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From the 2007 implementation of Illinois Wesleyan University’s institutional repository (IR), an archivist and special collections librarian and a scholarly communications librarian have worked on its development and expansion from each position’s unique perspective. They have found themselves united on some fronts, but divided at times on big picture questions such as the definition of campus culture and the extent to which the IR should contain products of that culture, how best to describe and structure collections, and who should be responsible for certain collections. Through regular dialogue on these concerns and efforts to understand each other’s perspective, the colleagues’ joint interest in promoting and preserving a broad history of campus culture is being achieved. Examples of how these issues are navigated, recommendations for realizing similar outcomes, and insights into the work remaining are provided.

Common Ground at the Nexus of Information Literacy and Scholarly Communication presents concepts, experiments, collaborations, and strategies at the crossroads of the fields of scholarly communication and information literacy. The seventeen essays and interviews in this volume engage ideas and describe vital partnerships that enrich both information literacy and scholarly communication programs within institutions of higher education. Contributions address core scholarly communication topics such as open access, copyright, authors' rights, the social and economic factors of publishing, and scholarly publishing through the lens of information literacy. This volume is appropriate for all university and college libraries and for library and information school collections.

The Compton Teacher Information Literacy Institute (CTILI) is a teacher professional development program funded by the Compton (CA) Unified School District and delivered by the University of California at Irvine Libraries' Department of Education and Outreach. Teacher professional development, university and library outreach activities and influences are discussed to give background on CTILI curriculum development. Institute goals and objectives are outlined, as is our curriculum remodeling effort after a mid-year assessment. Plans for future institutes are included.

An increased focus on high-impact pedagogical practices at a small, residential, higher education institution led to a grant-funded project to gather and analyze multidimensional data on 10,155 residential foreclosures in central Illinois from 2006 to 2013. Student researchers applied skills gained through academic coursework to investigate a real-world issue in the local community and communicated their findings to a variety of stakeholders, including local governments, nonprofit organizations, banks, and social agencies. The direct assessment of 85 capstone-level research projects reveals that those with a community service focus displayed a stronger mastery by students of particular expected proficiencies relative to research projects with a traditional scholarly focus.

This chapter explores faculty practices of both engagement in and resistance to self-archiving journal articles in institutional repositories. The view is intentionally broad; examples from different types of institutions across the globe are included, as well as from a variety of disciplines. Though this chapter focuses on what has been reported in the peer-reviewed literature, some highly relevant conference papers and reports are included. This chapter seeks to help us understand and strategize around nonarchiving by faculty, addressing the following questions: 1. What are the major themes and patterns seen in the literature discussing faculty practices of green archiving? 2. What are

In 25 chapters featuring 60 expert contributors, Undergraduate Research and the Academic Librarian examines how the structures that undergird undergraduate research, such as the library, can become part of the core infrastructure of the undergraduate experience. It explores the strategic new services and cross-departmental collaborations academic libraries are creating to support research: publishing services, such as institutional repositories and undergraduate research journals; data services; copyright services; poster printing and design; specialized space; digital scholarship services; awards; and much more. These programs can be from any discipline, can be interdisciplinary, can be any high-impact format, and can reflect upon an institution's own history, traditions, and tensions.

Purpose - The purpose of this article is to prove that chick lit is a legitimate and important area of collection for academic libraries.Design methodology approach - This article presents a definition of chick lit with an overview of the origin and significance of the term itself, discusses chick lit's impact on publishing, and its relationship to academia and women's writing.Findings - Chick lit is an important area for libraries to collect in because it is representative of women's writing in the twentieth-twenty-first century, and because it is a cultural and economic force in the publishing and entertainment worlds.Practical implications - This article presents guidelines on building a chick lit collection.Originality value - This article provides a perspective on chick lit lacking in the literature aimed at academic libraries. A search of Library and Information Science Abstracts (LISA), Library Literature and Library, Information Science & Technology Abstracts (LISTA) reflects the dearth of articles on this specific topic.

Library publishing is not a new topic in the (digital) pages of JLSC. In volume 2 alone, there have been two articles (McIntyre et al, 2013; Weiner & Watkinson, 2014) and a review (Lally, 2013) focused on different aspects of the topic, and it’s also made appearances in pieces on related issues (for example, in Salo (2013)). This is, however, the first issue dedicated entirely to this rapidly growing area of practice. The issue, in its entirety, provides a current picture of the range of programs and diversity of approaches in library publishing. The three practice articles include an in-depth look at an innovative journal publishing project (Newton, Cunningham, & O’Connell), a report on an in-progress pilot project focused on publishing open textbooks (Sutton & Chadwell), and a review of library-press collaborations (Roh). The rest of the issue consists of selections from the first Library Publishing Forum, held in March of 2014 in Kansas City, MO. The Forum consisted of invited panels and interactive sessions, which were both thought-provoking and lively. The authors included here take a variety of approaches to representing their Forum sessions-- from the practical to the provocative. We also include in this issue the posters from the Forum, which were first made available in May.

This resource will help you become a copyright coach by showing you how to discern the most important issues in a situation, determine which questions you need to ask, and give a response that is targeted to the specific need.