Hints, tips & personal experiences of writing for publication

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Webex presentation organised by Healthcare Improvement Scotland to to health librarians, 23rd May 2014.

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Hints, tips & personal experiences of writing for publication

  1. 1. Hints, Tips and Personal Experiences of Writing for Publication Maria J Grant Research Fellow (Writing for Publication)
  2. 2. Writing for Publication & Me 1998, I contributed to my first journal paper 2003, I first began to contribute to the evidence base in the form of a commentary 2004, I put myself forward as a peer reviewer 2005, I published my first solo peer- review for a journal 2006, I was appointed as Review Editor 2009, I was appointed Editor-in-Chief
  3. 3. Expectation to Publish Grant, M.J., Sen, B. & Spring, S. (eds) Research, evaluation and audit: Key steps in demonstrating your value, London: Facet Publishing, 2013. Grant, M.J. & Cavanagh, A. & Yorke, J. The impact of caring for those with Chronic Obstructive Pulmonary Disease (COPD) on carers' psychological well-being: a narrative review, International Journal of Nursing Studies, 2012, 49 (11): 1459-1471. Hardiker, N.R. & Grant, M.J. Factors that influence public engagement with eHealth: a literature review, International Journal of Medical Informatics, 2011, 80 (1): 1-12. Grant, M.J. & Munro, W. & McIsaac, J. & Hill, S. Cross-Disciplinary Writers' Group Stimulates Fresh Approaches to Scholarly Communication: A Reflective Case Study within a Higher Education Institution in the North West of England, New Review of Academic Librarianship, 2010, 16 (S1): 44-64. Grant, M.J. & Booth, A. A typology of reviews: an analysis of 14 review types and associated methodologies, Health Information and Libraries Journal, 2009, 26 (2): 91-108.
  4. 4. Different Forms of Writing for Publication Twitter Facebook Blogs Newsletters Book reviews Practitioner accounts http://bit.ly/pgUxaH
  5. 5. Writing Academic Papers Is Different Level of rigour when writing is higher Expected to support statements with references Contextualise what is known about the subject and any gaps in the evidence How does your manuscript adds to the body of knowledge
  6. 6. What You Can Do to Enhance the Chances of Your Manuscript Being Accepted 1. Audience 2. Message 3. Editorial Team 4. Guidelines 5. Published Papers 6. Setting the Context 7. Experienced Colleagues
  7. 7. Consider Your Audience Academic vs. Practitioner publications – HILJ vs. HLG Newsletter Journals each have defined and unique scope Imagine an individual you are writing for… http://bit.ly/1qvD0bU
  8. 8. What is the “Take Home” Message? Not only what you want to say What can the readers of your manuscript usefully apply to their own practice? http://bit.ly/nS9QxS
  9. 9. Editorial Team Not sure if your manuscript fits… http://bit.ly/9RMH6S
  10. 10. Author Guidelines Read the guidelines… and then follow them Guidelines will help you determine: – In scope – Structured abstract – Structure of the manuscript – Word count – Referencing style http://bit.ly/cv7S6j
  11. 11. Look at Past Issues Learn from people who’ve already been through the process http://bit.ly/qOaJWR
  12. 12. Setting the Context Literature review – What is known about the subject area? – What are the gaps identified in the literature? – How does your manuscript address this gap? – International context http://bit.ly/n8ed3j
  13. 13. Experienced Colleagues Learn from colleagues with publishing experience – Writing together – Editing and advising
  14. 14. Why Might You Want to Write for Publication? Dissemination of research findings Stimulate debate Expectation of peers and employers Prestige Credibility with colleagues Financial incentives http://bit.ly/1lUIkk5
  15. 15. First Steps… Decided I wanted to write but wasn’t sure how to get started In 2006, an external speaker came to talk about ‘Getting Published’ at the University of Salford Lots of reasons not to write What can we do to address these problem? http://phil-race.co.uk/
  16. 16. What Does the Evidence Suggest? Writing courses run by experts Writing retreats to avoid distractions “How to” guides on writing for publication http://bit.ly/1vsXHFn http://bit.ly.mPrbiM http://bit.ly.nE5ooz
  17. 17. Writers Groups Dominant model of writing support May, or may not, be led by a facilitator Provide a collegiate and supportive environment in which writing is seen as a social activity that benefits from discussion between peers
  18. 18. Cross Disciplinary Writers Group Structure
  19. 19. Cross Disciplinary Writers Group Books and book chapters Conferences • Oral presentations • Poster presentations Journal articles • Non-peer reviewed articles • Peer-reviewed articles Reports • Internally funded • Externally funded Others • Editorship • Peer reviewing • Writing for publication workshops
  20. 20. International Writers Group Books and book chapters Conferences • Oral presentations • Poster presentations Journal articles • Non-peer reviewed articles • Peer-reviewed articles Reports • Internally funded • Externally funded Others • Editorship • Peer reviewing • Writing for publication workshops
  21. 21. Open Meeting September 2011 • Was a writers group wanted? • How regularly we would meet? • How long we would meet for • Structure of meeting http://bit.ly/p9wyrJ
  22. 22. Peer Support Writers Group October 2011 • Monthly • Writing for feedback • Discussion Topic http://bit.ly/p9wyrJ
  23. 23. What is Action Learning? “Action learning is a continuous process of learning and reflection that happens with the support of a group or ‘set’ of colleagues, working on real issues, with the intention of getting things done.” (McGill et al, 2004 p11) http://bit.ly/10udRje
  24. 24. What is Action Learning? “Action learning builds on the relationship between reflection and action. Learning by experience involves reflection, i.e. reconsidering past events, making sense of our actions, and possibly finding new ways of behaving at future events.” (McGill et al, 2004 p13) http://bit.ly/10udRje
  25. 25. Reflection “[The] greatest personal and professional benefit is reported from analytical reflection, that is, when time is given to considering the implications of past events on future practice.”
  26. 26. Reflective Learning “[Action learning sets capitalise on] the idea of individuals being resources of abundance that can be drawn upon to further learning.” (McGill et al, 2004 p21) http://bit.ly/1bbDPws
  27. 27. What are Action Learning Sets? • Provide the time and space for reflection and learning • Deliberate and intentional provision of time and space for set members to engage in reflective learning • Legitimises the allocation of time and space for reflection • Enable the individual to take responsibility, decide on action, and move on
  28. 28. Time and Space for Reflection “The frequency of set meetings is negotiated and agreed at the start of the cycle, and set meeting dates are decided and diaried in advance.” (McGill et al, 2004 p15) “An interval of one month or six weeks between set meetings is usual; any longer affects the momentum and work of the set.” (McGill et al, 2004 p15) On the second Wednesday of the month…
  29. 29. Time and Space for Reflection “The frequency of set meetings is negotiated and agreed at the start of the cycle, and set meeting dates are decided and diaried in advance.” (McGill et al, 2004 p15) “An interval of one month or six weeks between set meetings is usual; any longer affects the momentum and work of the set.” (McGill et al, 2004 p15)
  30. 30. Time and Space for Reflection “The frequency of set meetings is negotiated and agreed at the start of the cycle, and set meeting dates are decided and diaried in advance.” (McGill et al, 2004 p15) “An interval of one month or six weeks between set meetings is usual; any longer affects the momentum and work of the set.” (McGill et al, 2004 p15) On the second Wednesday of the month…
  31. 31. Consider… “Learning to talk about writing is an important key to becoming a productive writer.” (Belcher, 2009 p2) http://amzn.to/16aNxth
  32. 32. Consider… “Even if we do manage to talk about writing, we are more likely to talk about content rather than process.” (Belcher, 2009 p2) http://bit.ly/1aISf8u
  33. 33. Content as a Facilitator of Process… • Defining our terms of reference • Structuring our writing • Our potential readership • Presentation of information • Types of writing • Peer review
  34. 34. Peer Support Writers Group January 2014 • Monthly • Discussion Topic • Writing for feedback http://bit.ly/p9wyrJ
  35. 35. Writing for Feedback “all really helpful” “stimulated [me] into action” “getting some nice feedback”“safe and helpful”
  36. 36. Not Just the Meetings… “so useful” “inspired [me to write]”
  37. 37. Weekly Writing Tips @MariaJGrant
  38. 38. “Getting Started: Writing for Publication”, 25th July 2014 Explore issues around identifying writing opportunities in your everyday work setting http://bit.ly/1mvvPuR
  39. 39. References Belcher, W. L. (2009) Writing your journal article in 12 weeks: a guide to academic publishing success. London: Sage. Grant, M. J. (2007) The role of reflection in the library and information sector: a systematic review, Health Information and Libraries Journal, 24: 155-166. Grant, M. J., Munro, W., McIsaac, J. and Hill, S. (2010) Cross-disciplinary writers‘ group stimulates fresh approaches to scholarly communication: a reflective case study within a higher education institution in the north west of England, New Review of Academic Librarianship, 16: 1, 44-64. McGill, I. And Brockbank, A. (2004) The action learning handbook: powerful techniques for education, professional development & training. Oxon: Routledge. Mewburn, I. (2014) The thesis whisperer. http://thesiswhisperer.com/ http://bit.ly/1lF311N
  40. 40. Maria J Grant Email: m.j.grant@salford.ac.uk Twitter: @MariaJGrant Facebook: http://on.fb.me.ovBuiM

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