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Learning From Teaching: A Dialogue Of Risk And Reflection, Anne Jumonville Graf
Learning From Teaching: A Dialogue Of Risk And Reflection, Anne Jumonville Graf
Library Faculty Research
Librarians have not always included discussions of reflective practice as part of our formal, published literature. In fact, in 2005 John Doherty claimed that librarians are not particularly reflective practitioners in general. However, since then there have been reviews of the status of reflection practice across librarianship, calls for more critical reflective practice, examples of that practice, and a variety of models, examples, and frameworks for reflective strategies in library instruction. In this chapter, my focus is on ways that critical reflection can enhance our ability to learn through teaching, especially when our teaching practice involves valuing the voices and …
Report From The “What Is Open?” Workgroup, Rick Anderson, Seth Denbo, Diane J. Graves, Susan Haigh, Steven Hill, Martin Kalfatovic, Roy Kaufman, Catherine Murray-Rust, Kathleen Shearer, Dick Wilder, Alicia Wise
Report From The “What Is Open?” Workgroup, Rick Anderson, Seth Denbo, Diane J. Graves, Susan Haigh, Steven Hill, Martin Kalfatovic, Roy Kaufman, Catherine Murray-Rust, Kathleen Shearer, Dick Wilder, Alicia Wise
Library Faculty Research
The scholarly community’s current definition of “open” captures only some of the attributes of openness that exist across different publishing models and content types. Open is not an end in itself, but a means for achieving the most effective dissemination of scholarship and research. We suggest that the different attributes of open exist along a broad spectrum and propose an alternative way of describing and evaluating openness based on four attributes: discoverable, accessible, reusable, and transparent. These four attributes of openness, taken together, form the draft “DART Framework for Open Access.” This framework can be applied to both research artifacts …