Thursday, May 30, 2013

Michigan Lib Assoc Academic Libraries 2013

At the opening reception of MLA Academic, Mies Martin challenged me to consider submitting the article I'm writing in Spanish to an open-access journal instead of a traditional commercially-published one. I want to make myself attractive to and competitive for one of two Fulbrights offered from Spain each year for an upcoming sabbatical (possibly 2015-16). After talking with him, my Quaker self questioned, "If I get an article in a journal from a non-open-access commercial publisher, am I supporting the unsustainable, capitalist model?"

Two breakout sessions supported the DOAJ leading:
Publish, not Perish: Supporting Graduate Students and Junior Faculty as Aspiring Authors (Barbara Alvarez, Jennifer Bonnet, Meredith Kahn - University of Michigan, Ann Arbor). Barbara Alvarez talked about teaching grad students to find leading journals in their field, matching content, assessing the impact, and finding the time frame from submission to publication. Sarah Beaubian confirmed that she could help GVSU librarians with this as well. Alvarez also said that DOAJ has a process to assess journals before including them.

(Today I have found a couple of DOAJ journals which seem relevant to my topic:
Comunicar, and Revista Española de Documentación Científica.)

The other session was:
Tell Me What You Want, What you Really, Really Want: Faculty Expectations of Students’ Research Skills and the Library's Role in Research Instruction (Catherine Morse, Barbara Alvarez – University of Michigan, Ann Arbor). They explained a particular approach to library instruction: engage in an inquiry and cultivate curiosity by shifting from teaching the search tools (mechanics) to asking questions and analyzing the research process (an intellectual process).
  1. Start with an image relevant to the discipline course assignment.
  2. Facilitate a discussion of the meaning and context of the artifact/image/symbols, customs, history, technique used, indicators of time period and perspective, etc. One easy way to do this is to read an essay about it and form questions from that essay.
  3. Examine resources to answer the questions. In this, students will experience the research process as researchers do.
They said that the job of researchers is to figure out why certain decisions were made (in methodology, for example--why were these particular categories selected for a survey? Or how and why a certain technique reflects a photographer's/musician's vision and message.). The assessment Alverez and Morse used was to hold retrospective interviews with the faculty about the impact of the session on students' work to get better qualitative data via the concrete experience in one specific course the previous semester, rather than asking students for their impressions. 

Why did this support the DOAJ idea? This is an approach which would work very well with Photo, and would support the article I'm working on.

The other session I attended, Meaningfully Integrating Technology Tools into Library Instruction … Starting with Librarians! (Amanda K. Nichols – Oakland University),
mentioned Poll Everywhere, which seemed to work well, maybe a good alternative to another tool I tried which didn't work well (allowed only 20 responses). This allows 40 responses for a poll. And allows for 100 responses on surveys. I wonder how each maintains security of the data? See some samples of surveys here.
Would Skype be good for virtual research consultations?

Catching up with Kate Pittsley was great. We were at the School of Information & Library Studies at Univ of MI together. She mentioned her Libguides design research, and since I'm part of a task force to help GVSU librarians redesign libguides, I sent it to the group with comments. She also took us to The Cooks' House for dinner - amazing!

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