matt Ruen, Grand Valley State University

Library Publishing Curriculum: Sustainability 
The Sustainability workshop (based on the Sustainability Module) will focus on how library publishing endeavors can establish longevity and find long-term success. Attendees will learn how to build support with key stakeholders and communities, both internally (library staff) and externally (e.g., University Press), and how to undertake digital preservation to prolong the lifespan of digital publications.

Instructor: Lisa Schiff, California Digital Library

Diversity Scholarships
We are delighted to be able to offer three scholarships for workshop attendees, aimed at ensuring a diverse group of participants. Each scholarship consists of up to $1,000 in reimbursement against allowable travel expenses incurred for workshop attendance (determined according to U.S. federal guidelines, as this is funded through a federal grant). The scholarship application deadline is August 24, 2018, and applicants will be notified by September 7, 2018.

How to Apply
If you are interested in applying for the workshop and/or for a diversity scholarship, please fill out the application form. The application deadline is August 24, 2018 and applicants will be notified by September 7, 2018.
Please note that the application will ask for:

  • A brief applicant bio
  • A brief personal statement that addresses how attendance at the workshop will benefit the participant
  • Diversity characteristics (diversity scholarship applicants only)

Contact
Email hannah@educopia.org with questions.

The IMLS-funded Developing a Curriculum to Advance Library-Based Publishing project is running a series of pilot workshops, and these two DLF workshops are one opportunity of many. For a full list of events, including virtual and physical workshop opportunities, please see: https://educopia.org/deliverables/library-publishing-curriculum-pilot-experiences

Call for Reviewers: Teaching With Primary Sources (TWPS) Case Study

(reposted from RAO listserv)

SAA colleagues,

I’m posting this to the RAO section, since this is an area of interest for section members, but also to the SAA Leaders list. Those of you who are leaders of other sections, if you feel that your membership might be interested in volunteering to review case study submissions on the topic of teaching with primary sources, please forward this to your section’s discussion list.

With the recent approval by Council of the Guidelines for Primary Source Literacy as an SAA standard (watch for publicity soon in your favorite SAA information outlets), and several additional case studies in various stages of the submission and review pipeline, I am seeking additional volunteers who would be willing to review case study submissions and provide feedback to me, as editor of this epubs series, and the author(s). This isn’t a massive time commitment, and the review process is explained in more detail here (see the section labelled “Review Process”): www2.archivists.org/publications/epubs/…

If you’re interested in volunteering to be a reviewer for this SAA case studies epubs series, or if you have questions about reviewing, please don’t hesitate to drop me a line at bill.landis@yale.edu. I’ll also be at the annual meeting in D.C. in August if anyone would like to chat about either reviewing or ideas for submitting a case study, I’d be happy to.

Cheers!

Bill

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Bill Landis
Head of Public Services, Manuscripts and Archives
Yale University Library
New Haven CT
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Library Publishing Curriculum Available Online

This is not archives specific. However, for anyone interested in the library’s role in publishing, which continues to increase (primarily in academia), this might be of interest.

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The Developing A Curriculum to Advance Library-Based Publishing project, generously funded by the Institute for Museum and Library Services, is developing a set of curriculum modules that will form the basis of a suite of synchronous and asynchronous professional development offerings for librarians in this growing area. The first two modules are now freely available to professors, workshop instructors, and trainers of all kinds on the project websiteContent and Impact. These modules are openly licensed, so we encourage you to share, adopt, and adapt them! Learn more about this release.

Guest Post, Part 1: Are Archives Graduate Programs Adequately Preparing Students for Publishing, Researching, and Writing in the Profession?

Thank you to Joshua Zimmerman, lecturer at San Jose State University’s iSchool, for this fantastic post. His in-depth perspective is in 2 posts and I encourage everyone to read it thoroughly. Josh has great strategies to help emerging professionals prepare for and contribute to the intellectual discourse of archival scholarship. (Read Part 2)

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Are archives graduate program adequately preparing students for the profession? As an adjunct lecturer in the Masters of Archives and Records Administration (MARA) online master’s degree program in San José State University’s iSchool, this is a question that I’m constantly asking myself as I hear from students and other professionals. For readers of this blog, perhaps a more relevant but related question would be: are archives graduate programs adequately preparing students for publishing, researching, and writing in the profession? As the one responsible for teaching MARA 285 Research Methods in Records Management and Archival Science, I’m extremely concerned with this question. I thought that readers might be interested in how our research and publishing culture is being taught in one small corner of the profession.

As you read this, I want you to think back to how you were introduced to the norms of researching and publishing in our profession? Were these skills taught in your graduate program, did you already have them, or did you have to pick them up later? Finally, what do you wish you would have learned about writing, researching, and publishing in the archives profession as a graduate student? Keep the answers to these questions in mind as you read below. I’d love to know how MARA 285 stacks up to your experiences, good or bad.

Assignments and Assignment Format

The overall structure and framework of MARA 285 is one that I inherited from a colleague, Jason Kaltenbacher who is also an adjunct professor in the MARA program. While my lectures significantly differ from his, I’ve kept the assignments and overall structure basically the same. Other research courses in the iSchool (and in other MLIS programs), I have found, employ a similar assignment format. I ask students to complete an annotated bibliography, topic proposal, literature review, and final proposal. These assignments build on each other and help students complete the steps in putting together both a formal proposal and the framework of a major research project. Since the internet survey has become the preferred data gathering tool of the profession, I also ask them to complete a group survey project where they develop a short internet survey, cover letter, and rationale statement for each question. 

Social Science Focus

When I first took this course on and looked at the assignments and overall structure, I felt that I wanted to radically change the end project to a publishable article. This would be immediately usable to students as they could submit it to journals and present it elsewhere at conferences or on professional or personal blogs. Within the last couple years, my alma mater (Western Washington University) changed their MA thesis requirement to a much smaller publishable article which, I think, seeks to address this aim. Yet, after using the old proposal assignment structure that I inherited for two years, I’ve completely changed my tune.

I discovered just how important it was to snap students out of what I call the “term paper mentality,” an assignment format that most students are particularly used to and, as I’ve discovered, often revert to if given the chance. This course structure offers students the chance to approach a topic systematically, more like a project than a paper. Instead of writing a term paper and trying to wrap up all the loose ends up by the end of the semester, the objective is only to build the structure in order to execute it after the course concludes. This means, that they design the research, but they stop short of sending out the survey, conducting the field work, or digging into records in an archives. I feel that this format ties in better with the assigned textbook chapters that break down different aspects or approaches to research. It also forces students to step back and formalize what they are doing and more importantly, how they plan on doing it. They are asked to put together a research schedule and justify why they are qualified to conduct this research as part of the final proposal.

Challenges, Problems, and Issues

One problem that I encountered during the first year concerned appropriate topic choices. Other courses in the MARA program such as Enterprise Content Management and Digital Preservation or Management of Records and Archival Institutions have clearly defined topic limits. These are built into the course. For instance, you probably can’t write a term paper on medieval recordkeeping for the Enterprise Content Management and Digital Preservation class.

MARA 285, however, is wide almost wide open as far as potential research topics go. That medieval recordkeeping topic is fair game in MARA 285. While there are endless opportunities for topics, there are nevertheless some limitations. I ask that students choose a topic related to the archives, RIM, or library science fields. I encourage students to bring in their interests and give it a records twist. For instance, last year, one military historian in the class designed a project around military recordkeeping. Though the course is taught from a social science perspective, I want students to specifically engage the professional literature of archives and RIM. This year, in addition to some clarifying language and a preemptory blog post on the MARA program website, I’ve added the typology of archives research topics by Couture and Ducharme (1). This typology spells out all the flavors of research conducted in the archives profession (and by extension, RIM). This seemed to have helped students frame their research within the profession.

Another problem that occurred this year was students’ lack of confidence in their professional experience. Unfortunately, due to scheduling, some students take this class as a first year student and in their first semester. To those working in the profession, this might not be a big issue, but for someone who is brand new to the profession, this course might be a bit daunting because it asks students to choose a topic in the profession and develop it over the course of the semester. As mentioned above, I provide guidance on choosing topics in the lecture, but especially for the literature review which asks students to isolate the major literature on their particular topic, this has been stressful or at least it has been related to me as such. This is sometimes daunting for seasoned archivists, let alone first year students. 

Incorporating Perspectives

In addition to the assignments and readings mentioned above, I’ve added a video series called Research in the Wild. In it, the class gets to hear about the research and writing process from other archivists and records managers. I launched it late in the course in 2015 with a few videos, mostly 5-10 minutes. This year, I have a video for nearly each module and hopefully a lot more for next year. Video submissions have addressed specific project-related research challenges as well as more broadly, research agendas, theses, the editing process, differences in publishing in and out of school, and Fulbright Scholarship research among others. In my own archival program, I enjoyed hearing from guest lecturers and talking with archivists and RMs on field trips and it’s these experiences that I’ve tried to recreate. I felt a bit uncomfortable asking archivists and records managers to do free work for me, so I decided to donate to SAA’s Mosaic Scholarship on behalf of those who submit videos. If you’d like to submit a video for next year or know someone who might, please let me know (zimmerj6@gmail.com). From some early feedback from students this year, I’ve learned that the writing process might be more important than I initially thought. So as a result, I’ll be seeking archivists and RIMs who want to talk about this aspect of the profession.

NEH and the Andrew W. Mellon Foundation Announce Fellowships for Digital Publication

The National Endowment for the Humanities (NEH) is proud to join the Andrew W. Mellon Foundation in announcing the recipients of the first round of NEH-Mellon Fellowships for Digital Publication. The new special opportunity within NEH’s fellowship program is intended to stimulate the emerging field of digital publication.

Read the full press release.

Some of the projects have an archival foundation or components. See the full list of awarded projects.

Working with Library Juice Press: An Orientation (Free Webinar)

Working with Library Juice Press: An Orientation

Presenter: Alison M. Lewis, Chief Acquisitions Editor for Library Juice Press

This free webinar will provide an overview of the processes involved in having a book published with Library Juice Press. Topics covered will include types of books we publish, submitting a proposal, working with your editor, creating a quality manuscript, and an overview and timeline of the publishing process. The intended audience is anyone curious about our publishing process, particularly those who are potentially interested in submitting a book proposal to us. Authors and editors who currently have a book contract with us may also wish to attend. The presentation will last approximately 45 minutes, with 10-15 minutes for questions afterwards.

February 1st, 12 noon EST. One hour duration.

No prior registration is necessary. Just go here at the meeting time:
https://libraryjuice.adobeconnect.com/working-with-ljp/

Rory Litwin
Library Juice Press
http://libraryjuicepress.com/

CFP: Library Publishing Forum 2017

This is not archives-specific, but has potential to be relevant to or have participants from archives.

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Library Publishing Forum 2017
Evolution, intersection, and exploration in library publishing

The Library Publishing Coalition (LPC) is accepting proposals for the 2017 Library Publishing Forum, to be held March 20 – 22, 2017 in Baltimore, Maryland. An international, community-led organization with over 60 member libraries, the LPC promotes the development of innovative, sustainable publishing services in academic and research libraries to support content creators as they generate, advance, and disseminate knowledge.

Library publishing programs often venture into new territory: experimenting with integrating digital media into scholarly works, reaching out to new partners and audiences, turning pilot projects into fully-operational initiatives, encountering unforeseen challenges, and boldly going where few libraries have gone before.  At the 2017 Library Publishing Forum, we invite library publishers and partners to share their experiences and ideas, identify opportunities for collaboration, strengthen a community of practice, and explore strategies for navigating this expanding and evolving subfield of academic publishing.

We welcome proposals from Library Publishing Coalition members and nonmembers, including librarians, university press staff, publishing service providers (vendors), scholars, students, and other scholarly communications and publishing professionals. We especially encourage first-time presenters and representatives of small and emerging publishing programs to submit proposals. We invite proposals for long form (40-60 minutes) and short form (10-15 minutes) sessions, in the following formats. Proposals for long form sessions must involve multiple speakers or actively engage participants in discussion or other activities.

Speakers: individual or panel presentations, debates, panel discussions, lightning talks, case studies, manifestos, critiques. Collaborative Conversations:  birds-of-a-feather, roundtables, unconference-style sessions, sharing ideas and approaches, collaborative problem-solving.  Applied Practice:  workshops, hackathons, remixing, doing, creating, hands-on activities.

Other formats and approaches are very welcome, especially sessions that incorporate interactivity and audience participation.

We invite presentations that address any library publishing topic. Topics that we find interesting and timely include:

* Intersections & Connections – building teams, partnerships, making connections within & beyond institutions
* Merging & “Mainstreaming” – integrating publishing into the core (and expected) services of an academic library, evolving from experimental to established
* Inclusion & Expansion – advancing a plurality of voices and perspectives by design in library publishing
* Flops & Failures – overcoming challenges, moving on from failures, learning quickly from what hasn’t worked in order to establish what does
* Teaching & Reaching – how can library publishing enhance learning for students and professionals both in and beyond librarianship?
* Predicting & Preserving – how are library publishers grappling with usage data/predictive analytics and the preservation of digital scholarship outputs?
* Unconventional & Unexpected – challenging conventional wisdom, exploring off-the-wall approaches, drawing inspiration from unusual sources.

For more details about how to submit a proposal, please see the event
website: http://librarypublishing.org/events/lpforum17/cfp

Proposals are due December 13, 2016.

On behalf of the Program Committee,

Rebecca Welzenbach