Insider's guide to getting published

The 'Insider's guide to getting published' features keynote speaker Associate Professor Jeffrey Faux from Victoria University, editor of the Asian Review of Accounting and editorial board member of the Malaysian Accounting Review and the International Journal of Management Education.  Associate Professor Faux will provide tips and techniques about getting published in journals - specifically, those of leading independent publisher Emerald.

Inside guide to getting published

In this seminar Dr Georgina Kelly gave useful advice to Higher Degree students and early career researchers on “When to publish what during your PhD; publishing in conferences and journals; impact versus reputation; and how to get your paper read by others’. Professor Terry Evans spoke of the importance of ‘Being strategic about publishing with(in) a thesis: the public and accessible nature of contemporary PhD theses and the implications for publishing during candidature and for subsequent publications’. In her presentation, ‘Transitioning: riding the wave’, Associate Professor Karen Stagnitti’s drew on her experiences as an HDR student and Early Career Researcher, raising the importance of recognizing opportunities for presenting at conferences, networking and publishing. Associate Professor Rohan Bastin, discussed benefits of ‘Developing pragmatic and rewarding publishing strategies; strategies and opportunities for having multiple publication projects on the go; tailoring one's output to the esteem criteria relevant to disciplines as well as one's own esteem criteria relevant to one's specialist area’.

Ins and outs of discovery layers: EDS and Encore

Deakin University Library offers a number of search and discovery tools to its user communities: a web scale discovery product, a faceted display catalogue and a traditional catalogue. The presentation provides an overview of the challenges the Library has faced in its attempt to offer a seamless, comprehensive search and discovery service, that facilitates the finding of information resources. The information literacy and research skill levels of the University’s various cohort groups are considered, as well as the important role metadata plays in leading users to the resources they want.

Usability testing: a client-centred approach to innovation

Systematic usability testing of the library website was unheard of at Deakin University Library three years ago. However, over the last two years, a large scale usability testing program has evolved and various methodologies have been trialled and tested by the team. This paper will discuss the methodologies used by the team, and the changes that were made to the Library’s search interfaces as a result of the studies. The paper will provide useful insights on what we did right, and on what we need to do differently in future usability studies.

Open scholarship : research and publication

Introduction: Sue Owen, Associate University Librarian, Deakin University Library.

Presentations:
Using Creative Commons licences to provide open access in the education and research sectors / Professor Anne Fitzgerald ;
Elsevier and open access / Macy Lee and David Tempest ;
Electronic rights  in academic publishing; a researcher's perspective / Professor Christoph Antons.

Panel discussion, Question and answer.

Includes audio/visual recording of whole Symposium

Bridging the copyright and licensing knowledge gap

Objectives: The purpose of this project was to examine the copyright and licensing knowledge gap of academic staff to identify their current understanding of, and attitudes towards, copyright, licensing and the open access movement in relation to the content they use, create, and share in their teaching and research practice. The motivation behind this study was to gather information to assist the Library in creating and providing effective information resources and training for academic staff.

Methods: An anonymous online survey was distributed to Faculty of Health academic staff at Deakin University. Seventy individuals in the Faculty of Health completed the survey.

Results: The results suggested that most of the academics have used content created by others in their teaching materials, but they are not confident about complying with copyright or licensing conditions whilst doing so. Most had not posted any of their own content online, but would generally be willing for it to be used by others, with attribution. Around half had never posted their published articles in an institutional or discipline repository, but again, would be willing for them to be used for educational purposes. Most academics have never shared their research data online, and some were very unwilling to do so - despite current pushes to broaden access to research data sets. Finally, most had never applied a Creative Commons licence to a piece of work, and over half were unaware of what rights they had retained under publishing agreements for their work. It was strongly indicated that an informational website would be very helpful in providing guidance around topics of copyright, licensing and sharing.

Conclusions: Results were largely consistent with other similar studies conducted around these topics. There is a clear role for librarians to continue providing such training and resources as the push for Open Access resources, publishing, and data only gains momentum.

Trustworthiness: self-assessment of an institutional repository against ISO 16363-2012

Today, almost every document we create and the output from almost every research-related project, is a digital object. Not everything has to be kept forever, but materials with scholarly or historical value should be retained for future generations. Preserving digital objects is more challenging than preserving items on paper. Hardware becomes obsolete, new software replaces old, storage media degrades. In recent years, there has been significant progress made to develop tools and standards to preserve digital media, particularly in the context of institutional repositories. The most widely accepted standard thus far is the Trustworthy Repositories Audit and Certification: Criteria and Checklist (TRAC), which evolved into ISO 16363-2012. Deakin University Library undertook a self-assessment against the ISO 16363 criteria. This experience culminated in the current report, which provides an appraisal of ISO 16363, the assessment process, and advice for others considering embarking on a similar venture.

Towards an understanding of ‘Digital Literacy(ies)’

This report is concerned with the conceptualisation and definition of digital literacy in the context of Australian higher education. It draws on a diverse literature in proposing a working definition of digital literacy to inform the Deakin University Library in its work with the University’s faculties.

This report forms the first of a two-stage review. The second stage of the review is focused on identifying good practice in digital literacy. The findings of the second stage of the review are encompassed in a companion report titled: What is good practice in the development, assessment and evaluation of digital literacy for graduate employability?

The literature reviewed for the current report was conducted in late 2012 and draws on internal university policy documents, various national and international documents and literacy frameworks, previous reviews of the topic, and journal articles that are concerned with conceptualising information on digital literacy for higher education.

The report concludes by identifying the various factors and stakeholders that influence how digital literacy is conceptualised at Deakin University and proposes a working definition of digital literacy as a graduate learning outcome.

What is good practice in the development, assessment and evaluation of digital literacy for graduate employability?

This report seeks to identify the features of good practice in the development, assessment and evaluation of digital literacy for graduate employability.

The report forms Stage 2 of a two-stage literature review. The results of the first stage of the review are reported in: Towards an understanding of ‘Digital Literacy(ies)’. The current report draws on some of the same literature to that of the Stage 1 report and covers the same time period – up to the end of 2012. In addition, the current report covers literature that provides discussion and accounts of good practice in digital literacy – particularly practice that is embedded in course curricula.

The literature provides numerous examples of standalone digital literacy practices. While such practices may be effective for some purposes, they may be less effective than course-integrated practices in contributing to graduate employability. However, there are few accounts of course-integrated practices in the literature and fewer still that provide a compelling case for their positive contribution to graduate outcomes. Accordingly, the report identifies eight criteria of good practice in digital literacy for the assurance of graduate learning outcomes. It then identifies types of broad teaching and learning practices that appear to best encompass these criteria and which provide meaningful contexts in which to develop the digital literacy competencies of students.

'Just dance' with digital literacy

In a rapidly changing higher education environment, Deakin University’s promise is to offer “brilliant education where the students are ‐ and where they want to go”. Targets set for learning, teaching and research, have significant implications across the University. Collaboration at all levels of the organization is core to achieving goals that deliver value to the student community.

The Library is charged with delivering one of the University's eight graduate learning outcomes, Digital Literacy, with initiatives required to build staff capability and contribute to student learning. Deakin University defines Digital Literacy as using technologies to find, use and disseminate information.

This paper provides an analysis of a case study in which liaison librarians collaborated with science academics to develop innovative digital literacy activities and assessment tasks for undergraduate units related to ‘Judging Reliability and Accuracy of Information’.

The case study reveals that engaging students in meaningful learning activities and assessment tasks creates dynamic and powerful learning experiences for first and second year students. In addition, the leadership that the liaison librarians demonstrate in activities that capitalise on problem based learning, elements of gaming, peer assessment, and new ways of communicating has prompted open conversations and collaborations with academics about further opportunities.

One minute's silence by David Metzenthen and Michael Camilleri

Deakin University Library hosted the awarding winning author and illustrator event. Author David Metzenthen and illustrator Michael Camilleri spoke about their award-winning picture book One Minute's Silence, published by Allen and Unwin.

David and Michael discussed their creative inspirations, and how this original and contemporary work came about.

[Soccer collection - photo index]

The Soccer collection contains the Laurie Schwab collection and the Les Shorrock collection. Both collections were donated in 2003 and reflect soccer in Australia in the modern era. Laurie Schwab was a journalist and editor and his collection includes numerous clippings and photographs relating to soccer. Les Shorrock was a photographer who worked for the Melbourne "Age" and as a freelancer. His collection consists of the photographs he took of soccer players and teams whilst he was freelancing, whilst he was part of "Soccer Action" from 1976 to 1987 and whilst working for the "Age" from 1987 to 1995.
The Photo Index provides a list of the various photographs in the collection.