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Course Journals: Leveraging Library Publishing to Engage Students at the Intersection of Open Pedagogy, Scholarly Communications, and Information Literacy

Resource type
Date created
2019-11-14
Authors/Contributors
Abstract
This article presents a case study for developing course journals, an approach to student writing and publishing that involves students in the production of an online, open access journal within a structured classroom environment. Simon Fraser University (SFU) Library’s Digital Publishing program has partnered with instructors in four different departments across the university to implement course journals in their classrooms using Open Journal Systems. Two models of course journals have emerged, both of which offer valuable learning opportunities for students around scholarly communications, information literacy, and open pedagogy. In Model 1, students act as both authors who write and submit their work for publication in the course journal and as reviewers who referee each other’s submitted work. In Model 2, students act as the course journal editors, crafting the course journal’s call for papers, soliciting content, recruiting reviewers, and managing the editorial workflow from submission to publication. This article discusses challenges and opportunities of both models as well as strategies for smooth implementation and collaboration with classroom instructors.
Document
Published as
Shuttleworth, K., Stranack, K., & Moore, A. (2019). Course Journals: Leveraging Library Publishing to Engage Students at the Intersection of Open Pedagogy, Scholarly Communications, and Information Literacy. Partnership: The Canadian Journal of Library and Information Practice and Research, 14(2). DOI: 10.21083/partnership.v14i2.5339.
Publication title
The Canadian Journal of Library and Information Practice and Research
Document title
Course Journals: Leveraging Library Publishing to Engage Students at the Intersection of Open Pedagogy, Scholarly Communications, and Information Literacy
Date
2019
Volume
14
Issue
2
Publisher DOI
10.21083/partnership.v14i2.5339
Copyright statement
Copyright is held by the author(s).
Scholarly level
Peer reviewed?
Yes
Language
English
Member of collection

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