Learning & teaching about the scholarly communication process: Findings from graduate students and supervisors

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dc.contributor.authorHurrell, Christie
dc.contributor.authorBeatty, Susan
dc.contributor.authorCramer, Dana
dc.contributor.authorKardal, Jenna
dc.contributor.authorLee, Jennifer
dc.contributor.authorMcClurg, Caitlin
dc.contributor.authorMurphy, James
dc.date.accessioned2022-11-22T16:47:15Z
dc.date.available2022-11-22T16:47:15Z
dc.date.issued2022-11-11
dc.description.abstractLearning 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.en_US
dc.description.grantingagencyUniversity of Calgary - Research Granten_US
dc.identifier.citationHurrell, C., Beatty, S., Cramer, D., Kardal, J., Lee, J., McClurg, M., Murphy, J. (2022, November 10-12). Learning & teaching about the scholarly communication process: Findings from graduate students and supervisors. [Conference presentation]. 2022 Symposium on the Scholarship of Teaching and Learning, Banff, AB, Canada.en_US
dc.identifier.urihttp://hdl.handle.net/1880/115523
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/40481
dc.language.isoengen_US
dc.publisher.departmentCommunication, Media and Filmen_US
dc.publisher.facultyArtsen_US
dc.publisher.facultyLibraries and Cultural Resourcesen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.institutionToronto Metropolitan Universityen_US
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_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.subjectgraduate studentsen_US
dc.subjectscholarly communicationsen_US
dc.subjectfocus groupsen_US
dc.subjectscholarship of teaching and learningen_US
dc.titleLearning & teaching about the scholarly communication process: Findings from graduate students and supervisorsen_US
dc.typeconference proceedingsen_US
ucalgary.item.requestcopyfalseen_US
ucalgary.scholar.levelFacultyen_US
ucalgary.scholar.levelGraduateen_US
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