abstract:

Graduate students are increasingly expected to publish peer-reviewed scholarship during the course of their studies, yet predictable mentoring and education on academic publishing is not available to all graduate students. Although academic librarians are well positioned to offer such instruction, their efforts are not always informed by comprehensive investigations of what, and how, graduate students need to learn. This study used focus groups with graduate students and faculty mentors to explore strengths and gaps in current mentoring and learning practices, while also discovering and uncovering suggestions and opportunities for further development in education about scholarly publishing. Thematic analysis of the data revealed that current training and mentorship meet some, but not all, of students' needs and preferences. Future library instruction should employ a blended and compassionate approach to teaching about this complex topic, and this study offers a way forward as librarians-as-partners in scholarly communication.

摘要：

人们越来越期望研究生在学习期间发表经过同行评审的奖学金，但并非所有研究生都能获得可预测的学术出版指导和教育。尽管学术图书馆员有能力提供此类指导，但他们的努力并不总是基于对研究生需要学习什么以及如何学习的全面调查。这项研究利用研究生和教师导师的焦点小组来探讨当前指导和学习实践的优势和差距，同时也发现和揭示学术出版教育进一步发展的建议和机会。对数据的主题分析表明，当前的培训和指导满足了部分但不是全部学生的需求和偏好。未来的图书馆教学应采用混合和富有同情心的方法来教授这个复杂的主题，这项研究为图书馆员作为学术交流的合作伙伴提供了一条前进的道路。