860 Editorial Approaching a New Year—And a New Look for the Journal In this last issue of the volume year, it is a good time to communicate some changes that we will be implementing to the journal. Some may be more welcome than others but all of them have been considered and discussed with the Editorial Board and ALA Production staff with the hope that it will provide a more streamlined process for the journal without compromising the experience of the readers or authors. College & Research Libraries is a gold open access journal—as such, it is freely avail- able. In fact, the journal does not retain copyright to the papers it publishes; it merely seeks permission from the authors to publish it. Thus, an author can indicate what kind of Creative Commons license they prefer. Because it is freely available, there is no profit to be had and very few resources to expend on new bells and whistles. While there is not a climate of austerity, we are mindful of the cost—too often, I have seen databases or datasets that were once free move to a subscription or charge model for purposes of recovering costs and evolving the functions of the interface. So there are some decisions that we have made with the intent to have the journal run a little more smoothly and efficiently. No More Preprints Starting in January 2019, C&RL will not be publishing preprints anymore. The original motivation for publishing the preprints is no longer a concern—at one time, it was 18 months from acceptance to publication and now it is less than a year. We are further committed to make it between 6 and 8 months from acceptance to publication. The reasoning for this change is two-fold. It will help streamline the process in terms of the expenditure of effort and resources. The second issue is related to the versioning of the paper and the ephemeral status of the preprint. The preprint often gets harvested (and made discoverable) but it is not the copy of record. In addition, the preprint is not assigned a doi which has caused some access issues in the past. As many authors are already uploading the accepted version of the article in their own institutional repositories, the articles are still discoverable. Taking Advantage of the Entire Page We are also going to be changing the layout of the articles in order to take advantage of more real estate on the page. When the journal moved online, it essentially ap- proximated the print copy in an electronic format. The pdfs of the articles were almost identical to the print issue, including the scale and dimensions. The print version was very attractive and the online equivalent is as well—but there are features and changes that we can make to better communicate the author’s work and enhance the reader’s experience. We will be moving to a letter size format which will allow charts and tables to be better oriented and presented. Right now, in order to fit on the page, charts and fig- ures are shrunken, turned sidewise or may cut across pages. By almost doubling the page space, we hope to minimize those practices and display figures to their utmost advantage. Given that the journal is online only, most readers are reading online or printing out on letter size paper. Editorial 861 ß Before and After à Images show how switching to letter-size layout will better utilize the space. Additional changes to the design are also anticipated. Template for Submissions We will also be adopting a submission template for authors to use when submitting to the journal. It is provided for authors to use for paper submissions, for a consistent font, margins, headings, etc. This template is also intended to offer information about format and guidelines, address questions about style and endnotes and provide guid- ance and reminders that may be useful to authors such as anonymizing the document before submission (with a separate document with a title page and author informa- tion) and embedded tables or figures in the document rather than putting them at the end or in another file altogether. The hope is that this effort will help authors in their submissions, provide a consistent format and presentation for reviewers as they read papers and, once an article is accepted, help minimize the time and effort involved in reformatting and copyediting. Template available at: https://tinyurl.com/yb99pfj3 806 College & Research Libraries September 2018 For past positive leaders, respondents’ answers can be grouped together into seven leadership themes: emotional intelligence, empowering, visionary thinker, communicator, librarian/manager, trustworthy, and a catalyst for change. These are the leadership themes recognized and valued in leaders who had a positive influence on the respondents’ daily work lives. When asked what leadership traits a future library leader would need to have a positive impact, six leadership themes emerged: people first, visionary, change agent, experienced librarian, role model, and communicator. The themes listed are in order of most cited traits to least; in other words, for past positive leaders, emotional intelligence has the most and most repeated traits, and catalyst for change has the least number of and least repeated traits, while for future leaders people first has the most and most repeated traits and communicator the least. TABLE 1 Themes Ranked by Popularity and Number of Traits Past Positive Leaders Emotional Intelligence Empowering Visionary Thinker Communicator Librarian/ Manager Trustworthy Catalyst for Change Future Library Leaders People First Visionary Change Agent Experienced Librarian Role Model Communicator TABLE 2 Themes Ranked by Generations Past Positive Leaders Millennials (ages 22-37; youngest respondent was 24) Emotional Intelligence Empowering Visionary Thinker Communicator Librarian/ Manager Catalyst for Change Trustworthy Generation X (ages 38-52) Emotional Intelligence Empowering Visionary Thinker Communicator Librarian/ Manager Trustworthy Catalyst for Change Baby Boomers (ages 53- 72; oldest respondent was 69) Emotional Intelligence Empowering Visionary Thinker Communicator Librarian/ Manager (tie) Trustworthy (tie) Catalyst for Change Future Library Leaders Millennials (ages 22-37; youngest respondent was 24) Change Agent People First Visionary Experienced Librarian Role Model Communicator Generation X (ages 38-52) People First Visionary Communicator Change Agent Experienced Librarian Role Model Baby Boomers (ages 53- 72; oldest respondent was 69) People First Visionary Change Agent Experienced Librarian Role Model Communicator What Do Academic Librarians Value in a Leader? 803 For past positive leaders, respondents’ answers can be grouped together into seven leadership themes: emotional intelligence, empowering, visionary thinker, communicator, librarian/manager, trustworthy, and a catalyst for change. These are the leader- ship themes recognized and valued in leaders who had a positive influence on the respondents’ daily work lives. When asked what leadership traits a future library leader would need to have a positive impact, six leadership themes emerged: people first, visionary, change agent, experienced librarian, role model, and communicator. The themes listed are in order of most cited traits to least; in other words, for past positive leaders, emotional intelligence has the most and most repeated traits, and catalyst for change has the least number of and least repeated traits, while for future leaders people first has the most and most repeated traits and communicator the least. A generational analysis (Baby Boomer, Generation X, and Millennials) of traits and themes for past positive leaders showed no differences from the overall results. This lack of difference among age groups is consistent with previous research cited above. An analysis of future library leaders’ leadership themes found Millennials most valued the theme of change agent, while Gen Xers valued the theme of communicator more than other generations. An analysis of responses by gender (female and male) revealed no difference in frequency of traits and the popularity of themes for both past positive and future library leaders. The results, however, indicate the respondents’ preference for an androgynous or even feminine-leaning leader. The librarian/manager theme is composed of behaviors that are usually considered masculine: task and project management, self-reliance, and determination. The theme of experienced librarian is gender neutral but does skew slightly masculine with some of its emphasis on task completion. Role model is also a gender-neutral theme but leans feminine with its components of “passionate,” “optimistic,” and “humility.” On the surface, catalyst for change seems masculine, as being a risk tasker is associated with male leaders; but the traits of that theme also include being open-minded, flexible, and adaptable, all of which are feminine. One-half of the communicator theme is listening, a behavior often seen as feminine (especially active listening, which was listed as a trait by many respondents). Emotional intelligence, with its emphasis on building relationships and empathy, and the empowering theme’s use of encouragement and collaboration are also feminine. People first and its traits of “collaboration,” “supportive,” “inclusivity/diversity,” and especially “empathy” are solidly feminine leadership traits. Discussion Past Positive Library Leaders Emotional Intelligence Emotional intelligence was the theme with the largest number of traits, and many of the most cited traits. In fact, many respondents described their positive leader with the term “emotional intelligence.” All the other themes found in this study are strengthened by and flow from emotional intelligence. For this article, an emotionally intelligent leader is defined as someone who is self-aware, manages their and others’ emotions, is highly empathic, and builds and maintains relationships with those in the library; further, the emotionally intelligent leader is a complete person unafraid to show her many sides and has a positive attitude and outlook. Leader- ship is about working with, understanding, and relating to the people in an organization, and this requires emotional intelligence. The trait that respondents listed the most for this emotional intelligence was empathy, one of the cornerstones for emotional intelligence. Empathy is how leaders develop relationship with those in their library and helps them to manage the emotions that TABLE 1 Themes Ranked by Popularity and Number of Traits Past Positive Leaders Emotional Intelligence Empowering Visionary Thinker Communicator Librarian/ Manager Trustworthy Catalyst for Change Future Library Leaders People First Visionary Change Agent Experienced Librarian Role Model Communicator TABLE 2 Themes Ranked by Generations Past Positive Leaders Millennials (ages 22-37; youngest respondent was 24) Emotional Intelligence Empowering Visionary Thinker Communicator Librarian/ Manager Catalyst for Change Trustworthy Generation X (ages 38-52) Emotional Intelligence Empowering Visionary Thinker Communicator Librarian/ Manager Trustworthy Catalyst for Change Baby Boomers (ages 53-72; oldest respondent was 69) Emotional Intelligence Empowering Visionary Thinker Communicator Librarian/ Manager (tie) Trustworthy (tie) Catalyst for Change Future Library Leaders Millennials (ages 22-37; youngest respondent was 24) Change Agent People First Visionary Experienced Librarian Role Model Communicator Generation X (ages 38-52) People First Visionary Communicator Change Agent Experienced Librarian Role Model Baby Boomers (ages 53-72; oldest respondent was 69) People First Visionary Change Agent Experienced Librarian Role Model Communicator Use significant keywords from title • Do not use double-spaces after periods • Pages should be numbered • Left justify headings in bold, sans serif. Please refrain from using a lot of subheadings but be sure to indicate if there are various levels to the subheads by using styles (Use H1, H2, H3 and DO NOT include empty paragraph before new headings. It is built into the style). • Use em dash with no spaces in between rather than multiple hyphens (— vs. -- ) Tables or Figures: • Insert tables or figures where they should appear in the manuscript. (Sometimes the tables/figures are too big and it makes more sense to just put an “Insert Table X here” in the body of the text where the table should go and then just include the table at the end of the paper.) • All tables and figures should have labels and titles • Color graphics may be used • Please provide high resolution images wherever possible • Provide Excel files and actual charts (versus flat, uneditable image files for graphs) when possible Include page numbers Conclusion The conclusion may briefly restate the purpose of the study or research question and then answer it. Discuss the broader implication of the study and the impact it may have on scholarship or practice. APPENDIX A. Include relevant attendant documents such as the survey used. Notes 1. Bibliographic references are consecutively number using Arabic numbers. Endnotes will appear at the end of the article (footnotes, explanatory or otherwise, should be avoided) 2. Use the correct CMS referencing when including multiple notes in one instance. (That is, instead of 1,2,3 after reference, use 1 and include all three references in one note) 3. State Abbreviations: IL (and the rest) rather than Ill. (and so on) 4. Page ranges in notes should be separated by a dash, not a hyphen 5. URLs appearing in notes should include an assessed date in format [accessed DD Month YYYY] following URL 6. If endnotes and bibliography contain the same information, do not include bibliography. Endnotes are sufficient per CMS. 7. Appendices should be at the end, but endnotes should always be after any appendices Other formatting guidelines Manuscript (as a guide, 3000 to 6000 words is encouraged although there is no specific page limit) C&RL follows: • Chicago Manual of Style, 17th Edition • Merriam-Webster’s Collegiate Dictionary, 11th Edition Style guidelines • email rather than e-mail • Only capitalize Web terms when used in trademarked format such as World Wide Web. Otherwise use web page, website, web • Change i.e. to "that is," "that is to say," "in other words," and so on; change e.g. to "for example," "such as," "like" and so on • Instead of "etc.," use "and the like," "and so on" (or, in the case of "for example," nothing -- the list doesn't need to be comprehensive) • Use the serial comma, which is CMS style • Numbering conventions -- use words for one through nine and numerals for 10 through infinity. • Use "percent" with a numeral in body copy but use % sign with a numeral in parentheses. • For electronic references that don't use the doi option, include "Available online at" preceding the URL, and “[Accessed DD Month YYYY]." after the URL. Body formatting • Body text should be 11 pt, Times New Roman (use bodytext style for all except first paragraph after heading, then use bodyfirst) • Full justify • Double spaced • Use hard returns. No manual page breaks • Do not tab at the beginning of paragraphs Use significant keywords from title Title: Subtitle An effective abstract is 75 to 100 words and should include the background and motivation for the study. It should also articulate a problem statement and describe the methodology, quantitative or qualitative, that was used in the research. It should briefly mention results and allude to the discussion and outcome. Lastly, it should convey the implications to professional research and/or practice. Note: there should be a separate file with the title page including author information (Name, Affiliation, Email and contact information and any acknowledgements). Please do not include this information in the paper submission as it may reveal identifying information and undermine the blind peer review. Introduction The introduction provides the background and motivation for the research paper. It also frames the topic and the purpose of the study. It may also include context for the study (i.e., if the study look at a land grant college, it may provide demographics and some description that is relevant to the study). However, please remove identifying information from the paper to that it can be reviewed objectively and maintain the blind. Literature Review A literature review is more than a narrative about the references used in the paper submission. It provides a foundation upon which the research study builds. (It is a pet peeve but I see authors who write their papers and then go find articles to cite in their literature review because they “have to have one”). As someone who instructs students on library practice and research methods, it makes my hair stand on end. Finding sources that support what you want to say is not research, it’s marketing.) This is the opportunity for the author to provide recognized information (that they do not have to prove because it has theoretically already been vetted by experts) and demonstrate how their study contributes something new and valuable. Objective research should look at the scholarship that has come before and build on it, find a gap or an unexplored niche, respond to it or synthesize it. If the study is interdisciplinary or explores questions that may have been previously addressed from another discipline (i.e., leadership), then do include key relevant literature from another field. Methodology Generally, the methodology leads off by articulating the research question(s) although in some cases one my start with a theoretical or research framework if relevant to the study. This section may also provide background for the method being used. Citing expert sources to underscore the credibility of the method is acceptable. New methodologies will need additional explanation and justification for their rigor. Discussion of the reasoning around various decision-making (i.e., choice of population, type of software used, etc.) is also encouraged. Note that we encourage the inclusion of survey questions as an appendix and are also happy to serve up the data files or other attendant files if the submission is accepted. Findings and Discussion This is where the meat of the information is. Some author have separate results and discussion sections. This works well when there is little to no redundancy between the sections and the methodology is not to complex. Authors are encouraged to delve deep into their data and explore the implications behind some results. 862 College & Research Libraries November 2018 Enhancing OJS The journal migrated it publication platform to Open Journal Systems last year; the submission and review platform was migrate this year. Going forward, our goal is to take advantage of other affordances of OJS and a digital environment. What exactly that will look like remains to be seen but we would like to be able to publish supplemental files for accepted such as datasets or other accompanying materials. We don’t make these changes lightly. They are intended to reduce wasted time and effort as well as provide a more transparent process and accommodating experience for stakeholders in C&RL. However, I realize that it is a change and will take some getting used to—for all of us.