Tuesday, November 24, 2015

All A-Twitter - C-EBLIP Brain Work Blog Post

Here is my latest blog post on Brain Work (C-EBLIP at the U of S) which discusses my 'discovery of Twitter' and its usefulness for information discovery as well as networking at conferences.


Monday, November 23, 2015

I have learned

I have learned through reviewing chapters that I have been using in-text citations incorrectly.  And that no one has caught me!

According to APA you only need the full in-text citation the first time in the paragraph.  So:
Maddison (2015) states "blah, blah, blah" (p. 15). OR "blah, blah, blah" (Maddison, 2015, p. 15) and then within the rest of the paragraph, just the page number, accepting of course that you are not citing more than one of my articles in the same document.

I also learned that I have been citing page numbers wrong.  I have always used (pg. 15) and not (p. 15).

Nothing like editing a book to discover your own errors.  Also, points to the wonderful fact that I am always learning!!!  And hopefully improving.

Wednesday, November 18, 2015

small cheer

We gave a small celebratory cheer when we sent back the first chapter to the author following the peer review process.  It is a tiny victory, but exciting nevertheless.

What I have enjoyed is that we are continually learning along the way.  We have put a peer review process into place.  We have divided up the duties and of course we are tracking everything on yet another spreadsheet.

Here are some of the details of this process:

  • receipt of chapter
  • request participation of two peer reviewers
  • forward the peer reviewers the blinded chapter, saved as a PDF (to hide author details) along with a template for feedback
  • receipt of peer reviews
  • scan the reviews as well as the chapter for any additional feedback
  • send the chapter back to the author for revision
  • send the peer reviewer a thank you note
For more information on the peer review process, I would highly recommend a recent post on the 
C-EBLIP brain work blog: http://words.usask.ca/ceblipblog/2015/11/17/how-to-be-an-effective-peer-reviewer/ 

Wednesday, November 4, 2015

Peer Review Process

We have received 21 out of the 27 projects as of today.

For the peer review process, we are tracking all of the data on a spreadsheet.  We have numbered all of the chapters and I have tripled checked that the number corresponds to the correct chapter and author combination.  All chapters have been blinded which entails either deleting information from the paper or redacting identifible information.  10 of the projects are already in the hands of peer reviewers and we have received our first peer reviewed chapter back from a reviewer.  We have a small number of reviewers that will be available later this month due to other commitments, so further chapters will be sent at that point.  As well, once an author has completed the peer review process on their own chapter, they will be asked if they would be willing to peer review a chapter.

We have asked our reviewers to agree to one or two chapters and with each chapter they have a three week deadline.

Tuesday, October 20, 2015

as the deadline approaches

As October 31 quickly approaches, we have begun to receive chapter submissions.  To date, we have 2 of the 27.  We have also started to secure peer reviewers.  During on C-EBLIP session last week, we put a call out for reviewers as well as tweeting about it, using the conference's hashtag.

Next step: prepare the chapters for the blind peer review process and then send them out to the reviewers.  Each reviewer will have 3 weeks per chapter from the time that they receive the email.  I plan on putting together yet another spreadsheet to track the progress.  If all chapters are in on time, we should have all chapters back to the authors by mid-December at the latest.

Follow up on a previous action:  I am only waiting for one more address from one of our contributing authors.  Hopefully I can have a finalized list to the publisher by the end of this week.

Friday, October 16, 2015

Student Researcher

Maureen Babb - University of Alberta
An Ongoing Study: The Perception of Academic Librarians as Researchers

-    online survey - 6 major Canadian Universities (librarian, non-librarians)
-    top 3 roles of librarians are: teaching, research, collection management
-    top 3 roles of non-librarians are: research support, facilitating access to information, research
-    perhaps a limitation of the survey, asking about research specifically, so likely responses have to do with research
-    research is essential to good service
-    librarians as researchers, but not necessarily seen as academics
-    conducting research can help to improve outside faculty members opinions of us as respected researchers
-    research or equivalent activity, falls under professional or scholarly activity

-    online survey was the first step, next she will be conducting interviews with individuals who were willing to participate (i.e. from the survey, I am willing to be contacted in the future)


Asako Yoshida - University of Manitoba
Librarian-Faculty Collaboration: Creating a More Learner-Centered Environment to Facilitate Students' Research Skills Development

-    Constructivist theory and alignment (Biggs & Tang, 2011)
-    what are you trying to teach and expecting students to learn
-    are we facilitating student learning through our library instruction?
-    librarian and faculty collaboration, 4th year research seminar course, required course
-    observed that students were surface learning, not deep learning, not exhibiting a strong connection to the learning outcomes
-    used research skill development framework, a pedagogical and curriculum developing tool to guide students to undertake a research project (framework and Bloom's Taxonomy)
  •      https://www.adelaide.edu.au/rsd/framework/  

-    supervisor initiated (prescribed, bounded, scaffolded), researcher initiated (open research), or discipline building (adopted, enlarging research)
-    this framework can be used for students, scholars and researchers
-    as a result: gained a better understanding of the nature of the project the students are undertaking

-    common objective of facilitating student learning

There were two sessions in a row on constructivist theory.  This instructor was in heaven!!!!