Digital Storytelling and the Future(s) of Multimedia Scholarship

This is the first in a series of posts about each of the teams that will be attending SCI 2017, and their projects. This one was submitted by Hannah McGregor.

Introduction:

In this era of pervasive digitization, political polarization, and media saturation, the academy needs to foster—and value—narrative practices that contribute to genuine public engagement with questions of what it means to be part of a public. The problems facing democratic society right now are not technological problems, but rather narrative chasms amplified by technological platforms and digital communications systems. Symptomatic of this development are the profound gaps between those trained to think critically about culture, art, or philosophy—those within les sciences humaine (the human sciences) who investigate what it is to be human, alone and together—and the general public (whatever that means). We are all increasingly bombarded with stories told by vested interests, in exchange for money, data, clicks, and eyeballs. But these platforms and channels are focused on cultivating attention and generating money rather than a functional democracy, social justice, or even the old standard of the philosophically ‘good’ life.

Effectively telling the stories of our research and of our teaching is crucial to a functional society. We have no illusions as to how the traditional work of the arts & humanities is viewed by the public, a perception that such work is at best unnecessary and at worst malicious. Recent calls to eliminate via non-funding the National Endowment for the Arts and the National Endowment for the Humanities in the United States of America only underscore the urgency of this discussion, and how far from a social consensus on such work we have found ourselves through systemic inattention, perverse incentives, and cultural/institutional inertia.

This working group, while we cannot solve these problems in their entirety, believes that changing these entrenched narratives is not only possible, but can be undertaken constructively with joy, with empathy, and with excitement.

Guiding Questions:

  • How can scholar-teachers integrate existing digital media platforms and activities into current practice for more effective research, teaching, and community building? (“What would an academic podcasting or a podcasting network even look like?”)
  • What frameworks are in place for assessing and rewarding these practices within colleges and universities, scholarly societies, and funding agencies? (“Can I submit five years of internet radio broadcasting to my tenure committee? Should I?”)
  • In what way do our choices of what to build and deploy in research and teaching change those practices? (“What does constructive, pedagogical interaction in a multiplayer first person shooter video game even mean? Can e-lit prompt us to rethink our subjectivity in a way that printed works cannot?”)
  • How can we begin working with these vectors of activity to build better societies, from our classrooms to our regions to our world? (“Is what we are doing online actually impacting what we do in our communities? How do we ascertain if it is? How can podcasting, digital gaming, and internet broadcasting come together for social change?”)

Objectives:

Our overarching objective is to begin a conversation amongst ourselves but also, crucially within the wider SCI community, on how multimedia digital objects, storytelling and narrative, and building better societies intersect. Bringing a working group as diverse as this one together—compounded by the varied viewpoints we are sure the SCI will bring together as a cohort—we hope to use this as an opportunity to begin a conversation.

  1. PodcastingSCI: Several of our group have longstanding interests in sound design and public outreach using recording & broadcasting technology. PodcastingSCI will be, in essence, a ‘live’ record of activities at SCI and the always impressive group that will gather in North Carolina. We are partly inspired by the approach of the #dariahteach group in Europe which has, in order to give fuller discussion to digital humanities pedagogy, produced a series of video interviews with experts in the field:
  2. Public-Facing Multimedia Casebook: Those wishing to integrate public-facing digital multimedia content into their everyday intellectual practice often face difficulty finding examples or successful models. Our group plans to compile a casebook documenting how these moments have played out in our own teaching & research. Containing at least sections addressing our own working group (electronic literature, games, broadcasting, podcasting, social media outreach), this will be an extensible output; contributions from other SCI attendees will be actively sought, onsite or after the event, and it has the strong possibility to extend even further. Documenting practice in emerging areas is vital to ensuring their propagation, and the Antigonish2 group (http://antigonish2.com/) has committed to hosting this resource; the “evolving anthology” model used by the Modern Language Association with their volume Digital Literary Studies (https://dlsanthology.mla.hcommons.org/) is another possible publication model.
  3. Best Practices and Guidelines: In the course of our work, we anticipate that a discussion of best practices and guidelines for doing this kind of intellectual outreach well will naturally emerge. Drawing on both the input of other SCI attendees (gained through podcast interviews) and real-world case studies (drawn together in our casebook collection), this document is intended for scholar-teachers interested in public-facing, digital multimedia scholarship in a variety of institutions.
Screen shot from Dene Grigar and Stuart Moulthrop’s Pathfinders multimedia Scalar book

Dene Grigar and Stuart Moulthrop’s Pathfinders multimedia Scalar book was recently recognized in The Academic Book of the Future project produced by Marilyn Deegan for the Arts and Humanities Research Council (UK) and the British Library.

Our Team:

Our international and interdisciplinary working group consists of six teacher-scholars with distinct expertise in scholarly storytelling, including games, electronic literature, digital radio, podcasting, and social media. We also share a collective investment in student-centred and practice-based teaching, and a concern with how innovative pedagogy can help to break down the walls between the university and the public. We are largely based in Canadian higher education, and nearly all group members work in regional, student-centred universities rather than R1 institutions. Some have held administrative roles in large research projects and led or taken part in international academic organisations. Some are early-career scholars based in professional disciplines, while others bring to this group extensive experience in education practice and policy—with the reality, of course, that all group members bring some combination of many of these profiles. This working group represents a new collaborative enterprise for all of us, one that pushes us to reframe our scholarship in the light of larger conversations about digital storytelling and multimedia scholarship.

  • Alyssa Arbuckle (http://www.alyssaarbuckle.com) is Assistant Director, Research Partnerships & Development, in the Electronic Textual Cultures Lab (ETCL) at the University of Victoria. In this role she works with the Implementing New Knowledge Environments (INKE) group and assists with the coordination of the Digital Humanities Summer Institute (DHSI). Arbuckle is also an interdisciplinary PhD student at the University of Victoria, studying open social scholarship and its implementation (planned completion 2019). Her previous studies at the University of British Columbia and University of Victoria have centred around digital humanities, new media, and contemporary American literature. Currently, she focuses on open access, digital publishing, and how text lives online, which will directly influence her engagement with this working group.
  • John F. Barber (http://www.nouspace.net/john/) currently teaches in The Creative Media & Digital Culture program at Washington State University Vancouver. His scholarship, teaching, and creative endeavors focus on digital archiving / curation and sound+radio art. John developed and continues to curate the Brautigan Bibliography and Archive (brautigan.net), an online, interactive information structure known as the preeminent resource on the life and writings of American author Richard Brautigan. He also runs Radio Nouspace, which is both a repository and a laboratory supporting his research, scholarship, teaching, and creative practices regarding radio, sound, and listening as closely connected with communication, creative endeavor, literacy, and social justice. As a repository, Radio Nouspace collects and organizes information and resources. John brings to our working group a historically-grounded understanding of radio and digital broadcasting, as well as the ways those technologies can structure communities of interest around particular figures, issues, and topics.
  • Dene Grigar (http://www.nouspace.net/dene/) is Professor and Director of The Creative Media & Digital Culture Program at Washington State University Vancouver whose research focuses on the creation, curation, preservation, and criticism of Electronic Literature, specifically building multimedial environments and experiences for live performance, installations, and curated spaces; desktop computers; and mobile media devices. She has authored 14 media works such as “Curlew” (2014), “A Villager’s Tale” (2011), the “24-Hour Micro E-Lit Project” (2009), “When Ghosts Will Die” (2008), and “Fallow Field: A Story in Two Parts” (2005), as well as 52 scholarly articles. She also curates exhibits of electronic literature and media art, mounting shows at the Library of Congress and for the Symposium on Electronic Art (ISEA) and the Modern Language Association (MLA), among other venues. As Director of an academic program in a seemingly always new field, Grigar has had to find ways to credential faculty, demonstrate scholarly viability of collaborative research, and develop assessment documents that evaluate excellence. She brings 25 years of teaching experience in higher education to our working group.
  • Hannah McGregor (https://hannahmcgregor.com/) is an Assistant Professor in the Publishing program at Simon Fraser University in Vancouver, where her research and teaching focuses on the histories and futures of print culture and new media in Canada, with a focus on Canadian middlebrow magazines, and podcasting as both self-publishing and public pedagogy. Hannah is also involved in research projects on scholarly podcasting and on inclusivity and accountability in Canada publishing. For this working group, her interests in the intersection of feminism and new media, particularly the challenges facing women in digital spaces, is most relevant. With collaborator Marcelle Kosman, she makes Witch, Please (http://ohwitchplease.ca/), a feminist podcast about the Harry Potter world. They have spoken about their public pedagogy and fandom in a variety of venues, including the feminist journal Ravishly, CBC Edmonton AM, the Edmonton Journal, and at various fan and entertainment expos around Canada.
  • Jon Saklofske (http://socrates.acadiau.ca/courses/engl/saklofske/about.html) is a Professor at Acadia University in Nova Scotia, Canada. His specialization in the writing of the British Romantic period and continuing interest in the ways that William Blake’s composite art illuminates the relationship between words and images on the printed page has inspired current research into alternative platforms for open social scholarship as well as larger correlations between media forms and cultural perceptions.  Jon is a longstanding member of the Implementing New Knowledge Environments (INKE) project, and is exploring ways to incorporate virtual environments and game-based stories into research and teaching.  Other research interests include environmental storytelling in Disney theme parks, the critical potential of feminist war games, and representations of agency and self in video games.
  • Bonnie Stewart (http://bonstewart.com/) is an educator and social media researcher fascinated by who we are when we’re online. Coordinator of Adult Teaching programs at the University of Prince Edward Island, Canada, and Founder/Director of the media literacy initiative Antigonish 2.0, Bonnie explores the intersections of knowledge, technology, and identity in her work. Community capacity-building and professional learning are the focus of her current research, which considers the tensions of networked and institutional practices in higher education. Bonnie writes and speaks about networked scholarship, digital strategy, leadership, and massive open online courses (MOOCs) around the world, and her work aims to enact the open, participatory, and collaborative ethos that it examines. She blogs ideas at http://theory.cribchronicles.com, and does her best thinking out loud on Twitter as @bonstewart.
Colored pencils

SCI 2017 project teams

Thanks again to everybody who submitted proposals to participate in the 2017 Scholarly Communication Institute! This year’s theme stimulated some wonderful ideas and many excellent proposals, and it was very difficult for the SCI advisory board to narrow down the pool to the small number of teams we are able invite to participate in November.

All of the invited teams have now confirmed their participation, so we’re pleased to announce who they are and the titles of their projects. Each title links to further information about the project and participants:

Congratulations to all of these teams, and we look forward to seeing you in Chapel Hill in November!

[ Edited on 6 September to reflect changed membership of several teams, and to link to project details. ]

[ Photo by PICSELI used under Unsplash free use license. ]

Photo by Joseph Barrientos

Scholarly Storytelling – submit your proposal to join SCI 2017 in November

The Scholarly Communication Institute is ready for its fourth year in North Carolina’s Research Triangle, and invites you to join us!

Participants in previous years have raved about the experience:

This year, SCI will be held November 5 to 9, 2017, at the Rizzo Center in Chapel Hill, NC.

This year’s theme is: “Scholarly Storytelling: Compelling Research for an Engaged Public” which we describe on the theme page in this way:

Storytelling is fundamental to the human experience. Yet many of the methods academics use to communicate their research are based on patterns established within the academy, primarily to convey new information to an already engaged set of scholars. They usually don’t make use of storytelling techniques that can engage broader audiences in more fundamental ways, and that can potentially communicate more information in a comprehensive and succinct way.

When much of the public gets information (and misinformation) from sources that already use narrative forms, and base their understanding of the world on the stories they learn in this way, how can scholars break through to help facts and nuanced perspectives to take hold?

Can we expand our understanding of “scholarly communication” to include narrative methods that may be better able to reach more diverse audiences, and to engage them as stakeholders and not just recipients of information? How might academics use storytelling to build bridges with constituencies that normally don’t feel connected to universities, and who may even feel antipathy to them? How could new technologies be used to engage broader publics in deeper ways? How can scholars use the storytelling techniques of fiction writers, journalists, filmmakers, photographers, visual artists, musicians, and game designers to effectively and accurately convey scholarly information? What can be done to prevent this from being perceived as simply diluting the authoritativeness of complex research? How do we know when we’ve crossed the boundary from information to persuasion? When is crossing that boundary a bad thing, and when is it a useful thing? Can we diversify the ecosystem of scholarly communication without disrupting constructive symbiosis?

Please see the theme page for more information, including some ideas of who you might bring together to form a team – we’re looking for a broad and diverse set of perspectives, and teams that will address both specific and general problems and opportunities. This is a great opportunity to launch a new project, have some concentrated time to develop an existing project with a broader set of collaborators, or just to begin to explore and experiment with ideas that are difficult to pursue in your usual work context.

Kyle Bean illustration - Lines of CommunicationTo participate, form a team of 4 to 6 people, and submit a proposal along the lines of what’s described in our RFP (submission deadline is April 10, 2017). If your proposal is selected, the Institute will cover costs for your team to attend.

To learn more about what it was like in past years, see the Storify threads from SCI 2014, SCI 2015, and SCI 2016, which contain tweets and photos from participants, and the web pages for previous years at SCI, which have links to information about the teams that participated in those years, their projects, and other notes.

There’s also a lot more information in our FAQ. If you have any questions, contact us at scholcomm-institute@duke.edu

We hope you’ll consider putting together a team and submitting a proposal – hope to hear from you by April 10.

Thanks as always to the Andrew W. Mellon Foundation for continuing to provide funding for the Triangle SCI and making all of this possible!

[ Feature photo by Joseph Barrientos, used under CC 0 license. Embedded photo by Kyle Bean used under CC BY-NC-ND license. ]

Whiteboard with notes from SCI 2016 HuMetrics team

SCI 2016 has concluded, planning for SCI 2017 is underway

The 2016 Scholarly Communication Institute is over, though the projects and relationships nurtured here are just beginning.

SCI participants documented the experience and their ideas in real time, mostly on Twitter, but also in blog posts and shared documents. Here are some highlights from the week, and information about projects that were launched after being incubated at SCI 2016:

Planning will soon begin for SCI 2017. One of the things we’ll need to decide is what the overall theme/topic will be for next year (see this year’s for an example). We’d like to hear your suggestions for this! Please send them to scholcomm-institute@duke.edu or leave a comment below. We expect to announce a new RFP in January. Check back on trianglesci.org or @TriangleSCI for the announcement then.

A big thanks again to everybody who participated, and especially to the Andrew W. Mellon Foundation for making this possible and to our partners at Duke University, North Carolina Central University, North Carolina State University, The University of North Carolina at Chapel Hill, the Triangle Research Libraries Network, the National Humanities Center, and the American Council of Learned Societies for their work to make it a success.

The 2016 Scholarly Communication Institute is underway

Poster for SCI 2016

The 2016 Scholarly Communication Institute starts today, October 9.

We’ll be busy for the next five days so won’t have time to blog progress here, but you can follow along (and join in) online via the #TriangleSCI hashtag on Twitter.

I’ll also be curating a representative sample of tweets, links, and photos about SCI 2016 in this Storify thread, and you can also follow this list of all tweets by people in the SCI 2016 cohort.

We’ll be back on this site with some notes after SCI 2016 concludes, and being planning for next year. Stay tuned…

The social life of scholarly communication

In a few weeks five teams will be coming together in Chapel Hill, NC, for the 2016 Scholarly Communication Institute. This is the third TriangleSCI (so named because of its location in North Carolina’s Research Triangle), and this year’s theme is “Incentives, Economics, and Values: Changing the Political Economy of Scholarly Publishing”. Each of the teams will come to work on a project they proposed in a competitive selection process in the spring, and they will also work together across teams to support each other’s work from a variety of perspectives.

This collaborative aspect is one of the highlights of SCI. In the proposal process, we encourage teams to bring a diversity of experience and expertise – people they haven’t worked with before but would like to, and whose perspectives will help both to understand challenges better and to craft approaches to meeting them that will be more holistic. As described in these posts from SCI 2014 and SCI 2015, the venue and format of SCI are designed to catalyze this kind of cross-pollination. We aim to foster an environment that is both intensive and relaxed, and social, in the best senses of that word. The teams will have a lot of time to work on their own, but also to participate in broad discussions with the entire cohort. Informal meals together, both at the Dubose House and in Durham, Chapel Hill, and Raleigh, walks in the Meadowmont gardens, and shared jokes and memes throughout the days together, leave participants with the sense that  #trianglesci isn’t just a workshop, it’s a #family” (in the words of Cassidy Sugimoto, who was at SCI 2015).

SCI isn’t a traditional conference, and it’s not easy to describe it. As one of the participants last year wrote in the post-SCI assessment survey “I had no idea what to expect. I had read through all of the materials shared online and via email. My team communicated. But frankly, it is hard to make clear what SCI is about until one arrives and experiences it.” A new group will get to experience it this October, and we hope other readers of this post will want to experience it in future years – keep an eye out for a request for proposals in January for SCI 2017. In the meantime, you can check out these Storify threads from SCI 2014 and SCI 2015, and follow along in October via the #TriangleSCI hashtag on Twitter, to read about what’s happening at SCI 2016 and join in the conversation.

[ Photo by Veeterzy, used under CC Zero license. ]

Social Integration for the Distributed Commons

This is the fifth and final in a series of posts about each of the teams that will be attending SCI 2016, and their projects. This one was submitted by Eileen Joy.

Background

Photo of a node of wires - Used under CC-BY-SA license from https://www.flickr.com/photos/uqbar/114320354/For TriangleSCI 2016, our plan is to undertake brainstorming and pre-planning for the development of an economically viable and sustainable alternative to for-profit research-sharing social platforms such as Academia.edu, ResearchGate, and Mendeley. This feels urgent and pressing to us, especially when we consider Elsevier’s purchase of Mendeley in 2013, its more recent purchase of the Social Science Research Network (SSRN) just this past May, and Academia.edu’s recent moves into monetising “premium” metrics content and also allowing advertisements on their site (visible, for now, only to non-registered users). While academic social networking platforms do offer new and powerfully flexible ways for researchers to connect and discover research, the for-profit corporations that have developed and maintain these sites also have a pressing need to ultimately monetize the data behind their users’ content and interactions, and many within the public university feel that the potential options for them to do so will end up being particularly pernicious. For example, as Kathleen Fitzpatrick has written in a blog post, ‘Academia, Not Edu,’

(…) if the network is to turn a profit, that profit has a limited number of means through which it can be generated: either academics who are currently contributing their work to this space will have to pay to continue to access it, or the work that they have contributed will somehow be mined for sale, whether to advertisers or other interested parties.

Although Academia.edu (and their ilk) rely heavily on narratives of openness and peer-to-peer sharing networks, asking users to upload their papers in the name of scientific progress and the public good, it must be stressed that Academia.edu, for example, is neither a repository for long-term preservation nor does it offer open access without gates — users must still register to download papers and there is no specific license for further sharing, re-use, etc. Moreover, these research-sharing platforms are gathering and consolidating publicly-funded research in a manner that will give them a broad and unchecked ability to leverage this research for a variety of for-profit initiatives, such as mining research data for a variety of potential corporate “research and development” clients.

Therefore, we would like to explore as part of TriangleSCI 2016 whether we can develop and support a digital platform for research-sharing that would help to support and sustain the scholarly commons, rather than merely serve as a proprietary social network with mere lip-service to openness. Is it possible to theorise a more economically progressive research-sharing network that does not rely on venture capitalist-funded, Silicon Valley-style platform capitalism? Might a distributed network that both participates in and nurtures the scholarly commons be a more viable option — one that supports the needs of the scholarly community instead of monetizing their communications to serve the interests of investors? Finally, to what extent can we complicate the understanding of social media as something that necessarily entails neoliberal subjectification via analytics, metrics and slick personal profiles? It is clear that many use Academia.edu simply because people are there — i.e., they need to maintain a presence in well-populated digital locations. This need to obtain a competitive advantage over one’s peers and manage one’s ‘personal brand’ is highly indicative of the current state of higher education in which employment is precariously insecure and fiercely competitive, and researchers are increasingly forced to submit their work to a range of metrical analyses, leading many researchers to operate as ‘micro-entrepreneurs of themselves,’ as Gary Hall (following Michel Foucault) has argued in his essay ‘The Uberfication of the University.’  And we feel that Academia.edu is an apt illustration of this culture. As social media is so closely tied with personal branding, we want to to theorise and develop a social research-sharing network that avoids the overtly neoliberal trappings of for-profit research-sharing platforms.

Overlapping photos of people in a social network - Used under CC-BY license from https://www.flickr.com/photos/pagedooley/8562448300/

Objectives & Aims

In our limited time at TriangleSCI 2016, we want to focus especially on the more socially and economically progressive aspects of social media (common ownership, open-source tools and platforms, open access to data, information, and texts, etc.) in order to develop an open and interactive (iterative, annotatable, mobile, etc.) scholarly research commons that will be hopefully useful to and well-utilised by scholarly researchers. One natural starting point is that many of the problems described above result from the for-profit nature of such platforms (centralised control, readily monetisable data, monopoly-seeking, etc.), when perhaps a more distributed technology would yield better interactions and governance. For example, could we build a social layer on top of the already existing and distributed commons, which stretches from library repositories to scholars’ personal websites to open access publications to pirate libraries to institutional profile pages and beyond? How can we harvest the discussions already taking place in highly localised and often obscured contexts (from mailing lists to comment sections on blogs) and make them more visible and more clearly connected to research outputs (whatever and wherever these might be)?

Hypothes.is logoHypothes.is, an open platform for the discussion, annotation and organisation of research on the web, forms an important inspiration behind our thinking in this direction. Hypothes.is wants to create an open, inter-operable annotation layer over scholarly content, wherever that might appear online. As such, Hypothes.is seems to provide the perfect starting point for a discussion on the positive potential for developing a de-centralised architecture for collaborative research. More specifically, would it be possible to integrate some of the interesting social features of sites such as Academia.edu and ResearchGate into the Hypothes.is plugin; and if so, how would that work? Starting with this annotation layer, could we create a social layer to overlay distributed scholarly content? Or could we build “from the ground up” an entirely new platform for research sharing that might serve as a central node for plugging into the many layers of the already-established and always-evolving distributed scholarly commons, and which would also serve researchers in terms of maintaining and mediating their social media presence and communications with other researchers?

Possible Outputs

While the primary aim of our discussions at TriangleSCI 2016 will be to theorise the potential of social media for the distributed commons, we will also be brainstorming potential funding sources for the more practical development and implementation of a social research-sharing overlay (or unique platform) in partnership with Hypothes.is, or a similarly distributed not-for-profit network (to be identified during our time at TriangleSCI). This could also potentially involve a Hypothes.is web hub for discussing, sharing and prototyping our ideas (see Climate Feedback  for an example of such a hub). We will also follow up on and communicate our findings via blog posts and social media, as well as via opinion pieces and more formal scholarly outputs. We will further seek to set up alliances with ideological partners who are either already experimenting with alternative social media for academic researchers (for example, MLA Commons ) or are otherwise involved with radically rethinking the politics and economics of not-for-profit academic publishing (for example, the Radical Open Access Collective and the Radical Librarians Collective). We are excited to see that one of the other teams invited to TriangleSCI is working on developing a “humane” system for citation metrics within the humanities as one of the outcomes of a better integrated / layered (and not-for-profit) distributed scholarly commons would hopefully be better and more equitable tools for the measurement of “impact” within the humanities and social sciences.

Our Team

For our team we have actively sought to bring together people from the UK and the US who have been working on alternative models for research dissemination and scholarly communication, both in theory and in practice. Our team therefore includes scholars (from different fields within the humanities), publishers, librarians, and technologists, and in most cases includes members whose expertise moves across these various fields. All of our team members have also been actively involved in ongoing discussions about social media for academics and the scholarly commons, and as such have a clear overview of the debates, the various issues involved, the existing research, and important experiments with potential alternatives.

  • Stuart Lawson is a doctoral researcher at Birkbeck, University of London. His thesis is on the politics of open access and includes analysis of the ideological underpinnings of current open access policy and the search for commons-based alternatives. Stuart is an information professional and radical librarian who until recently worked as a Research Analyst at Jisc providing evidence to support national journal subscription negotiations. Stuart is also an editor of the Journal of Radical Librarianship and has published journal articles on the economic and political aspects of Open Access publishing.
  • Samuel Moore is a PhD candidate in the Department of Digital Humanities at King’s College London who is researching the future of Open Access publishing in the humanities. He is also the Managing Editor at the open-access publisher Ubiquity Press.
  • Janneke Adema is a Research Fellow in Digital Media at Coventry University’s Centre for Disruptive Media. Janneke has done extensive research on Open Access for books in the humanities and social sciences, focusing on specific on business models and user needs, experimental publishing, academic-led presses and the future of the monograph. She has conducted research for both the OAPEN Foundation and for the Directory of Open Access Books (DOAB) and is the author of, among many other publications on scholarly pubishing, the OAPEN report ‘Overview of Open Access Models for eBooks in the HSS’  (2010) and the DOAB ‘User Needs Analysis’ (2012). At Coventry University she has been involved in research on academic social networking sites, culminating in the Why Are We Not Boycotting Academia.edu? event at Coventry University in December 2015 (with Kathleen Fitzpatrick, David Parry, Gary Hall and Pascal Aventurier). Janneke has also co-edited a living book on Symbiosis together with Pete Woodbridge (Open Humanities Press, 2011), and she blogs at Open Reflections.
  • Donna Lanclos is an anthropologist working with ethnographic methods and analysis to inform and change policy in higher education, in particular in and around libraries, learning spaces, and teaching and learning practices. She is Associate Professor for anthropological research at the J. Murrey Atkins Library at University of North Carolina, Charlotte. She collaborates with colleagues in the US and the UK, and has conducted workshops on digital practices for institutions such as Carnegie Mellon University, Parsons School of Design, the Wellcome Trust, the Jisc digital leadership programme, University of South Carolina Upstate, and Imperial College London. She can be found on Twitter @DonnaLanclos, and also blogs at Donna Lanclos – The Anthropologist in the Stacks.
  • Eileen Joy is a specialist in Old English literary studies, cultural studies, and scholarly communications, who worked as a Professor of English for ten years at Southern Illinois University before departing academia proper to develop an alternative career as a para-academic rogue. She has published widely in medieval literary studies, poetry and poetics, historiography, queer studies, speculative realism, object oriented ontology, the ecological, the post/human, and open-access publishing. She is the Lead Ingenitor of the BABEL Working Group, Co-Editor of the award-winning postmedieval: a journal of medieval cultural studies, and Founding Director of the independent Open Access academic press punctum books.
  • Sherri L. Barnes joined the University of California, Santa Barbra Library in 1999, where she has multiple responsibilities, including Scholarly Communication Program Coordinator, Humanities Collection Group Coordinator, and subject specialist for U.S. history and Feminist-LGBTQ studies.  She serves on the Library’s Intellectual Property Rights and Scholarship Committee, the Data Curation Advisory Committee, and UC’s Scholarly Transformation Advice and Review (STAR) Team.  Her interests include, scholar-driven open access publishing, transformative scholarly publishing models, and educating the academic community about the changes that are occurring in the scholarly communication system. Sherri also composes indexes for scholarly monographs and compiles the award-winning multidisciplinary bibliography Black American Feminisms.