Advocating for Scholarship: Why Open Access?

The editors of the Journal for International Counselor Education have taken the decisive step to make this publication an “Open Access” journal—freely available to all readers with internet access. This article will set the context for choosing open access publishing in the current scholarly communication environment. Numerous factors have changed the face of scholarly publishing, creating an unsustainable economic model for print and subscription journals. Obstacles such as evaluation traditions in higher education must adapt as creators and users increasingly demand open access to scholarship online. Timely realization of the opportunities and benefits of the open access model depend upon proactive approaches by faculty scholars

The bibliotherapy education project: a collaborative teaching effort goes to the Web OR a tale for travelers

This narrative details the evolution of a collaborative teaching project into an educational Website about Bibliotherapy, which is the process of facilitating personal development or problem resolution through books. Working with a Counselor Education colleague, the Education librarian at Oregon State University helped develop a tool to evaluate books for use in therapy. When we decided to create a database of graduate students’ book evaluations and make it available on the Web, the project began to take on a life of its own. The considerable coordination and technical challenges of this transition to the Web are described.This is the pre-print for an article that was published in Behavioral and Social Sciences Librarian in Spring 2005.Keywords: Collaboration, Bibliotherapy, Web-based instruction, Web-based database, Literature evaluation, Counselor trainin

Metaconversations : ongoing discussions about teaching research writing

This article is a follow up to an earlier publication that developed the rationale for using conversation as a metaphor to teach research writing. We presented this proposed teaching approach at several conferences, including WILU in May 2005 at Guelph, Canada. The discussions with participants in these presentations validated the tenets of the conversational metaphor for research writing. Here we provide a description of the ‘research’ activities in the presentations, the subsequent responses by participants, and our follow up thoughts on these responses. This dialogue between participants and the authors/presenters constitutes the metaconversation about teaching research writing.This article was written as a follow-up to several professional presentations on the conversational metaphor for teaching research writing. It has been submitted for possible inclusion in a special issue of Research Strategies focused on the 2005 WILU (Workshops in Library Use) conference in Guelph, CanadaKeywords: Instruction, Research writing, Conversational metaphor, Metaconversation

Competent bibliotherapy : preparing counselors to use literature with culturally diverse clients

ACA solicits submissions of short articles based on presentations accepted for annual conferences. The relevant presentation will be given in Montreal, 2006.Provides a brief developmental history of the Bibliotherapy Evaluation Tool and the Bibliotherapy Education Project website. Summarizes the history of bibliotherapy and current practice. Focuses on the need for standardized training of helping professionals who want to use books in therapeutic situations, with an emphasis on working with clients from diverse backgrounds.Keywords: Bibliotherapy, Counselin

Complex questions, evolving answers: Creating a multidimensional assessment strategy to build support for the “teaching library”

Since 2001, librarians at Oregon State University’s Valley Library have been working to build a “teaching library” supported by a clearly articulated instruction program. From the start, we believed that we needed to assess the “teaching library’s” impact, not only to determine the success or failure of our efforts but also to demonstrate the need for intentional, proactive information literacy instruction on our campus. No single assessment tool or method proved adequate to effectively measure student learning happening both inside and outside the library. We describe our evolving, multi-pronged approach to measuring the impact of the library on student learning in the context of current assessment practices in academic libraries and higher education.Keywords: student learning, information literacy, teaching library, library instruction, collaboration, assessment, learning outcome

Using Courseware Discussion Boards to Engage Graduate Students in Online Library Workshops

Librarians at Oregon State University (OSU) Libraries used the discussion board features of Blackboard courseware to create an interactive experience for graduate students at a distance who could not attend the on-campus “Literature Review Workshops.” These recently developed workshops have been extremely popular with graduate students across the disciplines and have generated a growing demand from distance education graduate students and faculty to offer similar information online. Reluctant to simply deliver content via an online tutorial, librarians sought to duplicate the workshop atmosphere by making the sessions available for a short time period online, asking participants to respond to discussion questions at specific points in the workshop, and offering audio-mediated online demonstrations of tools and resources. Student feedback and follow up requests for more workshops support the perception that this approach offered a rewarding learning experience that addressed their specific adult learning needs

A multimodal cell census and atlas of the mammalian primary motor cortex

ABSTRACT We report the generation of a multimodal cell census and atlas of the mammalian primary motor cortex (MOp or M1) as the initial product of the BRAIN Initiative Cell Census Network (BICCN). This was achieved by coordinated large-scale analyses of single-cell transcriptomes, chromatin accessibility, DNA methylomes, spatially resolved single-cell transcriptomes, morphological and electrophysiological properties, and cellular resolution input-output mapping, integrated through cross-modal computational analysis. Together, our results advance the collective knowledge and understanding of brain cell type organization: First, our study reveals a unified molecular genetic landscape of cortical cell types that congruently integrates their transcriptome, open chromatin and DNA methylation maps. Second, cross-species analysis achieves a unified taxonomy of transcriptomic types and their hierarchical organization that are conserved from mouse to marmoset and human. Third, cross-modal analysis provides compelling evidence for the epigenomic, transcriptomic, and gene regulatory basis of neuronal phenotypes such as their physiological and anatomical properties, demonstrating the biological validity and genomic underpinning of neuron types and subtypes. Fourth, in situ single-cell transcriptomics provides a spatially-resolved cell type atlas of the motor cortex. Fifth, integrated transcriptomic, epigenomic and anatomical analyses reveal the correspondence between neural circuits and transcriptomic cell types. We further present an extensive genetic toolset for targeting and fate mapping glutamatergic projection neuron types toward linking their developmental trajectory to their circuit function. Together, our results establish a unified and mechanistic framework of neuronal cell type organization that integrates multi-layered molecular genetic and spatial information with multi-faceted phenotypic properties

It takes a village to manage the 21st century reference department

Reference services at Oregon State University’s Valley Library have undergone several reoganizations in response to institutional changes, shifting service needs and patron demands. Part of this history includes training for and functioning in team-based management. We have now evolved to a management model which utilizes workgroups and an advisory and coordinating council to assist in running the department. We find this model provides flexibility, sharing of the workload and professional development opportunities, all of which are essential in today’s tumultuous reference environment. We will describe the functioning, potential hazards and multiple advantages of this model.The Reference Librarian Volume 39, 2003 - Issue 8

Research as conversation: A teaching metaphor for research writing in the curriculum

Writing literacy, in the form of Writing Intensive Curricula or Writing Across the Curriculum, has made significant inroads in undergraduate education, and is now often required for graduation. As library faculty increase collaborative teaching efforts with their colleagues in the disciplines, we see these discipline-based writing intensive courses as unique opportunities to promote mutually shared goals for information literacy. We all want students to learn how to effectively and responsibly participate in ongoing disciplinary discourse through their research and writing efforts. Our mutual understanding and, therefore, cooperation are often hampered by discipline-based jargon as well as linear and product focused teaching approaches. Yet the processes we are trying to teach, research and writing, are anything but sequential and tidy. Our qualitative assessment of students’ research-based argument papers for the English composition program provided no evidence that students were learning the key skills of critically examining resources, analyzing and synthesizing information. These results launched our efforts to find a better pedagogical model, and our conversational metaphor for research is the outcome. Small and large group discussion will set the stage for a brief overview of our assessment and our process for seeking out, developing, and continuing to refine a new approach to synchronously building research and writing competence. Although other authors have examined how students and faculty conduct research for writing projects, or offer suggestions for teaching research writing, they often remain within their disciplinary models and speak in their own ‘dialect’, i.e., discipline-based jargon. The conversational metaphor seeks specifically to reach across disciplines and experience levels by finding a common language for communication between faculty and with our students. We invite participants into our discussion about teaching the conversational metaphor for research writing and talk about how our own interactions model the processes we are trying to teach our students.This presentation was given at WILU (Workshops in Library Use) an international library instruction conference held annually in Canada.Keywords: Research writing, Instruction, Conversational metaphor, Collaboratio