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Beginning the Conversation: DiscussingScholarly Communication

SUE WIEGANDCushwa-Leighton Library, Saint Mary’s College, Notre Dame, Indiana, USA

Since the earliest scholarly journals began, journal literatureanswered a need to communicate scholarly and scientific find-ings and preserve a validated scholarly record of accomplishmentsand areas for further research. Scholars are profoundly inter-ested in the transformation of scholarship and the implications fortheir disciplines. Librarian expertise within the digital serials realmand partnering with faculty to prioritize learning in the librarywill imaginatively create opportunities for learning with libraryresources. Discussing scholarly communication changes and tra-ditions provides excellent common ground for serials librarians tobegin conversations with disciplinary faculty.

KEYWORDS scholarly communication, serials, academic librari-ans, Open Access, Collection Development, Technical Services

If you want to build a ship, don’t drum up people together to collectwood and don’t assign them tasks and work, but rather teach them tolong for the endless immensity of the sea.

—Antoine de Saint-Exupery

INTRODUCTION

Discussing scholarly communication changes and traditions provides excel-lent common ground for serials librarians to begin conversations withdisciplinary faculty. The earliest journals began to spring up in the 17thcentury1 in answer to a need to disseminate and preserve scholarly research

© Sue WiegandAddress correspondence to Sue Wiegand, 123 Cushwa-Leighton Library, Saint Mary’s

College, Notre Dame, IN 46556, USA. E-mail: swiegand@saintmarys.edu

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in journal form more widely.2 A network of scholars saw the need to commu-nicate scholarly and scientific findings, and to preserve a validated scholarlyrecord of accomplishments and areas for further research. Journal literatureanswered the need. Scholarly communication via serials—non-monographicmaterials—thus has a long and venerable history, worthy of wide-rangingdiscussion among scholars.

The story of serials would spark any scholar’s imagination. Faculty mem-bers I have encountered are often amenable to hearing a librarian’s takeon scholarly communication or, as it is often termed, scholarly publishing.In this century, digital archives that now sometimes go back to volume one,number one. Seminal articles and the path of inquiry can be traced and ana-lyzed in astounding ways using digital technology. The digital realm is anexpansive frontier for serials librarians and all who are involved in schol-arship. Scholarly forms and techniques are proliferating—video journals,embedded links, short form ebooks, interactivity, digital humanities—thepossibilities are wide-ranging, and the need as compelling, as in the 17thcentury.

The challenge: to reinvent the role of serials in the scholarly communi-cations discovery process, and to use the resulting knowledge and librarianexpertise to form convivial connections with faculty who are also intriguedby the transformation of scholarly communication. The “why” is obvious—for the library (and the sharing of library resources) to remain relevant andcontinue to contribute to knowledge as modern technologies are introducedinto the age-old scholarly communication system. Serials librarians are well-positioned to be advocates for the exploration of scholarly communicationsinitiatives.

In the larger scholarly communication context, disciplinary faculty mem-bers develop viewpoints that resonate with the norms of their discipline.A conversation with a librarian can highlight a wide range of perspectivesto illuminate current events in the scholarly world. Because the scholarlyrecord is of prime importance to faculty who teach and research for theirown tenure and promotion concerns, what librarians are doing to makeresearch discoverable and accessible, physically or virtually, matters to thema great deal.

The serials librarian role is sometimes viewed as library-centric andpurely practice-based. It would seem to be limited by local resource con-cerns, by both faculty and librarians, rather than as part of the larger pictureof scholarly communication as the scholarly publication system has devel-oped through the centuries. Yet, we are part of the larger story. By comparingand contrasting traditions and priorities in various disciplines with how thelibrary plays a role in the dissemination and preservation of knowledge work,we can all, classroom faculty and library faculty, come to a better under-standing that will inform and shape the emerging scholarly communication

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landscape. This article is about some of the ways—the “how”—of what Ihave been doing to address this at my particular library. It is an explana-tory and descriptive analysis of many years of conversations with faculty,and how those conversations have resulted in strategic problem-solving.The librarians’ vantage point as coordinator of the array of resources whileremaining cognizant of both the technological implications and the needs ofusers, can help bring balance to scholarly communication battles that some-times seem to threaten to overwhelm the scholarly world. We are the libraryvoice in the discussions.

BACKGROUND

The landscape of collection development—in transition from print toonline—is viewed favorably by most faculty, and is now indisputably thedominant paradigm for serials.3,4,5 Some few faculty still want some printtitles for various reasons such as current awareness, browsing, or image qual-ity, but many are enthusiastic or insistent on having access to their scholarlymaterial online, as borne out in studies,6 and in most librarians’ anecdotalstories, as well as our own preferences for searching the literature. Studentsseem to consider print journals quaint (a view that is not always detrimentalto engaging their attention), but print indexes are unfathomable to them, aview that is in some ways unfortunate, as understanding context—how doarticles get online?—can enrich their understanding.

DATA AND DECISION MAKING

While serials librarians have traditionally been part of the Technical Servicesdepartment—operating behind the scenes—that role is expanding in manylibraries. Even as reference librarians are re-defining their roles and chang-ing their strategies,7 and instruction librarians are increasingly focusing onInformation Literacy initiatives and partnering with faculty to improve stu-dent learning outcomes,8 serials librarians are called upon to go beyondtechnical support in library systems to use our professional judgment andexpertise to add value, especially through creative use of technology toolsand enhancements to discoverability.

Serials librarians also engage regularly with faculty through evaluationof library resources—a perfect opportunity to position the debates within thelarger scholarly communications picture as we discuss budgets and cance-lations of high-priced, low usage titles using newly available metrics. Withliaison work becoming the norm, more librarians may have the opportunityfor collaborative analyses of subscriptions and alternate access provisions.Serials librarians, with experience in this area, can often take the lead.

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With Internet technologies and initiatives proliferating, the communi-cation has expanded to be even more global, and evaluation can occur onmany levels to entice the interest of even the most traditional of scholarsas technology overcomes the limits of both time and space to re-invigoratethe imaginative outlook on research networking. The outlook is bright forscholarly sharing in various venues, even as the business models changeand evolve.

A wider focus allows the familiar serials crisis paradigm to be a partof the larger whole of scholarly communication in the disciplines as theyhave adapted through the ages to develop best practices for scholarship thatserves the enlightened interests of all. The sweep and scope of history per-vades and transforms the mundane details of how scholarly communicationhappens in the serials world—expanding on the technical details to make acompelling story—and enters the realm of why serials librarians do the thingsthey do to enhance the goal or outcome of improving the scholarly/academicexperience for both students and scholars. Open Access debates and news(such as mandates and boycotts) provide fresh opportunities to hear facultyperspectives on an ongoing basis.

Sometimes, the voice of concern about our digital future is sounded inthe public sphere. In a 2009 article in the Chronicle of Higher Education,9

Johanna Drucker, a professor of information studies, talked about the criticalquestions in light of creating a compelling vision for the library of the (digital)future, and how and how well it would support scholarship and answerfaculty needs. “The design of digital tools for scholarship,” she says “is anintellectual responsibility, not a technical task [italics in the original]” and“[u]nless scholars in the humanities help design and model the environmentsin which they will work, they will not be able to use them.”

Concerns include intellectual decision making about volumes to be dig-itized, the functionality of the technology, and the legibility of the resultingproduct, given that the scanning may only occur once and become the ver-sion of record—these are all librarian concerns also, a point that cannot beemphasized too strongly.

There is evidence from librarian literature indicating that faculty arereceptive to collaboration with librarians10 and that liaison visits to faculty areproductively increasing faculty use of the library’s resources and services11

as they become more aware of the convergence between what they asteachers and researchers want and what the library has to offer. Sometimesthey don’t know all that the library has to offer. Communication is thetransformative factor.

PRIORITIZING LEARNING AND TEACHING IN THE LIBRARY

Determining a library’s value to its community is now more than ever amatter of outcomes assessment than counting the number of volumes bound

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or instruction sessions scheduled.12 The most effective tactic in any library isto start by listening to users so we ask the right questions. In an academiclibrary, this means listening to both faculty and students to hear their ideasabout what is working well and what could work better. How do they as anacademic community want to work with the library and librarians?

At my small liberal arts college, I am asking these questions and seekinganswers both here, by talking with faculty, and by hearing what other librar-ians are doing at other places. We are making connections more than ever.I am continuing to use conversations with faculty—sparked by stories aboutscholarly communication and how early journals developed and evolvedinto today’s digital counterparts—in a continuing “collaborative, curriculum-driven”13 process to provide the best resources for teaching and learning forour community, using our library voice to participate and connect in thesechallenging times.

METHODS

ACRL Scholarly Communication Toolkit

The ACRL Scholarly Communication Toolkit from the Association for Collegeand Research Libraries recommends several actions librarians can take tomake a difference in “promoting a shared system of research and scholar-ship,” including the conversational approach—by recognizing opportunitiesto raise scholarly communication issues, and using case studies from real situ-ations. The Toolkit is a compendium of ideas first assembled in 2005 by whatis now called the ACRL Research and Scholarly Environment Committee,with input from many librarians (including me, in answer to a listserverequest). Some toolkit ideas include educating your academic communityabout changes in scholarly communication; embedding scholarly communi-cation in other conversations and initiatives; cancelling high-priced journals(and issuing a public statement about this action); including catalog recordsfor OA journals and/or listing them via link resolvers; incorporating scholarlycommunication ideas into information literacy classes.14

Collection Development of Serials

I have been the Periodicals Librarian at my small liberal arts college since1999; before that I was an Acquisitions/Periodicals Librarian in a 1-yearinterim position at a small comprehensive university. Both positions haverequired some degree of collaboration with faculty to fulfill the mission tocollect curriculum-based library resources and make them easily accessibleto students and faculty for their research needs. I have always considered

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myself a partner in the educational enterprise, so whenever collection devel-opment required interacting with faculty, naturally I looked for commoninterests to begin the conversation.

As the digital revolution took hold in teaching and learning, I found thatconversations with faculty increasingly turned to the acquisition of libraryresources in different formats. I found the changes in the scholarly commu-nication system fascinating, so, especially in discussions of building a journalcollection relevant to instructional needs, I often started the conversationswith questions about the formats they preferred for their own research andfor their students. Increasingly, the preferred format was online, and weshared distress over the high costs, which did not seem to be amelioratedvery much by electronic access, as many hoped.

Current Events

Over the years, I was able to use current events items to spark interest andcreate a conversational opening. There were newsworthy controversies overprices, of course—the so-called serials crisis surfaced regularly—and “stickershock” (telling faculty exactly what the prices of their favorite journals wererising to)—was one tactic, tied to that hope (and common misconcep-tion) that online formats cost less, or should cost less than printing anddisseminating content in print formats.

“Publishers behaving badly” was another theme, such as larger publish-ers removing content from databases, especially the Tasini decision, whichinvolved publishers removing large numbers of articles from databases ratherthan paying the freelance writers of the articles for the re-publication in elec-tronic format. Recently, a database we were previewing with two facultymembers included a phrase that some freelance articles had been removed,and I had the opportunity to explain why that probably happened.

Another big topic of conversation was the 2003 collapse of the Faxoncompany, leading to widespread library losses of subscriptions. Even thethen–Dean of Faculty here took an interest in that one, as the legal settlementdragged on for years. In that case, publishers stepped up to make surelibraries got most of the issues they needed.

Controversies

More recently, there was controversy when the University of California can-celed the high-impact journal Nature because of price increases. Then therewas the famous boycott petition against Elsevier. “Big Deal” packages werequestioned. Publishers removed journals from JSTOR and from other aggre-gators; libraries responded to price increases and budget cuts by cancelling

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subscriptions to titles included in aggregator databases. This led to engage-ment with some faculty who did not like that the aggregator interfaces hada standardized “look and feel” different from the native journal Web pages.Although some appreciated being able to use folders within databases, andto be able to e-mail articles to themselves (since we do not support aCollege-wide reference manager), the tradeoffs led to enlightenment for allconcerned.

If print journals are cancelled, the logical questions are about currentawareness, discovery, and browsing. Some of the answers: Really SimpleSyndication (RSS), or e-mailed tables of contents alerts, with the variousways that can be accomplished.

There have been conversations about preservation and archiving. Use oflibrary space—how that might change with fewer bound volumes—provideddelightful insights (“I would love to bring my classes into the library!”) andthe perennial “serendipity” theme, where researchers find books they wantto read through browsing or searching for nearby volumes. I use that as away to explain that this magic is possible through library cataloging, and thenI can segue into how metadata works in a similar way, but with differencesbecause of controlled vocabulary. Now that we have a library discoverysystem, I can talk about tagging; although I doubt many will ever do it in thelibrary catalog, it is a term they may have seen elsewhere.

Challenges

Going back to scholarly communication and collection development consul-tations, I use other examples of how the techniques of the past translate tothe present—for instance, online archiving is replacing the bound periodicalsof the past, yet still presenting challenges at this time. The question that getsthe most airtime, of course, is Open Access, the issue that is sometimes con-flated with the whole of scholarly communication, although it is actually onlya relatively recent movement.

The serials crisis may have been precipitated by the rise of journalprestige made possible by the Impact Factor combined with tenure andpromotion evaluations. But most faculty members would like to be able toaccess their scholarly literature seamlessly, and they are growing ever moreaware that the current publishing and accreditation system is unsustainable.They want the scholarly record to be preserved, with their work and that ofothers freely discoverable by all.

Research Collaborations

Another way of building relationships and making connections with facultyis through research partnerships. Using an institutional grant, I was able to

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work with a Social Work faculty member to investigate how undergraduateSocial Work students use library databases, with a pre-test and a post-testanalyzed with SPSS software, something I would not have been able toaccomplish alone.

Our statistically significant results with the Social Work classes showed apositive correlation with students understanding better how scholarly articlesare found after having library instruction, using Social Work Abstracts online.The results were shared at two conference presentations and a College sym-posium. We continue to consider extending the study to citation analysis ortrying other follow-up research.

Working with a political science professor and other faculty and admin-istrators, I started a Faculty Writing group for “writing days in the library.”When participation foundered, we put together a brief survey to findout what would entice faculty to join such a group. The resulting briefstudy on a practical solution to a problem was submitted it to a regionalMidwest Scholarship of Teaching and Learning Conference (SoTL)15—wewere asked to do a poster session. We also used the results to bringmore faculty members into our group through following their suggestions—offering lunch (working with funding from our teaching and learning center)and inviting successful faculty speakers to share their techniques for suchtopics as making time for research, writing grants, and finding researchcollaborators.

The Scholarship of Teaching and Learning concept may be of impor-tance to any librarians who wish to interact with faculty immersed inpedagogy. It is a cross-disciplinary scholarly venue based on the work ofEarnest Boyer highlighting teaching as a form of scholarship. There areother SoTL conferences, and SoTL teaching journals to consider for librarianpublication.16

Reading Portfolios and Partnerships

The College’s Writing (W) Program is a “writing across the curriculum” pro-gram designed to develop students’ written communication skills. Everysemester, the program coordinators recruit volunteer faculty to help readthe student portfolios for assessment of their writing skills. If I can, I partic-ipate in this process whenever I am asked, no matter how busy with otherprojects. The experience is valuable, the repartee lively, and the results muchappreciated by students, administrators, and other faculty.

Another tactic I have employed is outreach to our W Program, by offer-ing to be a library partner in a “tandem,” a college program for team teachinginter-disciplinary courses. A faculty member in English was willing to try thisfor a course, with mixed results—the students still used online sources, butat least were introduced to library databases for scholarly analysis.

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Library Instruction and Teaching Non-Library Classes

As a Technical Services Librarian, the limited library instruction I had doneuntil recently in my current position was only when a Reference/InstructionLibrarian was ill, or when invited by a faculty member who wasintrigued by our conversations about Scholarly Communication. In theFall of 2012, however, our library began a formal liaison program. I wasassigned to the departments of Social Work, Chemistry/Physics, and JusticeEducation.

Justice Education is an interdisciplinary minor relating “social issues anda vision of justice inspired by a Christian tradition from a variety of perspec-tives.” I have been helping teach the discussion sections of this class for overten years now, and in addition to using my Biology background to incor-porate Environmental Justice issues, I have mentioned issues of the globaldigital divide in scholarly communication as a justice concern that resonateswith both students and faculty.

The Endless Immensity of Scholarly Communication

In other liaison instruction duties, notably in Social Work, and also pre-viously in Philosophy, Nursing, and English, I have used the ScholarlyCommunication system as an over-arching theme to help students envisionthe vast sweep of history that is available to them in scholarship. I hope tohelp them see the big picture, and want to participate in that larger conversa-tion. I consider Information Literacy (part of the Critical Thinking outcomesfor the Philosophy and Social Work library instruction classes I did) to be partof Scholarly Communication. As a term, Scholarly Communication seems toresonate better with our faculty.

I like to begin library instruction classes by welcoming students to theHaunted Library, then explaining that we are “haunted” since the books andjournals contain the essence of many scholarly communication “conversa-tions” through the ages, online and in print—ideas that have stood the testof time, and are now part of the scholarly record. This adds another dimen-sion to the usual “scholarly conversation” discourse, and students seem toenjoy it.

If the term “scholarly communication” resonates with faculty, use it.If not, do they call it “scholarly publishing”? Do they refer to “the journalsystem”? Do they want their students to “get into the literature?” If so, wecan work with them using those terms. Fascinating insights can ensue, andsoon an atmosphere of sharing and comparing to find the best language canreplace competition for owning the dominant paradigm. With the students,humor also works well—standing on the shoulders of giants does not meanthat’s how you reach the dusty books on the top shelf!

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Committee Work

Working with faculty on college-wide committees is a benefit of facultytenure-track status for librarians here, and provides many opportunities forinformal revelations about the library and its resources and services. Again,the scope of Scholarly Communication as a touch point for academics pro-vides much scope for dialogue. The shared need for tenure-worthy scholarlywork and the requirement for committee service, as revealed in pre-tenurementoring groups, uncovers more common ground for librarians and faculty.

In 2009, our College Nominating Committee asked me to be on the slatefor Chair of the Faculty Assembly, our shared governance body. Previously,I had served as Secretary to the Faculty Assembly (among other committeeassignments), so I was known to many for participating in College service.Somewhat to my surprise, I became Chair-Elect for 2009–2010, and Chair ofthe Faculty Assembly in 2010–2011, the first librarian here to be so honored.

Faculty Focus Groups

A more formal understanding of how faculty use the library resulted from afocus group of faculty to investigate the best ways to implement the library’sdiscovery tool, in conjunction with our regional library consortium partners.The logistics were challenging, but the feedback was invaluable. This is anarea I would like to continue to explore more fully.

Commencement and Other College-Wide Events

Another way I have interacted with faculty was in participation in College-wide events, especially Commencement. This helps faculty to see thatlibrarians are also faculty, albeit non-classroom faculty for the most part.Other College events—the picnic, theatre and music performances, speak-ers, ceremonies honoring students and faculty doing research—are alsoimportant for staying in touch with faculty and students.

RESULTS AND DISCUSSION

The results of these wide-ranging initiatives over the course of about 15 yearsare hard to quantify. Relationship building with faculty is certainly one of thechief benefits. Intellectual stimulation is another.

In terms of concrete results, I would say that as Periodicals Librarian, thisis illustrative of how I have been able to construct a far better understandingof faculty instructional and resource needs, contributing to my ideas abouthow best to assemble an array of curriculum-based library resources in thebest formats for our student-centered environment.

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A&I Databases

All databases are not created equal. Abstracting and Indexing (A&I)databases grew from print indexes and abstracting services, and providea valuable resource for faculty. Through conversations with faculty, I havegleaned that what librarians sometimes call a “finding aid” database is ofconsiderable importance to the disciplines. Full-text is even better, but whenresources are limited, there are other ways to get the full-text.

Students, of course, prefer a seamless link to something that seemsto satisfy the immediate need to “find books and articles,” but faculty aremore concerned with finding quality resources in their disciplines, and theyseem to highly favor their own disciplinary databases, even if only citationsand abstracts are included, for themselves and for their advanced students.Therefore, I advocate that when debating scarce library dollars, preferenceshould be given to having each department have its database of choice first,then as much full-text as possible. This varies, of course, depending ondepartmental needs, their curriculum, and the overall balance of access tolibrary resources College-wide.

Document Delivery or Pay-Per-View

For high priced, low usage journals, following on my observations of facultypreference for indexing first, I have instituted two pay-per-view/documentdelivery services for providing the full-text of desired journal articles forthe library’s users. The first was the Get It Now (GIN) service17 from theCopyright Clearinghouse Center (CCC), which we have implemented for theNature Publishing Group (NPG) journals, funding it by cancelling our expen-sive print subscription to Nature while providing access to articles from anyof their journals, which are indexed extensively.

I admit to philosophical conflicts with the idea of pay-per-view or articlepurchase, which is really a library purchase of individual articles from a pub-lisher, for the use of one patron, to substitute for little-used but expensivesubscriptions. I believe the library is a place for sharing resources, and anarticle purchase, while bypassing copyright concerns (because it is a pur-chase, not a loan as Interlibrary Loan is) also makes no provision for FairUse, which I believe to be an important concept.

That said, as long as the indexing to find the articles is available, facultyare satisfied to have the library use our budget more strategically to providesubscriptions to journals that are used more extensively, supplemented byinterlibrary loan (ILL) and, when necessary, document delivery.

We were also able to implement GIN through our link resolver, SFX, sothe user experience is seamless and rapid—they usually receive the articlewithin hours, if not immediately, and the library is invoiced through a depositaccount.

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American Chemical Society Journals

The second pay-per view service is FIZ AutoDoc18 to provide AmericanChemical Society (ACS) journals in lieu of our expensive ACS online journalspackage, which we so painstakingly negotiated in 2002. The FIZ documentdelivery service was implemented in Spring 2013, after extensive dialoguewith the Chemistry department. This most recent topic in the ongoing saga ofpublisher business models versus library finances is the American ChemicalSociety, which both accredits Chemistry programs and provides many ofthe high quality journals needed for accreditation, at very high prices. TheACS journal subscriptions have always been controversial because of thehigh price and the way that Chemistry program accreditation was tied toproviding those expensive journals.

As the liaison to the Chemistry department, I partnered with theChemistry faculty to try to provide a solution to the conundrum of gettingthe articles they need at sustainable prices. Even before I was the Chemistryliaison, I worked closely with Chemistry professors on implementing theSciFinder Scholar database (through much collaborative debate), as well asconverting our print journal subscriptions to the preferred online format tenyears ago. We agreed then to cancel some titles to keep the price the samewhen we added SciFinder as their preferred indexing tool.

For document delivery of articles from the ACS, we were able to openan account for our ILL Department for mediated delivery of articles requestedthrough SciFinder or other indexing. The SFX menu goes directly to the pre-populated ILL form. The workflow involves someone in ILL identifying theACS titles from a list, logging in to FIZ AutoDoc, and filling in their orderform for standard delivery of a PDF within 48 hours.

While much of this was precipitated by the recent blogging activity onwhat other libraries were doing to address the unsustainably high ACS pric-ing model,19 this Chemistry piece of the serials crisis puzzle has been aroundfor years. Rather than simply cancelling the ACS package and relying on ILL(since we do not have other expensive databases with full-text Chemistryresearch articles either), I offered the Chemistry department this documentdelivery alternative because I knew that SciFinder Scholar, the finding aid,was the most important scholarly resource to them, because it is focused ontheir discipline. That may change as available options change.

FUTURE INITIATIVES: OPEN ACCESS (OA) WEEK

Open Access Week is an annual, global event that takes place globally inOctober to highlight the specific Scholarly Communication issue of highprices for scholarly research and the resulting lack of access for all butthe most privileged—those who have access to libraries that can pay the

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increasingly high prices for journal content locked behind paywalls. It isboth celebratory of new scholarly communication channels and awarenessraising, advocating the free exchange of scholarly and scientific informationfor the common good.

In the past, we have not showcased this event at our library, nor have weheld forums on OA as a viable option for faculty to publish their scholarship.The time was not yet right.

As in other academic institutions, there was worry about the “authorpays” model on a small liberal arts campus, some thought a repository wouldcost too much, people worried that they would be forced to post their orig-inal writing before it was published, leading to stolen ideas or publishersrefusing to accept it. Faculty expressed concern about quality, fearing thatpeer-review would go by the wayside. Citation impact is the reason facultymembers publish their scholarly results, not making a profit, and publishingin high quality, high impact journals is important in the tenure and promotionarena. Alternative metrics are not yet well developed and widespread.

Yet in the past couple of years, faculty awareness has increased as thenews items occur—awareness is growing. We are now planning more OAevents, including Open Access Week for Fall 2013. After having addressedsome of the concerns above on an individual basis, I feel I have learnedmuch and can now offer guidelines for explaining the model better and howeach of these possible problems can be minimized to promote OA “as a newnorm in scholarship and research,” as stated on the OA website.20 I havelearned a lot in my years of conversations with faculty, and as OA evolves,inevitably there will be system-wide changes that lead to further dialogue.

QUESTIONS FOR FURTHER RESEARCH

This article has been an illustrative example of some of the strategies used topromote the library in the educational enterprise, specifically by explicatingthrough specific examples how scholarly communication impacts teachingand learning in the larger educational enterprise.

Ideas for future research would involve finding a way to measure, qual-itatively and quantitatively, how faculty attitudes have changed toward thelibrary and librarians through discussions of scholarly communication, aswell as demonstrating increased activity such as large attendance at an OAlecture or OA Week event; more faculty focus groups; faculty surveys; morerequests for instruction that incorporates Scholarly Communication issues;invitations to collaborate with the library from the Writing Program or theteaching and learning center; greater use of the ACRL Toolkit for ScholarlyCommunication; a higher number of hits on my Scholarly CommunicationsLibGuide, which includes a link to guidelines for authors on how to findOA publishers and clarification of the always confusing topic of publishers’

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348 S. Wiegand

policies on author self-archiving;21 possibly a Faculty Assembly agenda itemon OA with the option of a charge to a committee to do further study andcontinuing dialogue on whether the College should have a repository, or amandate. The area I would like to concentrate on would be continuing thefaculty focus groups to keep discourse open on scholarly communicationtopics and hear faculty concerns.

CONCLUSION

Beginning conversations and making connections with disciplinary faculty byfinding common interests in scholarship enhances the librarian role and ben-efits the library and the academic community, locally and globally. Throughlearning more about how scholars and students work, improving curriculum-based library resource provisions, and improving collaborative relationshipsbetween librarians and classroom faculty we can ensure that the library is alearning space, centered on the educational mission. The new serials frontierhas barely begun to take shape.

Serials librarians are well-positioned to begin those conversations, afteryears of bemoaning journal price increases with faculty while simultaneouslytransforming collection development and access of serials to the preferreddigital formats. Those librarians who are doing library instruction also have anatural conversational and instructional path to productive engagement withfaculty and students. The challenges and sea changes of the future frontierof serials in the 21st century as they change and adapt to digital forms ofscholarship should provide an exciting voyage of discovery for us all.

REFERENCES

1. Blaise Cronin, The Hand of Science: Academic Writing And Its Rewards (Lanham,MD: Scarecrow Press, 2005), 43.

2. Edward A. Goedeken, “Introduction,” The Serials Librarian 37, no. 1 (1999): 56.3. Peter Williams, David Nicholas, and Ian Rowlands, “E-Journal Usage and Impact

in Scholarly Research: A Review of the Literature,” New Review of AcademicLibrarianship 16, no. 2 (2010): 205.

4. Louise Cole, “Perceptions and Reflections,” The Serials Librarian 61, no. 1 (2011):13.

5. Andrew Shroyer, “Your Input Sought . . . Streamlining Registration andCataloging? . . . Return to Print?” The Serials Librarian 61, nos. 3–4 (2011): 348.

6. “Faculty Survey 2009,” http://www.sr.ithaka.org/research-publications/faculty-survey-2009 (accessed September 27, 2013).

7. Tiffany LeMaistre, Rebecka L. Embry, Lindsey L. Van Zandt, and Diane E. Bailey,“Role Reinvention, Structural Defense, or Resigned Surrender: Institutional

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Discussing Scholarly Communication 349

Approaches to Technological Change and Reference Librarianship,” The LibraryQuarterly 82, no. 3 (July 2012): 269.

8. Deborah B., Gaspar, and Karen A. Wetzel, “A Case Study in Collaboration:Assessing Academic Librarian/Faculty Partnerships,” College & Research Libraries70, no. 6 (November 1, 2009): 581.

9. Johanna Drucker, “Blind Spots,” The Chronicle of Higher Education, April 3,2009, Volume 55, Issue 30, edition sec. Chronicle Review.

10. Ada M., Ducas and Nicole Michaud-Oystryk, “Toward a New Enterprise:Capitalizing on the Faculty/Librarian Partnership,” College & Research Libraries64, no. 1 (Jan. 2003): 72.

11. Erin M. Watson, “Taking the Mountain to Mohammed: The Effect of LibrarianVisits to Faculty Members on Their Use of the Library,” New Review of AcademicLibrarianship 16, no. 2 (2010): 154.

12. Amanda N. Price, and Rachel Fleming-May, “Downloads or Outcomes?:Measuring and Communicating the Contributions of Library Resources to Facultyand Student Success,” The Serials Librarian 61, no. 2 (2011): 197.

13. Sue Wiegand, “Charleston Conference Proceedings, 2007,” http://openlibrary.org/books/OL16973351M/Charleston_Conference_proceedings_2007 (accessedSeptember 27, 2013).

14. “ACRL Scholarly Communication Toolkit,” last modified January 2009, http://scholcomm.acrl.ala.org/ (accessed September 27, 2013).

15. “SoTL: The Scholarship of Teaching and Learning,” http://sotl.illinoisstate.edu/sotlConf/ (accessed April 28, 2013).

16. “International Society for the Scholarship of Teaching and Learning, SoTLPublications,” http://www.issotl.org/SOTL.html (accessed April 28, 2013).

17. “Get It Now,” http://www.copyright.com/content/cc3/en/toolbar/productsAndSolutions/getitnow.html (accessed April 27, 2013).

18. “FIZ AutoDoc,” http://autodoc.fiz-karlsruhe.de/ (accessed April 27, 2013).19. Jenica Rogers, “Walking Away from the American Chemical Society,” Attempting

Elegance blog, September 12, 2012, http://www.attemptingelegance.com/?p=1765 (accessed September 27, 2013).

20. “Open Access Week,” http://www.openaccessweek.org/ (accessed April 27,2013).

21. “SHERPA/RoMEO Publisher Copyright Policies & Self-Archiving,” http://www.sherpa.ac.uk/romeo/ (accessed April 27, 2013).

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