Browsing by Author "Cramer, Dana"

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    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, James
    Learning 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.
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    Learning and teaching about scholarly communication: Findings from graduate students and mentors
    (Johns Hopkins University Press, 2024-01-11) Hurrell, Christie; Beatty, Susan; Murphy, James E.; Cramer, Dana; Lee, Jennifer; McClurg, Caitlin
    Graduate 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.