CFP: Contributions to the Scholarly Communication Notebook

We are pleased to announce a call for proposals for materials to be included in the Scholarly Communication Notebook. Successful proposals will contribute openly-licensed educational materials (OER) about scholarly communication that reflect the broad range of people, institution types, and service models in scholarly communication and specifically fill gaps of representation in the current body of materials. With generous support from IMLS, we are able to offer $2,500 financial awards in recognition of the expertise and labor required to develop these resources. You can see the full application as a Google doc, read more below, and submit here (form deactivated).

Call for Proposals

The Scholarly Communication Notebook (SCN) team is excited to invite proposals for the development of open educational resources (OER) that reflect and encourage diversity in scholarly communication. The SCN is an online community/repository that is explicitly intended to support and educate a diversifying workforce of LIS professionals and to extend social justice values to all participants by intentionally and thoughtfully reflecting the broad range of people, institution types, and service models in scholarly communication.

With generous support from IMLS, we are able to offer $2,500 financial awards in recognition of the expertise and labor required to develop these resources.

We are particularly interested in proposals from authors from a broad range of institutions and intersectional identities, particularly emphasizing marginalized and underrepresented perspectives.

The Materials

The OER should be a learning object or collection of objects that is ready to be used in both a formal classroom setting and as a resource for self-guided learning. For the first of three rounds, we are leaving space for a variety of approaches to the design of the core resource and pedagogical apparatus. We are also committed to working with contributors to develop proposals before they are submitted and continuing to support development and refinement throughout creation.

Example Projects

Because this is a new project we invite proposals that reflect a variety of approaches to building open resources and supporting open practices. These examples reflect a small set of gaps in the literature that a proposal might help fill:

  • A lesson introducing a model open education program being run at an HBCU
  • An exercise exploring strategies for supporting open and public access at a community college
  • Narratives and discussion questions that highlight unique work being done on archiving and supporting engagement with local materials at a regional college or university
  • A podcast or videos describing a tribal college’s work developing tools that support digital scholarship that engages the college’s history and the communities it serves

Selection Criteria

Proposals are open-ended but should address the following areas:

  • An overview of the topic being presented (copyright, OER, digital scholarship, etc.)
  • The need for this resource and the gaps that it fills. Why is it important? Are you building on existing openly licensed content or creating something new?
  • Your approach to presenting this material. What methods are you using? How are you addressing the need you identified above?
  • The format of the learning object? Is it a selection of readings? A video? A podcast?
  • What sort of pedagogical apparatus will be included? Will you include discussion questions? A structured assignment? What will you add to make this an educational resource, not just a document? If you have concerns about this area we are happy to work with you to refine these through discussion.
  • What are the learning outcomes/objectives for these materials?
  • Suggested (foundational/canonical) further reading? What are the most important readings, either necessary or optional for a learner to engage with these materials?

Submission Process

Review of proposals will begin on October 20, 2020 and continue throughout the fall until awarded proposals are selected. Work on selected proposals will be conducted in the late fall and early winter, with specific deliverable due dates determined among SCN leads and awarded proposal authors according to needs of project.

Please direct questions to Josh Bolick (, Maria Bonn (, and/or Will Cross (

Note: this CFP is also available as a Google Doc with comments enabled. Feedback on the CFP itself (including suggestions for improving it) is welcome and appreciated.

Voices from the Field: Case Studies

We’re excited to share a series of updates on the development of our forthcoming book, Scholarly Communication Librarianship and Open Culture: Law, Economics, and Publishing (ACRL). More specifically, on the third and final unit, “Voices from the Field,” which consists of short practical pieces by practitioners engaged in scholcomm and related work, intended to provoke reflection and discussion. “Voices” is further divided into Perspectives, Intersections, and Case Studies. This is an update on the Case Studies contributions. A similar post for Perspectives was shared on 7/20/20, and another on Intersections will be posted soon.

When we issued the CFP in November, we really had no idea what the response might be. We ended up with more great ideas than we had room for, which was both wonderful and heartbreaking. In the end, we did our best to balance various considerations and selected 26 proposals to move forward. Honestly, all of the proposals were great and deserve development. Now that we’re seeing all those selected wrapping up towards final drafts, we couldn’t be happier with them! It’s so exciting to see all these excellent ideas come together, and to be able to provide a platform for them!

From the CFP:

Case Studies present stories and lessons learned drawn from experience. Case Studies should provide specific, contextualized examples of the kinds of tasks and questions librarians working in scholarly communication encounter and strategies for response. A case study will describe and evaluate a case, reflecting upon the issues involved and their implications for scholars and scholarship. It will suggest possible responses to the case and evaluate the effectiveness and possible challenges of those strategies. A case study grounded in actual experience might also describe the actions that were taken and reflect upon subsequent outcomes.

Examples of Case Studies might include a specific course marking project done at an institution working to support OER and textbook affordability, a digital humanities project that used interdisciplinary expertise in the libraries, or a library research data management initiative that helps researchers meet funder mandates for open data.

The Case Studies reflect a broad set of issues and practices grounded in the diverse environments where scholarly communication is practiced. From established scholcomm voices like Harvard and Simon Frasier to regional and emerging leaders, scholarly communication practitioners share successful models, first-of-a-kind projects, and strategies for building community.

While these case studies share important lessons about policies and formal structures, a core theme that appears centers around community-building. From Billings and Roh’s guide to successful mentoring, to Piper’s discussion of professionalization, to Keralis and Martin’s call for “A Journal of One’s Own”, these case studies offer models for building community at every stage of the scholarly communication life cycle and beyond.

Here’s the full list of Case Studies:

  • Marilyn Billings from UMass Amherst and Charlotte Roh from the University of San Francisco write about strategies for successful mentoring and professional development in “Development of a Scholarly Communication Librarian Residency Program.”
  • Kyle Courtney and Emily Kilcer introduce a model for distributing expertise at Harvard in “Copyright First Responders: Decentralized Expertise, Cultural Institutions, and Risk.”
  • Josh Cromwell from the University of Southern Mississippi explores the challenges posed by promotions and tenure systems in “Mind Your Ps and Ts: Promotion, Tenure, and the Challenge for Open Access.”
  • Spencer Keralis from Illinois and John Martin from the University of North Texas offer a successful model for open publishing in “A Journal of One’s Own: Developing an Innovative, Values-Driven Open Journal.”
  • Gemmicka Piper at IUPUI provides a firsthand overview of skilling up in a new position in “Professionalizing for New Performance Duties.”
  • Kerry Sewell and Jeanne Hoover from East Carolina University share their successes and challenges with “Navigating Open Access Initiatives in a Sea of Mixed Support.”
  • Jennifer Zerkee and Alison Moore from Simon Fraser offer insight into supporting open access in “So You Have an Open Access Policy – Now What? Evaluating Simon Fraser University’s Open Access Policy.”

Like the forthcoming companion Scholarly Communication Notebook, these case studies demonstrate that there is no one “correct” way to do this work. Instead, our understanding of scholarly communication must reflect the multiplicity of approaches and perspectives in the field as well as centering the dynamic and ongoing work being done at all sizes and types of institutions. We’re so grateful that each of the contributors has shared their experiences and we hope these case studies can offer some promising models to borrow and build on.

-Will (on behalf of Maria and Josh)

Open Science and Infrastructure Section Editor

This is the last section editor announcement, and like the others, a very exciting one for a variety of reasons. Open Science and Infrastructure are super actively evolving spaces, and Micah Vandegrift is an ideal colleague to help us consider them and where they fit in the LIS scholarly communication landscape. Micah was the first scholarly communication librarian at Florida State University, where he built a phenomenal team and program, and mentored lots of folks who now work in scholcomm spaces (we call ourselves Vandeminions). Micah is a provocateur, challenging us to live up to our professed ideas. But he’s not reckless; he’s thoughtful and kind and supportive, which is evidenced in his post below. In mid-2018, Micah became the Open Knowledge Librarian at NCSU, and then promptly embarked on a five month tour of Europe imagining the future of open scholarship (which is to say: scholarship) and infrastructure. We’re really excited to have him engaged in the production of the open textbook of scholarly communication librarianship. Here’s Micah in his own words:

What is Open Science and Infrastructure, and What’s it Doing in Library School?

Friends, colleagues, folks, I am humbled and frankly pretty nervous to be an invited section editor for the forthcoming OER + ScholComm resource. I count my co-section-editors (Brianna, Lillian, & Amy) and Will, Josh, and Maria as inspirations and luminaries, and I am excited to play a small role in shaping the scholcomm minds of tomorrow.

The open umbrella is well on its way to becoming a big tent. Organizations like SPARC and communities like OpenCon have helped refine and define action areas in open data, open education, and open access. But, what does it mean when we simultaneously aim to open ALL OF science (read: wissenschaft), and the services, protocols, standards, software, and people (read: infrastructure) through which knowledge flows? Someone had a ludicrous idea to hire an “open knowledge” librarian, who tricked someone else into letting said librarian wander Europe asking these kinds of questions. And, so, here we are.

I’m cautiously treading into these topics, both because they are hyper-current (in 2019), and because they can be political, expensive, career-shaping, and organization/institution steering. Ever since my wee-Hack Library School days, I’ve been interested in poking holes in structures we assume as solid, and I intend to continue that impulse in the open science and infrastructure section of this text. My hope is that in compiling a primer on these interconnected topics, readers/learners/colleagues will gain a landscape perspective that will continue to advance what we have called “the library” deeper and broader into a more equitable, just, and open ecosystem for the circulation of knowledge.

So, I invite your suggestions – what is open science and infrastructure and what SHOULD it do in library school?

Open Education Section Editor

We’re thrilled to share the news that Lillian Hogendoorn is joining our forthcoming (2020) ACRL open book on scholarly communication librarianship as the Open Education Section Editor. Lillian is the Digital Access and OER Lead at eCampusOntario, where she supports open and technology-enabled learning at Ontario’s 45 colleges and universities. Prior to her current role, Lillian worked as a Research and Scholarly Communications Librarian at Western University Libraries, and as a cross-appointed Librarian/Fellow at North Carolina State University Libraries in the Copyright & Digital Scholarship Center and User Experience Department. Her research and practice centres on the intersection of Open with critical issues, such as privacy, information privilege, and accessibility.

Lillian is imminently qualified and we’re deeply grateful that she’s sharing her time and knowledge with us as the lead on the OER Section of the book. She generously agreed to the following post about her involvement in our collaboration. In the coming weeks, look for additional posts about our growing editorial team.

Hello, everyone! I am so excited to join some of my amazing colleagues to work on a forthcoming open textbook on Scholarly Communication librarianship. I will be joining as the editor of the open education section, and I can’t wait to get started.

This project will be a much-needed introductory text for anyone interested in learning about the many facets of scholarly communication librarianship.  When Maria, Will, and Josh reached out to me, I couldn’t help but think back on my time working in eReserves as a graduate student, feeling proud to save students money on course materials. I remembered hearing about open access in a six week workshop course, and wondering if there was anything like that for textbooks. I remembered feeling simultaneously excited by the amazing possibilities of OER and frustrated by the lack of opportunities to explore these possibilities in the classroom. So naturally, I jumped at the chance to be a part of this project.

Over the past month, I’ve been working closely with the OER + ScholComm team to understand the vision for this project, and starting to shape the open education section of the text. I’m looking to create a comprehensive overview of the Open Education landscape as well as a practical overview of what open education work looks like for librarians. Much like Brianna Marshall, open data section editor, I would love to hear your ideas on what to include in this section.

If you do OER work in libraries, what does OER work look like for you? What do you wish you had learned in graduate school?

If you are a student, or just learning about open education, what are your burning questions? What would make you feel more prepared to work in open education?

You can reach me on Twitter at @l_hogendoorn or by email at lillian.hogendoorn [at] I can’t wait to hear from you all!

Building an “Empowering, Collaborative, and Just Architecture for Learning” with the Scholarly Communication Notebook

We are thrilled to share the news that IMLS has funded our proposal for the Scholarly Communication Notebook (SCN), “the locus for an active, inclusive, empowered community of practice for teaching scholarly communications to emerging librarians.” We believe that this project is a natural outgrowth of our work over the past two years on LIS+OER as well as a way to more fully embody our values of openness and open-enabled pedagogy.

As we continue to develop an open textbook with ACRL, we have worked hard to continue to bring in diverse voices and perspectives – more on that front soon! – but we recognize that any static text is necessary hierarchical and limited. Throughout our work we have continued to wrestle with the question of how to introduce the diverse and transformative potential of scholarly communication. The most exciting aspects of the field aren’t just about open licenses and removing paywalls, they are about revisiting core questions about the purpose and value of scholarship, the relationship between teachers and students, and the ways we aspire to, but often fall short of, the values of equity and inclusion.

We hope that this project can open a door to the multiplicity of approaches and perspectives in the field as well as centering the dynamic and ongoing work of scholarly communication. To do this, we have borrowed an approach from Robin DeRosa and Rajiv Jhangiani’s Open Pedagogy Notebook. Like OPN, the Scholarly Communication Notebook will host community-designed examples of teaching and doing scholarly communication that we hope will be regularly refreshed by librarians from across the field as well as LIS faculty and students completing coursework on these topics.

Several faculty members have already agreed to pilot this resource and invite their students to do coursework that culminates in contributions that center their own voices and experiences. We’re also planning to offer financial support to three rounds of contributors with an eye to recruiting the stories and experiences of scholcommies from a broad range of institutions and intersectional identities, particularly emphasizing marginalized and underrepresented perspectives.

We’re really excited about this opportunity to use open pedagogy to build a more active and inclusive community around teaching and practicing scholarly communication. We hope that the open textbook can provide a foundation that, paired with the SCN, can offer what DeRosa and Jhangiani describe as an “empowering, collaborative, and just architecture for learning.”

You can read more about the project and see all of our proposal materials on our OSF site. We’re so excited to see this project move forward and hope you’ll consider sharing your own stories, methods, and experiences.

-Will, Maria, and Josh