DSpace Repository :: Browsing by Author "Rodriguez, Julia E."

Browsing by Author "Rodriguez, Julia E."

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Awareness and Attitudes about Open Access Publishing: A Glance at Generational Differences
(2014) Rodriguez, Julia E.
INTRODUCTION OA publishing is now solidly established as a publishing model. This study examines current faculty members understanding of and perceptions of OA publishing, focusing on demographic data that divide faculty into categories by age, rank, or years teaching, to understand whether these characteristics correspond to specific perceptions and behaviors. METHODS A web-based survey targeting PhD faculty members at U.S. universities and colleges was distributed, the data was analyzed using SPSS to determine frequencies, significance, and relationships when possible. The open-ended answers were analyzed by grouping and coding items into categories. RESULTS There is a growing trend in self reported knowledge of OA across all age groups, still about 30% of respondents aren’t familiar with OA. The credibility of OA journals is the top issue of concern. Neither rank, nor age, nor years teaching in higher education were statistically significant to predict whether faculty would publish in OA journals. DISCUSSION & CONCLUSIONS Actual OA publishing experience is still relatively conservative. Unlike early studies, the findings from this investigation indicate that factors such as age, rank, or years publishing may no longer be suitable for predicting opinions and actions. More faculty authors may already be engaging in OA publishing activity than previously assumed. Librarians must be open to the idea that supporters and engaged faculty members may come from groups and disciplines not previously considered. While not all faculty researchers may be enthusiastic supporters, there appears to be a general acceptance of the enviable change that is coming.
Copyright and You: Copyright Instruction for College Students in the Digital Age
(Elsevier, 2014-09) Rodriguez, Julia E.; Greer, Katie; Shipman, Barbara
Educators are concerned about the ease with which new digital technologies permit intellectual property to be discovered, re-purposed and shared. What do our students know about copyright compliance and academic integrity and how are these critical information competencies being addressed? Librarians have the authority for copyright-related instruction on campus and can provide both the point-of-need instruction and expertise to ensure that all students are informed about these issues. This article discusses the importance of developing copyright education for students as part of an overall information literacy curriculum by describing the development of a relevant, active learning online course targeting students' competencies as both users of and creators of creative content.
Ditch the textbook - Save your students' money adopt an open textbook
(2017-10-27) Rodriguez, Julia E.; Pieri, Caterina
Learn how locate, use and create OER’s for your courses. Open Educational Resources (OER) are teaching, learning resources released under an open license that permits their free use and repurposing by others.
Doing the Donor Dance: Lessons Learned from Talking to Donors and Working with Donor Relations Staff [Conference presentation]
(2022-09-29) Rodriguez, Julia E.
MI-OER Summit 2022 - presentation. Recording available. https://youtu.be/s-ln4JIN4Y0
GETTING CITED: Increase Your Impact with Open Access Repositories & Social Media
(2015-10-23) Rodriguez, Julia E.
How Much Do Faculty Think Students Should Pay for Course Materials? A Survey of Instructors' Use of Current Course Materials and OER Use
(Journal of Librarianship and Scholarly Communication, 2022) Rodriguez, Julia E.
Introduction: Campus affordability initiatives promote the adoption of free, low-cost, and open educational materials. Coordinators first need to understand faculty usage of instructional course materials, textbook selection authority, and their price tolerance for, knowledge of, and use of open educational resources (OER). Methods: Faculty at a medium-sized research university in the Midwest were invited to participate in an online survey about their current use of instructional course materials, their knowledge of material cost, and student purchasing habits. The survey had a completion rate of 128 responses, representing all teaching ranks on campus. Results: Instructors assign a wide range of materials and rarely hear from students about their inability to purchase textbooks. The majority find US$100 or more an acceptable price and believe that more than 70% of students purchase all required items. Over half of respondents make the final decision about their materials, and factually accurate content is the top priority when making selections. Eighty percent have some awareness of OER, but OER use is low. Discussion: Response rate was too low to make general assumptions but suggests areas for further exploration and provides base data when working with departments. A faculty member’s selection authority could be limiting OER use and impacting students. Discussions need to take place about an acceptable price for department courses and how faculty decide to require materials. Conclusion: Outreach to campus partners should promote high-quality materials as instructors consider this the most when selecting resources. Further examination of how selection authority impacts OER use and student success need to occur.
How Much Do Faculty Think Students Should Pay for Course Materials? Understanding Faculty Cost Tolerance and Selection Authority
(2023-05-18) Rodriguez, Julia E.
Campus OER initiatives promote the adoption of open educational materials but first, there needs to be an understanding of campus practices, policies, and norms that may impact or even obstruct the adoption of new course materials. This presentation reports on the findings of a study that investigated the types of course materials instructors assign, instructors’ perception of an acceptable cost for these materials, their selection authority, and instructors’ knowledge and use of OER.
I Didn't Know That Was Open: Locating and Using Cool Free Quality Content
(2019-10-21) Rodriguez, Julia E.; Swanberg, Stephanie M.; Thielen, Joanna
Learn about the plethora of quality open content available from peer-reviewed research, data, monographs, textbooks and images and discuss some of the misconceptions about open access.
Increase Your Research Visibility: Getting Your Work Noticed, Cited and Read
(2019-10-25) Rodriguez, Julia E.
Learn about how to get your scholarship openly available online and utilize social media and online profiles to increase your research impact.
"The mail never stops. It just keeps coming and coming and coming...” Providing Research Support and Instruction to High-enrollment Programs
(2018-05-17) Rodriguez, Julia E.; Bucciarelli, Elizabeth R.
Managing the duties of an academic liaison librarian can be a challenge especially when the liaison departments have high student enrollments. Two librarians from separate comprehensive Michigan universities assigned to the schools of Health Sciences and Nursing, representing ~4,000 students per semester, will present a myriad of strategies used to provide instruction and research support both in-person and online, including student perceptions of the various methods and tips for busy librarians to remain sane.
A Massively Flipped Class-Designing and implementing active learning information literacy instruction for a large enrollment course
(2016) Rodriguez, Julia E.
Purpose This paper describes and analyzes how one-shot library instruction sessions for large lecture classes can effectively be “flipped” and can incorporate active learning activities as part of both the online and the face-to-face classroom. Design/methodology/approach This case study discusses the challenges of employing flipped classroom methods with large enrollment courses and investigates the use of technology to facilitate the active learning components. Situated in flipped classroom pedagogy literature for both information literacy instruction and large lecture classes, the paper synthesizes practical information through the analysis of design and implementation. Findings Lecture classes present unique challenges for utilizing flipped classroom methods but the obstacles can be overcome with a bit of preparation and faculty buy-in, balanced with the proper utilization of technology. Originality/vale The paper offers other librarians practical design and implementation information for using flipped classroom methods, specifically for classes with large enrollments, filling a gap in the library literature that presently lacks examples of flipped classroom pedagogy being utilized for information literacy instruction with lecture classes.
OER Readiness and Environmental Scan of Departments with High-Enrollment Courses - SPARC OER Fellowship Final Report
(2019-05-12) Rodriguez, Julia E.
For my SPARC OER Fellowship capstone project I conducted an open educational resources (OER) readiness and environmental scan of three departments with the high enrollment courses (HEC) to gather data about current practices, structures, policies, attitudes and course material usage to determine which departments would most likely switch to OER or low-cost alternatives. For this scan, I developed a methodology that includes collecting data from departments with HECs by conducting a textbook listening tour, small group interviews and gathering university data to determine which program/courses will most likely convert a course. The methodology developed relies on a deep listening approach for conducting a textbook listening tour. Deep listening “is a way of hearing in which we are fully present with what is happening in the moment without trying to control it or judge it.” This methodology allows for the listener to hear the intention of the speaker, and actively listen in an empathetic supportive manner that builds trust. Adapting an existing listening tour question base, I divided the listening tour meetings into two separate discussions. The first meeting employed a deep listening approach for the discussion of the current textbook use and department practices. At the follow-up meeting, the discussion introduced options for “getting to affordable” based on what was learned and what was heard about the department’s needs and values. The listening tour data was used to immediately address low hanging fruit that arose during the discussion such as; creating a course affordability tips faculty handout and adding an iclicker collection to library reserves. The data gathered supported the campus affordable course materials initiative which launched during this time. The full environmental scan methodology was developed into a community resource using a publicly accessible Google document linked via SPARC’s OER Fellowship program webpages and deposited in Oakland University’s institutional repository, OUR@Oakland.
Open Access Cafe: Why Open Access Matters
(2017-10-26) Rodriguez, Julia E.; Swanberg, Stephanie M.
Learn about open access publishing and why it matters to research and scholarship. Join in the panel discussion with faculty publishing in OA journals. Panel discussion with Valerie Palmer-Mehta, Professor of Communication; G. Rasul Chaudhry, Professor of Molecular Biology.
Open Access Week 2018: Documentary Screening Party for Paywall: The Business of Scholarship
(2018-10-22) Rodriguez, Julia E.
Documentary Screening Party for Paywall: The Business of Scholarship Film by Jason Schmitt, documentary filmmaker and producer and associate professor of Communication and Media at Clarkson University in Potsdam, N.Y. “Paywalls hinder innovation by creating barriers to accessing knowledge”
Scholarly Communication Services: From an Island, You Can Build Bridges
(2023) Rodriguez, Julia E.
In 2012, my library reorganized to align with a new strategic plan. As a result, my position changed and I needed a new job title. My dean suggested scholarly communication librarian, to which I had a strong reaction. “What on earth does scholarly communication even mean?” After some discussion, we settled on faculty research support librarian, agreeing that it more clearly communicated my role to campus. I was tasked with developing services for assisting faculty throughout the research life cycle. I didn’t have a department or even a group of other librarians who also embraced this work. It was just me on my island, and it wasn’t a sunny tropical island but a medium-sized Midwest public university library with not enough librarians (thirteen) to serve the growing student population (now 20,000), let alone over 500 faculty. My acquired competencies for this position at this point included some basic expertise in copyright, I had recently served as open access track lead for a regional teaching conference where I also presented on institutional repositories, and I was the author of two peer-reviewed articles. I thought back to four years earlier when I was assigned to support the School of Nursing and the School of Health Sciences with no corresponding experience beyond having been a patient. To alleviate my sense of impostor syndrome, I completed every continuing education course I could find on evidence-based medicine, PubMed, and systematic reviews. Fortunately, many courses were free and my administration financed the cost when there was a fee. With my new title in hand, I set forth, sometimes deliberately and sometimes fortuitously, to develop my skills and knowledge. Reflecting on this eight-year journey, the following themes emerge.
Scholarly Communications Competencies: Open Access Training for Librarians
(2015) Rodriguez, Julia E.
Purpose The purpose of this article is to describe one example of an academic library using existing internal expertise and targeted events to provide training for liaison librarians in support of new scholarly communication initiatives. Design/methodology/approach This article presents a case study of how a medium-size academic library without a designated scholarly communications librarian or office presented a series of open access training opportunities for the liaison librarians in preparation for the official launch of the institutional repository and the campus’ inaugural participation in open access week. Findings The multiple opportunities to engage with the topics in diverse ways resulted in librarians being more comfortable with discussing open access with their departmental faculty. Opinions of OA were changed as a result of attending the events. Participants found the activities to be useful and were engaged enough with the topic to ask for specific areas where they would like more training opportunities. Look to other colleagues both on campus and in the broader region to tap their expertise or explore professional organizations or free webinars. Taking the initiative to organize events that require minimal effort can have a big impact. Practical implications (if applicable) Librarians have limited opportunity for in-depth training to gain new competencies and re-tool their skills to match current demands, this article demonstrates that utilizing internal expertise to provide a variety of training can positively impact participants attitudes and confidence. Originality/value This article presents methods and rationale for librarians to facilitate similar professional development opportunities for building new scholarly communication competencies in support of the emerging research and scholarly publishing trends.
Social Media Use in Higher Education: Key Areas to Consider for Educators
(Journal of Online Learning and Teaching, 2011-12) Rodriguez, Julia E.;
The use of social media in higher education classrooms is on the rise as faculty employ a variety of software tools and free web applications to enhance learning, communication, and engagement. Web 2.0 social software exists beyond traditional course management systems and potentially opens up the academic environment to a public space. This article presents important issues for educators to consider as they use these new tools by investigating the ramifications of moving academic activities to a public sphere and examining how laws that govern our academic freedoms and behaviors translate in this new environment. The discussion focuses on concerns specific to incorporating the use of social media and user-generated content into the teaching and learning environment in higher education, touching on compliance with disability and privacy law, intellectual property rights, copyright law, and the fair use exemption providing practical advice with each area of consideration.
Social Software in Academic Libraries for Internal Communication and Knowledge Management: A Comparison of Two Reference Blog Implementations
(Internet Reference Services Quarterly, 2010-04) Rodriguez, Julia E.
This article investigates the adoption of new innovations for internal reference desk communication and knowledge management in academic libraries, specifically the use of social software tools. Actual implementations of the free blog software Wordpress from two university libraries are described including charts detailing advantages and disadvantages of the methods. In the context of the diffusion of innovation and organizational lag theories, the analyzed outcomes confirm that while social software tools are being used, relatively few institutions have exploited them for improving in-house processes. Without clearly articulated long-term gains, adoption of administrative innovations will follow the pattern of organizational lag.
Strategies for Staying Sane While Providing Research Support and Instruction in High Enrollment or Research-Intensive Programs
(2020-01-28) Rodriguez, Julia E.; Bucciarelli, Elizabeth R.
Managing the duties of an academic liaison librarian can be a challenge, especially when the liaison departments have high student enrollments. Two librarians from separate comprehensive Michigan universities assigned to the schools of Health Sciences and Nursing, representing ~4,000 students per semester and with 37 years combined experience, discuss a myriad of strategies used to provide instruction and research support both in-person and online for high enrollment programs and tips for keeping sane.
Why you should care about Open Access: OU Libraries in Action
(2016-11-02) Rodriguez, Julia E.
Not sure about open access publishing? Unclear how open access can benefit you? Get answers and find out what OU Libraries is doing to support OA publishing.

Browsing by Author "Rodriguez, Julia E."

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