“You Need to Make it as Easy as Possible for Me”: Creating Scholarly Communication Reports for Liaison Librarians

Authors : Jessica Lange, Carrie Hanson


The typical trifecta of liaison librarian positions (collections, reference, and teaching) is shifting to include additional skillsets and competencies, particularly scholarly communications.

While liaison librarians adapt to these changing roles, the question of how to upskill and train liaison librarians in scholarly communications is timely and still in flux. The lack of time required to improve these competencies and skills is an oft-cited challenge.


To address the challenge of lack of time, this article describes a pilot project undertaken with the aid of a Master of Information Studies practicum student to create scholarly communications reports for liaison librarians.

These reports provide background knowledge and discipline-specific information about the scholarly communications landscape, particularly within the institutional context.

The goal of the reports is to provide liaison librarians with greater contextual knowledge of their disciplines and the publishing patterns within their departments.

This article will discuss the methodology behind creating these reports as well as feedback from liaison librarians on their relevance and potential use.


The initial pilot was promising, however using a practicum student to create such reports may not be sustainable. Other possibilities include holding “research report retreats” for liaison librarians to complete their own reports with a scholarly communications expert on hand.

Additionally, institutions without a master’s program in library and information studies could consider the creation and updating of such reports as a backup project for existing fulltime or student staff.

URL : “You Need to Make it as Easy as Possible for Me”: Creating Scholarly Communication Reports for Liaison Librarians

DOI : https://doi.org/10.7710/2162-3309.2329

Finding Our Way: A Snapshot of Scholarly Communication Practitioners’ Duties & Training

Authors : Maria Bonn, Will Cross, Josh Bolick


Scholarly communication has arisen as a core academic librarianship competency, but formal training on scholarly communication topics in LIS is rare, leaving many early career practitioners underprepared for their work.


Researchers surveyed practitioners of scholarly communication, as defined by the Association of College and Research Libraries (ACRL), regarding their attitudes toward and experiences with education in scholarly communication, job responsibilities, location within their academic libraries, and thoughts about emerging trends in scholarly communication librarianship.


Few scholarly communication practitioners felt well-prepared by their graduate training for the core set of primary and secondary scholarly communication responsibilities that have emerged.

They deploy a range of strategies to fill the gap and would benefit from support in this area, from more robust education in graduate programs and through continued professional development.


The results of this survey support the assertion that as academic libraries and academic library work have increasingly recognized the importance of scholarly communication topics, library school curricula have not developed correspondingly.

Respondents indicated a low level of formal pedagogy on scholarly communication topics and generally felt they were not well-prepared for scholarly communication work, coming at a significant opportunity cost.


Scholarly communication practitioners should create and curate open teaching and learning content on scholarly communication topics for both continuing education as well as adoption within LIS curricula, and LIS programs should develop accordingly, either through “topics” courses or by integrating scholarly communication into and across curricula as it intersects with existing courses.

URL : Finding Our Way: A Snapshot of Scholarly Communication Practitioners’ Duties & Training

DOI : https://doi.org/10.7710/2162-3309.2328

Open Access+ Service: reframing library support to take research outputs to non-academic audiences

Author: Scott Taylor

The University of Manchester Library has established a key role in facilitating scholarly discourse through its mediated open access (OA) services, but has little track record in intentionally taking OA research outputs to non-academic audiences.

This article outlines recent exploratory steps the Library has taken to convince researchers to fully exploit this part of the scholarly communication chain. Driving developments within this service category is a belief that despite the recent rise in OA, the full public benefit of research outputs is often not being realized as many papers are written in inaccessibly technical language.

Recognizing our unique position to help authors reach broader audiences with simpler expressions of their work, we have evolved our existing managed OA services to systematically share plain-English summaries of OA papers via Twitter.

In parallel, we have taken steps to ensure that our commercial analytics tools work harder to identify and reach the networked communities that form around academic disciplines in the hope that these simpler expressions of research will be more likely to diffuse beyond these networks.

URL : Open Access+ Service: reframing library support to take research outputs to non-academic audiences

DOI : http://doi.org/10.1629/uksg.499

Preprints and Scholarly Communication: An Exploratory Qualitative Study of Adoption, Practices, Drivers and Barriers

Authors : Andrea Chiarelli, Rob Johnson, Stephen Pinfield, Emma Richens


Since 2013, there has been a dramatic increase in the number of preprint servers. Little is known about the position of researchers, funders, research performing organisations and other stakeholders with respect to this fast-paced landscape.

In this article, we explore the perceived benefits and challenges of preprint posting, alongside issues including infrastructure and financial sustainability. We also discuss the definition of a ‘preprint’ in different communities, and the impact this has on uptake.


This study is based on 38 semi-structured interviews of key stakeholders, based on a purposive heterogeneous sampling approach and undertaken between October 2018 and January 2019.

Interviewees were primarily drawn from biology, chemistry and psychology, where use of preprints is growing. Interviews were recorded, transcribed and subjected to thematic analysis to identify trends. Interview questions were designed based on Innovation Diffusion Theory, which was also used to interpret our results.


Participants were conscious of the rising prominence of preprints and cited early and fast dissemination as their most appealing feature. Preprints were also considered to enable broader access to scientific literature and increased opportunities for informal commenting.

The main concerns related to the lack of quality assurance and the ‘Ingelfinger rule’. We identified trust as an essential factor in preprint posting, and highlight the enabling role of Twitter in showcasing preprints.


The preprints landscape is evolving fast, and disciplinary communities are at different stages in the innovation diffusion process. The landscape is characterised by experimentation, which leads to the conclusion that a one-size-fits-all approach to preprints is not feasible.

Cooperation and active engagement between the stakeholders involved will play an important role going forward. We share questions for the further development of the preprints landscape, with the most important being whether preprint posting will develop as a publisher- or researcher-centric practice.

URL : Preprints and Scholarly Communication: An Exploratory Qualitative Study of Adoption, Practices, Drivers and Barriers

DOI : https://doi.org/10.12688/f1000research.19619.2

Open or Ajar? Openness within the Neoliberal Academy

Authors : Kevin Sanders, Simon Bowie

The terms ‘open’ and ‘openness’ are widely used across the current higher education environment particularly in the areas of repository services and scholarly communications.

Open-access licensing and open-source licensing are two prevalent manifestations of open culture within higher education research environments. As theoretical ideals, open-licensing models aim at openness and academic freedom.

But operating as they do within the context of global neoliberalism, to what extent are these models constructed by, sustained by, and co-opted by neoliberalism?

In this paper, we interrogate the use of open-licensing within scholarly communications and within the larger societal context of neoliberalism. Through synthesis of various sources, we will examine how open access licensing models have been constrained by neoliberal or otherwise corporate agendas, how open access and open scholarship have been reframed within discourses of compliance, how open-source software models and software are co-opted by politico-economic forces, and how the language of ‘openness’ is widely misused in higher education and repository services circles to drive agendas that run counter to actually increasing openness.

We will finish by suggesting ways to resist this trend and use open-licensing models to resist neoliberal agendas in open scholarship.

URL : Open or Ajar? Openness within the Neoliberal Academy

Original location : https://www.preprints.org/manuscript/202001.0240/v1

A history and development of peer-review process

Author : Jana Siladitya

The paper shows the importance of peer review process in the scholarly communication system and discusses both the closed and the newly emerging open peer review models.

It also examines the peer review system at the scholarly academies or societies in their nomination systems for prizes, rewards, etc. It also discusses the various facets of the newly developed open peer review models now prevalent in various journals.

The paper may help to understand and appreciate the role played by peer review in the scholarly communication system and the efforts being made to make it more transparent.

URI : http://hdl.handle.net/10760/39332

Open Science in the Humanities, or: Open Humanities?

Author : Marcel Knöchelmann

Open science refers to both the practices and norms of more open and transparent communication and research in scientific disciplines and the discourse on these practices and norms.

There is no such discourse dedicated to the humanities. Though the humanities appear to be less coherent as a cluster of scholarship than the sciences are, they do share unique characteristics which lead to distinct scholarly communication and research practices.

A discourse on making these practices more open and transparent needs to take account of these characteristics. The prevalent scientific perspective in the discourse on more open practices does not do so, which confirms that the discourse’s name, open science, indeed excludes the humanities so that talking about open science in the humanities is incoherent.

In this paper, I argue that there needs to be a dedicated discourse for more open research and communication practices in the humanities, one that integrates several elements currently fragmented into smaller, unconnected discourses (such as on open access, preprints, or peer review).

I discuss three essential elements of open science—preprints, open peer review practices, and liberal open licences—in the realm of the humanities to demonstrate why a dedicated open humanities discourse is required.

URL : Open Science in the Humanities, or: Open Humanities?

DOI : https://doi.org/10.3390/publications7040065