Browsing by Author "Murphy, James"
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Item Open Access How to Make Your Work Open Access Without Breaking the Bank(2021-01-07) Hurrell, Christie; Murphy, JamesThe academic community has recently seen an upswing in the open sharing of research materials, prompted by funding agency requirements, the need to quickly share new discoveries, and an interest in wider dissemination of knowledge. This thirty minute session will review how researchers can make their work open access, with a focus on no-fee options and outline the on campus supports to assist researchers in this endeavour. At the end of the session, participants will have the tools they need to make research results openly accessible. We encourage participation from academic staff, research support staff, students, and post doctoral fellows.Item Open Access A Journey in OER: Growing Awareness, Discovery, and Use of OER at the University of Calgary(2022-10-19) Adams, Sarah; Murphy, JamesConference Presentation at the Open Education Conference 2022. At this session attendees will learn about the University of Calgary's Libraries and Cultural Resources' journey in open educational resources. We'll share our recent initiatives and strategies for expanding capacity in our journey to building a community around OER on campus. More specifically we'll discuss expanding roles within the library to support OER, OER discovery initiatives, awareness and learning opportunities, grant funding, and the development of a new Open Course Materials Matching Service (OCoMMS). Attendees will gain insight into UCalgary's journey and practices in the early stages of OER advocacy. By attending this session, attendees will be able to: Understand UCalgary Libraries and Cultural Resources' journey in Open Educational Resource advocacy; Consider how to apply UCalgary's OER initiatives and resources within their own institution; Identify ways to engage with and support campus partners and other OER advocates.Item Open Access Learning & teaching about the scholarly communication process: Findings from graduate students and supervisors(2022-11-11) Hurrell, Christie; Beatty, Susan; Cramer, Dana; Kardal, Jenna; Lee, Jennifer; McClurg, Caitlin; Murphy, JamesLearning about scholarly publishing is an important part of graduate students’ transition from novice learners to experts in their particular field. However, the complexity of the scholarly communication process, and of the social and emotional factors that accompany it, can be barriers to graduate student learning about academic publishing. This presentation will share insights from focus groups with graduate students and faculty mentors at a Canadian research-intensive university about learning and teaching scholarly communication. The presentation will highlight both areas of overlap and difference in how students and mentors discuss the barriers and enablers to learning and teaching about scholarly publishing. Key findings include differences in learning by program, supervisor, and structured supports. Our study provides insights into how librarians and mentors can better support graduate students as they learn about academic publishing.Item Open Access Supporting Students as Scholars: Using the Library Context to Investigate How Graduate Students Learn About Publishing(2023-11-11) Hurrell, Christie; Beatty, Susan; Lee, Jennifer; McClurg, Caitlin; Murphy, JamesGraduate students are increasingly encouraged to publish during their studies. But how do they learn this process? In this study, a team of librarians used focus groups to uncover the process for learning and teaching the “threshold concept” of academic publishing (Townsend et al, 2011). The focus groups, conducted with graduate students and faculty advisors, resulted in a rich qualitative dataset on the context of teaching and learning of academic publishing. Thematic analysis was used to identify key themes emerging from transcripts. Findings from this research indicate that students rely heavily on disciplinary mentors for knowledge and support, and appreciate experiential learning opportunities to scaffold their skills. Noted learning gaps included feeling ready and confident to embark on the publishing process, and realizing that mentors may not communicate tacit knowledge about publishing. Additionally, students emphasized the importance of integrating the mental health and wellness impacts of this topic into instruction. In response, the research team has developed an openly-licensed multimedia instructional guide that covers key topics of interest highlighted by both student and faculty participants. The guide responds to students’ expressed preference for information available to them at the point of need, and has been systematically evaluated by learners. The team will share how the guide is being used in collaborative teaching efforts at our institution. This study contributes new knowledge on how students learn, and faculty teach, skills relating to academic publishing. It also illuminates the unique teaching context of librarians, who typically have limited time to interact with graduate students in the classroom, and whose teaching must complement that of disciplinary faculty. Our collaborative approach to learning and teaching about this topic allows us to harness expertise from across our institution to support the learning needs of graduate students.