Scholarly Communication Education Initiatives · 39
“Informal discussions with refreshments provided.”
“Inviting faculty to serve on the scholarly communications committee.”
“Podcasts.”
“Regular communication with faculty on scholarly communication issues through collection managers.”
“Scholarly Communication Blog, E-Publishing Symposium.”
“See above re description of lunch series that was highly attended by faculty. In fact, we are repeating a
couple of the sessions to accommodate those who were not able to attend due to demand. Our most effective
communications have come where faculty talk with knowledgeable experts (library and campus counsel) and
with other faculty. The lunch series is one example of that.”
Additional Comments N=10
“Have targeted SC education presentations related to specific journal cancellations and/or rejection of
consortial or institutional ‘big deals’ Have made presentations to interested and/or relevant faculty groups on
copyright awareness and open access/institutional repository issues.”
“Most of the efforts to date have been opportunistic: as our Dean has visited campuses and schools she has
taken opportunities speak to faculty about these issues. During the past academic year our faculty senate
was asked to review the CIC Provosts’ Statement on Author Rights, resulting in some visibility of these issues
within the senate. Our collaboration with the university press on the Office of Digital Scholarly Publishing
has provided us with opportunities for targeted outreach in the humanities, social sciences, and engineering
education. During the coming year we anticipate holding a speaker/panel series on changes in scholarly
communications systems and practices which we hope will garner more attention.”
“The group presentations, scheduled on a regular basis, always result in appointments with individuals for
further information.”
“We are really just starting our formal push. Last year we visited a number of faculty meetings and held focus
group discussions. This year we’ll be doing a much more formal campaign including printed material.”
“We are still in the early stages of planning our approaches to faculty and have not yet decided on a particular
method.”
“We have concrete plans to develop Web pages and brochures in the coming months.”
“We have not formally evaluated the effectiveness of the methods.” (3 responses)
“We haven’t assessed the effectiveness of our methods of delivery so the rating above is impressionistic. We
feel though that presentations to specific faculty councils or departmental committees are more effective than
general articles in the university newsletter for example.”
“Informal discussions with refreshments provided.”
“Inviting faculty to serve on the scholarly communications committee.”
“Podcasts.”
“Regular communication with faculty on scholarly communication issues through collection managers.”
“Scholarly Communication Blog, E-Publishing Symposium.”
“See above re description of lunch series that was highly attended by faculty. In fact, we are repeating a
couple of the sessions to accommodate those who were not able to attend due to demand. Our most effective
communications have come where faculty talk with knowledgeable experts (library and campus counsel) and
with other faculty. The lunch series is one example of that.”
Additional Comments N=10
“Have targeted SC education presentations related to specific journal cancellations and/or rejection of
consortial or institutional ‘big deals’ Have made presentations to interested and/or relevant faculty groups on
copyright awareness and open access/institutional repository issues.”
“Most of the efforts to date have been opportunistic: as our Dean has visited campuses and schools she has
taken opportunities speak to faculty about these issues. During the past academic year our faculty senate
was asked to review the CIC Provosts’ Statement on Author Rights, resulting in some visibility of these issues
within the senate. Our collaboration with the university press on the Office of Digital Scholarly Publishing
has provided us with opportunities for targeted outreach in the humanities, social sciences, and engineering
education. During the coming year we anticipate holding a speaker/panel series on changes in scholarly
communications systems and practices which we hope will garner more attention.”
“The group presentations, scheduled on a regular basis, always result in appointments with individuals for
further information.”
“We are really just starting our formal push. Last year we visited a number of faculty meetings and held focus
group discussions. This year we’ll be doing a much more formal campaign including printed material.”
“We are still in the early stages of planning our approaches to faculty and have not yet decided on a particular
method.”
“We have concrete plans to develop Web pages and brochures in the coming months.”
“We have not formally evaluated the effectiveness of the methods.” (3 responses)
“We haven’t assessed the effectiveness of our methods of delivery so the rating above is impressionistic. We
feel though that presentations to specific faculty councils or departmental committees are more effective than
general articles in the university newsletter for example.”
