The top 9 myths about OER publishing

In a recent blog post, we explored some of the questions authors are asking about open textbooks. In this post we have continued the discussion with several leaders in the open textbook movement to identify some of the common misconceptions associated with open educational resources (OER) publishing.

Our industry leaders include Barbara Illowsky (co-author of one of the first open textbooks, Introductory Statistics), Amy Hofer (Open Oregon Educational Resources), Apurva Ashok and Zoe Wake Hyde (Rebus Foundation), and Nicole Finkbeiner (OpenStax, Rice University).

Below are the top nine myths they have identified, and the facts related to each.

Dear dissertation advisers: Make sure student has defined the research purpose and question

Defining a good research question is crucial to developing a successful research project, and it is no easy task. For some, defining a good question comes easily, but for many, especially doctoral candidates who may have never developed their own research project before, it is a great hurdle. And, as I suggested in the previous post, if the research purpose and question aren’t defined, then there’s no point in your looking at other stuff: if your student hasn’t defined the research purpose clearly, they’ll have trouble making progress.

A good definition of research question or purpose is not only crucial, it’s usually really easy for a reader to find in skimming through a paper. Most drafts have several sentences that say things like “the purpose of this research is…” and “the research question is…”. These sentences need to be clear, and they need to agree with each other (multiple conflicting statements of purpose can often be found in early drafts of research).

The most useful textbook & academic posts of the week: September 28, 2018

As the seasons change and the academic year starts to settle into more of a routine, for some, the writing gets easier and the schedule is set up for success. For others, the daily schedule has begun to feel more overwhelming and the ability to focus or maintain momentum may be challenging.

This week’s collection of articles from around the web includes ways to generate ideas, create a super focused workday, balance family and academic life, be ready for a change in scenery to maintain a productive writing practice, successfully build a research network, and deal with the administrative grief of academic environments. We’ve also found great insight into the rise of peer review, research ethics, read and publish models, critical thinking, and the dissemination of scientific facts.

Wherever your writing takes you this week, we hope it moves you in the direction of your goals. As C. J. Cherryh reminds us, “It is perfectly okay to write garbage–as long as you edit brilliantly.” Happy writing!

Is open access publishing where you want to see your work? Questions to ask yourself and best practices

During their 2018 Textbook & Academic Authoring Conference presentation, “A New Publishing Landscape: Open Access,” Kristen Cvancara, Laura Jacobi, and Heidi Southworth shared curiosities, opportunities, and pitfalls of open access publishing. For those curious about how their work may fit in the open access publishing landscape, the panel encouraged conducting a self-assessment and getting feedback from others first. For when you’re ready to explore open access publishing, they shared best practices as well.