classroom size

I am especially proud of this paper, as I had set a goal for myself to submit it before my contract at the University of Saskatchewan finished.  I managed to get it in, with 2 hours left to spare!  It discusses my use of flipped teaching in three different engineering classrooms in a lecture theatre or a computer lab with varying number of students in each class.

So here it is, my third scholarly, peer-reviewed article:

Maddison, T.  (2015).  A Matter of size: Flipping library instruction in various engineering classrooms.  Issues in Science and Technology Librarianship, Number 82(Fall 2015).  doi: 10.5062/F4QV3JJ5.  http://istl.org/15-fall/refereed2.html

The benefits of peer review

I have been through the process of publishing an article twice and both times the comments from the peer reviewers have significantly improved the quality of the paper.  This second time around, the comment back from the editor stated that "the article is accepted pending significant revisions". 

At first I was scared to look at the peer reviewer's comments.  Significant revisions is enough to frighten anyone, but upon closer examination, the comments helped to clarify potential issues with the article.  Here are some of the main problems that we had:

• made an unsubstantiated statement [found a statement in the research literature that backed up the point we were trying to make]
• tried to fit a case study paper into a research format [changed the format to include the following sections: Introduction, Literature Review, Class Name, Assessment, Discussion, Conclusion, References and Appendix]
• use of the term research in a paper for the Scientific community [used the term literature search instead of research]
• this last one is worthy of exploring further due to the perceptions of the term and how it is used in the library world and other academic arenas

I have also learned that as an author, you do not have to accept all of the changes that are suggested in your paper.  If you can provide a compelling reason why you did something, they are usually happy to accept your reason.

So far the copy editor has only had one further comment to make.  With any luck we will be seeing my second official citation, in the next month of two.

What is a database? What is a scholarly publication?

This week I will have the opportunity to teach all sections of the RCM 300 class.  They have asked me to discuss what a database is as well as define scholarly publications.  So here is what I am thinking....

Databases and Scholarly Publications Activity:
Materials required:

• Scholarly journals, trade publications and popular magazines (one per student, alternating source type throughout the class)
• Coloured cards taped on the front of each source type for easier identification in the later activity.

To demonstrate what a database is:

1. Ask for the student(s) with a specific title to hold up their journal.  This is an example of a single title that could be found through the library catalogue
2. Ask all students to hold up their titles.  This is an example of what a database is.  This is an opportunity to discuss how databases are organized by indexed fields to simplify discovery of resources.  This is also an excellent opportunity to discuss the differences between Google and a database.  This activity is the perfect segue into the next activity.

To define source types:

1. Ask students to partner with the two individuals sitting directly beside them.  Each person should have a different type of publication.
2. Take 5 minutes to identify the differences between the source types.
3. Share feedback with the larger group.
4. Summarize the two activities by discussing different types of databases (general reference, bibliographic, specialized content)

Note: this second activity is based on an activity that I participated in at the Fall Orientation for New Faculty.  In the original activity participants were asked to compare two different syllabi's in groups.