Waller, Jen
wallerjl
Recent Submissions
Item Engrossed, Enraged, Engaged: Empowering Faculty in Transforming Scholarly Communication
Waller, Jen; Bazeley, Jennifer WLibrarians are deeply invested in the scholarly publishing lifecycle. This investment, in tandem with an evolving scholarly communication system, has encouraged librarians to become advocates for transformation in this landscape. At the same time, some faculty members have been slower to understand the complexities of the current system and its evolution. At Miami University, traditional communication methods weren’t sufficient to meaningfully engage faculty in these evolving trends. As a response, several librarians designed and co-facilitated two Scholarly Communication Faculty Learning Communities (FLCs) for two academic years. These FLCs have been the most successful method of increasing faculty understanding about scholarly communication and academic publishing issues. The FLCs brought together university community members comprised of faculty, staff, and graduate students interested in learning more about scholarly communication. Each group spent two semesters doing readings, attending panel presentations, and meeting for seminar‐style discussions about current issues and trends in scholarly publishing. Over the course of the year, FLC members became more aware of the nuances in the lifecycle of scholarly publication and learned which scholarly communication issues affected them most. As a result, the co-facilitators saw a rapidly growing understanding about problems inherent in the current system of scholarly publishing, a substantial increase in faculty discussions on scholarly communication, and greater faculty‐led advocacy for open access publishing. Additionally, community members appreciated the cross-disciplinary nature of the FLC, which afforded them the opportunity to escape traditional disciplinary silos. This article will discuss how the facilitators used the learning community format to successfully change faculty behavior about issues in scholarly communication and how these experiences altered librarian perceptions and improved interactions with faculty.Item Open Educational Resources and their Implementation at Miami University
Waller, Jen; Bazeley, Jennifer W.; Abbitt, Jason; Bulanda, Ron; Cochrane, Bruce; Dahlman, Carl; Diekman, Amanda; Ferrell, Elizabeth; Fowler, Kirsten; Hall, Carrie; Hugenberg, Kurt; Ironstrack, Tamise; Millard, John; Modirrousta, Mostafa; Shoemaker, Katie; Vamosi, BrianaA white paper submitted on 9/8/2015 by the members of the 2014 –2015 Faculty Learning Community Exploring Open Educational Resources at Miami University. Covers OER definition, best practices, benefits and evidence, OER as a strategy to meet 2020 goals, implementing an OER culture at Miami University, and a preliminary plan.Item Copyright: Protecting Yours, Fair Use of Others
(2013-03-21) Waller, Jen; Miami University; wallerjl@miamioh.eduConfused about copyright? Do you know if you hold copyrights to your own work or wondering how to use copyrighted materials in your teaching? Copyright is a valuable asset for academic authors, so it benefits faculty and grad students to have a basic understanding of copyright and an awareness of their options for publishing, posting, and distributing their scholarship. When properly managed, copyright provides a powerful mechanism for ensuring the greatest possible impact for your scholarship. The first part of this workshop will focus on reviewing publishing contracts and discussing a widely used tool to help ensure the broadest reach for your work.Item Minding Your Ps & Qs: A Q-Methodology Workshop
Brinkman, Stacy; Messner, Kevin; Shrimplin, Aaron; Waller, Jen; Waller, Jen; Miami University; wallerjl@miamioh.eduLibrarians are continually turning to new metrics to evaluate services, impact, and priorities. Q-methodology - a hybrid of qualitative and quantitative research techniques - is a systematic study of subjectivity that enables researches to understand user's beliefs or attitudes about particular issues. This workshop will train librarians to utilize Q-methodology through hands-on activities. Librarians will learn tangible skills that they can use to assess services, collections, and initiatives at their home institutions.Item Privacy and Sharing: Two Sides of the Same Coin?
(2013-08-01) Waller, JenIncreasingly, our digital lives have moved off hard drives and into the cloud. What are the privacy implications of cloud-based services such as Google, Facebook, and Twitter? Who is watching us, and – more importantly – what decisions are being made about us based on our online behavior? Yet our online world is not sinister. People online share information, build social connections, and foster trust. Online collaboration and scientific breakthroughs spurred Craig Newmark to call sharing "a civic duty." What are the implications of sharing information online? Most importantly, how can we build online experiences that provide us with protection and connection?Item Using Google Glass to Teach Privacy (and sharing)
(2015-02-22) Waller, Jen; Miami University; wallerjl@miamioh.eduGoogle Glass is Google’s latest consumer technology and is a wearable, head mounted computer that acts like a voice-activated, hands free smartphone. Hailed by some and reviled by others, Glass provides a peek into the future of information delivery and a route by which to discuss privacy and sharing. In August 2013, Google chose the presenter as a “Glass Explorer” – one of approximately 8000 people using Glass. This presentation will demonstrate how she integrated Glass technology into instruction about privacy and sharing for Miami University students.Item Faculty Learning Communities are a Positive Way for Libraries to Engage Academic Staff in Scholarly Communication
(2015-01-27) Bazeley, Jennifer W; Waller, Jen; Miami University Libraries; bazelejw@miamioh.edu; wallerjl@miamioh.eduThe stakes and politics of research and scholarship are different depending on discipline, department, and institution, and as such, increasing awareness of scholarly communication is fraught with difficulty. Librarians Jennifer Bazeley and Jen Waller share their experience developing a Faculty Learning Community (FLC) in order to address the issues. Cultivating awareness of the entire scholarly communication landscape created stronger faculty advocates for change, but key differences emerged between longer established and newer faculty members.Item Teaching Communities of Faculty About Scholarly Communication
(2015-01-27) Bazeley, Jennifer W; Waller, Jen; Miami University Libraries; bazelejw@miamioh.edu; wallerjl@miamioh.eduThis article by Jennifer Bazeley and Jen Waller originally appeared on the LSE Impact of Social Sciences blog as “Faculty Learning Communities are a positive way for libraries to engage academic staff in scholarly communication” and was re-posted under the Creative Commons license (CC BY 3.0).Item Evangelists and Pragmatists Finding Common Ground: ISSSS members’ views on open access publishing
(2015-01-22) Waller, Jen; van Exel, Job; Erasmus University; wallerjl@miamioh.edu; vanexel@bmg.eur.nlThe issues surrounding open access (OA) publishing in academia are complex, sometimes misunderstood, and frequently debated among faculty and other stakeholders. In this study we explored the opinions of members of the Society for the Scientific Study of Subjectivity (ISSSS) about this topic, with a view toward the future of the society’s peer reviewed journal, Operant Subjectivity (OS). We replicated a study conducted by Waller, Revelle and Shrimplin (2013) [Keep the Change: Clusters of Faculty Opinion on Open Access; available open access from http://goo.gl/Tdlvrf]. Those authors identified three opinions about OA publishing among faculty at Miami University, Ohio: “Evangelists,” “Pragmatists,” and “Traditionalists.” Evangelists are in favor of open access, because it promotes the availability of knowledge and the (re)use of research and data worldwide. Pragmatists generally support open access, but are not willing to pay any cost or to pass up more prestigious publishing opportunities to achieve it. Traditionalists are comfortable with the current publishing model and reluctant to publish in open access journals, believing OA journals as having less status and thereby receiving less weight from promotion and tenure committees. Prior to the annual ISSSS Conference in 2013, members of ISSSS were invited via Listserv, Twitter, and LinkedIn to participate in a replication of this study. The study was conducted online using FlashQ [http://www.qmethodology.net/openaccess/index.html]. Participants ranked 48 statements according to agreement, explained the placement of the statements in the outer columns of the grid, and responded to a number of questions about the perceived effect on the attractiveness of OS if it were published online and open access in the future. Analysis of 27 Q sorts revealed two opinions, similar to the “Evangelists” and the “Pragmatists” from the study by Waller and colleagues. In a duo-presentation we discuss the original study by Waller and colleagues and the findings from the current study.Item Engrossed, Enraged, Engaged: Empowering Faculty in Transforming Scholarly Communication
(2014-11-10) Waller, Jen; Bazeley, Jennifer W.Librarians are deeply invested in the scholarly publishing lifecycle. This investment, in tandem with an evolving scholarly communication system, has encouraged librarians to become advocates for transformation in this landscape. At the same time, some faculty have been slower to understand both the complexities of the current system and its evolution. At our university, traditional communication methods weren’t sufficient to meaningfully engage faculty in these evolving trends. As a response, several librarians designed and co-facilitated two scholarly communication Faculty Learning Communities (FLCs) for two academic years. These FLCs have been the most successful method of increasing faculty understanding about publishing issues. The FLCs brought together university community members comprised of faculty, staff, and graduate students interested in learning more about scholarly communication. Each group spent two semesters doing readings, attending panel presentations, and meeting for seminar-style discussions about current issues and trends in scholarly publishing. Over the course of the year, FLC members became more aware of the nuances in the lifecycle of scholarly publication and learned which scholarly communication issues affected them most. As a result, we saw a rapidly growing understanding about problems inherent in the current system of scholarly publishing, a substantial increase in faculty discussions on scholarly communication, and greater faculty-led advocacy for open access publishing. Additionally, community members appreciated the cross-disciplinary nature of the FLC, which afforded them the opportunity to escape traditional disciplinary silos. This presentation will discuss how we used the learning community format to successfully change faculty behavior about issues in scholarly communication and how these experiences altered librarian perceptions and improved interactions with faculty. Attendees will leave the presentation with a better understanding of how the learning community model can be applied at their own institution, including some of the challenges and rewards of implementing such a model.Item Engaging Faculty in Scholarly Communication Change: A Learning Community Approach
(Pacific University Libraries, 2014-08-01) Bazeley, Jennifer W; Waller, Jen; Resnis, EricINTRODUCTION As the landscape of scholarly communication and open access continues to shift, it remains important for academic librarians to continue educating campus stakeholders about these issues, as well as to create faculty advocates on campus. DESCRIPTION OF PROGRAM Three librarians at Miami University created a Faculty Learning Community (FLC) on Scholarly Communication to accomplish this. The FLC, composed of faculty, graduate students, staff, and librarians, met throughout the academic year to read and discuss topics such as open access, journal economics, predatory publishing, alternative metrics (altmetrics), open data, open peer review, etc. NEXT STEPS The members of the FLC provided positive evaluations about the community and the topics about which they learned, leading the co-facilitators to run the FLC for a second year. The library’s Scholarly Communication Committee is creating and implementing a scholarly communication website utilizing the structure and content identified by the 2012-2013 FLC.Item Striking Up A Conversation, Striking Up A Victory: Engaging Faculty in Scholarly Communication
(2014-04-15) Bazeley, Jennifer W.; Waller, JenThe concepts “open access” and “scholarly communication” have become inseparable from the library landscape. Librarians are increasingly aware of the issues inherent in these concepts, but faculty have been slower to understand their importance. Traditional communications with faculty couldn’t keep pace with evolving trends in scholarly communication, so we created a faculty learning community to generate awareness. This community has been the most successful method of increasing faculty understanding about these issues across our campus.Item Delivering Library Services With (And For) Google Glass
(2014-04-11) Waller, JenGoogle Glass is Google’s latest consumer technology and is a wearable, head-mounted computer that acts like a voice-activated, hands-free smartphone. Hailed by some and reviled by others, Glass provides a peek into the future of information delivery. In July 2013, Google chose the presenter as an initial “Glass Explorer” — one of approximately 7,000 people wearing, testing, and providing feedback about Glass. She introduces the features and limitations of Glass, demonstrates how Glass has been used at the Miami University Libraries, and then explores how librarians can begin thinking about providing future services with Glass in mind.Item Keep the Change: Clusters of Faculty Opinion on Open Access
(2013-04-08) Waller, Jen; Revelle, Andrew; Shrimplin, AaronThe authors discovered faculty opinions about open access by employing Q methodology, a research method combining qualitative and quantitative methods to analyze subjects' attitudes about a given topic. Q methodology, using three main steps, identifies and isolates opinion types. The first step is the collection of subjective statements, largely from qualitative interviews. The next step, called the Q-sort, involves subjects sorting these statements along a continuum. Finally, Q-sort results are analyzed using a statistical technique called factor analysis. Using specialized software, factor analysis generates clusters of opinions. In this Q study, factor analysis revealed three distinct factors that outlined clusters of faculty opinions about open access. The authors described these factors as “Evangelists,” “Pragmatists,” and “Traditionalists.” Each of these factors represents a group of faculty on Miami University’s Oxford campus who hold specific attitudes and opinions regarding open access. Implications for future library initiatives implementing open access programs, services, and policies are discussed, as are directions for additional research.