ENGAGING FACULTY AROUND
NEW MODELS
Sarah Shreeves & Joy Kirchner
ACRL Workshop: Scholarly Communication 101
Why engage with faculty?
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Because they are the producers and the consumers of
the products of scholarly communication
Because they edit journals, sit on editorial boards,
provide peer review, and are officers of scholarly
societies
Because they are the movers behind many new models
of scholarship (often because of their own frustrations
with the traditional model)
Because they can make change in ways that libraries
struggle to do on their own
Why Do Faculty and Researchers Publish?
To make an impact – we want our research to make a
difference.
To build a reputation.
To engage with other scholars.
To secure grant funding
To fulfill institutional and organizational expectations.
Professional advancement.
To make money.
Others?
Why do faculty develop new models of scholarship?
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A reaction to the restricted flow of information
Open science, blogs, open access
 Access to CURRENT research
 Note: not all new models are open!
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A reaction to traditional models of control
Technology enables them to do things they couldn’t
before
Collaboration
 Free flow of information
 Supports distributed scholarship
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Research doesn’t fit into traditional models
Highlights from the ARL / Ithaka Report
http://www.arl.org/bm~doc/current-models-report.pdf
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While some disciplines seem to lend themselves to certain formats of digital
resource more than others, examples of innovative resources can be found
across the humanities, social sciences, and scientific/technical/medical
subject areas.
Most original scholarly work operates under some form of peer review or
editorial oversight.
Some of the resources with greatest impact are those that have been around
a long while.
Some resources serve very large audiences, some are small & tailored to niche
groups.
Innovations relating to multimedia content and Web 2.0 functionality appear in
some.
Projects of all sizes--especially open-access sites and publications--employ a
range of support strategies in the search for financial sustainability.
What’s the faculty point of view?
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What are the practices in
a particular discipline?
How does the scholarly
society(s) approach
scholarly publishing and
communication?
What’s the culture in the
department and college?
What are promotion and
tenure requirements?
Drivers for
change?
Drivers for
status quo?
Tool: Environmental Scan
Purpose: Understand the scholarly communication environments for
particular disciplines and help to identify advocates and allies
within the faculty.
Collect Information Like:
- Who on the faculty are editors?
- What are the major scholarly societies? What are their policies
on author rights? Open access?
- Have any of the major journals published papers about scholarly
communication in the field?
- Is there a disciplinary repository? Is it well used?
- Do the common funders have open access mandates?
- What are the tenure and promotion codes in the department?
{Slide for presenter(s) to talk about
own experience engaging with
faculty}
Other Strategies
Discuss scholarly
communication
issues (esp. author
rights) with graduate
students and work
with your Graduate
College.
Bring faculty
advocates
from other
campuses to
speak.
Engage with the
research offices on
campus about
funder open access
policies.
Share knowledge
of copyright,
Give faculty examples of
legislative issues,
changes and new models from
and other current
events that may
other similar disciplines
have direct impact.
What else can we do?
Include scholarly communication in subject librarians
jobs & service models
 Negotiate for Green OA with publishers
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Consider supporting OA author fees
 Education around copyright and author rights
 Have an institutional repository? Get more people
involved – catalogers, subject librarians, etc.
 Provide technical and organizational infrastructure
for publishing journals and other content
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“My goal is now to have a conversation not a convert.”
Conversational openers activity
Be curious!
Resources
ARL Environmental Scan Outline and Tools
 http://www.arl.org/sc/institute/fair/scprog/scprogc.shtml
Univ. of Minnesota Environmental Scan Example
 https://wiki.lib.umn.edu/ScholarlyCommunication/SurveyPartO
ne
 https://wiki.lib.umn.edu/ScholarlyCommunication/ScanPartTwo
ACRL Scholarly Communication Toolkit
 http://www.acrl.ala.org/scholcomm/
Create Change – ARL, SPARC, and ACRL
 http://www.createchange.org/
Attribution
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Slide 3: BookCase http://www.flickr.com/photos/markhillary/
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Slide 8: Faculty Member - http://www.flickr.com/photos/mikeeperez/
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Slide 12: Researchers - http://www.flickr.com/photos/sandialabs
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Slide 14: Slow - http://www.flickr.com/photos/fatboyke/
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Slide 16: Curiosity - http://www.flickr.com/photos/emiliodelprado/
All photos used under a Creative Commons 3.0 Attribution-Share
Alike 3.0 license
This work was originally created by Sarah L. Shreeves and Joy Kirchner and was
last updated on April 16, 2010. It is licensed under the Creative Commons
Attribution-Noncommercial-Share Alike 3.0 United States License. To view a
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