Writing for publication… Some tentative ideas
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Workshop notes, College of Education, University of South Africa, 20 September 2018
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Writing for publication… Some tentative ideas
- 1. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/Imagecredit:https://pixabay.com/en/children-splash-asia-sunset-1822688/ Writing for publication… Some tentative ideas Paul Prinsloo University of South Africa (Unisa) @14prinsp Workshop notes, College of Education, University of South Africa, 20 September 2018
- 2. Acknowledgement I do not own the copyright of any of the images in this presentation. I therefore acknowledge the original copyright and licensing regime of every image used. This presentation (excluding the images) is licensed under a Creative Commons Attribution 4.0 International License.
- 3. Broad overview of the workshop 1. What were your reasons and expectations when you registered for this workshop? 2. Why, oh why, do you want to publish? Mapping reasons for publishing 3. Defining ‘publish’ 4. Writing for ‘publication’ – it depends 5. Where do I start? 6. Ugh – let us talk about article titles, introductions, literature reviews, methodologies, analyses, findings and discussions, limitations and issues for further research, conclusions, references and of course, the dreaded abstract… 7. Wrap-up
- 5. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/ Introductions • Your name and department • Why you decided to come • Have you published before? • Two specific things that you hope to know before the end of the workshop
- 6. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/ Image credit: https://pixabay.com/en/puzzle-match-missing-hole-blank-693865/ Why, oh why, do you want to publish?
- 7. • Why do we do/want to do research/publish? • What changes/will change as a result of our research/publishing? • Who do we answer to when we do our research/publish? Who will hold us to account for our questions, our processes and our findings? • What will happen if we don’t do research/publish? Let us consider the following:
- 8. Writing for publication – what do you mean? • Why is this a question? • What is meant by ‘publication’? • What forms of ‘publication’ are valued/ encouraged/supported/shunned? • What are the costs & benefits to the different forms of publication – financial, reputation, and risk? • How do I choose? How do I find my voice? Do you have a voice?
- 9. How do we think of ‘writing for publication’ in the context of…? • The very nature of being a scholar, making public what you know • The institutional pressures to publish – rankings/ratings • The many opportunities to ‘publish’ – to make known, to share, to get input • The beauty (and danger) of the immediacy of living “onlife” versus the long traditional publication processes • Alternative forms of publishing may support the more conventional forms of sharing/peer review • The nature of scholarship and the sharing of research/thinking/praxis has changed
- 10. “Hypatia[a] (born c. 350–370; died 415 AD) was a Hellenistic Neoplatonist philosopher, astronomer, and mathematician, who lived in Alexandria, Egypt, then part of the Eastern Roman Empire. She was a prominent thinker of the Neoplatonic school in Alexandria, where she taught philosophy and astronomy. She is the first female mathematician whose life is reasonably well recorded” Source credit: https://en.wikipedia.org/wiki/Hypatia Central to the question of academic publishing, is the issue of scholarship… When is someone a scholar? How do we know?
- 11. On being a scholar • Having academic expertise in a particular field or fields/disciplines • Recognition of the expertise by institutions (e.g. awarding of degrees/appointment) • Acknowledgement by the gatekeepers in the discipline/field of inquiry • Recognition by peers • Maintaining and expanding expertise • Dissemination of thinking/research/praxis • Being a gatekeeper/peer • Developing and recognising expertise of others
- 12. Source credit: https://en.wikipedia.org/wiki/Hypatia WARNING: The field is rigged – gender/race/power Image credit: http://thesociologicalcinema.tumblr.com/post/142531355075/youre -playing-monopoly-one-player-is-given-all
- 13. Image credit: https://pixabay.com/en/tree-natur-nightsky-cloud-stars-736887/ Higher education as ‘field’
- 14. Source credit: https://www.nytimes.com/2017/10/30/science/predatory-journals-academics.html 30 October 2017
- 18. Academic disciplines in our time have been subjected to the principle that more productivity is better, and a lot more is better than better, giving rise to a kind of productivity syndrome. Quantity is so much easier to evaluate. Professor X has 18 articles, 12 book reviews, 21 conference presentations, two monographs, and an edited volume. The university’s T&P committee is going to be impressed. End of story. Source credit: https://www.chronicle.com/article/Higher-Ed-s-Real/243867
- 19. “Academic culture — like American culture more broadly — has become monomaniacally infatuated with productivity as the marker of a successful life, and quantitative measures have become central to determining what counts as success. Although academics can be found resisting (mildly) the metrics of productivity foisted on them by administrators, they also enthusiastically measure themselves.” Source credit: https://www.chronicle.com/article/Higher-Ed-s-Real/243867
- 21. “Academic labor and performance anxiety”: where the “shame [of not performing] becomes a central tenet of everyday academic life” (Richard Hall, 2014a, par. 2) Academics “overwork because the current culture in universities is brutally and deliberately invested in shaming those who don’t compete effectively…” in stark contrast with the heroic few who do, somehow, meet the shifting goalposts (Kate Bowles, 2014, par. 7-8) Image credits: http://no.wikipedia.org/wiki/Boris_Karloff http://commons.wikimedia.org/wiki/File:Superman_S_symbol.svg You are either /or
- 22. Source credit: https://www.amazon.com/Metric-Power-David-Beer- ebook/dp/B01JE3SI20/ref=sr_1_1?ie=UTF8&qid=1526806112&sr=8-1&keywords=metric+power+beer “…we are created and recreated by metrics; we live through them, with them, and within them. Metrics facilitate the making and remaking of judgements about us, the judgements we make of ourselves and the consequences of those judgements as they are felt and experienced in our lives. We play with metrics and we are more often played by them” (Beer, 2016, p. 3).
- 23. Image credit: https://pixabay.com/en/bridge-concrete-pillar-architecture-1819153/ “Those things that cannot be counted are rendered invisible, and those that can be counted achieve visibility” (Beer, 2016, p. 59).
- 24. Image credit: https://pixabay.com/en/urban-urbex-lostplace-abandoned-628269/ When numbers are used alone, “when the world is reduced to numbers, a measure, to what is calculable and laid before us; when humans are summed, aggregated and accounted for; then much remains forgotten, unsaid, concealed” (Elden, 2006, in Beer, 2016, pp. 59-60).
- 25. On being a scholar and the rationale for publishing • Having academic expertise in a particular field or fields/disciplines • Recognition of the expertise by institutions (awarding of degrees) • Recognition by the gatekeepers in the discipline/field of inquiry • Recognition by peers • Maintaining and expanding expertise • Dissemination of thinking/praxis • Being a gatekeeper/peer • Developing and recognising expertise
- 26. Conventional publishing (Un)conventional publishing
- 27. “Conventional” publishing in higher education • Monographs • Edited volumes • Peer-reviewed articles in journals on IBSS, ISI, Norwegian, Scopus “Unconventional” publishing in higher education • Blogs • Tweets • Opinion pieces • Letters to the editor • Articles in magazines
- 28. Soccer Rugby Baseball Hockey What are the rules? Image credit – https://pixabay.com/en/soccer-field- diagram-green-307046/ Image credit – https://commons.wikimedia.org/wiki/File:Rugby_field.png Image credit – https://commons.wikimedia.org/wiki/File:Baseball_diamond. svg https://commons.wikimedia.org/wiki/File:Field_hockey _offside_1987_rule.png
- 29. ‘What’ needs to be shared? How urgent is the findings/message? ‘What’ are the reputational benefits and risks? How accessible will/should it be? Who will be the peer reviewers and how will peer review happen/impact? Who are the gatekeepers? Who is the intended audience and why? ‘Where’/’how’ does it fit into my career – short-term/ longer term? What are the rules? Going conventional, alternative or somewhere in-between?
- 30. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/ Image credit: https://pixabay.com/en/rugby-watching-winter-596762/ So you want to play? Why? Where? Do you know the rules?
- 31. Soccer Rugby Baseball Hockey Let’s play ball… Image credit – https://pixabay.com/en/soccer-field- diagram-green-307046/ Image credit – https://commons.wikimedia.org/wiki/File:Rugby_field.png Image credit – https://commons.wikimedia.org/wiki/File:Baseball_diamond. svg https://commons.wikimedia.org/wiki/File:Field_hockey _offside_1987_rule.png
- 33. 1. I don’t have a question 2. I have a faint idea of a question, then what? 3. I have a question, but I don’t know how? 4. I have a question and I know how, but where do I publish? 5. I have a question, I know how to do the research, I know where I would like to publish, what is next? Issues of open publishing, the fifty shades of publication, predatory journals, journal impact factor, and the ‘lists’ Where do I start?
- 34. 1. I don’t have a question • What do you read? • What are the issues in your discipline? • What are the issues in the teaching of your discipline? • What are the issues in society and in your communities that your discipline may help to understand/solve? • What are the issues in other disciplines that your disciplinary background may help to understand/solve?
- 35. 2. I have a faint idea of a question, then what? • Make time to search/read • Open yourself to the power and serendipity of networks • Get a mentor/circle of scholars • Expose yourself to the thinking of others
- 36. 3. I have a question, but I don’t know how? • Make time to search/read • Open yourself to the power and serendipity of networks • Get a mentor/circle of scholars • Expose yourself to the thinking of others How do/did others approached a similar question?
- 37. 4. I have a question and I know how, but where do I publish? ’Formal’ publication – it depends • Where are you in your career as scholar? • Can you ‘afford’ and what are the benefits an alternative, or new journal? • Can you ‘afford’ and what are the benefits a low impact journal but that has a wide readership? • Can you ‘afford’ and what are the benefits of publishing in closed/open licensing journals?
- 38. ‘What’ needs to be shared? How urgent is the findings/message? ‘What’ are the reputational benefits and risks? How accessible will/should it be? Who will be the peer reviewers and how will peer review happen/impact? Who are the gatekeepers? Who is the intended audience and why? ‘Where’/’how’ does it fit into my career – short-term/ longer term? What are the rules? Going conventional, alternative or somewhere in-between?
- 39. 5. I have a question, I know how to do the research, I know where I would like to publish, what is next? Issues of open publishing, the fifty shades of publication, predatory journals, journal impact factor, and the ‘lists’ • DHET • IBSS 2018 • ISI 2018 • Norwegian 2018 • ScieLO SA 2018 • Scopus 2018
- 40. Also consider: • Editorial Board • List of reviewers • Number of issues per year • Turnaround time • Issues of Copyright
- 45. A personal journey in ‘alternative’ scholarship Image credit: https://pixabay.com/en/boards-height-balance-2040575/
- 46. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/ Goodier, S., & Czerniewicz, L. (2015). Academics' online presence: a four-step guide to taking control of your visibility. [Third edition] Retrieved from http://open.uct.ac.za/bitstream/handle/11427/2652/GoodierOnlinePresenceV3.pdf?sequence=11
- 48. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/ Some scholars say that Twitter ‘does not work’ for them… This reminds me of walking into a library and expecting books to find you Image credit: https://pixabay.com/en/books-door-entrance-italy-colors-1655783/
- 49. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/ Image credit: https://pixabay.com/en/books-door-entrance-italy-colors-1655783/ Image credit: https://pixabay.com/en/ant-shadow-big-small-metaphor-1541524/ Using Twitter as scholar requires effort, dedication, a careful selection of who to follow, a willingness to be surprised, and dealing with an abundance of stimulation
- 51. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/ Image credit: https://pixabay.com/en/nacelle-workers-wall-city-work-1888587/ The increasing disappearance of public/private/professional/personal Using Facebook as scholar…
- 56. Case in point: Slides prepared for a group of 30 bored academics in a small stuffy venue. One year later, 10,773 views
- 60. Image credit: https://pixabay.com/en/action-basketball-ball-athlete-cap-1869428/ Let us take aim…
- 61. • Choosing a title • Introduction • Literature review • Methodology • Analysis of findings/discussion • Limitations • Issues for further research • Reference list • …. the Abstract
- 62. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/ Our digital shadows…. Image credit: https://pixabay.com/en/igromania-game-addiction-handcuffs-1894847/ So, what will prevent you from ‘writing for publication’?
- 63. • Why do we do/want to do research/publish? • What changes/will change as a result of our research/publishing? • Who do we answer to when we do our research/publish? Who will hold us to account for our questions, our processes and our findings? • What will happen if we don’t do research/publish? Let us re-consider the following:
- 64. “I beg you, to have patience with everything unresolved in your heart and to try to love the questions themselves as if they were locked rooms or books written in a very foreign language. Don’t search for the answers, which could not be given to you now, because you would not be able to live them. And the point is to live everything. Live the questions now. Perhaps then, someday far in the future, you will gradually, without even noticing it, live your way into the answer.” Image credit: https://www.amazon.com/Letters-Young-Rainer-Maria-Rilke/dp/0393310396
- 65. “In the deepest hour of the night, confess to yourself that you would die if you were forbidden to write. And look deep into your heart where it spreads its roots, the answer, and ask yourself, must I write?” Image credit: https://www.amazon.com/Letters-Young-Rainer-Maria-Rilke/dp/0393310396
- 67. THANK YOU Paul Prinsloo (Prof) Research Professor in Open Distance Learning (ODL) College of Economic and Management Sciences, Samuel Pauw Building, Office 5-21, P.O. Box 392 Unisa, 0003, Republic of South Africa T: +27 (0) 12 433 4719 (office) prinsp@unisa.ac.za Skype: paul.prinsloo59 Personal blog: http://opendistanceteachingandlearning.wordpress.com Twitter profile: @14prinsp