Learning and teaching about scholarly communication: Findings from graduate students and mentors

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dc.contributor.authorHurrell, Christie
dc.contributor.authorBeatty, Susan
dc.contributor.authorMurphy, James E.
dc.contributor.authorCramer, Dana
dc.contributor.authorLee, Jennifer
dc.contributor.authorMcClurg, Caitlin
dc.date.accessioned2024-01-12T17:01:49Z
dc.date.available2024-01-12T17:01:49Z
dc.date.issued2024-01-11
dc.descriptionCopyright © 2024 Johns Hopkins University Press. This article first appeared in portal: Libraries and the Academy, Volume 24, Issue 1, January, 2024, pages 83-104. Reprinted with permission by Johns Hopkins University Press
dc.description.abstractGraduate students are increasingly expected to publish peer-reviewed scholarship during the course of their studies, yet predictable mentoring and education on academic publishing is not available to all graduate students. Although academic librarians are well positioned to offer such instruction, their efforts are not always informed by comprehensive investigations of what, and how, graduate students need to learn. This study used focus groups with graduate students and faculty mentors to explore strengths and gaps in current mentoring and learning practices, while also discovering and uncovering suggestions and opportunities for further development in education about scholarly publishing. Thematic analysis of the data revealed that current training and mentorship meet some, but not all, of students' needs and preferences. Future library instruction should employ a blended and compassionate approach to teaching about this complex topic, and this study offers a way forward as librarians-as-partners in scholarly communication.
dc.description.grantingagencyOther
dc.identifier.citationHurrell, C., Beatty, S., Murphy, J.E., Cramer, D., Lee, J., & McClurg, C. (2024). Learning and Teaching about Scholarly Communication: Findings from Graduate Students and Mentors. portal: Libraries and the Academy 24(1), 83-104. https://doi.org/10.1353/pla.2024.a916991.
dc.identifier.doihttps://doi.org/10.1353/pla.2024.a916991
dc.identifier.issn1530-7131
dc.identifier.issn1531-2542
dc.identifier.urihttps://hdl.handle.net/1880/117932
dc.language.isoenen
dc.publisherJohns Hopkins University Press
dc.publisher.facultyLibraries & Cultural Resourcesen
dc.publisher.hasversionacceptedVersion
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.policyhttps://press.jhu.edu/rights-permissions/institutional-repository-use
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en
dc.subjectTeaching
dc.subjectScholarly communication
dc.subjectGraduate students
dc.subjectMentors
dc.titleLearning and teaching about scholarly communication: Findings from graduate students and mentors
dc.typeArticle
ucalgary.scholar.levelFaculty
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