PhD students as a library user group are receiving increased
focus in the development of library services. In addition to
writing their doctoral thesis, they need to balance the roles
as ‘good academics’ and ‘good scientists’, and a key element
in this respect is raised awareness around academic integrity
and publication channels. In this breakout session, based on
experiences from our own teaching sessions, we discuss how
PhD students respond to these challenges, and which actions
should be taken by university libraries to help them meet the
expectations of present day academia.
With the growing importance of evidencing the ‘worth’ of
scholarship, the inexorable increase in metrics associated with
scholarly output, funder requirements for open access, and the
rise of digital scholarship, there has been a recent growth in the
provision of the one-stop support service: the Office for Scholarly
Communication. This session will draw on the experiences of two
UK universities in developing such Offices and the importance
of working with the research support function of the university,
particularly in relation to REF-related activities. The University of
Kent case study explores how the Library and Research Services worked together to build a business case for an OSC and how the proto-office is being developed through joint management. (The second presenter and case study are to be confirmed.)
In light of the recent EU decision to make all European
scientific articles freely accessible by 2020, academic
institutions must prepare to convince a considerable number
of researchers to publish their work open access. This talk
presents an example of how a university library can become
a prime mover in its institution’s work on open science.
Keywords to success are a dedicated team, collaboration with
the institution’s research administration and IT department,
and focusing on widespread information towards the
research community.
It appears highly probable that immediate open access publishing
will become the default mode for scholarly publishing – for the
biosciences first, other sectors later. ‘Immediate’ open access
means unfettered publication as soon as a scholarly work is
ready, with no embargo period. The costs of making a scholarly
artefact available can be reduced without sacrificing quality. This
interactive session will sketch the argument for these claims and
will present several value-added services that publishers could
develop to thrive in an open access world.
The session will present the key findings of a joint
Loughborough University and Taylor & Francis project
looking at postgraduate user experience in the digital
library. Using the findings from ten research students’
diaries collected over an eight-month period, we will focus
on the findings as they relate to the academic journal and
article including: evaluating different publishers’ platforms
and their UX; identifying the approaches and skills needed
in identifying papers relevant for their research; and
approaches to storing papers.
Librarians are increasingly being asked to engage with
bibliometrics to help with institutional decision making.
However, few have professional qualifications in this area and
there is an onus on universities to do metrics responsibly. A
small project supported by the Lis-Bibliometrics forum and
Elsevier Research Intelligence Division is developing a set of
bibliometric competency statements to ensure practitioners are
equipped to do their work responsibly and well. This workshop
will report on progress to date and invite input into the project.
This webinar is based on experiences of working over the past two years with a number of further education (FE) colleges to help them increase engagement with digital resources and library services. It draws on the recommendations of a number of librarians/learning resources managers on how they have increased engagement with, and use of, their resources. The emphasis will be on non-technical approaches to enhance student experience, learning and teaching.
Lis Parcell will share recommendations which will be particularly useful for librarians and learning resources staff in FE colleges, but may also be of interest to staff working in smaller university library services. Participants will be encouraged to contribute their own views on the challenges they face in increasing engagement with their digital resources and library services. We will also highlight further support available from Jisc in this area. Lis will co-present with Elizabeth Newbold, Library Manager at Activate Learning.
This webinar will provide an introduction to managing, purchasing and promoting eBooks within an academic context. It will also provide an overview of the key elements of eBook accessibility with reference to the recent HE eBook accessibility audit. With opportunities for questions and to feedback.
With the growing importance of evidencing the ‘worth’ of
scholarship, the inexorable increase in metrics associated with
scholarly output, funder requirements for open access, and the
rise of digital scholarship, there has been a recent growth in the
provision of the one-stop support service: the Office for Scholarly
Communication. This session will draw on the experiences of two
UK universities in developing such Offices and the importance
of working with the research support function of the university,
particularly in relation to REF-related activities. The University of
Kent case study explores how the Library and Research Services worked together to build a business case for an OSC and how the proto-office is being developed through joint management. (The second presenter and case study are to be confirmed.)
In light of the recent EU decision to make all European
scientific articles freely accessible by 2020, academic
institutions must prepare to convince a considerable number
of researchers to publish their work open access. This talk
presents an example of how a university library can become
a prime mover in its institution’s work on open science.
Keywords to success are a dedicated team, collaboration with
the institution’s research administration and IT department,
and focusing on widespread information towards the
research community.
It appears highly probable that immediate open access publishing
will become the default mode for scholarly publishing – for the
biosciences first, other sectors later. ‘Immediate’ open access
means unfettered publication as soon as a scholarly work is
ready, with no embargo period. The costs of making a scholarly
artefact available can be reduced without sacrificing quality. This
interactive session will sketch the argument for these claims and
will present several value-added services that publishers could
develop to thrive in an open access world.
The session will present the key findings of a joint
Loughborough University and Taylor & Francis project
looking at postgraduate user experience in the digital
library. Using the findings from ten research students’
diaries collected over an eight-month period, we will focus
on the findings as they relate to the academic journal and
article including: evaluating different publishers’ platforms
and their UX; identifying the approaches and skills needed
in identifying papers relevant for their research; and
approaches to storing papers.
Librarians are increasingly being asked to engage with
bibliometrics to help with institutional decision making.
However, few have professional qualifications in this area and
there is an onus on universities to do metrics responsibly. A
small project supported by the Lis-Bibliometrics forum and
Elsevier Research Intelligence Division is developing a set of
bibliometric competency statements to ensure practitioners are
equipped to do their work responsibly and well. This workshop
will report on progress to date and invite input into the project.
This webinar is based on experiences of working over the past two years with a number of further education (FE) colleges to help them increase engagement with digital resources and library services. It draws on the recommendations of a number of librarians/learning resources managers on how they have increased engagement with, and use of, their resources. The emphasis will be on non-technical approaches to enhance student experience, learning and teaching.
Lis Parcell will share recommendations which will be particularly useful for librarians and learning resources staff in FE colleges, but may also be of interest to staff working in smaller university library services. Participants will be encouraged to contribute their own views on the challenges they face in increasing engagement with their digital resources and library services. We will also highlight further support available from Jisc in this area. Lis will co-present with Elizabeth Newbold, Library Manager at Activate Learning.
This webinar will provide an introduction to managing, purchasing and promoting eBooks within an academic context. It will also provide an overview of the key elements of eBook accessibility with reference to the recent HE eBook accessibility audit. With opportunities for questions and to feedback.
Is what's 'trending' what¹s worth purchasing?NASIG
Presenters:
Stacy Konkiel, Outreach & Engagement Manager, Altmetric
Rachel Miles, Kansas State University Libraries
Sarah Sutton, Assistant Professor in the School of Library and Information Management at Emporia State University
New forms of usage data like altmetrics are helping librarians to make smarter decisions about their collections. A recent nationwide study administered to 13,000+ librarians at R1 universities shines light on exactly how these metrics are being applied in academia. This presentation will share survey results, including as-yet-unknown rates of technology and metrics uptake among collection development librarians, the most popular citation databases and altmetrics services being used to make decisions, and surprising factors that affect attitudes toward the use of metrics. This presentation will also offer actionable insights on how altmetrics are being paired with bibliometrics and usage statistics to form a more complete picture of “trending” scholarship that’s worth purchasing. Through sharing the survey results and opening up a discussion about the potential altmetrics hold for informing collection development, the presenters aim to provide a learning opportunity for attendees which will enhance their competencies for e-resource management, specifically, core competence for e-resource librarians 3.5, use of bibliometrics for collection assessment, and 3.7, identity and analyze emerging technologies.
Serach, Serendipity & the Researcher ExperienceNASIG
Presenter: Lettie Conrad, Executive Program Manager, Discovery & Product Analysis, SAGE Publishing
When considering academic researchers’ information-seeking and retrieval needs, we often focus on search – optimizing for search, Google-like search for libraries, user preferences for one-box quick-search tools, and so on. But what about unplanned instances of discovery? Are new technologies, such as text mining and natural language processing, enabling new pathways that lead researchers to relevant material, perhaps even leading to surprising new connections across disciplines? Conversely, with the prevalence of satisficing, does serendipity even play a role when searching for information about a scholarly topic?_x000D_
Through a study of undergraduate students and their faculty members, as well as a survey of publisher and website offerings, this talk will summarize common user pathways and how today’s students and faculty use content recommendation tools with recommendations for how libraries and the scholarly communications community might respond.
Figshare for institutions - Jisc Digifest 2016Jisc
In May 2015 the EPSRC policy framework on research data came into effect. Salford University partnered with figshare to not only answer the mandate but to enhance the visibility of the research generated at the institution. All public facing research outputs are freely available to the wider public at salford.figshare.com.
Learn more about University of Salford’s approach and get a high level overview of the latest figshare functionality.
Access to Supplemental Journal Article Materials NASIG
Presented by Electra Enslow, Suzanne Fricke, Susan Shipman
The use of supplemental journal article materials is increasing in all disciplines. These materials may be datasets, source code, tables/figures, multimedia or other materials that previously went unpublished, were attached as appendices, or were included within the body of the work. Current emphasis on critical appraisal and reproducibility demands that researchers have access to the complete shared life cycle in order to fully evaluate research. As more libraries become dependent on secondary aggregators and interlibrary loan, we questioned if access to these materials is equitable and sustainable.
The case for learning analytics - Jisc Digifest 2016Jisc
Jisc is developing a learning analytics service in consultation with universities and colleges, suppliers and key stakeholders. The rationale is to provide universities and colleges with a basic solution that can form the basis of a complete solution to all you learning analytics requirements.
We believe Jisc are uniquely placed to provide a national infrastructure that can support the future development of learning analytics within the UK.
This session will explore the case for learning analytics, does it work and do you need it?
Embracing Undergraduate Research; Creating the 'Arsenal'NASIG
The Center for Undergraduate Research (CURS) at Georgia Regents University (soon to be Augusta University) offers strong support for faculty-led undergraduate research. In collaboration with a student organization, the program director of CURS contacted the GRU Libraries to investigate how to start an undergraduate research journal for the university and identify a venue for publishing undergraduate research.
Since the University Libraries recently helped develop an open-access journal for the College of Education, which is hosted in the institutional repository, two librarians were able to utilize this experience and provide guidance to CURS and the student organization. They worked together on the creation of Arsenal: The Undergraduate Research Journal of Georgia Regents University (Augusta University),a new open access journal specifically aimed at publishing undergraduate research of current students. This session will discuss the process of establishing the journal’s identity, developing policies and processes, hosting and publishing the journal, as well as some of the challenges faced.
Speakers:
Melissa Johnson, Reese Library, Augusta University
Kim Mears, Robert Greenblatt, MD Library, Augusta University
Abigail Drescher, Center for Undergraduate Research & Scholarship, Augusta University
Measuring the Impact of Information Literacy Instruction: A Starting Point fo...UCD Library
Presentation made by Lorna Dodd, User Services Manager, University College Dublin Library, at ANLTC Seminar "Library Impact and Assessment", held on Tuesday, 7th May 2013 at Trinity College Dublin Library.
Presenters:
Patricia Cleary, Global eProduct Development Manager, Springer
Kristen Garlock, ITHAKA/JSTOR
Denise D Novak, Acquisitions Librarian, Carnegie Mellon University
Ethen Pullman, Carnegie Mellon University
Academic libraries and publishers are fielding an increasing number of faculty/researcher text mining requests. This program will address these needs and offer some best practices. Specific examples from academic libraries will highlight the administrative and technical issues, while the resource provider perspective will focus on the challenges of rights management clearance and how to deliver the information, as well as the publisher philosophy on supporting digital scholarship efforts. The session will capture the issues from both sides and provide attendees with a framework for handling requests at their own institutions. In keeping with the theme "Embracing New Horizons" we will use this time to explore possibilities for better communication around digital scholarship issues, and the development of best practices, through appropriate channels.
This presentation was provided by Sarah Young of Cornell University during a NISO webinar on the topic of Compliance With Funder mandates, held on September 14, 2016.
Open Learning Analytics panel at Open Education Conference 2014Stian Håklev
The past five years have seen a dramatic growth in interest in the emerging field of Learning Analytics (LA), and particularly in the potential the field holds to address major challenges facing education. However, much of the work in the learning analytics landscape today is closed in nature, small in scale, tool- or software-centric, and relatively disconnected from other LA initiatives. This lack of collaboration, openness, and system integration often leads to fragmentation where learning data cannot be aggregated across different sources, institutions only have the option to implement "closed" systems, and cross disciplinary research opportunities are limited. Beyond the immediate concerns this fragmentation creates for educators and learners, a closed approach dramatically limits our ability to build upon successes, learn from failures and move beyond the "pockets of excellence (and failures)? approach that typifies much of the educational technology landscape.
The potential benefits of openness as a core value within the learning analytics community are numerous. Learning initiatives could be informed by large scale research projects. Open-source software, such as dashboards and analytics engines, could be available free of licensing costs and easily enhanced by others, and OERs could become more personalized to match learners' needs. Open data sets and reproducible papers could rapidly spread understanding of analytical approaches, enabling secondary analysis and comparison across research projects. To realize this future, leaders within the learning analytics, open technologies (software, standards, etc.), open research (open data, open predictive models, etc.) and open learning (OER, MOOCs, etc.) fields have established a "network of practice" aimed at connecting subject matter experts, projects, organizations and companies working in these domains. As an initial organizing event, these leaders organized an Open Learning Analytics (OLA) Summit directly following the 2014 Learning Analytics and Knowledge (LAK) conference this past March as means to further the goal of establishing "openness' as a core value of the larger learning analytics movement. Additional details on the Summit and those involved can be found at: http://www.prweb.com/releases/2014/04/prweb11754343.htm.
This panel session will bring together several thought leaders from the Open Learning Analytics community who participated in the Summit to facilitate an interactive dialog with attendees on the intersection of learning analytics and open learning, open technologies, open data, and open research. The presenters represent a broad range of experience with institutional analytics projects, an open source development consortium, the sharing of open learner data, and academic research on open learning environments.
Slides for PSY2005 lab classes on literature searching: for journal articles in databases. These and the other activities will help you complete your workbook if you weren't in the session.
CONUL 5 Nov 2020 (Jane Secker) Exploring the intersections of scholarly commu...ldore1
CONUL Seminar 5th November 2020: Introduction, welcome and context by
Dr Jane Secker Chair of CILIP Information Literacy Group / Senior Lecturer in Educational Development
City, University of London
CONUL 5 Nov 2020 (Michelle Dalton) Scholarly Communication and Information Li...ldore1
CONUL Seminar 5th November 2020: Practical strategies for embedding scholarly
communication in information literacy instruction
by Michelle Dalton, Head of Research Services UCD Library
Is what's 'trending' what¹s worth purchasing?NASIG
Presenters:
Stacy Konkiel, Outreach & Engagement Manager, Altmetric
Rachel Miles, Kansas State University Libraries
Sarah Sutton, Assistant Professor in the School of Library and Information Management at Emporia State University
New forms of usage data like altmetrics are helping librarians to make smarter decisions about their collections. A recent nationwide study administered to 13,000+ librarians at R1 universities shines light on exactly how these metrics are being applied in academia. This presentation will share survey results, including as-yet-unknown rates of technology and metrics uptake among collection development librarians, the most popular citation databases and altmetrics services being used to make decisions, and surprising factors that affect attitudes toward the use of metrics. This presentation will also offer actionable insights on how altmetrics are being paired with bibliometrics and usage statistics to form a more complete picture of “trending” scholarship that’s worth purchasing. Through sharing the survey results and opening up a discussion about the potential altmetrics hold for informing collection development, the presenters aim to provide a learning opportunity for attendees which will enhance their competencies for e-resource management, specifically, core competence for e-resource librarians 3.5, use of bibliometrics for collection assessment, and 3.7, identity and analyze emerging technologies.
Serach, Serendipity & the Researcher ExperienceNASIG
Presenter: Lettie Conrad, Executive Program Manager, Discovery & Product Analysis, SAGE Publishing
When considering academic researchers’ information-seeking and retrieval needs, we often focus on search – optimizing for search, Google-like search for libraries, user preferences for one-box quick-search tools, and so on. But what about unplanned instances of discovery? Are new technologies, such as text mining and natural language processing, enabling new pathways that lead researchers to relevant material, perhaps even leading to surprising new connections across disciplines? Conversely, with the prevalence of satisficing, does serendipity even play a role when searching for information about a scholarly topic?_x000D_
Through a study of undergraduate students and their faculty members, as well as a survey of publisher and website offerings, this talk will summarize common user pathways and how today’s students and faculty use content recommendation tools with recommendations for how libraries and the scholarly communications community might respond.
Figshare for institutions - Jisc Digifest 2016Jisc
In May 2015 the EPSRC policy framework on research data came into effect. Salford University partnered with figshare to not only answer the mandate but to enhance the visibility of the research generated at the institution. All public facing research outputs are freely available to the wider public at salford.figshare.com.
Learn more about University of Salford’s approach and get a high level overview of the latest figshare functionality.
Access to Supplemental Journal Article Materials NASIG
Presented by Electra Enslow, Suzanne Fricke, Susan Shipman
The use of supplemental journal article materials is increasing in all disciplines. These materials may be datasets, source code, tables/figures, multimedia or other materials that previously went unpublished, were attached as appendices, or were included within the body of the work. Current emphasis on critical appraisal and reproducibility demands that researchers have access to the complete shared life cycle in order to fully evaluate research. As more libraries become dependent on secondary aggregators and interlibrary loan, we questioned if access to these materials is equitable and sustainable.
The case for learning analytics - Jisc Digifest 2016Jisc
Jisc is developing a learning analytics service in consultation with universities and colleges, suppliers and key stakeholders. The rationale is to provide universities and colleges with a basic solution that can form the basis of a complete solution to all you learning analytics requirements.
We believe Jisc are uniquely placed to provide a national infrastructure that can support the future development of learning analytics within the UK.
This session will explore the case for learning analytics, does it work and do you need it?
Embracing Undergraduate Research; Creating the 'Arsenal'NASIG
The Center for Undergraduate Research (CURS) at Georgia Regents University (soon to be Augusta University) offers strong support for faculty-led undergraduate research. In collaboration with a student organization, the program director of CURS contacted the GRU Libraries to investigate how to start an undergraduate research journal for the university and identify a venue for publishing undergraduate research.
Since the University Libraries recently helped develop an open-access journal for the College of Education, which is hosted in the institutional repository, two librarians were able to utilize this experience and provide guidance to CURS and the student organization. They worked together on the creation of Arsenal: The Undergraduate Research Journal of Georgia Regents University (Augusta University),a new open access journal specifically aimed at publishing undergraduate research of current students. This session will discuss the process of establishing the journal’s identity, developing policies and processes, hosting and publishing the journal, as well as some of the challenges faced.
Speakers:
Melissa Johnson, Reese Library, Augusta University
Kim Mears, Robert Greenblatt, MD Library, Augusta University
Abigail Drescher, Center for Undergraduate Research & Scholarship, Augusta University
Measuring the Impact of Information Literacy Instruction: A Starting Point fo...UCD Library
Presentation made by Lorna Dodd, User Services Manager, University College Dublin Library, at ANLTC Seminar "Library Impact and Assessment", held on Tuesday, 7th May 2013 at Trinity College Dublin Library.
Presenters:
Patricia Cleary, Global eProduct Development Manager, Springer
Kristen Garlock, ITHAKA/JSTOR
Denise D Novak, Acquisitions Librarian, Carnegie Mellon University
Ethen Pullman, Carnegie Mellon University
Academic libraries and publishers are fielding an increasing number of faculty/researcher text mining requests. This program will address these needs and offer some best practices. Specific examples from academic libraries will highlight the administrative and technical issues, while the resource provider perspective will focus on the challenges of rights management clearance and how to deliver the information, as well as the publisher philosophy on supporting digital scholarship efforts. The session will capture the issues from both sides and provide attendees with a framework for handling requests at their own institutions. In keeping with the theme "Embracing New Horizons" we will use this time to explore possibilities for better communication around digital scholarship issues, and the development of best practices, through appropriate channels.
This presentation was provided by Sarah Young of Cornell University during a NISO webinar on the topic of Compliance With Funder mandates, held on September 14, 2016.
Open Learning Analytics panel at Open Education Conference 2014Stian Håklev
The past five years have seen a dramatic growth in interest in the emerging field of Learning Analytics (LA), and particularly in the potential the field holds to address major challenges facing education. However, much of the work in the learning analytics landscape today is closed in nature, small in scale, tool- or software-centric, and relatively disconnected from other LA initiatives. This lack of collaboration, openness, and system integration often leads to fragmentation where learning data cannot be aggregated across different sources, institutions only have the option to implement "closed" systems, and cross disciplinary research opportunities are limited. Beyond the immediate concerns this fragmentation creates for educators and learners, a closed approach dramatically limits our ability to build upon successes, learn from failures and move beyond the "pockets of excellence (and failures)? approach that typifies much of the educational technology landscape.
The potential benefits of openness as a core value within the learning analytics community are numerous. Learning initiatives could be informed by large scale research projects. Open-source software, such as dashboards and analytics engines, could be available free of licensing costs and easily enhanced by others, and OERs could become more personalized to match learners' needs. Open data sets and reproducible papers could rapidly spread understanding of analytical approaches, enabling secondary analysis and comparison across research projects. To realize this future, leaders within the learning analytics, open technologies (software, standards, etc.), open research (open data, open predictive models, etc.) and open learning (OER, MOOCs, etc.) fields have established a "network of practice" aimed at connecting subject matter experts, projects, organizations and companies working in these domains. As an initial organizing event, these leaders organized an Open Learning Analytics (OLA) Summit directly following the 2014 Learning Analytics and Knowledge (LAK) conference this past March as means to further the goal of establishing "openness' as a core value of the larger learning analytics movement. Additional details on the Summit and those involved can be found at: http://www.prweb.com/releases/2014/04/prweb11754343.htm.
This panel session will bring together several thought leaders from the Open Learning Analytics community who participated in the Summit to facilitate an interactive dialog with attendees on the intersection of learning analytics and open learning, open technologies, open data, and open research. The presenters represent a broad range of experience with institutional analytics projects, an open source development consortium, the sharing of open learner data, and academic research on open learning environments.
Slides for PSY2005 lab classes on literature searching: for journal articles in databases. These and the other activities will help you complete your workbook if you weren't in the session.
CONUL 5 Nov 2020 (Jane Secker) Exploring the intersections of scholarly commu...ldore1
CONUL Seminar 5th November 2020: Introduction, welcome and context by
Dr Jane Secker Chair of CILIP Information Literacy Group / Senior Lecturer in Educational Development
City, University of London
CONUL 5 Nov 2020 (Michelle Dalton) Scholarly Communication and Information Li...ldore1
CONUL Seminar 5th November 2020: Practical strategies for embedding scholarly
communication in information literacy instruction
by Michelle Dalton, Head of Research Services UCD Library
Are They Being Served? Reference Services Student Experience Project, UCD Lib...UCD Library
Presentation given by Jenny Collery and Dr Marta Bustillo, College Liaison Librarians at University College Dublin Library, at the CONUL Annual Conference held on May 30-31, 2018 in Galway, Ireland.
Starting young: How the inclusion of student scholarship in repositories bene...Andrea Schuler
Presented at Open Repositories 2018, Bozeman, MT. Abstract: Open access outreach at colleges and universities tends to focus on faculty. Student work captured in repositories is generally theses and dissertations, deposited by rote as a last step before graduation. This leaves a large student population and a large body of their work under focused-on and underserved. This presentation suggests that educating students about scholarly sharing practices and capturing student work beyond ETDs from the very beginning of their careers not only preserves valuable scholarship otherwise at risk of becoming inaccessible, but begins to build openness into research practices and grow a sustainable open ecosystem. Many students will go onto graduate school and enter academia, becoming the next generation of authors who are primed to advocate for and take advantage of opportunities to openly share their work. The presentation will discuss benefits of adding student work to institutional repositories; small-scale case studies of gathering and sharing student work beyond ETDs; lessons learned; and on-going challenges. After attending this session, participants will have a stronger understanding of some of the considerations of including student work in repositories and be able to apply the discussed case studies as inspiration for outreach, education, and collection-building at their own institution.
How researchers need and use libraries through their careers. From an EMALINK one-day conference 'Supporting the research agenda' 21st January 2009. Presenter Jo Webb. Based on collaborative work with Moira Bent and Pat Gannon-Leary
Short presentation given at the 'Building Open Science and Scholarship in SoLAR' workshop at LAK22, in March 2022. It touches on aspects of open scholarship including open access, open peer review, open thinking, open research teams, open research methods and an open research environment.
This session will demystify (generative) AI by exploring its workings as an advanced statistical modelling tool (suitable for any level of technical knowledge). Not only will this session explain the technological underpinnings of AI, it will also address concerns and (long-term) requirements around ethical and practical usage of AI. This includes data preparation and cleaning, data ownership, and the value of data-generated - but not owned - by libraries. It will also discuss the potentials for (hypothetical) use cases of AI in collections environments and making collections data AI-ready; providing examples of AI capabilities and applications beyond chatbots.
CATH DISHMAN, CENYU SHEN,
KATHERINE STEPHAN
Although scholarly communications has become more open, problems with predatory and problematic publishers remain. There are commercial providers of lists, start-up/renegade Internet lists of good/bad and the researchers, publishers and assessors that try to understand and process what being on/off a list means to themselves, their careers and their institutions. Still, these problems persist and leaves many asking: where is the list?
Christina Dinh Nguyen, University of Toronto Mississauga Library
In the world of digital literacies, liaison and instructional librarians are increasingly coming to terms with a new term: algorithmic literacy. No matter the liaison or instruction subjects – computer science, sociology, language and literature, chemistry, physics, economics, or other – students are grappling with assignments that demand a critical understanding, or even use, of algorithms. Over the course of this session, we’ll discuss the term ‘algorithmic literacies,’ explore how it fits into other digital literacies, and see why it as a curriculum might belong at your library. We’ll also look at some examples of practical pedagogical methods you can implement right away, depending on what types of AL lessons you want to teach, and who your patrons are. Lastly, we’ll discuss how librarians should view themselves as co-learners when working with AL skills. This session seeks to bring together participants from across the different libraries, with diverse missions/vision/mandates, to explore ways we can all benefit from teaching AL. If time permits, we may discuss how text and data librarians (functional specialists) can support the development of this curriculum.
David Pride, The Open University
In this paper, we present CORE-GPT, a novel question- answering platform that combines GPT-based language models and more than 32 million full-text open access scientific articles from CORE. We first demonstrate that GPT3.5 and GPT4 cannot be relied upon to provide references or citations for generated text. We then introduce CORE-GPT which delivers evidence-based answers to questions, along with citations and links to the cited papers, greatly increasing the trustworthiness of the answers and reducing the risk of hallucinations.
Cath Dishman, Cenyu Shen, Katherine Stephan
Although scholarly communications has become more open, problems with predatory and problematic publishers remain. There are commercial providers of lists, start-up/renegade Internet lists of good/bad and the researchers, publishers and assessors that try to understand and process what being on/off a list means to themselves, their careers and their institutions. Still, these problems persist and leaves many asking: where is the list?
This plenary panel will discuss the problems of “predatory” publishing and what, if anything, publishers, our community and researchers can do to try and help minimise their abundancy/impact.
eth Montague-Hellen, Francis Crick Institute, Katie Fraser, University of Nottingham
Open Access is a foundational topic in Scholarly Communications. However, when information professionals and publishers talk about its future, it is nearly always Gold open access we discuss. Green was seen as the big solution for providing access to those who couldn’t afford it. However, publishers have protested that Green destroys their business models. How true is this, and are we even all talking the same language when we talk about Green?
Chris Banks, Imperial College London, Caren Milloy, Jisc,
Transitional agreements were developed in response to funder policy and institutional demand to constrain costs and facilitate funder compliance. They have since become the dominant model by which UK research outputs are made open access. In January 2023, Jisc instigated a critical review of TAs and the OA landscape to provide an evidence base to inform a conversation on the desired future state of research dissemination. This session will discuss the key findings of the review and its impact on a sector-wide consultation and concrete actions in the UK and beyond.
Michael Levine-Clark, University of Denver, Jason Price, SCELC Library Consortium
As transformative agreements emerge as a new standard, it is critical for libraries, consortia, publishers, and vendors to have consistent and comprehensive data – yet data around publication profiles, authorship, and readership has been shown to be highly variable in availability and accuracy. Building on prior research around frameworks for assessing the combined value of open publishing and comprehensive read access that these deals provide, we will address multi-dimensional perspectives to the challenges that the industry faces with the dissemination, collection, and analysis of data about authorship, readership, and value.
Hylke Koers, STM Solutions
Get Full Text Research (GetFTR) launched in 2020 with the objective of streamlining discovery and access of scholarly content in the many tools that researchers use today, such as Dimensions, Semantic Scholar, Mendeley, and many others. It works equally well for open access content as it does for subscription-based content, providing researchers with recognizable buttons and indicators to get them to the most up-to-date version of content with minimal effort. Currently, around 30,000 OA articles are accessed every day via GetFTR links.
Gareth Cole, Loughborough University, Adrian Clark, Figshare
Researchers face more pressure to share their research data than ever before. Owing to a rise in funder policies and momentum towards more openness across the research landscape. Although policies for data sharing are in place, engagement work is undertaken by librarians in order to ensure repository uptake and compliance.
We will discuss a particular strategy implemented at Loughborough University that involved the application of conceptual messaging frameworks to engagement activities in order to promote and encourage use of our Figshare-powered repository. We will showcase the rationale behind the adoption of messaging frameworks for library outreach and some practical examples.
Mark Lester, Cardiff Metropolitan University
This talk will outline how a completely accidental occurrence led to brand new avenues for open research advocacy and reasons for being. This advocacy has occurred within student communities such as trainee teachers, student psychologists and (especially) those soon losing access to subscription-based library content. Alongside these new forms of advocacy, these ethical example of AI use cases has begun to form a cornerstone of directly connecting the work of the library to new technology.
Simon Bell, Bristol University Press
The UN SDG Publishers Compact, launched in 2020, was set up to inspire action among publishers to accelerate progress to achieve the Sustainable Development Goals by 2030, asking signatories to develop sustainable practices, act as champions and publish books and journals that will “inform, develop and inspire action in that direction”.
This Lightning Talk will discuss how our new Bristol University Press Digital has been developed as part of our mission to contribute a meaningful and impactful response to this call to action as well as the global social challenges we face.
Using thematic tagging to create uniquely curated themed eBook collections around the Global Social Challenges, Bristol University Press Digital responds directly to the need to provide the scholarly community access to a comprehensive range SDG focussed content while minimising time and resource at the institution end in collating content and maintaining collection relevance to rapidly evolving themes
Jenni Adams, University of Sheffield, Ric Campbell, University of Sheffield
Academic researchers are becoming increasingly aware of the need to make data and software FAIR in order to support the sharing and reuse of non-publication outputs. Currently there is still a lack of concise and practical guidance on how to achieve this in the context of specific data types and disciplines.
This presentation details recent and ongoing work at the University of Sheffield to bridge this gap. It will explore the development of a FAIR resource with specialist guidance for a range of data types and will examine the planned development of this project during the period 2023-25
TASHA MELLINS-COHEN
COUNTER & Mellins-Cohen Consulting, JOANNA BALL
DOAJ, YVONNE CAMPFENS
OA Switchboard,
ADAM DER, Max Planck Digital Library
Community-led organizations like DOAJ (Directory of Open Access Journals), COUNTER (the standard for usage metrics) and OA Switchboard (information exchange for OA publications) are committed to providing reliable, not-for-profit services and standards essential for a well-functioning global research ecosystem. These organizations operate behind the scenes, with low budgets and limited staffing – no salespeople, marketing teams, travel budgets, or in-house technology support. They collaborate with one another and with bigger infrastructure bodies like Crossref and ORCID, creating the foundations on which much scholarly infrastructure relies.
These organizations deliver value through open infrastructure, data and standards, and naturally services and tools have been built by commercial and not-for-profit groups that capitalize on their open, interoperable data and services – many of which you are likely to recognize and may use on a regular basis.
Hear from the Directors of COUNTER, DOAJ and OA Switchboard, as well as a library leader, on the role of these organizations, the challenges they face and why support from the community is essential to their sustainability.
CAMILLE LEMIEUX
Springer Nature
What is the current state of diversity, equity, and inclusion in the scholarly publishing community? It's time to take a thorough look at the 2023 global Workplace Equity (WE) Survey results. The C4DISC coalition conducted the WE Survey to capture perceptions, experiences, and demographics of colleagues working at publishers, associations, libraries, and many more types of organizations in the global community. Four key themes emerged from the 2023 results, which will be compared to the findings from the first WE Survey conducted in 2018. Recommendations for actions organisations can consider within their contexts will be proposed and discussed.
Rob Johnson, Research Consulting
Angela Cochran, American Society of Clinical Oncology
Gaynor Redvers-Mutton, Biochemical Society
Since 2015, the number of self-published learned societies in the UK has decreased by over a third, with the remaining societies experiencing real-term revenue declines. All around the world, society publishers are struggling with increased competition from commercial publishers and the rise of open access business models that reward quantity over quality. We will delve into the distinctive position of societies in research, examine the challenges confronting UK and US learned society publishers, and explore actionable steps for libraries and policymakers to support the continued relevance of learned society publishers in the evolving scholarly landscape.
Simon Bell, Clare Hooper, Katharine Horton, Ian Morgan
Over the last few years we have witnessed a seismic shift in the scholarly ecosystem. Three years since outset of the COVID pandemic and the establishment UN Publishers Compact, this is discussion-led presentation will look at how four UK Universities Presses have adopted a consultative and collaborative approach on projects to support their institutional missions, engage with the wider scholarly community while building on a commitment to make a meaningful difference to society.
This panel discussion will combine the perspectives of four UK based university presses, all with distinct identities and varied publishing programs drawn from humanities, arts and social sciences, yet with a shared recognition and value of the importance to collaborate and co-operate on a shared vision to support accessibility and inclusivity within the wider scholarly community and maintain a rich bibliodiversity.
While research support teams are generally small and specialist in nature, an increased demand of its service has been observed across the sector. This is particularly true for teaching-intensive institutions. As a pilot to expand research support across ARU library, the library graduate trainee was seconded to the research services team for a month. This dialogue between the former trainee and manager will discuss what the experience and outcomes of the secondment were from different perspectives. The conversation will also explore the exposure Library and Information Studies students have to research services throughout their degree.
TIM FELLOWS & EMILY WILD, Jisc
Octopus.ac is a UKRI funded research publishing model, designed to promote best practice. Intended to sit alongside journals, Octopus provides a space for researcher collaboration, recording work in detail, and receiving feedback from others, allowing journals to focus on narrative.
The platform removes existing barriers to publishing. It’s an entirely free, open space for researchers, without editorial and pre-publication peer review processes. The only requirement for authors is a valid ORCiD ID. Without barriers, Octopus must provide feedback mechanisms to ensure the community can self-moderate. During this session, we’ll explore Octopus’ aims to foster a collaborative environment and incentivise quality.
David Parker, Publisher and Founder, Lived Places Publishing
Dr. Kadian Pow, Lecturer in Sociology and Black Studies & LPP Author, Birmingham City University
Natasha Edmonds, Director, Publisher and Industry Strategy, Clarivate
Library patrons want to search for and locate authors by particular identity markers, such as gender identification, country of origin, sexual orientation, nature of disability, and the many intersectional points that allow an author to express a point-of-view. Artificial Intelligence, skilled web researchers, and data scientists in general struggle to achieve accuracy on single identity markers, such as gender. And what right does anybody have to affix identity metadata to an author other than the author theirselves? And what of the risks in disseminating author identity metadata in electronic distribution platforms and in library catalog systems? Can a "fully informed" author even imagine all the possible misuses of their identity metadata?
More from UKSG: connecting the knowledge community (20)
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
UKSG 2017 Conference Breakout - Take control of your PhD journey: a librarian’s perspective - Helene N Andreassen
1. Take control of
your PhD journey
UKSG, Harrogate, April 10-12 2017
A librarian’s perspective
Helene N. Andreassen, PhD & Lene Østvand, PhD
UiT The Arctic University of Norway
2. The PhD student and the meeting with science
1. Enthusiasm, strong intrinsic motivation and a desire for career progression (Guerin et al., 2015)
2. Huge personal investment with much at stake (Leonard et al., 2005, Cyranoski et al., 2011)
3. High level of role strain, stress, and sense of isolation (Stubb et al., 2011, Grady et al., 2013)
“A rebirth we all need to go through” (UiT professor, p.c.)
3. The PhD student and the challenge of balancing
Expectations to do good research
Expectations to get maximal credit and be
visible in the right circles
How to balance strategy and ideals?
Awareness of our two roles and the choices we
have to make, as well as the consequences
– the good scientist
– the good academic
(Carter, 2015)
4. The world of
the PhD student
The majority work alone
Productive isolation sometimes a necessity,
but meeting and discussing with peers
perceived as helpful and stress-reducing
The supervisor very influential throughout the
PhD period: Long-term responsibility,
overlapping motivations, mentor in the
student-to-researcher transition
(Stubb et al., 2011, Education for change, 2012,
Grady et al., 2013)
5. Purpose of this talk
How can the library best support the PhD students?
Which competences and skills that librarians possess are relevant
for the doctoral education?
How can PhD support services contribute to development within the
teacher librarian group?
6. Outline
The PhD student’s experience with library support services,
PhD support at UiT, visibility and expectations, the road ahead
7. The PhD student and library
services
Searching for information
The majority rely on recommendations from the supervisor
More than half have never sought advice from subject librarians
Sharing of knowledge
Around half have never sought advice on OA publishing. One
quarter don’t know this type of support exists
Around half have never asked assistance to deposit research
output in institutional repositories. One third don’t know this type
of support exists
(Education for Change, 2012)
8. Evaluation of research training
modules provided by the
institution
Not sufficiently advanced, too generic, not available “on demand”,
difficult to find alternative courses
(Elective) library-led training received more positively
Topics of training most widely undertaken: using information
portals, finding/using research resources, managing references
Most students value the knowledge, experience and helpfulness
of librarians: When they decide to come, they leave happy
(Education for Change, 2012)
9. ”In many cases the students […] seemed open to receiving
assistance from librarians but did not know what—or even if—
services were available.”
“Librarians who expect teaching faculty to refer doctoral
students to liaison librarians may find themselves waiting a long
time; very few respondents reported faculty having
mentioned seeking assistance from a librarian.”
“Doctoral students have unique problems and concerns and are
highly skeptical of services that they fear may be
irrelevant.”
(Fleming-May & Yuro, 2009, p. 215)
Why the underuse of library
services?
10. The observation
Plagiarism cases and little awareness/use of library resources,
scepticism concerning OA
The academic library
Multidisciplinary expertise on teaching, research and publishing
The challenge
Contribute to the PhD student’s development as a researcher
The objective
Help the PhD student make informed choices in the various
phases of the writing process
The teaching strategy
Focus on the whys to encourage learning of the hows
Rethinking the content of library-
led research training at UiT
11. Information literacy and
its core concept
Academic integrity, commitment to the
values of honesty, trust, fairness, respect,
responsibility, and the courage to act upon
these (CAI, 1999)
Internalised during the course of study, but
merits repeated attention, as level of
knowledge, experience, inner motivation, and
external pressure change
12. Open science: Widening the
scope of information literacy
Sharing of knowledge reflects the value of
academic integrity. It encourages a higher
level of honesty and accountability in the
academic work, and responsibility in our
actions
13. Take control of
your PhD journey
From (p)reflection to publishing
Academic integrity and the transparency of
science
Searching for literature
Open access publishing
Research data management
Reference management
14. The setting
Making use of the student diversity
Reduce the “silo-ing effect” by allowing students across disciplines to meet in interactive seminars, where
discussion and group activities are favoured in course planning
UiT is a multidisciplinary institution, with a high rate of international students: 42% (321/767) with a non-
Norwegian nationality entering the PhD programmes in the period 2012-2016
Drawing on their own experience, scientific and cultural, participants can relate to the course content, all while
being encouraged to exit their bubble and reflect on other people’s perspectives
16. Academic integrity
Even the smallest person can change the
course of the future
The Fellowship of the Ring
J.R.R. Tolkien (1954)
17. Academic integrity
Focus on research conduct, the dynamics of academia,
our place in it
– the value of the contribution to science and society in general
– the value of the developmental process
– the consequences of our choices, for ourselves and others
Plagiarism, questionable research practices and misconduct: might
hinder progress and harm society
Sharing of research opens for broader feedback, shows compliance
with expectations in current research funding, helps realise the role
we play
18. Why do a PhD?
I can go in depth into a topic that interests me
I love science
19. Semester 5
Score 9
Semester 1
Score 1
“As a PhD student, I find it hard to balance
the pressure to do good research and the
pressure to publish quickly”
20. The focus of your supervisor?
The contribution of my research to academia
The contribution of my research to society in general
Pressure comes from outside
Open access and supervisors
Not a theme for discussion
Fully engaged, or “interested but cautious”
(Education for change, 2012)
21. Knowledge about open science
Open access
Related to publishers
Little knowledge about open repositories and self-archiving
Open data
Little knowledge about how and where to share
Uncertain about how to find data shared by others
22. Impact factor does play a role
Transparency ensures good quality research, which in itself is prestigious
Different processes for publishing articles and publishing data: No impact
factor for data repositories
Sharing data: Good for science, good for the career
Concern: Scooping and missing attribution
Going open does not mean removing our ownership: We decide what and
when to share, and it must be cited
Attitudes towards prestige
& being a good academic
23. I would share because you never know which data
people might find relevant in the future
I would share because I know of people
who would be interested in my data
I can’t share because my data are sensitive
Assumed relevancy to others
& decision on sharing data
24. Sharing data: A gateway to open science thinking
Students starting a PhD nowadays are stepping straight into a data-rich environment and will need
to handle this rapidly evolving research landscape with confidence if they are to fully realise
their research potential. […] We need to stop focusing on published papers, and start demanding
delivery of a coherent research story: that is, the research report, methods, data, metadata, all
appropriately licensed and readily, freely available online. We have focused too long on turning
students into research producers: we need to start making them see that they're research
users as well. Only then can they start producing verifiable, reproducible, useful research.
Open Science Training Initiative
25. The University Library at UiT
as a driving force in the work
on open science
Long experience with OA publishing,
operation of the institutional archive
Munin, and administration of the UiT
Publication Fund
For more information:
M. Løkse & L. Longva: How to become
top of the class in open science.
(Breakout session B, Monday and
Tuesday, at 14.30)
26. UiT and
research data management
June 2015 Launch of the Tromsø Repository of Language and
Linguistics (TROLLing). An operational service, but also a pilot
archive for the future institutional archive
May 2016 Launch of an independent module on research data
management in the Take Control seminar series
September 2016 Launch of UIT Open Research Data,
including introductory courses on how to use the archive
February 2017 Launch of a series of training modules on
research data management (searching, citing, structuring, Data
management plans)
September 2017 Effectuation of the UiT Open data policy
27. Why haven’t the supervisors
told us about this?
We would really like to have a bullet point list
with the main arguments for having DMPs and sharing data, and how to do it
Then we can refer to this and the library’s competence
when we discuss with the professors
28. Meeting with faculty
The authority issue
“It is essential that librarians be known and trusted
by faculty as well as their students. A faculty
member’s endorsement of a librarian’s ability or
helpfulness may be one of the most important
factors in encouraging PhD students to approach
that librarian for assistance.”
(Fleming-May & Yuro, 2009, p. 215)
How to get there
– identify our competencies and skills
– avoid planning too long, put the idea into action
– read, (peer) evaluate, revise
– actively seek dialogue, on all levels, to promote,
get feedback on, and improve the service
29. Take control 2015-2017
From an idea to a formal, interdisciplinary course
with ECTS credits
March 2017: Approved by the UiT strategic scientific
committee
Fall 2017: In the program of the annual seminar for
PhD supervisors
Probable door opener: Research data
management
Possible effect: Make visible the knowledge
necessary to provide good quality library-led training
modules
30. Searching for literature: The necessity
of tailor-making the traditional library service
Rather than conceive of information literacy as a domain into
which students ought to fit, I suggest that students exhibit
information competencies in their own ways, even though the
attributes may be individualized, tacit, unrecognized, or
differently named. (Green, 2010, p. 315)
The aim of doing literature search Make good research,
develop independence and a researcher identity
The challenges of doing literature search Linguistic,
methodological, conceptual, ontological (Chen et al., 2016)
The librarian’s contribution Explain advanced tools and make
the student identify the whys. More easy to provide good
teaching if the librarian is trained within the discipline
31. Revisiting our questions
Which competencies and skills that librarians possess are relevant for the doctoral education?
– Information literacy, including critical source evaluation, academic integrity, and open science
– Tools to make informed choices in the collection of information, the writing process, and when publishing
How can the library best support the PhD students?
– Link teaching of practical skills to the reasons behind them
– Make them reflect on the essentials of academia and their role in it
– Be aware of the motivations and pressures likely to drive them
How can PhD support services contribute to development within the teacher librarian group?
– Get a fuller picture of the academic life span
– Via dialogue with faculty and research administration, more clearly identify our role
– Visibility and attractiveness is only of value if we present ourselves as a competent and
relevant discussion partner in the teaching situation
32. The road ahead
Get more participants to our PhD seminars, also those
who are negative or neutral to open science,
and those who consider themselves to master the skills
being taught
33. The road ahead
Investigate knowledge about and opinions related to
academic integrity and open science, in a
representative selection of the PhD student population
at UiT
34. The road ahead
Deeper discussion with the UiT supervisor population,
to inform about the library support services,
get information about their knowledge, thoughts and actions,
and decide on how we can best collaborate
35. Thank you for your attention*
helene
helene.n.andreassen@uit.no
lene
lene.ostvand@uit.no
*Thanks to the Take Control teacher group at UiT for
sharing their thoughts and teaching material with us
to read about Take control: ub.uit.no
36. CAI (Center for Academic Integrity). (1999). The fundamental values of academic integrity. Retrieved
from www.academicintegrity.org/icai/assets/FVProject.pdf
Carter, G. (2015). Goals of science vs goals of scientists (& a love letter to PLOS One). Retrieved from
https://socialbat.org/2015/08/12/goals-of-science-vs-goals-of-scientists-a-love-letter-for-plos-one/
Chen, D.-T. V., Wang, Y.-M., & Lee, W. C. (2016). Challenges confronting beginning researchers in
conducting literature reviews. Studies in Continuing Education, 38(1), 47-60.
doi:10.1080/0158037X.2015.1030335
Cyranoski, D., Gilbert, N., Ledford, H., Nayar, A., & Yahia, M. (2011). Education: The PhD factory.
Nature, 472(7343), 276-279. doi:10.1038/472276a
Education for change. (2012). Researchers of tomorrow: The research behaviour of generation Y
doctoral students. Retrieved from
http://www.webarchive.org.uk/wayback/archive/20140614040703/http://www.jisc.ac.uk/media/docu
ments/publications/reports/2012/Researchers-of-Tomorrow.pdf
Fleming-May, R., & Yuro, L. (2009). From student to scholar: The academic library and social sciences
PhD students' transformation. Portal, 9(2), 199-221.
Grady, R. K., La Touche, R., Oslawski-Lopez, J., Powers, A., & Simacek, K. (2013). Betwixt and
Between. Teaching Sociology, 42(1), 5-16. doi:10.1177/0092055X13502182
References
37. Green, R. (2010). Information illiteracy: Examining our assumptions. The Journal of Academic
Librarianship, 36(4), 313-319. doi:10.1016/j.acalib.2010.05.005
Guerin, C., Jayatilaka, A., & Ranasinghe, D. (2015). Why start a higher degree by research? An
exploratory factor analysis of motivations to undertake doctoral studies. Higher Education
Research & Development, 34(1), 89-104. doi:10.1080/07294360.2014.934663
Leonard, D., Becker, R., & Coate, K. (2005). To prove myself at the highest level: The benefits of
doctoral study. Higher Education Research & Development, 24(2), 135-149.
doi:10.1080/07294360500062904
Stubb, J., Pyhältö, K., & Lonka, K. (2011). Balancing between inspiration and exhaustion: PhD
students' experienced socio-psychological well-being. Studies in Continuing Education, 33(1), 33-
50. doi:10.1080/0158037X.2010.515572
Tolkien, J.R.R. (1991 [1954-55]). The Lord of the Rings: The Fellowship of the Ring. London:
HarperCollins.
All pictures are taken from Colourbox, if not stated otherwise.
References
References