September 24, 2014
Sharing the TOC of a journal I find very useful as a publisher. I think it also has a lot that would be of interest to academic librarians who do collection development.
Journal of Scholarly Publishing
Volume 46, Number 1
This Issue Includes:
University Press Forum 2014
Choice’s Compilation of Significant University Press Titles for Undergraduates, 2013-2014
Monographic Purchasing Trends in Academic Libraries:
Elisabeth A. Jones and Paul N. Courant
This article describes an exploratory study examining one contentious aspect of the relationship between university presses and academic libraries: the trends in purchases of university press books by academic libraries. The study provides an empirical basis for evaluating the frequent claim that the declining fortunes of university presses can be blamed primarily on declines in monographic purchasing by academic libraries. Our analysis indicates that this relationship is not clear-cut for at least three reasons: first, to the extent that purchasing reductions have occurred, they have occurred much more recently than many accounts have suggested; second, purchasing trends vary significantly between different sizes of libraries; and third, purchasing trends for university press books are very different from those for monographs in general. These findings cast substantial doubt on the proposition that changes in university library purchasing behaviour dating to the 1990s ‘serials crisis’ are principally responsible for the current economic malaise of university presses.
From Book Publishers to Authors:
Elea Giménez-Toledo, Sylvia Fernández-Gómez, Carlos Tejada-Artigas and Jorge Mañana-RodrÍquez
The publishing processes and standards in scholarly journals are much better known than those of the publishers of scholarly books. Since scholarly books are key channels of communication and academic assessment in the humanities and social sciences, information provided by publishers concerning their publishing processes is very important both for authors and panelists (at funding and evaluation agencies). This article focuses on the analysis of the transparency of publishers in relation to the information they offer to authors. The main objective is to identify and analyze the publishing practices of two hundred scholarly book publishers of social sciences and humanities with respect to the information that they provide on their Web sites about their publishing processes. A lack of information on these Web sites is the main finding of the study. Among Spanish publishers, only 11.2 per cent explicitly state that they have a review system by experts. At the international level, the situation improves, but the shortcomings are still evident. Some guidelines for publishers are outlined and proposed.
How to Be an Effective Peer Reviewer:
Stephen K. Donovan
Peer review is an essential component of modern academic publishing, but it is a task that is commonly learnt by trial and error rather than a published set of rules or principals. To review a research paper requires a close knowledge of the subject area, but contrasting reviews by a generalist and an expert in the field may provide a better appreciation of a paper’s merits to an editor than those of two experts. Reviews are there for the edification and information of the editor and to be passed on to the author; do your best to provide a constructive response.
Mary Jane Curry and Theresa Lillis, A Scholar’s Guide to Getting Published in English: Critical Choices and Practical Strategies, reviewed by Steven E. Gump
Laura N. Gasaway, Copyright Questions and Answers for Information Professionals: From the Columns of Against the Grain, reviewed by Sanford G. Thatcher
September 17, 2014
Call for Proposals
CAPAL15: ACADEMIC LIBRARIANSHIP AND CRITICAL PRACTICE
CAPAL/ACBAP Annual Conference – May 31-June 2, 2015
Congress of the Humanities and Social Sciences 2015
University of Ottawa
The Canadian Association of Professional Academic Librarians (CAPAL) invites you to participate in its annual conference, to be held as part of Congress of the Humanities and Social Sciences 2015 in Ottawa, Ontario, which lies in unceded Algonquin territory. The conference offers librarians and allied professionals across all disciplines an alternative space to share research and scholarship, challenge current thinking about professional issues, and forge new relationships.
In keeping with the Congress 2015 theme, Capital Ideas, the focus of CAPAL15 is critical practice: the intersection of our work as librarians with purposeful critical reflection on the dominant ways of thinking, speaking, and acting that characterize academic librarianship. With academic librarians negotiating increasingly fraught settings in the academy and beyond, it is more important than ever that we inform our work with rigorous examination of our assumptions, practices, and environments, both through reflection and dialogue within the profession, as well as through engagement with other disciplines and communities.
CAPAL15 encourages the broad participation of all those with an interest in fostering critical inquiry in academic librarianship. We seek to cultivate multiple understandings of critical practice:
Practice: Critical practice asks us to consider the role of critical reflection in shaping our approaches to day-to-day professional practice. What do such concrete applications look like? How, for instance, do you apply feminist perspectives to your collections work? What does your library instruction session look like when designed through a critical pedagogy lens? What, more broadly, is the value of such applications of critical reflection?
Theory: Critical practice also points to the practice of critical theory itself – the interrogation of the limits of particular assumptions in academic librarianship and/or the investigation of LIS problems using theoretical frameworks from other disciplines. How, for instance, might postcolonial theory allow us to think more critically about intellectual freedom? What can political economy perspectives tell us about research practice in LIS?
Professional and civic engagement: Critical practice refers to critical exploration of our goals and struggles as a profession, as well their connection to other political goals such as the empowerment of students, faculty, and other members of the community, or the struggle to define universities as public space and research as public good.
Our exchange of ideas at CAPAL15 will involve the pursuit of discussions spurred by any of these interpretations of critical practice or others, by their points of intersection, and even by the recognition of their limits. Papers presented might relate to any aspect of the following sub-themes (though they need not be limited to them):
– Critical approaches to core practices: information literacy, collections, description, archives, copyright, metrics, technology, etc.
Critical reflections on core values: intellectual freedom, (open) access, privacy, preservation, professionalism, etc.
– Critical reflections on professional issues: LIS education, deprofessionalization, governance, advocacy, etc.
– Intersections of librarianship with social and global justice, equity, decolonization
– Librarianship and higher education in relation to neoliberalism, austerity, and other socioeconomic phenomena
– Critical library research practice and/or methodologies
– Critical approaches to librarianship and culture
– Critical reflections on working in and across different disciplines in the humanities, social sciences, sciences, and beyond
– Critical theory and philosophy in librarianship
The Program Committee invites proposals for individual papers as well as proposals for panel submissions of three papers. Individual papers are typically 20 minutes in length. For individual papers, please submit an abstract of 400-500 words and a presentation title, along with a brief biographical statement, and your contact information. For complete panels, please submit a panel abstract of 400-500 words as well as a list of all participants including brief biographical statements, and a separate abstract of 400-500 words for each presenter. Please identify and provide participants’ contact information for the panel organizer. International proposals and proposals from non-members are welcome.
Please feel free to contact the Program Committee to discuss a topic for a paper, panel, or other session format. Proposals and questions should be directed to Dave Hudson, Program Chair, at email@example.com.
Deadline for proposals: December 8th, 2014
Further information about the conference, as well as Congress 2015 more broadly, will be available soon.
Information Ethics Roundtable 2015
University of Wisconsin Madison
April 9th & 10th
Theme: Transparency and Secrecy
Information and the CFP here…
September 15, 2014
Jessica E. Moyer is an assistant professor in the School of Information Studies at the University of Wisconsin Milwaukee. She received her Ph.D. from the University of Minnesota in Literacy Education and MS and CAS degrees from the University of Illinois, Graduate School of Library and Information Science. Moyer has taught reference and readers’ advisory courses for the LIS programs at the University of St. Catherine, San Jose State, and University of Wisconsin-Milwaukee as well and continuing education courses for the American Library Association. She is scheduled to teach some courses in Readers’ Advisory with Library Juice Academy coming up. Jessica agreed to do an interview on the Library Juice Academy blog to give people an idea of what they will get out of her courses, and a bit about her in general.
September 10, 2014
In her January piece on net neutrality in Wired Magazine that I have just now seen, former ALA President Barbara Stripling says, “…[W]ithout net neutrality, we are in danger of prioritizing Mickey Mouse and Jennifer Lawrence over William Shakespeare and Teddy Roosevelt. This may maximize profits for large content providers, but it minimizes education for all.” (I found this article linked from Margaret Heller’s informative discussion of net neutrality on the ACRL Tech Connect blog, but that is not what I want to focus on here.)
The comment I have to make about this quotation from Stripling is that it is ironic given the increased focus on popular media in public libraries since the early days of the “Give ’em what they want” philosophy of collection development, pioneered by Charlie Robinson and Jean-Barry Molz of Baltimore County Public Library in 1979. This marked the beginning of collection development guided primarily by circulation stats, and it had the effect over time of stripping collections of materials deemed elitist and of interest to a limited number of patrons. It had the effect, really, of prioritizing Mickey Mouse and Jennifer Lawrence over William Shakespeare and Teddy Roosevelt. This trend has been in place for a long time and public library collections have been reshaped by it. I have never liked this trend, because I believe in the educational function of public libraries, but in my experience most public librarians really do not, believing that our role is not so “top down.” So this particular objection to net neutrality (and there could be others) lacks authority coming from the leader of a social institution that made the same baleful turn decades ago. Stripling may believe in the educational role of libraries as I do (I don’t know), and she may share my disgust at the way public libraries have developed since Charlie Robinson had his major influence, but I have not heard her offer the same argument regarding prevailing collection development policies as she has about net neutrality.
I apologize if I am unfairly focusing on a statement made in passing, but I think it does reveal a certain hypocrisy among the library community at large if we are so concerned about net neutrality favoring the interests of popular consumerism over higher cultural values when we are unconcerned about the same problem in our libraries.
September 8, 2014
Some of you may have heard about the recent controversy surrounding Professor Steven Salaita, who was dismissed from his tenured faculty position by the Chancellor and Board of Trustees of the University of Illinois at Urbana-Champaign, for controversial statements he made on Twitter.
I am writing to ask you to consider signing a petition of LIS practitioners and scholars in support of Professor Salaita’s intellectual freedom and freedom of speech.
The American Association of University Professors lays out the facts of the case in their letter to the Chancellor.
You can also see a letter of concern from the American Historical Association, and another letter from the American Anthropological Association.
Brian Leiter, a constitutional law professor at the University of Chicago, outlines the constitutional ramifications of UIUC’s decision.
As of this writing, eleven departments at UIUC have taken votes of no confidence in the Chancellor, a national conference held at UIUC has been canceled, and countless speakers have pulled out of speaking engagements at UIUC. Thousands of scholars have signed petitions in support of Professor Salaita, including discipline-specific petitions. You can find one petition of scholars here.
I ask you to please consider signing the petition of LIS practitioners and scholars.
Faculty of Information
University of Toronto
September 3, 2014
How 14 Librarians Came to Embrace Critical Practice
Author/Editor: Robert Schroeder
Published: September 2014
A growing number of librarians are engaged with critical theories such as critical pedagogy, feminist theory, queer theory, critical race theory, or post-colonialism. Because librarians have backgrounds in all disciplines and inhabit a uniquely central space in our culture, they are combining these theories in unique ways. By remixing ideas from Foucault, Freire, hooks, and Habermas, new and creative practices are emerging. In this book you will hear the story of fourteen librarians and how they each came to be engaged in a critical practice. In each chapter a different academic or public librarian will be interviewed. Interviewees will include instruction librarians, catalogers, archivists, administrators, and library school professors. Discover what these librarians find inspirational about critical theories, how they work to create a critical practice in their professional lives, and how they see critical practices growing in our profession. Hear these librarians reflect on their own critical practices of librarianship and perhaps become inspired to begin a critical journey of your own.
Table of Contents
Maria T. Accardi
Bob Schroeder’s Journey