Teaching students metaliteracy by creating an undergraduate research journal

The chapter is here! The chapter is here!

Last year, my students and colleagues (and students-who-are-now-colleagues) and I collaborated on a chapter for the 2017 ACRL publication Undergraduate Research and the Academic Librarian: Case Studies and Best Practices, edited by Merinda Kaye Hensley and Stephanie Davis-Kahl. We are so excited to announce that the chapter is published!

Chapter 12, “Harnessing the Winds: Collaboration and the Aeolus Undergraduate Research Journal,” by Alyson Gamble, Amelia Kallaher, Neal Lacey, Alexandra Maass, Caitlyn Ralph, Tyrone Ryba, and Mai Tanaka, details our experiences planning and publishing an undergraduate, peer-reviewed research journal, which was taught as a credit-bearing course (called a “tutorial” at our institution, New College of Florida) for three semesters.

The chapter discusses the students’ dream of having their own journal as well as how the library and campus collaborators, including the Writing Center and the Natural Sciences department, as well as graduates of the college, helped make the students’ vision a reality.  It also covers the experience of transforming the journal concept into a course where students could actively learn about the scholarly publication process while achieving metaliteracy learning objectives.

It was a pleasure to work on this project with students and faculty. Helping students focus their efforts to achieve something new was incredibly rewarding.  While it can be a challenge to navigate the challenge of having multiple authors, having a collaborative document helped us accurately discuss this experience from all angles.   My only regret about this chapter is that our library administration was not able to co-author, though the edits provided by Associate Dean Alison Piper (as well as her recommendation that we submit for publication) were imperative to our success.

More later, but happy to post this now.

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