This document provides tips for aspiring authors on getting published, including where and what to publish, what constitutes a journal article, the writing and peer review process. It discusses writing for the specific journal being presented to, the Journal of Information Literacy. Tips include choosing an appropriate journal based on scope, writing the what, why and how of the research, addressing peer reviewer comments, using the journal's style guide for formatting, and celebrating once published. The presentation aims to demystify the publication process for new authors.
A talk delivered by Liz McCarthy at the Anybook Oxford Libraries Conference 2015 - Adapting for the Future: Developing Our Professions and Services, 21st July 2015
This presentation aims to demystify the experience of submitting an article to a journal. It explains what happens inside the ‘black box’ of the publication process, how peer reviewers evaluate articles, and what journal editors are looking for. The presentation contains lots of tips, including
• ways of dealing with peer reviewers’ comments
• key questions to help frame your research
• how to go about structuring your article
• ways to get started with writing - and to keep going!
'If you can't be kind, be scholarly': constructive peer reviewing (LILAC 2016)Emma Coonan
This workshop offers an introduction to the ‘what’ and ‘how’ of peer reviewing, suitable for both current and aspiring reviewers. It may also be useful for writers of academic articles. It explores what peer review is and how it serves scholarship; looks at an example of a peer review form; considers how to read an article critically and analytically; and suggests how to give constructive, courteous and workable feedback that will enhance the final article.
A talk delivered by Liz McCarthy at the Anybook Oxford Libraries Conference 2015 - Adapting for the Future: Developing Our Professions and Services, 21st July 2015
This presentation aims to demystify the experience of submitting an article to a journal. It explains what happens inside the ‘black box’ of the publication process, how peer reviewers evaluate articles, and what journal editors are looking for. The presentation contains lots of tips, including
• ways of dealing with peer reviewers’ comments
• key questions to help frame your research
• how to go about structuring your article
• ways to get started with writing - and to keep going!
'If you can't be kind, be scholarly': constructive peer reviewing (LILAC 2016)Emma Coonan
This workshop offers an introduction to the ‘what’ and ‘how’ of peer reviewing, suitable for both current and aspiring reviewers. It may also be useful for writers of academic articles. It explores what peer review is and how it serves scholarship; looks at an example of a peer review form; considers how to read an article critically and analytically; and suggests how to give constructive, courteous and workable feedback that will enhance the final article.
Professional Editor Brandy Savarese discusses how to successfully turn your book idea from a simple concept into a complete manuscript, including:
* The 3 points to know before you start writing
* Guidelines for structuring your content
* Advice for actually doing the writing
* What to do when you have a first draft
* What is an editor and how do you find one?
UGPTI communications coordinator Tom Jirik discussed guidelines, issues and concerns related to academic writing at the Fall 2015 orientation for students in the NDSU Transportation and Logistics Program. Enrico Sassi, director of the NDSU Graduate Center for Writers, provided an overview of the center’s services and discussed ways to avoid plagiarism.
Professional Editor Brandy Savarese discusses how to successfully turn your book idea from a simple concept into a complete manuscript, including:
* The 3 points to know before you start writing
* Guidelines for structuring your content
* Advice for actually doing the writing
* What to do when you have a first draft
* What is an editor and how do you find one?
UGPTI communications coordinator Tom Jirik discussed guidelines, issues and concerns related to academic writing at the Fall 2015 orientation for students in the NDSU Transportation and Logistics Program. Enrico Sassi, director of the NDSU Graduate Center for Writers, provided an overview of the center’s services and discussed ways to avoid plagiarism.
A presentation from the joint CILIP Information Literacy Group and Library and Information Research Group's Writing Research Proposals and Publication event.
Getting Published! Exploring strategies, myths and barriers of academic publi...Prof Simon Haslett
Publications are an important aspect of the work of an academic; remaining the principal vehicle through which research is reported, opinions aired, reviews undertaken, and knowledge transferred, and writing is also a useful learning exercise. For many, it also underpins teaching and curricula, means greater success in research grant applications, and a good publication track record is still seen by many institutions as a key recruitment and promotion criteria. Yet traditionally how to get your work published has not been taught, but learnt through trial and error, mainly from rejection by journal editors. This seminar is aimed at inexperienced academic authors and explores and discusses the issues surrounding the strategy and publication of academic work, and addresses some of the myths and barriers that might discourage would-be authors after the research and writing process is complete.
A Beginners Guide to Getting Published (for HSS Authors)Lucy Montgomery
This presentation provides a basic introduction to the sometimes daunting world of scholarly publishing. It explores why publishing is considered so important for people hoping to develop and academic career; how the publishing landscape is changing; the best places to publish; and practical strategies for publishing both books and journal articles. Important developments in Open Access policy such as the Australian Research Council’s 2013 Open Access Mandate, which requires all ARC funded research outputs to be made available in ‘Open Access’, are also touched upon.
The presentation will be especially interesting for Doctoral Candidates and Early Career Researchers, as well as anyone interested in understanding how the scholarly publishing landscape is changing and what they should do about it.
This presentation will help you to think holistically about publishing your research and scholarship. It particularly focuses on targeting publication in academic journals and on the processes for dealing with publication. It is useful for all early stage researchers, whether research students or academic/research staff at the beginning of their career or more experienced staff seeking to develop a publication profile.
Presented at Swansea Metropolitan, University of Wales: Trinity St David on Wednesday 6th March 2013 by Professor Simon Haslett, Associate Pro Vice-Chancellor at the University of Wales.
Taylor & Francis: Author and Researcher WorkshopSIBiUSP
Workshop para Autores e Pesquisadores 2015
Data: 08 de outubro de 2015
Horário: 10:30 - 14:30
Local: Auditório do INRAD - Instituto de Radiologia do Hospital das Clínicas da Faculdade de Medicina da USP - Av. Dr. Enéas de Carvalho Aguiar, s/nº – Rua 1 – Cerqueira César – São Paulo, SP.
Alphabet spaghetti: process vs. mess in academic writingEmma Coonan
Presentation for the Doctoral Forum at European Conference on Information Literacy, September 2018 (Oulu, Finland).
Some background on academic publishing and peer reviewing, tips for thinking about your audience and which journals to target, and some suggestions for managing the 'spaghetti' of academic writing!
Publishing and Disseminating your Research and PracticeHelen Fallon
Slides from a one-day workshop facilitated by Helen Fallon for librarians who wish to write for publication on Wednesday 26th June 2013, at National University of Ireland Maynooth
Workshop -- How to successfully write a scientific paper?KnihovnaUTB
Přednášející: Katarzyna Gaca-Zając, PhD Eng. | Elsevier
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Během školení se jeho účastníci naučí úspěšně napsat kvalitní vědecký článek, který bude korespondovat s vědeckou komunitou a umožní jeho autorům získat uznání. Představeny budou osvědčené postupy, které jsou založeny na zkušenostech výzkumných pracovníků, redaktorů a čtenářů. Školení je určeno především začínajícím výzkumným pracovníkům, vítáni jsou ale všichni vědečtí pracovníci a akademici.
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During this training the attendees will learn how to successfully write a good quality research paper, which will resonate well with the scientific community and will allow them to gain recognition. A summary of the best practices in writing will be presented and these are based on experience of researchers, editors and readers. The training is addressed primarily to young researchers, although senior academics are also welcome to attend.
A presentation by Professor Simon Haslett (University of Wales) at the International University of Malaya-Wales (IUMW) on Wednesday 19th February 2014.
Workshop presentation by Professor Simon Haslett at the University of Wales: Trinity Saint David Research, Innovation, Enterprise & Commercialisation Staff Development Day at the Townhill Campus, Swansea, on Monday 16th December 2013.
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. We plan to look at
• Where and what to publish
• What is a journal article anyway?
• Writing for the Journal of Information Literacy
• Peer review, copyediting and publication processes
• Writing (as) process
3. • What is your story? Who is your audience?
• Current research project?
Could you publish something based on your literature review,
findings from a pilot project, final project conclusions?
• Early idea/exploration?
Share reflections/interim findings via conferences or blogs
• Writing by yourself or with a co-author?
Where and what to publish?
4. Where and what to publish?
• Read journal author guidelines and previous articles
• Consider journal mission and scope
E.g. JIL focuses on information literacy –
not library skills, libraries or teaching in general
• Peer-reviewed article? Shorter project report?
• Consider writing conference reports, book reviews ... or
becoming a peer reviewer
6. Presentation vs. paper
• Structure – conventional divisions
• Tone and register – more formal
• Use of evidence – more overt, interwoven
• Scope and purpose
Conference papers – more visual, less detailed, more informal style,
less ‘dense’
Written articles – longer and more detailed, use of literature,
methodology, specific structure
7. Tell your reader …
• Context - you’re contributing to a dialogue
• Approach and method that underpin the research
• Rigour - the validity of your approach and findings
• What/why/how of your research
10. What/why/how
• What is your research?
What questions does it address (or ask)?
• Why are you doing it?
Why does it matter? What will it change?
What interests/frustrates/niggles you about the topic?
• How are you doing it?
What’s your approach or method? How does it frame your findings?
How does it help you mitigate bias?
11. Journal of Information Literacy
• International, peer-reviewed, gold open access
• Explores IL in all its forms
• Aimed at diverse communities of IL practice
• Published twice a year (June and December)
JIL welcomes contributions that push the boundaries of IL beyond the
educational setting and examine this phenomenon as a continuum
between those involved in its development and delivery and those
benefiting from its provision.
13. • Relevance to JIL – within our scope?
• Originality and interest to our audience – useful contribution to
knowledge or good practice?
• Title and abstract – appropriate wording and length and informative?
• Methodology – appropriate?
• Use of literature and referencing – good analysis of literature?
Good referencing or signs of plagiarism?
• Clarity of expression and structure – clear exposition of
argument? Logical structure? Spell out acronyms, avoid jargon!
Peer review criteria
14. Accept for publication without amendment
(almost never!)
Revisions required
Major revisions required followed by peer review
Resubmit elsewhere
Decline submission
Reviewer recommendations
15. • Make a list of all the actions needed of you
Can you address them? If so, how?
• If you can’t, discuss this with the editors
Tell us why (you can take your article elsewhere!)
• Revise the paper and resubmit it
with a covering letter detailing how you have addressed each comment
• If there were comments you didn’t address, because you couldn’t
or because you disagreed with them, say why
(you may want to discuss with us earlier in revision process)
• Remember that addressing these comments may unearth other
suggested changes – several rounds of revisions may be required
What to do with reviewer comments
17. JIL Copyeditors’ advice
• Use the required template
o Use the correct font and size - eg Arial 11pt for body text in JIL
(if using the template, this should be default)
o Number all section headings using the multilevel list option
o Format headings as per the style sheet
• Format your references using the journal’s house style
o JIL uses Harvard style as used by Cardiff University
o Remember to convert any EndNote references to text
• Ensure all in-text citations are given a full reference at the end,
and that all references are cited in the text
18. • Define acronyms and abbreviations on first use
• Ensure diagrams and images are copyright-free and
acknowledge their source
• And specifically for JIL:
o Use British spelling
o Avoid footnotes – either incorporate information into the text or list
non-cited information and websites under Resources and cited
sources under References
o List author name, affiliation and email address for each author, in
the order given in the metadata, on the article loaded for
copyediting
JIL Copyeditors’ advice
19. Once it is published
• Celebrate!
• Tell the world – use the DOI link
• Add it to your repository,
acknowledging where published
21. Writing process: eating the elephant
• Keep focused
Pin your central hypothesis or question and your what/why/how
analysis by your desk. Make sure that everything you write is
directed towards supporting and answering the question
• ‘Flatpack’ your writing
Dive in wherever you feel you have something to say. Write up the
section which comes most naturally and compile the sections later
• Free-writing
Don’t wait until you know what you want to say – get ideas out of
your head so you can reflect on and develop them
22. • Writing is an iterative process
Draft, redraft, draft again (and see Lamott on first drafts!)
• Find a good proofreader
This could be a colleague, friend or family member, but always get
someone else to read it through!
• Learn to read critically to help you write critically
Become a book reviews writer or a peer reviewer –
or ‘buddy up’ with another aspiring author and support each other
Writing process: eating the elephant
25. Activity 4:
Think about your next steps towards getting
published.
List up to 3 ideas about how you could follow up
from this session and discuss in pairs.
26. Further resources
Gordon, Rachel Singer. 2004. The Librarian's Guide to Writing for
Publication. Lanham, Md.: Scarecrow Press.
HEA-ICS. 2007. Writing for publication
http://www.ics.heacademy.ac.uk/events/displayevent.php?id=187
JIL Author Guidelines.
http://ojs.lboro.ac.uk/ojs/index.php/JIL/about/submissions#authorGu
idelines
Nicholson, S. 2006. Writing your first scholarly article: a guide for
budding authors in librarianship. Information Technology and
Libraries 25(2) 108-111. Available at:
http://bibliomining.com/nicholson/firstarticle.htm
Guhin, Jeff. 2012. How to turn a conference paper into an article (for
early grad students). Available at:
http://jeffreyguhin.blogspot.co.uk/2012/02/how-to-turn-conference-
paper-into.html
Editor's Notes
Jane
Let’s think about what a journal article IS and what it’s for.
How is an article different – in feel, in purpose, as a read – from other kinds of publication?
Small-group discussion for 2 minutes, then feed back to whole group for informal discussion.
For example, let’s compare a journal article and a conference presentation.
Structure – there are more overt, often more rigid, conventions for how to sequence parts of your story (introduction/context/research question, literature review, method, findings, discussion, conclusion/reflection, further research opportunities). These may not appear as headings in the text, but most journal articles will contain most or all of these elements, usually in this order.
Tone and register are usually more formal, and assertions are generally ‘hedged’ or qualified rather than being absolute
Use of evidence – presentations often have references at the end rather than interweaving the evidence into the flow of the argument. Articles may not reference overtly all the way through, but will usually start by reviewing the literature in the topic and situating the paper’s aim and findings in dialogue with what’s gone before.
Scope and purpose – a paper is usually a contribution to or advancement in knowledge (albeit a small one: another brick in the wall!) rather than a report, exchange of experience or update. Journal articles generally focus on a single topic of concern and look at it in a detailed way, making strong links with the wider context.
These issues need to be addressed explicitly in a peer-reviewed article. They are part of what peer reviewers will look for!
Context: ensure you refer to the literature and place the work within a wider context. This helps your readers situate it with reference to their own knowledge and experience of the field, and it also helps to signal what you’ve done that’s different or new – your own contribution.
Approach and method: this is so much more than choosing a scientific-sounding methodological label! How you approach your question, the framework you choose to work within, and how you design your data collection instrument, are what ensure the validity and integrity of your work. I strongly advise looking into the various methods available to you for the sort of work you want to do – don’t just fall back on surveys (see the recent In the Library with the Lead Pipe article: http://www.inthelibrarywiththeleadpipe.org/2015/ditchthesurvey-expanding-methodological-diversity-in-lis-research/). Get a guide book for your chosen method and use it as a tool to underpin your whole research process as well as the write-up.
Rigour: You should also back up any claims you make with appropriate evidence (otherwise it’s just your opinion!). Some of this will come from the literature/the research context; some from your data.
What/why/how: Need to be original – are you just telling a familiar story?
These questions are useful in two ways:
1. In the finished article, for situating the research in its context and signposting what the article’s contribution is; but also,
2. In your own thinking and writing process, so you can be clear about the ‘big picture’ of what you’re doing.
And each answer – or set of answers – feeds in directly to the major conventional sections in an article that set it apart from other types of scholarly communication, as we’ve talked about already. The ‘what’ will inform your introduction; the ‘why’ will, too, and will also help you to choose which parts of the literature to use to contextualise your work; the ‘how’ is crucial for your methods section. This very simple framework can help your thinking and writing, as well as help structure your finished piece of work.
Consider the what, why and how that lies behind your own conference presentation – or the paper you’d like to write, which might be different – or, indeed, of the research you’d like to carry out. (The questions – with some further prompts – follow on the next slide).
Try to use natural rather than ‘academic’ language to answer these questions (it’s harder than you might think!). Be as personal or as passionate – about it as you can!
Individual activity – 5 minutes.
Or work in pairs if you prefer! If you get stuck, tell the other person about your research in natural (non-academic) language: this can often help you to make connections and see what’s important.
JIL has been published since 2007 and has been regularly published twice yearly from the beginning (this helps with getting indexed in databases like Scopus).
Gold open access – the final, published version of every article is available free of charge – but the journal does not charge APCs (article processing charges). It is supported by the CILIP IL group.
Liz
Give out peer review criteria?
Once accepted, the paper is passed to copyediting
The main issue is to follow the journal guidelines – format your paper in the way that you are asked (it’s like being a student all over again …)
Cathie
Group activity – 10 minutes.
At this point we give out a short article and asked people to work in groups to think about how it could be turned into a peer reviewed article. We give them our peer review form at the same time.
Make it clear we are not expecting them to critique the article but to think about what it would need to be a peer reviewed article
Break your writing down into sections – it’s like how you eat an elephant : )
Keep focused on the ‘big picture’ (the research question or hypothesis) while you do the minutiae – the small-scale, step-by-step stuff.
Use flatpacking and free-writing techniques to get your ideas out of your head and onto paper. Writing is a form of thinking – you don’t have to commit yourself to every word you write down; you can ‘try on’ different standpoints.
Is there any one here at the session who would be interested in buddying up? Swap your details now!
Three great sources of real-world help about writing.
And a couple of ‘guide books’ for thinking about research methods!
#DitchTheSurvey article: http://www.inthelibrarywiththeleadpipe.org/2015/ditchthesurvey-expanding-methodological-diversity-in-lis-research/
Group activity – 10 minutes.
At this point we give out a short article and asked people to work in groups to think about how it could be turned into a peer reviewed article. We give them our peer review form at the same time.
Make it clear we are not expecting them to critique the article but to think about what it would need to be a peer reviewed article