Course Journals Supporting Social Justice
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| Anzahl der Teile | 39 | |
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| Lizenz | CC-Namensnennung 3.0 Unported: Sie dürfen das Werk bzw. den Inhalt zu jedem legalen Zweck nutzen, verändern und in unveränderter oder veränderter Form vervielfältigen, verbreiten und öffentlich zugänglich machen, sofern Sie den Namen des Autors/Rechteinhabers in der von ihm festgelegten Weise nennen. | |
| Identifikatoren | 10.5446/51390 (DOI) | |
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00:00
Besprechung/Interview
Transkript: Englisch(automatisch erzeugt)
00:10
Alright, so, without this introduction, we're going to do this sitting because I've been really sick yesterday, so I'm just going to keep it easy.
00:22
So, here on the slides you'll see a little bit more of what we get up to outside of our work. We just wanted to emphasize that people doing this work in scholarly communications are actually all holding people outside of the work as well. And I want to start, it's in Canada when we start our presentations with territorial technologies, I'd like to do that as well.
00:43
We work, study, and live in a region which overlaps with the unceded, traditional, and ancestral lands of the Tsleil-Waututh, Katzei, Kukwet'nam, Squamish, Kwame, Musqueam, Semyon, Tawwassen, and K'ikai peoples, and Kwame Wautag, the university where I work, takes its name from the Kwame First Nation.
01:04
So we wanted to sort of frame this discussion about course journals and the ways that they can support social justice by framing a little bit how we situate ourselves in this discussion and what we bring or what we don't bring to this conversation.
01:21
So, Karen and I both wanted to acknowledge that we do bring a fair amount of our own privilege to this work. And while we're working with, and in many cases in some ways representing, marginalized communities and individuals as we work with course journals in this context, we don't have the lived experience of that history of marginalization and oppression which we'll be discussing today.
01:40
So we wanted to make sure we sort of framed our conversation that way. We're very much still learning about this topic and we feel very fortunate to have had the opportunity to work with faculty and students at our institutions and to learn from them as we explore this work. So I'll just give you a quick overview of what we're planning to discuss in the next 20 minutes. So we wanted to start by sort of situating ourselves as a community in the
02:04
conversations and discussions that are happening around social justice in scholarly communications and in libraries. Then we are going to go through two case studies from each of our institutions of journals that we work with in classrooms with course instructors. We'll talk about some of the lessons that we've learned along the way working on these projects,
02:22
some recommendations that we have for OJS and the ways that OJS can continue to support this work. And we wanted to acknowledge as well that the course journals that we will be presenting on today were designed and managed by the course instructors and their students. So we worked on them as librarians, we supported these projects and the use of OJS, but we wanted to
02:40
make sure we were giving credit to the instructors and the students for the work that they did on this. So again, to sort of frame us in this conversation that's happening around equity, diversity, and inclusion, we took a look through some of the literature and some of the conversations that are happening in libraries and scholarly communications.
03:01
And we're seeing this coming up more and more as a discussion point. So for example, last year the Library Publishing Coalition published the ethical framework for library publishing, and that includes sections on diversity, equity, inclusion, as well as accessibility and scholarly publishing. And we were fortunate as well to hear from Tara Robertson during her keynote yesterday around accessibility, diversity, and inclusion in higher practices.
03:27
So we're seeing more and more that this discussion is happening in the library community at conferences, on listservs, and in academic writing, and the topics are very live and relevant in scholarly communications today.
03:42
So what does this then look like in a practical sense, and how can this perspective of scholarly publishing actually inform our teaching practices? So what we want to do is guide students in understanding for scholarly publishing and their role in contributing to the whole scholarly conversation as students and emerging scholars. And if we want to really be inclusive, this involves rejecting long-held notions of how scholarship is recognized and defined, and letting go
04:07
of the notion of scholarly activity as unconnected to the rest of our lives, and all the aspects of our existence as human beings. As Eiffel Halfoq says in her blog post, Feminist Framework to Radical Knowledge Collaboration, scholarship is not just an intellectual exercise.
04:24
It involves human beings doing work with other human beings and subjects related to the lives of human beings. We bring our full embodied and intellectual selves to this work as we engage in different ways of knowing and unknowing. And so at the same time as we're having this conversation with students in the classroom, we're encouraging them to think
04:51
critically about the types of information that tend to be given a voice and recognition in our institutions and in scholarship. So we ask them to really think about whose voices are missing or underrepresented, who acts as the gatekeepers to decide what
05:05
and who is worthy to participate in academic scholarship, and why is so much value placed on scholarship written in the English language. So again we have a quote from Eiffel Halfoq where she encourages us to use language as a tool for inclusion rather than a barrier to participation.
05:23
And with these questions in mind, we can encourage students to challenge current publishing models and the inequities they can reproduce, and to work on building a more radically new and empowered system of knowledge creation and sharing. So the role of librarians in all of this is that we often provide instruction around
05:44
scholarly publishing practices and concepts such as copyright or author rights, overbacks as a hero view. But we can also work with course instructors to introduce these ethical considerations and the inequities in traditional publishing models, and how students can address these in their course journals.
06:00
Of course we're also helping to think less about OGS as we all know it has been a learning curve and that could be a barrier for people to start doing these kinds of assignments. Okay, so we're going to jump into the first case study that we have for you, which is a course journal that was run at Simon Fraser University in 2018. And in the interest of time, I will just show you some screenshots of what the journal looks like,
06:22
the one we share on the slide to be able to have a look at the other curious questions. So this course journal called Intersectional Apocalypse was produced by a third-year class in SFU's Gender, Sexuality, and Women-Based Department. And this was led by Dr. Ella Shabawo.
06:45
And Dr. Shabawo works on intersectional approaches to digital publishing studies, so she brings a fair amount of knowledge and expertise to this area and to the class that she created. So I'm presenting this case study as an example of a course journal, again supported by SFU Library, but the course and the journal were produced by the class.
07:04
So students in the class collectively designed and built this journal, making decisions around several important aspects. They paid special attention to imbalances of power in traditional scholarly publishing, and they were able to work out ways to reject, avoid, or mitigate many of these imbalances by making certain choices.
07:22
So for example, they recruited submissions from the wider community beyond their class, so students at their institution but also their community outside of SFU. And they were looking in particular for different types and formats of work, so visual art, poetic prose, scenes, advocating for different formats of scholarship, and
07:40
trying to hear from underrepresented and traditionally marginalized voices, moving beyond the traditional written text. The course chose the class as an open peer review form of peer review in order to generate some open dialogue and discussion between the folks who submitted the content and the students in the class who were conducting the peer review.
08:04
They wanted to promote open, fair, and collaborative discussions between the author and reviewer, and they also made peer review optional, so anyone who wished to submit to the journal without going through that process was welcome to do that, and there would just be a note that the work hadn't been peer reviewed. They paid special attention to accessibility. You can see on the side here, they had
08:24
all of their submissions in HTML, which is screen readable, as well as accessible PDFs. They also took the time to make MP3 audio recordings of all of the submissions. The class chose a Creative Commons attribution non-commercial license for their work after they won a discussion about which license would work best for them.
08:42
And they also used, or had the option, for traditional knowledge labels for anyone who was a member of an Indigenous community who was submitting work that had different access requirements. So if they wanted the work to only be accessible to certain communities at a certain time of year or any other locations, they provided that as an option that kind of gives more flexibility than the Creative Commons licenses that are commonly used.
09:09
And they talked a lot about sustainability of their journal, what would become of it, how it would financially sustain itself. They were very keen to pursue a diamond open access model where there are no fees to subscribe, no fees to publish, and they did consider placing a donation button on the homepage of the journal as well.
09:36
So here, we just have a couple of examples of the types of content that were published in the journal.
09:41
So you can see some evidence of the class moving beyond traditionally text-based academic articles, using a mixed media approach and different types of storytelling to challenge the notion of what is considered active. So now at Kwantlen, we have here the Logan Creek Decolonization Project journal,
10:01
and this is run by Dr. Kathy Gunster and her students in Multiporticulture. And it documents the ongoing botanical decolonization and reindigenization of Logan Creek, which is an area on the Cape unlikely campus. And their intention with this class is to develop biographies for significant good food, medicinal, and technology plants that are used by the Kwantlen Foundation, which can be then developed into signage for the site as well.
10:25
So it would be kind of an interpretive area there. And they use names and non-comedian dialects, which is spoken in the northern mainland by the Musqueam and come out to the Fraser River and operate with the Kwantlen First Nation. So Kwantlen's class works as students write a peer-reviewed paper, but they are then collectively and openly peer-reviewed and edited.
10:45
So they literally pass them around in hard copy and collectively edit them. And the idea is that there's a uniform quality of language that they achieve, and that no one is left behind, even if they're international students whose English might not be their first language.
11:01
So it's very collaborative class in that way. So these papers include alternative forms of scholarship as well, in the form, for example, of recipes. There's a lot of recipes in here, and if you can't read that on the screen, it has a recipe for blue elderberry syrup. And so there are also plans to include audio recordings and non-comedian names, both online and potentially also outside in the area.
11:30
They're referred to as spoken by local speakers of the language. All work is openly available online, but CC licenses won't share the students' work widely with
11:41
the world, and also so that the Kwantlen First Nation can sell this access to materials. Kathy works to develop that area of Logan Creek, because it was taken from the Wampanoag First Nation and destroyed by construction. And she just does this work until such time as there's a more formal agreement of land to sort out the land, or the whole land, the campuses, and it will open back to them.
12:02
The next issue that's in the works is the multiple focus on documenting weeds, and those will also include recipes, because it has a lot of international students, and what's considered a weed in Canada might not actually be considered a weed in wherever they come from. They've got some future plans for development, where they increased accessibility of the materials itself.
12:22
Those are at the moment not very accessible yet. And also they have the potential to add to traditional knowledge labels, so that people have to agree that it is, for example, a particular season, and that they are looking for access to materials.
12:41
So we're going to jump in and talk a little bit about some of the lessons that we've learned from the various supporting these projects. Karen and I have both worked on a few different course journal projects, aside from the two that we discussed today. And one thing that's always stopped in mind is the sustainability of the journal, what will happen beyond the end of the course.
13:02
So for example, SFU was fortunate to have Dr. Chabot as a Ruth Lynn Woodward Postdoctoral Fellow from 2017 to 2019. But she's since moved on to another position as an assistant professor at Illinois State University. So the future of the intersectional apocalypse journal is currently uncertain. It remains to be seen if it will be taken up by another instructor, perhaps in the same department, or a team at SFU.
13:26
For now it will be preserved by SFU Digital Publishing in its current format, because it is a great showcase of the work that it's done. Other course journals might continue to publish in subsequent iterations of the course if the instructor continues to teach.
13:40
They could transition to student journals as well. So it might be taken up by a student association or society who can continue to publish outside of a structured classroom environment. We also find the OJS learning curve that we mentioned a little bit earlier can be a challenge in the courses, especially when we're running journals like this in a four-month period with an instructor that hasn't used the software before.
14:04
So we do work on some of the instructional aspects of supporting the instruction, supporting the students in the class, taking them through the workflow of submitting their work, handling peer review, copy editing, and so on. And you'll notice in the SFU example, the main portion of the course was really
14:24
about taking students through the production of the journal and setting it up in OJS, as well as going through that publishing process. We do find that in a four-month term, that's a huge learning curve. It's much more straightforward for the students to be publishing their own work in a journal that's already established and set up for them, rather than having to handle both. So it's a creation of the journal and the publishing process.
14:46
So reusing course journals in subsequent courses is one way to reduce this workload. And so finally, time and resources are key to this. I've alluded to that with the fact that we're running these in four-month terms. But many of the instructors are very dedicated to the quality of the final product,
15:04
and they might take on the large task of editing all of the submissions, all of the work that goes into the journal. So one of the instructors in our example has estimated that they spend about 200 hours of work in producing the final. So for this reason, we recommend that the journals publish just one submission per student in the term,
15:23
trying to take on too many projects at once can be too much in a short timeframe. And we recommend that the instructor focus the class either around writing and publishing for the journal, or designing and setting up the journal, but not both.
15:42
We'd like to end this with some recommendations for OGS. We don't actually know how many we've implemented, but just recommendations from feedback that we've had. So the course journal examples that we've given already show the main capabilities of OGS and bringing them out as changes for early publishing, giving post-options to engage in alternative forms of scholarship.
16:08
But we also think that there are some opportunities to adapt to changes for early publishing that reflect efforts to bring more equity and inclusivity into the process. So one of the requests that we've had was more options for open peer review
16:22
that could be added to allow for public discussion around the work instead of anonymous or double anonymous models. I know we're in sort of a vlog style, so more in discussion about it openly, more so than the open peer review option that's already been implemented. The other recommendation we have would be to sell ourselves some kind of critical anonymous review,
16:45
where the author is unknown to the journal editor, which could decrease bias in the initial decision-making process. Of course, the initials are sent to peer review. I have no idea how this would work. The other thing is an option for a donate button to be added to the homepage
17:01
to provide a military-led business model for diamond OA journals, and I know that we have some options for that, but we have that standard available. It's just one of the options out of the box you can create. And then lastly, more nuanced access options for traditional knowledge. For example, let the user must indicate that they belong to a particular community or demographic
17:21
and acknowledge that the content has specific access limitations before accessing a particular piece of content. And of course, it's on the system, the same as clicking into your web AT, and looking at the website or something. Yeah, so to close, we have a few resources here about course journals,
17:44
as well as the student journal toolkit that was recently added to the documentation hub. And we just wanted to, again, extend a thank you to the instructors and the students that we were able to work with on this project.
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