This document outlines an agenda for a workshop on academic writing and publishing. The workshop covers various topics to help participants improve their writing skills and publish their work. It discusses getting started in writing, writing for journals, managing time for writing, types of scholarly writing, the peer review process, and finding help and support. The workshop also includes writing activities for participants to work on framing their writing topics and projects.
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.
The document provides guidance on writing effective essays, including how to research a topic, take notes, plan an essay, write an introduction, body, and conclusion, and properly cite references. It discusses selecting a topic, researching sources, organizing notes, creating an outline, structuring paragraphs, and ensuring the essay answers the assigned question. Key aspects of essay writing such as developing arguments, using evidence, and linking paragraphs are also covered.
This document discusses peer review and how to conduct constructive peer reviews. It defines peer review as the appraisal of reported research by experts in the field. Peer review is used to verify results, guide editors on publishing decisions, and help authors improve their work. The document outlines what peer review does and does not do. It also provides guidance on how to conduct strategic and helpful peer reviews, including using techniques like questioning the research, assessing what is needed to make the work publishable, and providing evidence-based feedback in a respectful manner. The goal is to foster constructive criticism that helps strengthen scholarship.
The document provides information on various publications from NACADA for academic advisors. It discusses the NACADA Journal, which publishes scholarly articles on advising research, theory, and practice. It notes the journal accepts manuscripts up to 6,000 words that are based on qualitative or quantitative methodology. It also discusses Academic Advising Today, which shares experiences and ideas to advise practicing advisors, and the NACADA Clearinghouse, which provides resources on advising issues and annotated bibliographies. Guidelines and recent articles are provided for submitting to each publication.
The document provides tips for aspiring authors on publishing in the Journal of Information Literacy. It discusses framing an article around an arguable research question, using appropriate methods and structure. The peer review process is described, which may require revisions. Authors are advised to address reviewer comments and resubmit articles as the process is not rejection but improvement. Specific writing tips are offered such as keeping focused on the research question, writing sections incrementally, and getting feedback from others.
This document provides tips for giving effective presentations. It discusses establishing clear aims, collecting and organizing ideas, using visual aids like slides simply and effectively, practicing your presentation, dressing professionally, maintaining good posture and eye contact, controlling nerves and mannerisms, allowing time for questions, and providing contact information for further help. The overall message is to be well prepared, positive, and engage your audience.
Breaking Down the Article Writing Process for New AcademicsMelanie Gonzalez
This document provides an overview of a workshop on breaking down the academic article writing process for new academics. The workshop objectives are to design a writing plan, select an article topic, write an abstract, understand the publication process, and provide feedback. It discusses selecting a prior work to develop into an article, writing a plan and schedule, overcoming obstacles, collaborating, writing an abstract, choosing a journal, and the review process. Attendees participate in polls and activities focused on their writing challenges and process.
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.
The document provides guidance on writing effective essays, including how to research a topic, take notes, plan an essay, write an introduction, body, and conclusion, and properly cite references. It discusses selecting a topic, researching sources, organizing notes, creating an outline, structuring paragraphs, and ensuring the essay answers the assigned question. Key aspects of essay writing such as developing arguments, using evidence, and linking paragraphs are also covered.
This document discusses peer review and how to conduct constructive peer reviews. It defines peer review as the appraisal of reported research by experts in the field. Peer review is used to verify results, guide editors on publishing decisions, and help authors improve their work. The document outlines what peer review does and does not do. It also provides guidance on how to conduct strategic and helpful peer reviews, including using techniques like questioning the research, assessing what is needed to make the work publishable, and providing evidence-based feedback in a respectful manner. The goal is to foster constructive criticism that helps strengthen scholarship.
The document provides information on various publications from NACADA for academic advisors. It discusses the NACADA Journal, which publishes scholarly articles on advising research, theory, and practice. It notes the journal accepts manuscripts up to 6,000 words that are based on qualitative or quantitative methodology. It also discusses Academic Advising Today, which shares experiences and ideas to advise practicing advisors, and the NACADA Clearinghouse, which provides resources on advising issues and annotated bibliographies. Guidelines and recent articles are provided for submitting to each publication.
The document provides tips for aspiring authors on publishing in the Journal of Information Literacy. It discusses framing an article around an arguable research question, using appropriate methods and structure. The peer review process is described, which may require revisions. Authors are advised to address reviewer comments and resubmit articles as the process is not rejection but improvement. Specific writing tips are offered such as keeping focused on the research question, writing sections incrementally, and getting feedback from others.
This document provides tips for giving effective presentations. It discusses establishing clear aims, collecting and organizing ideas, using visual aids like slides simply and effectively, practicing your presentation, dressing professionally, maintaining good posture and eye contact, controlling nerves and mannerisms, allowing time for questions, and providing contact information for further help. The overall message is to be well prepared, positive, and engage your audience.
Breaking Down the Article Writing Process for New AcademicsMelanie Gonzalez
This document provides an overview of a workshop on breaking down the academic article writing process for new academics. The workshop objectives are to design a writing plan, select an article topic, write an abstract, understand the publication process, and provide feedback. It discusses selecting a prior work to develop into an article, writing a plan and schedule, overcoming obstacles, collaborating, writing an abstract, choosing a journal, and the review process. Attendees participate in polls and activities focused on their writing challenges and process.
The document provides an overview of publishing in academic journals presented by Professor Simon Haslett. It discusses the academic writing process, making your name known, choosing the right journal, preparing manuscripts, dealing with rejection, and responding to reviewer comments. The goal is to guide researchers through getting published, including tips on collaboration, networking, choosing suitable journals, writing for specific publications, and overcoming rejection.
'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.
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!
This workshop aimed to help participants overcome barriers to publishing their research. It covered motivations for publishing, choosing appropriate journals, writing manuscripts, submitting papers, and responding to reviewer feedback. The facilitator had extensive publishing experience and shared tips on getting started, choosing journals, writing strategies, common reasons for rejection, and responding to editorial decisions. Participants were encouraged to develop plans and timelines for their own publishing goals.
A presentation by Professor Simon Haslett (University of Wales) at the International University of Malaya-Wales (IUMW) on Wednesday 19th February 2014.
MCCP 7012 Effective Literature Searching HKBU Library
This document summarizes an information literacy workshop on effective literature searching. It discusses how to use library tools like the online catalog and databases to find relevant research materials. It also covers strategies for staying current in one's field through tools like RSS feeds, research alerts, citation tracking and reference managers. The workshop teaches proper citation styles and referencing to avoid plagiarism. Library services for research support are also highlighted, including interlibrary loans, research consultations and access to other university libraries.
This document provides guidance on publishing academic papers. It discusses why publishing is important, what types of papers one can write, where to target publications, when researchers are ready to publish, who should be authors on a paper, and how to go through the publication process. The key steps outlined are identifying a publication opportunity, framing the paper and its contribution, writing drafts, getting feedback, handling revisions, and submitting the paper before a deadline. Conferences are suggested as a good starting point for getting feedback, while journals have higher standards but provide more lasting recognition. Supervisors can provide guidance on positioning work and navigating the publication process.
Doing research and getting published – challenges and possible solutionsAnabela Mesquita
This document provides tips and guidance for doing research, getting published, and navigating the academic publishing process. It discusses challenges such as finding target journals, writing manuscripts, and submitting papers. The presenter is an experienced academic who has published several books and papers. They outline the various stages of the research and publishing processes, including formulating problems, conducting literature reviews, developing objectives, designing studies, analyzing data, and disseminating results. Advice is provided around choosing journals, writing titles, abstracts, and manuscripts based on journal guidelines. The importance of networking and staying on top of submission status is also highlighted.
This seminar presentation aimed to help academics overcome barriers to publishing their research. It explored motivations for publishing, approaches to writing for publication, and submitting work to publishers. The presenter, who has extensive publishing experience, provided tips on choosing the right journal, preparing manuscripts, common reasons for rejection, and responding to editor and reviewer feedback. The presentation encouraged participants to develop plans and timelines for their own publishing goals.
Presentation by Professor Simon Haslett at the University of Wales, Newport, Centre for Excellence in Learning and Teaching (CELT) Writing Retreat Workshop at Gregynog Hall, Wales, on Wedmesday 11th May 2011. Simon Haslett is Professor of Physical Geography and Dean of the School of STEM at the University of Wales. He is also Visiting Professor of Pedagogic Research at the University of Wales, Newport.
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
NoodleTools for Students - Works Cited List - Fall 2016mkinneyccclib
NoodleTools is a citation and research organization tool that helps students create bibliographies and stay organized to prevent plagiarism. It allows users to save sources, create a working bibliography, take notes on notecards, and organize notes into piles and tags. Students can create outlines and essays using the organized information. The document provides instructions on setting up a NoodleTools account, adding and citing sources, sharing projects with instructors, copying sources between projects, reading instructor comments, and formatting bibliographies to export into word processing programs.
Scientific research and its publication
A process and the research process
Writing and submitting a paper to a journal
Other processes in research
Literagure review
Research design
Qualitative research
Conclusion
The review process
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.
Essential skills in health research and scientific writingDr Ghaiath Hussein
This presentation is of the training on "Essential Skills in Health Research and Scientific Writing" that was help in Soba Teaching Hospital in Khartoum, in collaboration with the Sudanese American Medical Association (SAMA).
It was a 4 days training given on a rate of one session per week. It was almost all skills-based hands-on training.
Day 1: The theoretical part was an Introduction to the Knowledge Management Cycle and where research fits in this model. The practical part was how to conduct an online review of literature
Day 2: The theoretical part was about the responsible conduct of research, and scientific misconduct, with focus on plagiarism. The practical part included the installation and the use of Reference Manager, including how to import the references found in the LR (given in session 1) in a database in the Reference Manager software.
Day 3: The theoretical part covered the basics of scientific writing in English. The practical part included writing, and re-writing some pieces, using the provided phrasebanks and verbs 'cheat-sheets'.
Day 4 was on the writing for publication, including detailed description of the peer-review publication model and how it works. We also touched very briefly, due to time constraints, to an overview and two examples of ethical issues in research. The practical part included writing an effective cover Letter to the editor, choosing proper manuscript title, and writing an informed consent.
Writing for Publication: Get Started, Get Support, Get PublishedSelf Employed
Slides from @EAHIL2015 workshop in Edinburgh, 10-12 June 2015 facilitated by Maria J Grant, Editor-in-Chief of the Health Information and Libraries Journal (m.j.grant@salford.ac.uk)
Publish or Perish - A guide to submitting papers for peer-reviewed publicationIan Brown
This document provides a guide to publishing papers in peer-reviewed scientific journals. It discusses the history of scientific publishing, including the first scientific journal in 1665 and the rise of open access journals since 2000. The document outlines various reasons for publishing papers, such as sharing knowledge, building reputation, and attracting research funding. It also discusses factors to consider when choosing a journal, such as audience, impact factor, and specialty. The document provides tips for preparing manuscripts, navigating the peer review process, and possible outcomes of submission.
This document provides guidance on writing research papers and theses. It discusses the typical structures and contents of papers and theses, as well as how referees evaluate papers. Papers should communicate important new ideas or information to advance knowledge in a field. They have standard sections like an abstract, introduction, body, and conclusion. Theses allow for more in-depth arguments and are evaluated based on the use of literature, organization, logic, argumentation, and contribution to the discipline. Figures and tables should assist the reader in understanding concepts discussed in the text.
The Insider's Guide to Getting Published by Prof. M.A. Van Hove (October 2016)HKBU Library
This document provides guidance for researchers on publishing their work. It discusses why publishing is important for career advancement and evaluation. It outlines the various forms publications can take and metrics used to evaluate them, such as impact factor, h-index, and number of citations. The document provides tips on choosing journals, submitting manuscripts, addressing referees' comments, and ethical publishing practices around authorship, plagiarism, and obligations of co-authors.
Enhancing Your Chances of Your Manuscript Being Accepted for PublicationSelf Employed
Workshop facilitated by Maria J Grant, Editor-in-Chief of the Health Libraries and Information Journal at the 2012 Health Libraries Group conference, 12-13 July 2012, Glasgow: http://www.uhl-library.nhs.uk/hlg2012/
The document discusses the concept of "open" in the context of information sharing and accessibility. It notes that while the internet promised greater access, much information remains restricted. The Budapest Open Access Initiative aims to make peer-reviewed literature freely available to all. However, different stakeholders have pursued varying strategies to achieve open access, such as green vs gold roads and use of open licenses vs policies. While progress has been made, more needs to be done to incentivize and reward open practices. The goal should be setting a default of openness in research and education to better serve humanity.
This document discusses how the University of St. Thomas integrates usage statistics into collection development decisions. It outlines the various sources of usage data for print and online resources, as well as the methods for analyzing and compiling cost and usage data from multiple systems. The university has developed local tools and processes to integrate cost and usage data to produce reports on topics such as cost per use for print and online subscriptions. These reports and data analyses help inform decisions about cancellations, format changes, and collection development.
The document provides an overview of publishing in academic journals presented by Professor Simon Haslett. It discusses the academic writing process, making your name known, choosing the right journal, preparing manuscripts, dealing with rejection, and responding to reviewer comments. The goal is to guide researchers through getting published, including tips on collaboration, networking, choosing suitable journals, writing for specific publications, and overcoming rejection.
'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.
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!
This workshop aimed to help participants overcome barriers to publishing their research. It covered motivations for publishing, choosing appropriate journals, writing manuscripts, submitting papers, and responding to reviewer feedback. The facilitator had extensive publishing experience and shared tips on getting started, choosing journals, writing strategies, common reasons for rejection, and responding to editorial decisions. Participants were encouraged to develop plans and timelines for their own publishing goals.
A presentation by Professor Simon Haslett (University of Wales) at the International University of Malaya-Wales (IUMW) on Wednesday 19th February 2014.
MCCP 7012 Effective Literature Searching HKBU Library
This document summarizes an information literacy workshop on effective literature searching. It discusses how to use library tools like the online catalog and databases to find relevant research materials. It also covers strategies for staying current in one's field through tools like RSS feeds, research alerts, citation tracking and reference managers. The workshop teaches proper citation styles and referencing to avoid plagiarism. Library services for research support are also highlighted, including interlibrary loans, research consultations and access to other university libraries.
This document provides guidance on publishing academic papers. It discusses why publishing is important, what types of papers one can write, where to target publications, when researchers are ready to publish, who should be authors on a paper, and how to go through the publication process. The key steps outlined are identifying a publication opportunity, framing the paper and its contribution, writing drafts, getting feedback, handling revisions, and submitting the paper before a deadline. Conferences are suggested as a good starting point for getting feedback, while journals have higher standards but provide more lasting recognition. Supervisors can provide guidance on positioning work and navigating the publication process.
Doing research and getting published – challenges and possible solutionsAnabela Mesquita
This document provides tips and guidance for doing research, getting published, and navigating the academic publishing process. It discusses challenges such as finding target journals, writing manuscripts, and submitting papers. The presenter is an experienced academic who has published several books and papers. They outline the various stages of the research and publishing processes, including formulating problems, conducting literature reviews, developing objectives, designing studies, analyzing data, and disseminating results. Advice is provided around choosing journals, writing titles, abstracts, and manuscripts based on journal guidelines. The importance of networking and staying on top of submission status is also highlighted.
This seminar presentation aimed to help academics overcome barriers to publishing their research. It explored motivations for publishing, approaches to writing for publication, and submitting work to publishers. The presenter, who has extensive publishing experience, provided tips on choosing the right journal, preparing manuscripts, common reasons for rejection, and responding to editor and reviewer feedback. The presentation encouraged participants to develop plans and timelines for their own publishing goals.
Presentation by Professor Simon Haslett at the University of Wales, Newport, Centre for Excellence in Learning and Teaching (CELT) Writing Retreat Workshop at Gregynog Hall, Wales, on Wedmesday 11th May 2011. Simon Haslett is Professor of Physical Geography and Dean of the School of STEM at the University of Wales. He is also Visiting Professor of Pedagogic Research at the University of Wales, Newport.
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
NoodleTools for Students - Works Cited List - Fall 2016mkinneyccclib
NoodleTools is a citation and research organization tool that helps students create bibliographies and stay organized to prevent plagiarism. It allows users to save sources, create a working bibliography, take notes on notecards, and organize notes into piles and tags. Students can create outlines and essays using the organized information. The document provides instructions on setting up a NoodleTools account, adding and citing sources, sharing projects with instructors, copying sources between projects, reading instructor comments, and formatting bibliographies to export into word processing programs.
Scientific research and its publication
A process and the research process
Writing and submitting a paper to a journal
Other processes in research
Literagure review
Research design
Qualitative research
Conclusion
The review process
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.
Essential skills in health research and scientific writingDr Ghaiath Hussein
This presentation is of the training on "Essential Skills in Health Research and Scientific Writing" that was help in Soba Teaching Hospital in Khartoum, in collaboration with the Sudanese American Medical Association (SAMA).
It was a 4 days training given on a rate of one session per week. It was almost all skills-based hands-on training.
Day 1: The theoretical part was an Introduction to the Knowledge Management Cycle and where research fits in this model. The practical part was how to conduct an online review of literature
Day 2: The theoretical part was about the responsible conduct of research, and scientific misconduct, with focus on plagiarism. The practical part included the installation and the use of Reference Manager, including how to import the references found in the LR (given in session 1) in a database in the Reference Manager software.
Day 3: The theoretical part covered the basics of scientific writing in English. The practical part included writing, and re-writing some pieces, using the provided phrasebanks and verbs 'cheat-sheets'.
Day 4 was on the writing for publication, including detailed description of the peer-review publication model and how it works. We also touched very briefly, due to time constraints, to an overview and two examples of ethical issues in research. The practical part included writing an effective cover Letter to the editor, choosing proper manuscript title, and writing an informed consent.
Writing for Publication: Get Started, Get Support, Get PublishedSelf Employed
Slides from @EAHIL2015 workshop in Edinburgh, 10-12 June 2015 facilitated by Maria J Grant, Editor-in-Chief of the Health Information and Libraries Journal (m.j.grant@salford.ac.uk)
Publish or Perish - A guide to submitting papers for peer-reviewed publicationIan Brown
This document provides a guide to publishing papers in peer-reviewed scientific journals. It discusses the history of scientific publishing, including the first scientific journal in 1665 and the rise of open access journals since 2000. The document outlines various reasons for publishing papers, such as sharing knowledge, building reputation, and attracting research funding. It also discusses factors to consider when choosing a journal, such as audience, impact factor, and specialty. The document provides tips for preparing manuscripts, navigating the peer review process, and possible outcomes of submission.
This document provides guidance on writing research papers and theses. It discusses the typical structures and contents of papers and theses, as well as how referees evaluate papers. Papers should communicate important new ideas or information to advance knowledge in a field. They have standard sections like an abstract, introduction, body, and conclusion. Theses allow for more in-depth arguments and are evaluated based on the use of literature, organization, logic, argumentation, and contribution to the discipline. Figures and tables should assist the reader in understanding concepts discussed in the text.
The Insider's Guide to Getting Published by Prof. M.A. Van Hove (October 2016)HKBU Library
This document provides guidance for researchers on publishing their work. It discusses why publishing is important for career advancement and evaluation. It outlines the various forms publications can take and metrics used to evaluate them, such as impact factor, h-index, and number of citations. The document provides tips on choosing journals, submitting manuscripts, addressing referees' comments, and ethical publishing practices around authorship, plagiarism, and obligations of co-authors.
Enhancing Your Chances of Your Manuscript Being Accepted for PublicationSelf Employed
Workshop facilitated by Maria J Grant, Editor-in-Chief of the Health Libraries and Information Journal at the 2012 Health Libraries Group conference, 12-13 July 2012, Glasgow: http://www.uhl-library.nhs.uk/hlg2012/
The document discusses the concept of "open" in the context of information sharing and accessibility. It notes that while the internet promised greater access, much information remains restricted. The Budapest Open Access Initiative aims to make peer-reviewed literature freely available to all. However, different stakeholders have pursued varying strategies to achieve open access, such as green vs gold roads and use of open licenses vs policies. While progress has been made, more needs to be done to incentivize and reward open practices. The goal should be setting a default of openness in research and education to better serve humanity.
This document discusses how the University of St. Thomas integrates usage statistics into collection development decisions. It outlines the various sources of usage data for print and online resources, as well as the methods for analyzing and compiling cost and usage data from multiple systems. The university has developed local tools and processes to integrate cost and usage data to produce reports on topics such as cost per use for print and online subscriptions. These reports and data analyses help inform decisions about cancellations, format changes, and collection development.
Managing Electronic Resources for Public Libraries: Part 2ALATechSource
This document provides information on managing electronic resources for public libraries. It discusses collecting and analyzing usage statistics on a regular basis, being aware of vendors' usage statistics modules, and standards like COUNTER and SUSHI. Key metrics for evaluation are identified. Maintaining professional relationships with vendors and negotiating contracts and renewals is also covered. Other topics include discovery services, federated searching, collection development policies, and ways to stay up-to-date in the field.
Nafiz Zaman Shuva, University of Dhaka, Bangladesh
Presented at the 2010 Electronic Resources & Libraries Conference.
Abstract: This article examines the existing status of use of electronic resources in different types of libraries of Bangladesh. An attempt has been made to identify the constraints that hinder the use of electronic resources in libraries of Bangladesh. Finally it proposes some solutions to promote the use of electronic resources in libraries of Bangladesh.
Bonnie Tijerina (@bonlth) presented a workshop at the INFO 2012 Conference in Tel Aviv, Israel. The workshop entitled, "E-Resource Management, Workflow, and Discovery in the Digital Age" presented a summary of eresources management work drawing from work presented at the 2012 Electronic Resources and Libraries Conference (@ERandL). More information about the conference can be found at www.electroniclibrarian.org
Levine-Clark, Michael, Maria Savova, and Jason Price, “Making Value Judgments...Michael Levine-Clark
Levine-Clark, Michael, Maria Savova, and Jason Price, “Making Value Judgments: E-Book Pricing for Access and Ownership,” Electronic Resources & Libraries, Austin, February 23, 2015.
Virtual Training conducted by Librarians among Postgraduate students and faculty at Egerton University with an aim of enhancing discoverability of the e-resources that the university subscribes
Publishing and Disseminating your Research and PracticeHelen Fallon
This document provides guidance on writing for publication. It begins by outlining the goals of the writing workshop, which are to have participants draft a writing, understand writing mechanics, know more about the publishing process, and increase confidence in writing. It then discusses reasons for publishing such as sharing work, increasing visibility and impact, disseminating research, and career advancement. The document provides tips on identifying topics, different types of publications, how to analyze journals, and how to draft queries to editors. It also covers outlining, structuring articles, titles, abstracts, keywords, and the various sections of articles such as introductions, literature reviews, methods, and discussions. Finally, it provides encouragement and advice for the writing process itself
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
This document discusses challenges and opportunities in academic publishing. It outlines current challenges such as lack of time, open access costs, long publication timelines, difficulty getting work published, and choosing the right journal. It then provides strategies to address these challenges, such as scheduling writing time, collaborating with others, becoming a productive reviewer, researching journals, and developing writing skills. Finally, it explores future trends in publishing like open peer commentary and self-publishing blogs.
This document provides an overview of the academic publishing process. It discusses conducting publishable research, writing papers, choosing journals, adhering to guidelines, preparing submissions, managing peer review, handling revisions, acceptance and rejection. Key steps include refining research questions, conducting thorough literature reviews, using appropriate methodologies, writing for the intended journal, addressing reviewer feedback, and considering alternative journals for rejected papers. The roles and responsibilities of authors and publishers are also outlined.
This document provides guidance on writing for publication. It discusses why researchers write for publication, what peer review involves, and potential outcomes from peer review such as acceptance, requiring minor or major revisions, or rejection. It provides tips for enhancing the chances of acceptance, such as considering the audience, message, guidelines, and setting the appropriate context. It also introduces the Chinese Scholars Network resource for Mandarin-speaking researchers.
Workshop -- How to successfully write a scientific paper?KnihovnaUTB
Přednášející: Katarzyna Gaca-Zając, PhD Eng. | Elsevier
***********
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 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.
Togar M. Simatupang gave a presentation on conducting research and getting work published. He discussed the process of developing research ideas, choosing appropriate research methods, structuring manuscripts, and navigating the publication process. He emphasized that publishing papers regularly is important for academic careers. The presentation outlined key steps like selecting target journals, responding to peer reviews, and improving manuscripts based on feedback in order to get work published.
A presentation from the joint CILIP Information Literacy Group and Library and Information Research Group's Writing Research Proposals and Publication event.
Writing for academic publishing in NursingHelen Fallon
The document provides information about publishing research and practice work in journal articles. It discusses the goals of writing for publication which are to increase knowledge of publishing, consider how research and practice can be written up as articles, better understand writing mechanics, and develop confidence in writing. It also outlines different types of publications and journal articles as well as potential sources for writing. Sample nursing journals are listed and tips are provided for identifying appropriate journals, understanding journal guidelines and requirements, drafting query emails, and outlining articles. Finally, it discusses the writing process and structure of research-based and practice-based articles.
The document discusses publishing in Wiley Materials Science journals. It provides an overview of the editorial process at Wiley, including the roles of various editors, organizers, and technical staff. It also covers what editors look for in determining the suitability of manuscripts, such as whether the topic and results fit the journal's scope. The document advises authors on writing an effective cover letter and conclusions section to maximize the chances of their work being published.
Publication without Tears: Tips for aspiring authors - Emma Coonan, Guest Pre...LISDISConference
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NASIG academic writing and pub preconference 2016
1. Academic Writing & Publishing
A NASIG workshop presented by
Maria Collins, North Carolina State University & Editor, Serials Review
Eleanor I. Cook, East Carolina University
Thursday, June 9, 2016 9 am-Noon
NASIG 31st
Annual Conference
Embracing New Horizons
June 9-12, 2016
Albuquerque, New Mexico
2. Agenda
9:00-9:10 – Welcome and Introductions
9:10-9:30 – Getting Started
9:30-9:50 – Writing Activity 1
9:50-10:20 – Writing for Journals
10:20-10:30 – Writing Activity 2
10:30-10:40 – break
10:40-11:00 – Help and Support
11:00-11:20- The Mechanics of Writing
11:20-11:30 – Writing Activity 3
11:30 – 11:50 – Advanced Topics
11:50-12:00 – Wrap up
3. Why Write?
• Are you expected to do it for promotion and/or
tenure?
• If not expected for your job, are you nevertheless
interested in writing and enjoy doing it?
• Think about your professional experiences and what
you have to share: How can others benefit from your
contribution to the literature?
• Will you work better alone or collaboratively?
• Pick research projects that interest you and those
with which you think you can do a good job.
4. How to get started
• Start with something doable: If you don’t enjoy writing
&/or feel you need more practice, start small:
• Book reviews
• Guest columns or blog postings
• Letters to the editor
• Conference reports
• Interviews
• Group projects
• (Just don’t expect these to “count” as much! – if that
matters)
5. Where do I get the time?
• Writing is like exercising: fit it in where you can
• Some institutions provide "research" leave but this is
rare
• Carve out a place at home if possible
• Morning writing as an exercise to keep you going
• Use the book The Right to Write for ideas and
inspiration
• It is not necessary to have the perfect set-up, it is not
required that you be "in the mood" and it is not
necessary to be perfect
• JUST DO IT.
7. Traditional Publications
Original works:
• Journal articles
• Book chapters
• Full-length books
• Column within a journal
• Published proceedings
• Book reviews
Derived works:
• Annotated bibliography
• Review article (The best of…)
• Translations
8. Newer Types of Scholarship
• Multi-media works (such as tutorials)
• Blog posts
• Self-published book
• Digital product
• Video product
• Listserve post
• Social media notes & posts
• Others?
9. Answering Calls for Proposals
• Answering calls for proposals (Caveat…)
• Proceedings proposals
• Calls for articles/chapters
• Special themed issues
• Publications derived from professional
committee work
• Invitations to publish
10. Time management depends on the type of
project
• Set realistic goals for yourself
• If collaborating with co-authors, build in more time
• Working to the deadline
• Be mindful of the timeliness of your topic
• Create an outline of the steps to complete
• If promotion/tenure is dependent on acceptance vs.
publication, be aware of that expectation
• Honoring deadlines, communicating with editors
• If working within IRB timeframe, factor that in as well
11. Promotion & Tenure expectations
• Know what is expected!
• If your library has specific expectations for publishing,
it is your responsibility to understand these and
produce accordingly
• Read the promotional documentation and ask
questions!
• Work with your supervisor and/or a mentor to
develop ideas for publication
• If collaboration is encouraged, then find colleagues to
work with
• Get to know the culture!
12. Pay attention to the local culture
• Quality vs. quantity
• The ability to successfully collaborate
• The importance of solo efforts
• Relevance to your job performance
• Can you publish on topics not directly related to your
job?
• Ask to look at successful colleagues’ dossiers who
have recently received promotion and/or tenure
• Maintaining balance
• Will you be expected to establish a “research
agenda?”
13. If your library doesn’t expect you to
write:
• Realize that you may not stay at
your present job forever, so if
you start publishing now, this
may help you land a position at
another academic library (if that
is your goal)
• Writing exposes you to a wider
network of professionals in your
area of expertise
• You can write what you want if
no one is expecting you to do it!
15. ALA Blogs, RSS Feeds, and Wikis
http://www.ala.org/Template.cfm?Section=News&template=/cfapps/xml/pr_inst.
html
NASIG blog
https://nasig.wordpress.com/
75 of the Coolest Librarians to follow on Twitter
http://librarysciencelist.com/75-of-the-coolest-librarians-to-follow-on-twitter/
Happenings at OCLC
http://www.oclc.org/research/people/follow.html
NISO blog
http://www.niso.org/blog/
Scholarly Kitchen
https://scholarlykitchen.sspnet.org/
Examples of Sources to Follow for Topic ideas
16. Academic Writing and Peer-Reviewed Journals
Steps Involved in Publishing
• Initial feedback from editor about idea
(optional)
• Submission process
• Peer review
• Revision
• Acceptance
• Determination of author rights
• Compositor work /proof stage
• Publication (pre/post issue assignment)
17. Where to Publish
Nixon, Judith M. "Core Journals in Library and Information Science:
Developing a Methodology for Ranking LIS Journals" (2014). Libraries
Faculty and Staff Scholarship and Research. Paper 61.
http://docs.lib.purdue.edu/lib_fsdocs/61
Journals related to Serials, E-resources and/or
Technical Services
• Against the Grain
• Cataloging & Classification Quarterly
• Library Resources & Technical Services
• Library Collections, Acquisitions & Technical
Services
• Journal of Electronic Resources Librarianship
• Serials Librarian
• Serials Review
• Technical Services Quarterly
18. What to expect when writing
different kinds of journal
publications beyond peer review
• Columns
• Book reviews
• Editorials
• Invited articles
19. The Peer-reviewed Article
Research methods to consider
• Surveys
• Research studies and statistical
analysis
• Case studies; how we do it papers
• Literature review
• Interviews
20. IRB, You Will
• Office of Sponsored Research -
Institutional Review Board
• Purpose:
• Protect rights and welfare of
human research subjects
• Ensure compliance with
institutional policy and federal
regulations
• Educate researchers on ethical
use of human subjects
21. Is it worth it?
Cons:
• IRB review not suitable for social
science studies, especially
ethnographic (interview) studies
• Overkill for low-risk studies
Pros:
• Going through the review forces
you to clarify your goals and
procedures
• Human subject research is useful
to many disciplines
22. The Peer-review
process
What to expect from Peer Review
• Anonymity
Blind or Double Blind review
• Objectivity
• Expertise
• Honesty
• Constructive feedback
• Timeliness (within the journal’s
parameters)
23. What NOT to Expect From Peer
Review
• Copy editing
• Extensive assistance
• Infallibility
24. A Peer Reviewer will…
Assess the quality of the writing
• Is the article interesting to
read?
• Does the target audience
understand your point?
• Does the content flow logically
from one section to the next?
• Does your style match the
journal in which you hope to
publish?
25. A Peer Reviewer will…
Assess the quality of the writing
• Have you eliminated filler
words, phrases, and
sentences?
• Have you considered and
addressed dissenting points of
view?
• Do you have an effective
conclusion?
• Can you impose an outline on
your completed draft?
26. Roles and Responsibilities
Reviewer
• Timeliness
• Provide constructive feedback
• Suggest a decision back to the
editor
• Be willing to review revisions
• May have access to other
reviewer comments
27. Roles and Responsibilities:
Editor
• Managing scope of the journal
• Initial review of manuscript
• Assign and follow up with reviewers
• Formalize feedback to the author
• Final decision on manuscript
• Submission of manuscript to
compositors
• Proof work
• TOC assignment
28. Roles and Responsibilities
Author
• Submit article publication ready
• Respond to reviewer comments
• Submit revisions in a timely
manner
• Proofs
30. Journal Management Systems
Description of various systems
http://www.sparc.arl.org/resources/publisher
s/journal-management
General features
• Manage submission workflow
• Can retrieve attached documents from
reviewers or editors
• Store communications associated with the
submission
• Provide status updates and notification
35. Author Rights Options
• Copyright assignment
• Exclusive license to publish
• Creative Commons
36. Writing Activity 2
Framing your writing
What do you want to write about? What is
the main purpose of your writing project?
Why do you want to write about your topic?
How do you want to write about your topic?
What is the connection between what you
want to write and yourself?
38. Networking
• Take advantage of your connections in the
field
• Many excellent writing opportunities can
come from “who you know,” or your
willingness to get to know new connections
• Working with colleagues at your own
institution vs. others elsewhere
• Establishing a mentor (for writing, but also in
general)
39. Developing good habits
• Meeting deadlines & time
management
• Procrastination & writer’s
block
• Working with co-authors
and editors
• Plagiarism & other ethical
issues
• Participating in a writing
support group
• Having trusted colleagues
read your draft
40. Writing Support Groups
• Campus group already established?
• Independent group already in your region?
• Colleagues from your own library and/or
those nearby?
• Go virtual?
• Start your own?
41. Writing Group etiquette
• Stay on task, but be flexible
• Know what the group’s goals are
• Be accountable
• Learn how to both give constructive feedback
and take constructive feedback
42. The Mechanics of Writing
Writing best practices
-Writing about what interests you
-Making time to write
-Organizing and providing structure to
your thoughts
-Sharing with others
- Soliciting feedback
-Testing surveys
-Using statistics (or not)
-Meeting your deadlines
-Writing with a co-author
43. The Mechanics of Writing
Writing best practices
-revise, revise, revise
Should be able to answer the
questions:
What am I trying to say?
Have I said it?
If someone new to my fields
reads this, will they
understand it?
44. Common Writing Mistakes
• No defined purpose
• Waiting too long to identify the
purpose
• Too much detail; lack of focus
• Lack of structure
• Local story with no global
context
• Fails the “so what” test– why is
this important?
• Overly opinioned or agenda-
driven
• Inaccuracies
45. Common Writing Mistakes
• Making the reader work or guess
• Failure to follow journal guidelines
and/or suggested style guide
• Submitting an unfinished
manuscript
• Changing person throughout the
paper (I, you, they)
• Inconsistent use of tense (past and
present)
• Inconsistent mood (both casual and
formal
46. General Expectation of Editors
and Publishers
• OK to consult with editors ahead of
time to shop idea
• Pay attention to style manuals,
instructions to authors
• Be sure to properly cite your
sources; it you are not sure, cite it.
• Articles submitted should be ready to
review
47. General Expectations
• Your article should only be submitted
to one journal at a time
• Author is responsible for making copy
readable
• Editor/compositors will likely edit
(often minimally) your accepted
version to comply with journal
formatting or style.
48. Making scholarly writing
enjoyable
“If you write about subjects you
think you would enjoy knowing
more about, your enjoyment will
show in what you write”
William Zinsser. On Writing Well: The Classic
Guide to Writing Nonfiction
49. Writing Activity 3- Writing Plan
• Writing goal
• Topic and purpose
• List of ideas to cover
• Writing approach
• Mood – formal or informal
• Research method
• Publications to target
• Resources required
• People to consult or interview
• Tools
• Time
• Research and investigation
• List of tasks to do
• Tentative time line and schedule for project
milestones
50. Advanced topics
• Tackling larger writing projects
• Writing a book
• Literature reviews
• Changes in scholarly
communication – Open Access
• Other…
52. Considerations before taking the
plunge
• Sole author or co-author?
• Traditional publisher or self-published
(Amazon or similar)
• Time commitment
• Editorial support
• Contract, copyright considerations
• Consider joining NWU for contract
assistance
53. Organizational considerations with a
book
• Literature review
• Outline of chapters
• Writing schedule
• Edit, edit, edit, edit
• Documentation
• Who will do the index?
• Working with the publisher
• When things don’t go as planned
• Back it up!
Animated balloon floats into distance
(Advanced)
To reproduce the balloon on this slide, do the following:
On the Home tab, in the Slides group, click Layout, and then click Blank.
On the Home tab, in the Drawing group, click Shapes, under Basic Shapes, click Teardrop (second row, fourth from the left). On the slide, drag to draw the teardrop.
Under Drawing Tools, on the Format tab, in the Size group, click the Size and Position dialog box launcher, and then in the Format Shape dialog box, click Size in the left pane. In the Size pane, under Size and rotate, do the following:
In the Height box, enter 1.66”.
In the Width box, enter 1.7”.
In the Rotation box, enter 133⁰.
Also in In the Format Shape dialog box click Fill in the left pane, select Gradient fill in the Fill pane, and then do the following:
In the Type list, select Linear.
In the Angle box, enter 90.
Under Gradient stops, click Add gradient stops or Remove gradient stops until three stops appear in the slider.
Also under Gradient stops, customize the gradient stops as follows:
Select the first stop in the slider, and then do the following:
In the Position box, enter 13%.
Click the button next to Color, and then under Theme Colors click Red, Accent 2, Darker 25% (fifth row, sixth option from the left).
In the Transparency box, enter 0%.
Select the next stop in the slider, and then do the following:
In the Position box, enter 66%.
Click the button next to Color, and then under Theme Colors click Red, Accent 2, Lighter 40% (fourth row, sixth option from the left).
In the Transparency box, enter 0%.
Select the last stop in the slider, and then do the following:
In the Position box, enter 100%.
Click the button next to Color, and then under Theme Colors click White, Background 1 (first row, first option from the left).
In the Transparency box, enter 0%.
Also in the Format Shape dialog box in the left pane, click Line Color, and in the Line Color pane, select No line.
On the Home tab, in the Drawing group, click Shapes, and then under Basic Shapes, click Isosceles Triangle (third option from the left). On the slide, drag to draw the isosceles triangle.
Select the isosceles triangle. Under Drawing Tools, on the Format tab, in the Size group, click the Size and Position dialog box launcher. In the Format Shape dialog box, click Size in the left pane. in the Size pane, under Size and rotate, do the following:
In the Height box, enter 0.16”.
In the Width box, enter 0.11”.
In the Rotation box, enter 8⁰.
Also in the Format Shape dialog box, in the left pane, click Fill. In the Fill pane, click Solid Fill. Click the button next to Color, and then under Theme Colors click Red, Accent 2, Darker 25% (fifth row, sixth option from the left).
Also in the Format Shape dialog box in the left pane, click Line Color, and then in the Line Color pane select No line.
Position the isosceles triangle on the slide so that the sharp angle touches the point of the teardrop.
On the Home tab, in the Drawing group, click Shapes, and under Lines click Curve (tenth option from the right). On the slide, draw a curve (for, example, one that has four points). Press ESC to end the curve.
Select the curvy line. On the Home tab, in the Drawing group, click the arrow next to Shape Outline, and then under Theme Colors, click White, Background 1, Darker 15% (third row, first option from the left).
On the Home, in the Drawing group, click Shape Outline, point to Weight, and then click 1 pt.
Position the curve on your slide so that one end is touching the bottom edge of the isosceles triangle.
On the Home tab, in the Drawing group, click Shapes, and under Basic Shapes, select Oval (second option from the left). On the slide, drag to draw an oval.
Select the oval. Under Drawing Tools, on the Format tab, in the Size group do the following:
In the Shape Height box, enter 1.2”.
In the Shape Width box, enter 1.2”.
Under Drawing Tools, on the Format tab, in the Shape Styles group, click the arrow next to Shape Fill, point to Gradient, and then click More Gradients.
In the Format Shape dialog box, in the left pane click Fill. In the Fill pane, select Gradient fill.
In the Type list, select Radial.
Click the button next to Direction, and then click From Center (third option from the left).
Under Gradient stops, click Add gradient stops or Remove gradient stops until three stops appear in the slider.
Also under Gradient stops, customize the gradient stops as follows:
Select the first stop in the slider, and then do the following:
In the Position box, enter 0%.
Click the button next to Color, and then under Theme Colors click White, Background 1 (first row, first option from the left).
In the Transparency box, enter 0%.
Select the first stop in the slider, and then do the following:
In the Position box, enter 50%.
Click the button next to Color, and then under Theme Colors click White, Background 1 (first row, first option from the left).
In the Transparency box, enter 81%.
Select the first stop in the slider, and then do the following:
In the Position box, enter 71%.
Click the button next to Color, and then under Theme Colors click White, Background 1 (first row, first option from the left).
In the Transparency box, enter 100%.
Also in the Format Shape dialog box in the left pane, click Line Color, and then in the Line Color pane click No line.
Position the oval at the top, left edge of the teardrop to create a lighting effect.
Press and hold CTRL, and then select all four objects. On the Home tab, in the Drawing group, click Arrange, and then under Group Objects click Group.
To reproduce the animation effects on this slide, do the following:
On the slide, select the balloon and drag it off the bottom left corner of the slide.
On the Animations tab, in the Advanced Animation group, click Add Animation, and then click More Motion Paths. In the Motion Path dialog box, under Lines & Curves, click Diagonal Up Right, and then click OK.
On the slide, select the motion path and then drag the end point (red triangle) across the slide and off the top right corner.
On the Animations tab, in the Timing group, in the Start list, select With Previous.
On the Animations tab, in the Timing group, in the Duration box, enter 32.
On the Animations tab, in the Advanced Animation group, click Add Animation, and then under Emphasis click Grow/Shrink.
On the Animations tab, in the Timing group, in the Start list, select With Previous.
On the Animations tab, in the Timing group, in the Duration box, enter 32.
On the Animations tab, in the Animation group, click Effect Options, and then click the Show Additional Effect Options dialog box launcher. In the Grow/Shrink dialog box, under Settings, click the arrow next to the Size box and in the Custom box, enter 2%.
To reproduce the background on this slide, do one of the following:
Note: You can save the background of this slide template as a picture and use it in your own slides. To use the same background as this slide, do the following:
Right-click the sky background on the original template, and then click Save Background.
Save the file as a JPEG (.jpg) file format.
On the Design tab, in the Background group, click Background Styles, and then click Format Background. In the Format Background dialog box, click Fill in the left pane, select Picture fill in the Fill pane, and then under Insert from click File.
In the Insert Picture dialog box, select a picture, and then click Insert.
Coming up with the time to write…
Topics
Defining yourself as a writer; Creating professional synergy as a writer
-write about what you know
-write about what you need to learn about or discover (problem spaces, new initiatives, future innovations)
-write about problems you are trying to solve
-write about areas that are changing in your profession
-write about what interests you
-write about people you want to know more about
This exercise is about quantity, not quality.
Make an attempt to write something down for every question.
Be as specific as you can
You have just under 10 minutes to write
(10 minutes)
Choose a partner
Share your ideas with your partner; get input about your ideas and select 2-3 potential topics to write about that you like best from your list.
Ways to discover ideas/topics
-read professional literature
-professional listserves
-blogs from industry leaders
-twitter feeds from industry leaders
-visit industry web sites
-conferences and webinars
Not including writing the paper itself
-Publication –note T&Fs article first program - publisher articles as soon as possible before issue assignment
There are many options when submitting material to a journal beyond the peer-reviewed article.
Tailoring your writing for different kinds of publications
Columns:
Often work with a separate editor than the journal editor
Can contact column editor if you are interested in writing
Writing style can vary – some columns are informal and use first person; Others are more formal; Need to check in with column editor on style
Columns are not typically peer-reviewed but can have high visibility
Columns for Serials Review are often the highest number of downloads
Book Reviews
Contact book review editors if interested.
Book reviews vary by length. Some are very short; SR book reviews are 3-5 double-spaced pages
Writing is a combination of summary and opinion
Usually receive complimentary copy of book you are reviewing
Editorials
Many journal solicit or are willing to entertain guest editorials
Good for opinion or thought pieces; discussions of new initiatives
Does not require the rigor of a peer-reviewed article
Invited article
Invited articles are not peer-reviewed, but they may share many of the same features as a peer-reviewed article.
Revisions may still be required by the editor
These kinds of articles are often solicited from leaders in the field
They may be part of a special issue or series
i.e. Special issue for NC Serials Conference – articles are invited
Common research methods for peer-reviewed articles
-Do what your most comfortable with
-In our field, the most read works are often practical in nature.
First, to protect the rights and welfare of human research subjects through project review. Second, to foster compliance with institutional policy and federal regulations by facilitating institutional personnel’s efforts in utilizing living human subjects for research, education and other scholarly pursuits that are systematically designed and endeavoring to contribute to generalizable knowledge. Third, to provide education to institutional personnel on the ethical use of human subjects. Helping scientists and instructors to be stellar stewards of the trust of our human subjects is of paramount concern.
-Not going into too much detail, just talking about general expectations
-Consult with university Office of Sponsored Research or promotion and tenure committee in your library
-University often has many resources to assist with this process
-Be prepared for a time delay
-Any research conducted with human subjects will require IRB
-Journalistic pieces that consult with experts in the field often do not require IRB
-If in doubt, consult with Office of Sponsored Research
First, to protect the rights and welfare of human research subjects through project review. Second, to foster compliance with institutional policy and federal regulations by facilitating institutional personnel’s efforts in utilizing living human subjects for research, education and other scholarly pursuits that are systematically designed and endeavoring to contribute to generalizable knowledge. Third, to provide education to institutional personnel on the ethical use of human subjects. Helping scientists and instructors to be stellar stewards of the trust of our human subjects is of paramount concern.
-Not going into too much detail, just talking about general expectations
-Consult with university Office of Sponsored Research or promotion and tenure committee in your library
-University often has many resources to assist with this process
-Be prepared for a time delay
-Any research conducted with human subjects will require IRB
-Journalistic pieces that consult with experts in the field often do not require IRB
-If in doubt, consult with Office of Sponsored Research
-Form of feedback – narrative assessment of whether or not the article is in scope, the validity of the research, whether or not the article contributes to the literature, and what needs to be improved
Assess the quality of the research
Significance to the journal’s readers
Connection to previous research in the field
Quality of research methodology
Quality and depth of conclusions
Originality
Implications for Practice
Honesty - tell story of one SR reviewer who is very detailed. Often have to warn authors, but papers are always better.
-The peer reviewer is not expected to copy edit the manuscript, even though some do prefer to make comments directly within the paper.
-The paper should be in it’s final form before submission. Suggestions will be provided to improve the manuscript, but if the article is unreadable or poorly written, it will be rejected.
The editor reserves the right to reject the paper outright if it is not ready for peer review; do not want to waste reviewers time.
-Reviewers are not perfect; but they contribute greatly to the research process
-Reviewers may often disagree and a tie-breaker review may be required.
- Peer reviewer will review the article for quality, originality and value in addition to fit for the journal
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A good reviewer should respond in a timely manner or let the editor know that aren’t available
Review article for quality, originality and value
Provide constructive feedback (talk about trend to just make a decision and not provide comments)
Feedback areas –
What works
Areas of improvement
Missing elements to the paper
Areas that are confusing
Literature to consider
Validity of any statistics (difficulty finding reviewers to do this for LS literature; may have a reviewer who just does this)
Does the paper contribute to the idea
The editor manages the submission process for the journal including the following:
Managing scope:
-soliciting content for the journal
-determine if submitted content is a good fit for the journal
-consult with editorial board to determine direction and come up with special ideas
-Manage column editors and coordinate column topics as needed
Perform initial review of manuscript – editor may reject outright if not ready for review or out of scope
-Assign and follow up with reviewers as needed
-Collate and contribute to feedback for authors
-Make final decision about acceptance of the manuscript
-Submit final product – publication ready – to the compositors on the publishing team
-Editor may or may note review proofs; often author’s responsibility
-Editor will determine order for articles within an issue
-Write editorials as needed
For small journals with minimal editorial teams, editors often work in cycles which can cause delays in the work.
The author often works directly with the journal manager assigned by the publisher when handling proofs
Many journals require a response to reviewers when submitting a revision.
An author should explain how they addressed each point.
There are a variety of journal submission systems.
General features will usually include
-Manage submission workflow
-Can retrieve attached documents from reviewers or editors
-Store all communications associated with the submission
-Provide status updates and notification
I’m going to show you a few slides from the T&F editorial system to show an example of the submission process.
Step 1 – Notice the helpful items on the publisher website. Info you’ll need to know as you write your manuscript
Main menus
Registration
Info about the journal such as Instructions for Authors
Look for the following:
-style guide
-requirements for submission
often in the Instructions for Authors
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Once you’ve registered, you will have access to a menu of options to manage or submit your submission
View of what’s required for a submission
Publication ready –
Separate files for
-title page
-Abstract and keywords
-manuscript with no identifying information
-Separately labeled figures and tables
-Note location of fig and tab in text but do not submit embedded
View of editor main menu for managing submission workflows
Copyright assignment
You assign copyright in your article to the publisher or society. They manage the intellectual property rights (IPR) in your article, maintain your article as the Version of Record, and can represent your article in cases of copyright infringement.
Exclusive license to publish
You grant the journal owner (e.g., the publisher [Taylor & Francis] or a learned society) the right to publish your paper on an exclusive basis. You (the author) retain copyright, and reuse requests are handled by the publisher or society on your behalf.
Chart details what’s allowed by each kind of license.
Take 5 minutes to write out answers to the following questions.
This will help you to frame out your approach to your writing project.
Share your thoughts with a partner. (5 minutes)
-No defined purpose – author doesn’t know what they want to say; failure to identify the problem
or not defining the problem soon enough –
i.e. Reader has to read half the paper before you figure out what the paper is about –
Often happens when you choose style over function.
-What one point do you want to leave with the reader?
Too much detail – lack of focus – two much going on
No structure – Paper is not organized
Local story only
How to Create context
-literature review
-global perspective from experts - interviews, surveys, data
So what test –
-Paper doesn’t contribute to the literature
Overly opinionated – not objective
Be accurate – don’t exaggerate or guess – too easy to mis-represent – Story of working with Regina in my most recent editorial – based on an interview
Share editing stories
-link resolver article – background cut
-Library Journal article – voice changed to informal
-LRTS lit reviews – had to cut 3500 words; split into two articles
Note book – On Writing Well
-You enjoy what you write about when you are interested in what you write about
-Come back around to the concept of synergy – incorporating who you are as a professional into your writing; use for your own continuing education
-There should be a sense of purpose to your writing, whether it be formal or informal
Best writing for you and for your reader
-Reflect who you are
-Humanizing your work, importance of sincerity – sharing examples from your experiences
-Should be organized and not leave the reader guessing; should be readable, explained in simple ways without jargon
-Don’t be intimidated and you don’t need to know it all to write – interviews, etc.
OA: Think about your own context and how you want your work represented.
-Push towards openness – open access, open data, and open peer review
-Greater focus on the article and less on the journal itself
-Funding is an issue especially for the social sciences – makes it more difficult to transition to OA.