Navigating the Publishing Process
by Tom Reinsfelder, Christina Steffy, and Amy Deuink
Publishing. It’s something many of us in academia are expected to do, or are at least highly encouraged to do. But the thought of publishing is often intimidating. What do I write about? Where do I publish? When should I start? All of these questions and more go through someone’s mind when she or he thinks about publishing.
What to write about/When to write
The first two steps in publishing are deciding when to write and what to write about. These two steps may or may not happen at the same time – you may realize you want to write when you find something you’re passionate about, or you may first decide you want to write and then start looking for something to write about. If you want to write, you might get your feet wet with writing and working with a publisher by volunteering as a book reviewer with venues such as American Reference Books Annual (ARBA) or one of the LIS publications you read. Or, perhaps a graduation capstone project or term paper, or career promotion and tenure will dictate when you start to think about writing. Regardless of the order, it’s never too early to start writing. You can start writing and publishing as a student, as soon as you enter the field, or years after you’ve been in the field. It’s important to keep in mind what Crawford (2003) tells us about writing – you write, “because you have something to say. More to the point, you have something to share – something to say that other people will want to read or hear.” Crawford also cautions us against writing solely for the purpose of promotion and tenure, saying that, “when you write or speak because it’s required and only for that reason, your articles and speeches are likely to reflect that mandate” (1).
What you write doesn’t have to be a new discovery in the field; it can be a new perspective on an established idea, a case study, a literature review, or an analysis. Perhaps you want to learn more about a topic but find nothing published – that’s a great opportunity to do original research. Also, keep abreast of information in your field by joining professional associations, groups, discussion forums, and listservs. No matter how you choose a topic, choose something that interests you and write passionately about it.
Val Lynn provided some tips for choosing a topic as well as tips for working with data in an earlier CRD post. To view those tips, click here.
Finding the right “fit”
So now that you have your topic, where should you publish?
ACRL–Petition to start a LIS education Interest Group
As a state with several Library Schools programs, the following announcement, which was posted a few days ago to the ACRL’s Collib-L e-mail list, seemed very relevant and also timely. Academic Librarianship is changing fast, and it benefits every library to think about how these changes are reflected in the education the discipline is providing to new librarians. After all, these individuals will become our co-workers and professional colleagues!
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Colleagues – at ALA Annual, several of us discussed the current composition of ACRL sections, interest groups, discussion groups, etc., and noted a surprising absence: there appeared to be no formal structure for promoting discussion and programming related to Library and Information Science (LIS) education, even though many ACRL members are directly related in LIS education efforts through our work as adjunct faculty, field experience supervisors, alumni board membership, etc.
To provide a formal venue for engaging all academic librarians as well as LIS educators who are interested and/or involved in LIS education as a facet of their professional work, we have launched a petition to establish an ACRL Library and Information Science (LIS) Education Interest Group.
If you would like to sign the petition and see the LIS Education Interest Group established, please sign the petition available at: http://www.ala.org/CFApps/epetition/index.cfm?pid=B5D5A83FB5C73BA2
Please note that you need to be a current ACRL member to sign the petition, and that you will need to log into the site using your ALA login. Also, please note that you must use Internet Explorer to access the e-petition site.
Scott Walter, University Librarian, DePaul University
CRD Membership Survey – Demographics
Thanks to all of you who responded to the CRD Membership Survey! In this post, I’ve compiled some demographics. Watch for future posts, which will summarize the responses to the open-ended questions.
Of those responding, 63% work at a university, 17% at a four year college, and 12% at a community college. Full-time student enrollment at those schools was almost evenly divided between 1,001-5,000 (30%) and 5,001-10,000 (28%) and more than 10,000 (30%).
The 270 responders held varied positions from MLIS student, to retiree, to support staff, to librarian, to department head, to director. The majority of those who took the survey (63%) said that they have been a librarian for over 11 years and 90% said that they have an MLS degree. Some of those who indicated that they were librarians said that they had faculty status (27% tenured, 11% tenure track, and 13% non-tenure track) and some did not (37% indicated that they were full-time staff).
Half of the responders (52%) are PaLA members, and half (48%) are not members. Reasons for not being a member included cost (44%), time constraint (26%), program content is irrelevant to my needs (15%), and other (29%). Those who said that they are members indicated that the reasons they initially joined were professional development (78%), networking (56%), and exposure to new ideas (32%).
Although 75% of responders said that their institution does not cover the cost of membership in professional organizations, 58% said that their institution does cover the cost of professional development such as conferences, workshops, and webinars.
PA Forward and Academic Libraries
The following blog post is by Debbie Malone, 2012 PaLA President:
The Pennsylvania Library Association’s new marketing and advocacy initiative, PA Forward, is growing, and we want to invite academic libraries to participate more fully. I see this project as a nice companion to ACRL’s Value of Academic Libraries initiatives. PA Forward aims to leverage the power of libraries to build literacy levels and to communicate the importance of libraries.
We are looking for specific examples of academic libraries working with their local communities to advance literacy. For example, DeSales University has partnered with the Southern Lehigh Public Library to provide a series of small group basic literacy workshop on using the Internet and Word processing software, and Bloomsburg University librarians work with local high school teachers and students in a model UN program and a gifted program. I am sure there are many more such interesting projects across the state. Please take a few moments and let me know about your community literacy project. Email me at Debbie.malone@desales.edu or add a comment to this post.
Thanks,
Debbie Malone
Write for Us
Do you have a topic you would like to address? A story you want to share? A challenge you faced and have a solution for? If you are interested in writing for the CRD Blog, we’d be happy to have your contribution. We are looking for writers from any academic institution in Pennsylvania–university, college, or community college.
Categories about which to write include, but are not limited to the following: academic libraries, assessment, copyright, gaming in libraries, mobile applications, outreach, and technology.
Send us your posts and we will put them on the blog as a guest post. E-mail crdpala [at] gmail [dot] com if you have questions or to send us your post!
