sept14_b.indd September 2014 441 C&RL News Information literacy and scholarly commu-nication are two major outreach activities in academic libraries. We believe these two areas require that librarians engage in con- versations and actions related to strategically creating change in the roles of librarians within our organizations as well as within our campus communities. Two publica- tions released in 2013 by ACRL discuss how these two areas can and should be blended in outreach efforts to faculty and students. “Intersections of Scholarly Communication and Information Literacy: Creating Strategic Collaborations for a Changing Academic Environments”1 is a white paper that was pro- duced by a working group to articulate how these areas intersect. Common Ground at the Nexus of Information Literacy and Scholarly Communication2 was also published in 2013 and was edited by Stephanie Davis-Kahl and Merinda Kaye Hensley. These works provide an excellent overview of the intersections of both subjects while providing conversational starting points for academic librarians at their institutions. Background on white paper The Intersections white paper was the re- sult of several converging initiatives within librarianship and within ACRL, including a rise of interest in “student as creator,” the momentum behind open access, questions of how librarians could best introduce students to scholarly communication topics, as well as the new ACRL Plan for Excellence and the then nascent revision of the ACRL “In- formation Literacy Competency Standards for Higher Education.” The white paper was an effort to bring together librarians from infor- mation literacy and scholarly communication. The catalyst for the creation of the working group was an ACRL Scholarly Communica- tion Discussion Group meeting at the 2011 ALA Annual Conference, during which the conversation focused on changing roles for academic librarians. At that meeting, Joyce Ogburn coined the phrase, “lifelong learning requires lifelong access,” and later published a column in 2011 in College & Research Librar- ies News by the same name.3 The working group, which was comprised of library ad- ministrators, public services, and collections librarians from a variety of academic libraries, met over the next two years to develop the content of the white paper. Stephanie Davis-Kahl, Teresa A. Fishel, and Merinda Kaye Hensley Weaving the threads Scholarly communication and information literacy Stephanie Davis-Kahl is scholarly communications librarian at Illinois Wesleyan University, e-mail: sdaviska@ iwu.edu, Teresa A. Fishel is library director at Macalester College, e-mail: fishel@macalester.edu, and Merinda Kaye Hensley is instructional services librarian/scholarly commons co-coordinator at University of Illinois at Urbana-Champaign, e-mail: mhenslel@illinois.edu Contact series editors Zach Coble, digital scholarship specialist at New York University, and Adrian Ho, director of digital scholarship at the University of Kentucky Libraries, at crlnscholcomm@gmail.com with article ideas © 2014 Stephanie Davis-Kahl, Teresa A. Fishel, and Merinda Kaye Hensley scholarly communication C&RL News September 2014 442 Ongoing work After the white paper was published in early 2013, 2013–14 ACRL President Trevor Dawes appointed the Intersections of Scholarly Com- munication and Information Literacy Task Force with the charge to keep the momentum going. To that end, we are working to iden- tify areas within academic librarianship that would demonstrate and strengthen connec- tions between scholarly communication and information literacy, identify areas of high interest among librarians supporting these areas, and look for opportunities to address the need for professional development. Data literacy has emerged as one such area, in addition to copyright education and the need to work more closely with ACRL Immersion faculty to develop content for instruction librarians working with scholarly communication librarians. The task force has also been working to identify librar- ians and libraries that are leading in these areas and that could contribute to future work. A series of webinars is planned for the 2014–15 academic year on topics includ- ing starting the conversation in your library, and incorporating scholarly communication into job descriptions, as well as copyright education. As the new ACRL “Framework for Information Literacy for Higher Education” is further refined, we hope to engage academic librarians in a conversation at ACRL 2015 in order to generate ideas for further weaving these threads into the roles of all academic librarians. The task force also presented to different audiences and gathered feedback on both the white paper and the continuing Intersections work. In April 2014, members of the task force had the opportunity to give a briefing on the white paper and the activities of the task force at the Coalition for Networked Information meeting in St. Louis. Mary Ellen Davis, ACRL executive director, and Joyce Ogburn, ACRL past-president, presented the big picture view of the Intersections work to date. Merinda Kaye Hensley and Stephanie Davis-Kahl discussed how their work on their respective campuses embodied intersections as described in the white paper. Briefing at- tendees were invited to respond and provide feedback to help the task force expand their reach. Each of the authors has had experience in blending these responsibilities at our own institutions and we would like to share a few examples. Our own libraries Illinois Wesleyan University: Stephanie Davis- Kahl Much of our outreach and progress has been related to our repository, Digital Commons @ IWU. We focused most of our efforts on creating collections that highlight our campus emphasis on undergraduate research, e.g., honors projects and student peer-reviewed journals. As Digital Commons gained traction with faculty, they requested specific collec- tions to showcase excellent work in upper division courses, especially those that worked directly with community organizations. The courses require a high level of research, writ- ing, and community outreach, and papers are selected by faculty to be included in the online collections. In the interest of accurately representing the variety of student work pro- duced on campus, we also make a concerted effort to include fine arts in the repository, especially art presented and music performed at the John Wesley Powell Undergraduate Research Conference.4 Our librarians are in the process of build- ing collections for our Action Research Center, the Undergraduate German Research Con- ference, and are also in talks with the new Center for Human Rights and Social Justice to archive their efforts. Our undergraduate journal publishing is also robust, and the scholarly communications librarian works with each journal in various ways to educate the students on open access and author rights. Each of the collections above represents a fair amount of outreach to faculty and students, and education about open access, author rights, copyright, and what it means to be a scholar in this digital age. The philosophy of Illinois Wesleyan University has been that September 2014 443 C&RL News through educating our students, we educate our faculty (and ourselves), as well. Macalester College: Teresa A. Fishel We have integrated scholarly communication and information literacy into job descriptions for the library liaisons. We have been inten- tional in developing a guide for liaisons that provides suggestions for how they can share information on scholarly communication with faculty, referred to as the “five-minute elevator speech.” The guide provides specific talking points related to publishing, copy- right, author rights, fair use, and open access. Each liaison librarian is also an advocate for promoting our institutional repository, Digital Commons, which provides access to our senior honors projects as well as student peer-reviewed journals and award-winning papers. Further, each library liaison teaches in our first-year program. As part of the required library component of every first-year course, about 35 courses each fall, we specifically include such scholarly communication topics as author rights, economic factors of scholarly publishing, and open access principles. Building on our instruction program last year as part of Open Access Week, we set up tables in the science building and used the time between classes to share information on scholarly communication issues, particularly emphasizing why open access is important to students and faculty. We were pleased at the number of students who were familiar with open access, and taking our program to their building also generated a significant amount of interest among faculty. Because we had emphasized scholarly communica- tion responsibilities for all librarians, they presented a unified effort in taking time to staff the information desk, answer questions, and assist with button-making machines that allowed students and faculty to create their own open access buttons. Taking our show on the road turned out to be one of the best promotions we have done for Open Access Week, and it was possible because all of our librarians have a vested interest in campus outreach as well as a responsibility to stay informed of scholarly communication issues. University of Illinois at Urbana-Champaign: Merinda Kaye Hensley One of our information literacy programs is an open workshop series, the Savvy Re- searcher.5 Each semester, the librarians and campus partners teach more than 40 unique sessions, many of them addressing a variety of scholarly communication issues, such as how to create a data management plan, the basics of copyright and fair use, the changing publishing environment, scholarly publishing with WordPress, and creating and managing an online scholarly presence. The workshops reach more than 1,400 students per year and many are repeated from semester to semester. Each workshop also has an online learning component, often a LibGuide, extending learning outside the classroom. Our most successful marketing strategy has been to partner with the Graduate Col- lege, which sends an electronic list message every Sunday evening about the upcoming workshops for the week. Perhaps most importantly, the workshops are marketed by the subject liaison librarians when they teach in the disciplines. The open workshops are meant to supplement traditional course- integrated instruction, extending the informa- tion literacy experiences to myriad scholarly communication issues. In Spring 2014, the University of Illinois piloted a new competition, the Image of Research. Modeled after a similar competi- tion at the University of Chicago, it aimed to highlight original student work by invit- ing undergraduate and graduate students to submit an image of their research, whether it be a photograph, a digital rendering, a drawing, or some combination of the three, accompanied by a short narrative explaining their research. Images were submitted from across all disciplines, from engineering and chemistry to applied health sciences and sociology. Submissions were judged based on the con- nection between the image and the narrative, C&RL News September 2014 444 the originality of the work, and the visual impact of the image. All submissions were printed on poster board and displayed at the campus undergraduate research symposium and at a special event for Graduate Student Appreciation Week. The top four images received recognition and monetary awards supported by a library gift fund. All entries are archived in the institutional repository and will be displayed in an online exhibit in Omeka. Similar to Illinois Wesleyan Univer- sity, we are especially keen on looking for opportunities to showcase original under- graduate student work. Conclusion There are clearly myriad strategies and oppor- tunities for integrating scholarly communica- tion concepts into different parts of students’ academic lives. Formal instruction, exhibits, symposia, and including student work in insti- tutional repositories can all play an important role in building students’ knowledge about key elements of the research lifecycle, and position libraries to have a major role in the dissemination of original research produced by undergraduate and graduate students. Further readings We hope we have provided some insights on how you can start conversations at your own library or with your own faculty members. In addition to the two works cited at the begin- ning of this article, the following resources are also noteworthy. • Shan C. Sutton, “Time to Step on the Gas in Approaching the Intersections of Scholarly Communication and Information Literacy,” Journal of Librarianship and Scholarly Com- munication (2013):1(3):eP1076. Accessed June 9, 2014, http://dx.doi.org/10.7710/2162 -3309.1076. • Kevin Smith, “Meet me at the Intersec- tion,” Scholarly Communication@Duke, April 29, 2013, accessed June 9, 2014, http://blogs. library.duke.edu/scholcomm/2013/04/29 /meet-me-at-the-intersection/. • ATG Article of the Week, “Intersections of Scholarly Communication and Informa- tion Literacy,” May 4, 2013, accessed June 9, 2014, www.against-the-grain.com/2013/05 /atg-article-of-the-week-intersections-of- scholarly-communication-and-information -literacy// • Maria Bonn, “Tooling Up: Scholarly Communication Education and Training,.” College and Research Libraries News (2014) 75:3:132-135, accessed June 9, 2014, http:// crln.acrl.org/content/75/3/132.short. Notes 1. “Intersections of Scholarly Communi- cation and Information Literacy: Creating Strategic Collaborations for a Changing Academic Environment,” http://acrl.ala.org /intersections, accessed July 24, 2014. 2. Stephanie Davis-Kahl and Merinda Kaye Hensley, eds., Common Ground at the Nexus of Information Literacy and Scholarly Communication, (ACRL, 2013), open ac- cess version: http://digitalcommons.iwu.edu /bookshelf/36/ or https://www.ideals.illinois. edu/handle/2142/42666. 3. Joyce Ogburn, “Lifelong Learning Re- quires Lifelong Access: Reflections on the ACRL Plan for Excellence,” College & Research Libraries News, 72(9), 514-515, http://crln.acrl. org/content/72/9/514.full. 4. John Wesley Powell Undergraduate Research Conference, Illinois Wesleyan University, http://digitalcommons.iwu.edu /jwprc/, accessed July 24, 2014. 5. Savvy Researcher workshops, Uni- versity of Illinois at Urbana-Champaign, www.library.illinois.edu/sc/services/savvy _researcher.html, accessed July 24, 2014. C&RL News RSS Cover art, article links, and other valuable information from C&RL News is available by subscribing to our RSS feed. 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