I wrote a book chapter!

When I first started at OSU, I was browsing through some composition texts because I knew that part of my job was going involve working closely with the writing program on the beginning composition class. While I was doing that, I came across some descriptions of different writing styles outlined by OSU professor Lisa Ede in her book Work in Progress and immediately recognized myself in her description of the “heavy reviser.”

(Seriously, she could have included my picture)

Reading that really had an impact on me – not that it changed how I write, at all, but it changed how I felt about it.  And most of all, it made it easier for me to write collaboratively.  Knowing my style as one of many meant knowing what to warn people about – knowing that my willingness to slash and burn through a draft just might freak someone who writes that draft more deliberately than I do the heck out.

So it is especially wonderful that now I have collaborated with Lisa herself.  A year-plus ago she told me that she was substantially revising her textbook The Academic Writer, and asked if I would collaborate with her on the research chapter.  Chapter 6 and I spent many hours together over the next several months, and I am pretty happy with the results – even if the scope of the whole made it difficult for me to see the forest for all the trees while I was immersed in creation.

Doing Research: Joining the Scholarly conversation is available here, in OSU Libraries’ Scholars’ Archive – I hope it’s of interest and ultimately of use!

open access mandate in action

Kate and I had an article published in Reference Services Review at the end of last year, and we just got a copy to put in our institutional repository.

“I don’t think it’s harder, just that it’s different”: Librarians’ attitudes about instruction in the virtual reference environment

This article was based on some work we did for this presentation at the Virtual Reference Summit in 2008.  From the conclusion:

It is easy to let the technology be a barrier to teaching and learning.  It is easy to assume, in the absence of visual cues, that patrons who come to us via virtual reference services are not interested in learning how to search for themselves.  Facilitating exploratory search via virtual reference does not depend on new technology, it depends on policies, reference interview skills, and perhaps most important, attitudes that are geared towards looking for opportunities to put the patron in control of his or her learning.  New technology features or tools might make this switch easier or more successful, but in the absence of an instruction-focused attitude there is no technology that will make instruction simpler, more effective, or more prevalent.

Open Access Mandate

In this case, the open access mandate didn’t really influence our behavior, but it probably pushed some things up a little higher on the priority list, and made it more important to follow up on things that we would have wanted to do anyway.  It influenced the choice of venue – RSR is published by Emerald, a Romeo green publisher.  When we weren’t sure what version to archive, the mandate pushed us to more actively communicate with the journal editor for clarity.