{"objectType":14,"id":2014,"valid":true}
2015
    Sunaina Kamal
Sunaina Kamal
Society Innovations and Tools, Wiley
  Kiera Sullivan
Kiera Sullivan
Society Innovations and Tools, Wiley

Social media has given us all new ways to have conversations and share knowledge. For societies and associations, social media has become one of the ways they communicate with their members as well as a way to easily extend communication reach to thousands of people outside their memberships. Importantly, social media enables conversations and members can respond directly and immediately.459226275_232991289_232991290_256224451.jpg

As social media has grown and matured, the ways we can communicate have grown; alongside Facebook and Twitter we now also have LinkedIn, YouTube, Google+, Instagram and Pinterest. Your members are likely already participating and have expectations of being able to communicate with you. Without a social media presence, you cannot contribute to the conversations already taking place.

Using social media well lets you engage with your current and potential members in direct conversations-finding out what they want and building your relationships with them.

But of the many social channels available, how do you know which is the best to use to communicate with your members? and how do you use them well? This is where having best practice knowledge can help.

Our research

We wanted a better understanding of how and why societies and associations use social media. So, beginning in July 2014, for 12 weeks we looked at and analyzed the ways nearly 300 Societies used social media. We looked at the accounts they used and the content they posted.

 

Our findings

We found most societies used one or more social media platforms; with Facebook, Twitter and LinkedIn clearly the most popular. Only a few societies had no social accounts at all.

Social media for societies image

Looking at the content shared by societies on the three main platforms we found:

social media for societies image 2

We noticed societies mainly promote conferences, events, grants, awards, and membership. They also share news and often use their social accounts as part of their mass marketing, one-to-many campaigns that result in little direct conversation.

To understand the activity and engagement levels of societies, we looked at their Twitter accounts in more detail. As expected, the topics and subjects which resulted in the most engagement were different for each society and association. Good engagement results from sharing content which is interesting, relevant and useful for your specific audience.

How do you compare?

How does your Society’s social media activities compare with similar member organizations? Take our social media quiz to benchmark your social media awareness against our results.

Take the next step by sharing your results by commenting below and follow us on Twitter. We will be sharing free best practice tips for smart social media improvements.

Image Credit/Source:rustemgurler/iStockphoto

    Julian Mayers
Julian Mayers
Co-founder, Yada Yada Productions

Over the past three months, I have learned some of the implications of the molecular re-inscription of race in science, law and medicine.

I’ve heard the thoughts of one of Britain’s leading surgeons on the future of surgical innovation.

I’ve got an interesting perspective on regional development in the global economy while at the same time getting an understanding on some of the issues surrounding microbial diversity and what we can learn from nitrofiers.

Am I a genius?

No.

Do I have too much time on my hands?

Alas – no.

Am I a pub-quiz bore?

Yes – but that’s not the point.

But I have been very lucky to have been working along side many Wiley journals to produce online audio and video content – including those above from the British journal of Sociology, The British Journal of Surgery, Regional Science Association International and Society for Applied Microbiology – as well as many more.

Some people call them podcasts, some call them vodcasts (please don’t!) – to us, they are audio and video productions, lectures, debates and profiles that are made with the loving care that one would apply to TV or radio program. They're just shorter and with a more specific audience in mind. And they're shared online via iTunes or YouTube or a simple link from our server.485373559_295622668_295622669_256224451.jpg

Wiley was at the forefront of championing online media to complement journal articles and annual conferences and were one of our very first clients when we set up yada-yada productions ten years ago  - a time when the idea of online audio and video was becoming commonplace.

We know, not just from producing the content, but also from tracking downloads, that they work. A keynote annual lecture from an important academic may get a live audience of a few hundred at most, but once online it may receive thousands. Plus there’s a very long tail – we see downloads years after the video was first posted.

A regular audio podcast will help to build up an audience and community of interested listeners.

A video interview with a leading thinker in your field reveals thoughts in a way that a printed article just can’t.

I don’t think I need to sell the idea of the importance of online audio and video - but the ‘how to’ can sometimes be something of a mine-field – unless you’re under 8 years old and seemingly born with the ability to make videos.

So here are five tips to help you on your way...

1. Only use video if it adds anything – or helps to explain technical concepts. A simple one-to-one interview can be really engaging to listen to and cheap – indeed free if you do it yourself - to produce.

2. Audio quality is far more important than video quality. Honest! You can shoot awful pictures but good quality audio and edit that into an engaging video. But if you only have brilliant pictures but bad, off-mic, distorted audio, you’ve got a problem!

3. Air conditioning – turn it off! Or, don’t record in the room where it's blowing. It's a real pain to remove the noise. See also echo-y offices…

4. If you are presenting the podcast, remember you’re not ‘broadcasting’ but ‘narrowcasting’ to communities who share the same interest. So imagine talking to one person, a friend - as all the best radio presenters do.

5. As with much in life, short and regular is better than long and seldom in building up a relationship with your potential audience. There’s no law but an optimum time for one-to-one interviews tends to be 10 minutes or so.

If we can help with tips, thoughts, production – drop us a line  - and I look forward to finding about more about things I never knew I’d be learning about in the coming months!

Image Credit/Source:Harvepino/getty images

    Elaine Musgrave
Elaine Musgrave
Senior Manager, Educational Products, Wiley

Where to start

In this first post, we provide some ideas to start your big-picture planning for an effective eLearning platform solution.

Having evaluated the potential benefits of an eLearning program, you know such a program is in your organization’s future. You may have started to develop a curriculum for professional training and even identified authors who can deliver the content. You’re on the way to solving the content piece of the puzzle, but how do you find the right platform to make your eLearning program complete?

Take a deep breath before you dive in

Take some time to consider the broad scope of your eLearning program and how you’ll find a platform that works for you. Here in broad strokes is an ideal eLearning development process:

   

    • Research and requirements gathering

   

    • Technology provider evaluation and selection

   

    • Further scoping and development

   

    • Implementation

   

    • Platform launch

   

    • Platform maintenance

 

Looking at these steps, consider where your organizational resource is best utilized and determine where you’ll need some extra hands to get the job done.

Consider having someone do your homework for you

Your first step will be to research what your specific audience and your organization needs and wants in an eLearning platform. You don’t have to do this alone ―consider hiring a consultant with a proven track record to start working with you now and stick with you throughout the process.

Why bother with a consultant? Even if you have staff people or volunteers with the technical experience, an experienced individual who is not directly involved in your organization can provide needed perspective and can challenge or validate assumptions about the workflows and structures your platform needs to support.

If getting that outside perspective is just not in the cards, you’ll need to appoint a project manager with:

   

    • Leadership and administrative skills

   

    • Ability to take your internal development team through the process

   

    • Availability to devote significant time and effort to this initiative

 

No, really—go do your homework

It’s tempting to simply sign up for a few demos from some technology providers and see what happens. If you’re just checking out the eLearning landscape, that’s not a terrible place to start. Just don’t confuse those exploratory conversations with technology providers with the in-depth discussions you should have with them once you have a solid grasp of the technology requirements. Beautiful user interfaces cannot hide inadequate research.

You may already know what subject matter your program should cover, but you also need to discover how your intended audience wants to interact with that content. If you issue membership surveys on a regular basis, maybe you’ve already been asking your members about their preferred content medium—articles? podcasts? webinars? some combination thereof?—and the devices they use. User surveys are great provided you know the questions to ask, and if it’s available, third-party research, existing or commissioned, can illuminate the habits of your proposed audience as well.

If the data is available, look back at how demographics and practices have changed in the past few years, as well.

Peer into the future

shutterstock_109374251_339746481_339746485_256224451.jpgHold a few sessions where your internal team thinks about potential futures for your organization in eLearning. You’ve done your research, and you know a lot about what your users want now, but things are changing rapidly. It’s unlikely you’re in a position to guess at what the next phenomenon will be, but you can at least consider new developments that might be of relevance to your discipline. Maybe right now you’re just going to do some webcasting. In a year or two, do you want to offer follow-up assessments that verify learner understanding? Do you eventually envision your organization providing certification? In the future, do you foresee the potential for your organization to be obligated to meet the reporting requirements of an accrediting body? Document these ideas now, mark them as questions about future planning, and then remember to trot them out when you’re talking to potential providers.

Look out for part 2―coming soon―where we’ll explore requirements mapping.

Image Credit/Source:Konstantin Chagin/Shutterstock

    Sue Joshua
Sue Joshua
Legal Director, Wiley

The communication and exchange of scholarly research is evolving very rapidly   There are now at least 40 scholarly collaboration networks (SCNs – also known as social sharing networks, SSNs) offering services to researchers, including private and public networking and sharing.  Millions of researchers use networks like ResearchGate, Academia.edu and Mendeley to communicate with each other, to build online profiles, and to exchange scholarly information.494481963_295623099_295623100_256224451.jpg

On February 9, 2015, the International Association of Scientific, Technical and Medical Publishers (STM) launched a public consultation on article sharing in scholarly  collaboration networks, focusing on the sharing of research articles in private groups.  The consultation, which closes on April 10, invites responses from stakeholders across the scholarly community, including researchers, societies, libraries, publishers, and SCN providers.  To help facilitate the consultation, an STM taskforce has developed a set of draft Principles, which set out some core thinking about a common position on the issue.  The Principles will be developed to take into account feedback from the consultation.

At the heart of the Principles is the belief that research is, and always has been, collaborative.   The ability to share research and data in online research groups, which are increasingly international and interdisciplinary, is exciting and powerful.  Publishers are committed to the development of internet tools and technology, including scholarly collaboration networks, to facilitate the discovery and dissemination of scholarly research articles published by them.  However, the Principles also note that, although online sharing has grown very rapidly, it is still far from a seamless experience.  To operate optimally, the sharing experience needs to be consistent and frictionless, with much greater legal certainty about what can and can’t be done with copyright materials.

In order to help overcome these challenges, the Principles therefore propose that sharing of journal articles should be permitted in private academic groups, which would be by invitation only, and of a size consistent with a typical research group in the applicable discipline.  Researchers would be able to share published research freely for the research purpose of the group only.   At the same time, publishers and libraries should be able to collect data on usage of published articles in such private collaborations, in order to understand and optimize the sharing environment. Work should also be undertaken to develop common standards and to integrate access and usage information into research workflows.

Wiley participated in the task force and is a signatory to the Principles, which we fully support.  We are also very supportive of the open consultation process and the opportunity it provides to build consensus on the benefits of an industry-wide approach to article sharing.  We encourage our society partners, library customers, and authors to read the draft Principles and hope that many of you will also respond to the consultation

Image Credit/Source:getty image- violetkaipa

    Adam Rocker
Adam Rocker
Masters Student, University of Guelph
Source: Melpmenem/Thinkstock
Source: Melpmenem/Thinkstock

With an ever-expanding pool of literature available globally, maintaining an organized library of research articles and staying on top of new publications has never been more challenging or necessary to the modern researcher.

In December 2012, I found myself buried in a pile of poorly annotated PDFs while piecing together a research proposal for a Masters project at the University of Guelph. Thinking there must be a better way to organize my PDF collection, I scoured the internet and came across ReadCube, a free-to-use software application dedicated to literature management.

Upon startup of the ReadCube desktop application, I was pleased by the ease with which I could import months of accumulated articles. Better still was the joy I felt as I watched the program automatically annotate the entirety of my eccentrically labeled collection with titles and authors pulled from PubMed and Google Scholar.

Once my articles were transferred to the ReadCube platform, the reading experience was analogous to Adobe Acrobat/Reader (zoom, highlight, and comment functionalities), but with a critical difference. These ‘enhanced PDFs’ were interactive in that clicking on an author immediately runs a search for that individual’s publications, and clicking on an in-text citation instantaneously searches for the article in question, allowing you to add it to your library and rapidly answer questions such as: “Does this reference support the preceding statement?” The efficiency of moving through articles in such a manner was refreshing.

With my proposal complete, I had effectively brought myself (and ReadCube) up to date on all subject matter relevant to my project. However, with an active field of study, my informed status would only last so long. This is where ReadCube truly shines. Using the hundreds of articles from my research proposal as the basis for a search, the ‘Recommendations' feature identifies relevant, recently published works and serves them up in the same, easily navigable fashion. By scanning through my recommendations once a week, I manage to stay on the cutting edge of my chosen fields of research.

I must admit, the first time I came across a game-changing (or golden, as I like to refer to them) article, just days after its release, was a thrill. Experiencing this rush a second time was enough to push me to take on the role of ReadCube Campus Ambassador; a position which I use to run workshops throughout my department so that graduate students and faculty do not miss out on this powerful tool.

Over my year and a half as a ReadCube user and ambassador, the base application has been vastly improved with the addition of an intuitive user interface, a citation manager, and article metric data which tracks citations and mentions on social media platforms. Additionally, ReadCube Pro (a subscription-based version of the application) includes cloud synchronization, allowing maintenance of a single library across multiple devices.

Throughout my Masters, ReadCube has been an invaluable tool for both reading efficiently through the existing literature, and staying on top of critical material that lies just around the bend. Learn more here if you’re interested.

Best of luck with your research!

    Marlo Harris
Marlo Harris
  Director, Digital Project Management

We hope that many, if not all, of our Exchanges readers have taken some time to explore the Anywhere Article on Wiley Online Library. Some of you might even remember the insightful post by Danielle Reisch and Vikki Baxter, which explained why we invested so much heart and soul into creating the ideal HTML reading experience. We boldly aimed to “rival and replace the PDF”. Indeed, the positive feedback has been tremendous and we’re hard at work making the HTML format even better. We are very proud of the Anywhere Article.495763895_253816985_253816986_256224451.jpg

However, we are also realists. We accept that, no matter how phenomenally readable, functional, and device-adaptive the HTML article becomes, researchers love PDFs. PDFs are familiar and consistent. Unlike HTML, a PDF created by Publisher A will look and function in the same way as a PDF created by Publisher B. So, why punish readers who prefer the PDF format over the HTML format? Maybe, just maybe, while making the HTML as readable as the PDF, we should make the PDF as functional as the HTML.

Enter, ReadCube. ReadCube’s technology takes the functional capabilities of HTML – such as inline reference links, figure browsing, one-click author search, related articles, and annotation/highlighting tools – and applies them to the traditional PDF format, generating a hybrid document that gives depth to a previously flat experience. It’s the best of both worlds.

If enhancing the utility of the PDF wasn’t enough, ReadCube also offers a robust paper management tool, an increasingly important aspect of today’s research workflow. The paper management interface is highly intuitive, with a suite of features that are constantly evolving. The opportunity to integrate with such an innovative research tool was key in Wiley’s decision to partner with ReadCube when we met them two years ago, and we see only more innovation coming down the pipeline.

To test our assumptions about the appeal of ReadCube to our readers, we’ve been running a pilot on 100+ journals on Wiley Online Library for several months. The results of the pilot have been nothing but positive, and we’re excited to now roll it out to all journals.  As it turns out, we don’t want the Anywhere Article to “rival and replace the PDF.”  Rather, we want to support their peaceful co-existence.

In the video below Todd Toler, Wiley's Vice President of Digital Product Management, describes what Readcube has to offer.

Image Credit/Source:andreync/iStockphoto

    Laura Guertin 
Laura Guertin
Associate Professor, Penn State Brandywine 

Last week, we kicked off a dialogue leading up to International Women's Day focusing on how far women have come and what progress remains.  In the post below, originally published in Women In Higher Education, Laura Guertin shares her perspective on the challenges encountered by women in STEM. 

 

Source: Chris Fertnig/Thinkstock
Source: Chris Fertnig/Thinkstock

Each year, one of my faculty colleagues invites me to her Psychology of Gender class to talk about being a female geologist (a field where women are underrepresented) and what it is like in general for women in science, technology, engineering and mathematics (STEM).

I have been a guest speaker in this class for several years and always update the statistics and current news stories I discuss. When I visited the class in 2014, my colleague pulled me aside and said, “You have such powerful examples every year — you should pull these together and write a paper!” Her comment took me by surprise. Did I really have that many examples of the challenges of women in STEM?

Starting with me

I always begin the class visit with my own story of faculty telling me when I was a student that I was never going to succeed as a geologist. The students are always shocked when I share that one of my undergraduate professors, right before I graduated, told me that I was not going to succeed in graduate school, that I was going to “drop out, get married and have kids, and not necessarily in that order.”

Yes, graduate school was incredibly hard work, having to prove myself to the “good old boy network” that exists in my discipline, yet I succeeded in earning my PhD in marine geology and geophysics.

The stories of others

But earning the degree does not mean the challenges ended for myself or for other women with a PhD in a STEM field. Therefore, I share stories about women in STEM that have gained national attention.

When I first started visiting the class, I would talk about a report from the Massachusetts Institute of Technology, where it was revealed in 1994 that, in comparison to their male colleagues, female faculty in STEM had less than half the office/laboratory space, received a lower salary and had never served as department heads.

In recent years, I have dropped the MIT example and older stories of pay and space inequities in favor of more recent case studies of the challenges, images and perceptions of women in STEM.

For example, in 2013, the European Commission released a one-minute video titled “Science: It’s a Girl Thing!” The video has a dance music track with women wearing short skirts and stiletto heels, and focuses on images of makeup.

There was such a negative outcry toward this campaign by both men and women in STEM that the video was quickly taken down (but can still be viewed here ). Interestingly, the original video ultimately achieved its initial intent of generating a wider conversation about women in science.

Another example is from October 2013, when Dr. Danielle Lee, a biologist and “The Urban Scientist” blogger at Scientific American, received an email inquiry from an editor at Biology Online asking her to contribute to their blogging site. Dr. Lee asked several follow-up questions, including the question of whether there was financial compensation for contributions.

Upon learning the responses to her questions, she emailed back: “Thank you very much for your reply. But I will have to decline your offer. Have a great day.” The editor from Biology Online responded, “Because we don’t pay for blog entries? Are you an urban scientist or an urban whore?”

The following month, Emily Graslie, host of the YouTube video series “The Brain Scoop” for The Field Museum of Chicago, posted a video titled “Where my ladies at?”. She speaks about the lack of female-led STEM YouTube channels and the inappropriate comments she receives just for sharing science online. Already in 2015, Graslie has shared that she is continuing to be harassed and stalked, just for being in the spotlight as a science communicator.

Hot off the presses

I already have a new story to add when I visit the class this year, the November 2014 shirt controversy. When the Rosetta space probe’s Philae lander became the first spacecraft to touch down on a comet, European Space Agency project scientist Dr. Matthew Taylor was interviewed by the international press. His comments were not at issue; it was his attire that day.

For such a significant scientific accomplishment that the world was watching, in a field where women are underrepresented, his wardrobe choice for the day was a shirt depicting scantily clad cartoon women with firearms.

End on a high note

I end my class presentation by showcasing some of the great organizations out there to support women in my discipline, such as the Association for Women Geoscientists and the Earth Science Women’s Network. But I do worry about the take-home message the psychology majors are receiving.

After hearing my stories, are the students thinking that science is unwelcoming to females? That science is insensitive, even an uncomfortable field to women at times? How much should I be open and honest, and how much should I filter?

I make sure I tell the students I love being a geologist, and my passion for fieldwork and the outdoors carries me through any road bumps I may face. But with new stories each year that keep me asking, “How can this still be happening?” what is the balance (and should there be a balance in what I present) on the joys of being a female in STEM and the realities of what women in STEM face from the public and fellow colleagues? The answer to this is one I continue to struggle to find.

    Natalia Rodriguez
Natalia Rodriguez
Research4Life Communications Coordinator

 

In this inspiring video, Nasra Gathoni — who was also part of the “Unsung: Heroes” series of stories of librarians from the developing world produced by Research4Life— talks about the key role that librarians play in supporting the work of doctors and researchers  to help them find evidence based-information in the new digital age.

“I get calls from doctors saying, ‘they have a patient with this very rare case and they are not sure how to handle it. I can’t do what the doctors are doing but they also can’t do what I am doing. We need to work together for the good of the patient.”

15 years ago, when she began her undergraduate studies, Nasra never thought she would become a librarian, she worried that “traditional librarianship would be boring”. An internship at a hospital library, with access to online health and biomedical journals through Research4Life, transformed her view of the profession.

Today, Nasra finds her job “very addictive”. She organizes trainings with doctors and nurses from different parts of Kenya and serves as AHILA (Association for Health Information and Libraries in Africa) President.

 

a librarian working with doctors to save lives.PNG

 

    Brian Johnson 
Brian Johnson
Publisher, Wiley 
Source: isak55/Shutterstock
Source: isak55/Shutterstock

Peer review is an intricate system, based on trust and professionalism, as colleagues try to evaluate an ever-increasing volume of papers on short timeframes. On the one hand, the process looks simple: manuscripts are sent out to external experts with a request for evaluation, upon which an editorial decision is then based. But anyone who has been involved in the process knows that peer review includes many intricacies and special cases. In this post, Brian Johnson, managing editor of The Chemical Record addresses some of the issues faced by reviewers, from the perspective of an editor's seat.

Considering the journal level: As a minimum, peer reviewers are asked to check the correctness of the work: whether the premise is well founded, whether the hypotheses are appropriately addressed, and whether the conclusions are supported by the data. However, many journals also request a more subjective assessment of the article's suitability for a journal, normally based on the level of the journal and on the target audience (e.g., niche readership versus broad and heterogeneous readership). As many chemistry journals receive so many manuscripts these days that they can only accept a small portion, editors often state directly in the review invitation that they can only accept the top xx% of manuscripts or that their rejection rate is currently xx%. These guidelines are especially helpful for a journal that you might not have worked with before. At a minimum, the work must be correctly done, but editors are also looking for your assessment of whether the work’s importance justifies publication in the journal to which it was submitted.

Having to decline: As a reviewer, you should respond to every invitation to peer review. This is not just a matter of etiquette, but part of the ethical guidelines followed by many journals. If you must decline a peer-review invitation because of different subject expertise or lack of time, a simple reply saves everyone time and especially benefits the author. If an author's manuscript is sitting with reviewers who have not responded to the peer-review request, the author will not get a timely decision...

Improving the manuscript: Peer review not only helps the editor make a decision on acceptance or rejection, but serves the greater purpose of improving the overall quality of the manuscript. Even if a manuscript is rejected, it should be improved by the peer-review and decision process. Thus, when supplying a review, the most helpful comments are those that point out unclear assertions or holes in the article's argumentation and then offer constructive ways to better communicate the findings in the article.

"One-liners": Every peer reviewer should explain or support his/her judgments. However, some reports are submitted with only short comments such as "This is an inferior manuscript. Reject" or “Great work. Publish” with no further explanation. As a reviewer, consider how the author could use this comment to improve the manuscript. I like to ask potential reviewers how they would view the same comment if they had received it for one of their own papers, especially if the reviewer suggests rejection. Even a positive one-liner such as "Nice article, should be published as is" deserves some supporting statements (e.g., what is nice about the article?).

 

Peer review
Source: wavebreakmedia/Shutterstock

Science vs. language: Unfortunately, not every submitted manuscript is well-written. What should reviewers do if they cannot assess the scientific merit of an article because they can’t understand the text? If the article is incomprehensible, there is not much a reviewer can do but suggest rejection on that basis. However, if you can understand the basic message, see if you can guide the authors on what improvements are needed. Are there certain aspects that could be communicated better, such as parts of the discussion? Should the authors consider resubmitting to the same journal after language improvement? Would you consider looking at the paper again?

Literature citations: It is generally not expected that a reviewer know the exact details of every literature reference listed in an article. However, every article should contain a well-balanced list of references that is helpful to the reader, is fair to competing authors, and gives due recognition to the initial discoveries and related work that led to the work under assessment. Every reviewer, even without looking up every reference, should be able to evaluate whether these qualities are met. One thing to look out for is self-citation. If authors focus too much on citing their own work, it may be a sign that they are not giving due credit to others' works, or that the reported work has a narrow readership.

To delegate or not to delegate: When you receive a peer-review request, it is because the editor feels that you have the right expertise and broad enough knowledge of an area to fairly assess a manuscript. If you are going to delegate to a colleague or member of your group, it is expected that you have carefully considered whether this person also has the breadth of experience to handle the evaluation fairly and competently. Journals have varying policies on whether permission is needed for delegating (it will often be stated in the review request), but you should notify the editor at a very minimum. Delegation without notifying the editor is against most ethical guidelines. A further option is to decline the peer-review request, but to nominate a colleague for the editor to invite directly. This option is especially good for giving up-and-coming researchers in your group some direct experience with the process.

Conflict of interest: What if the author is a good friend (or competitor)? Many reviewers will know the author if they research in a similar area. A reviewer can certainly give a fair assessment of an article that is written by a friend or competitor, but any significant conflict of interest should be revealed to the editor. If the conflict of interest causes a large positive or negative bias, then it is better to decline the review request. Every editor will appreciate an honest statement about a conflict of interest, even if he/she then has to look for a replacement reviewer.

Personal criticism: Peer review for most international chemistry journals is conducted on a single-blind basis, meaning that the reviewer can immediately see the name of the author/s. Reviewers are  asked to make every effort to ensure that they only judge the article content and not the person who wrote it. The editor may filter out reports that contain significant personal criticism, and an author is generally more open to the suggestions when the report addresses the scientific content on a neutral basis.

 

Peer review
Source: Getty Images/ iStockphoto

Anonymity: Some peer reviewers have asked whether it is acceptable to tell an author they know well that they are currently reviewing their manuscript. Strictly speaking, sharing this information is breaking the confidentiality of the peer-review request. A larger problem is that it can entice the authors, whether consciously or subconsciously, to try to influence your assessment before you have submitted the report. However, for most journals, it is acceptable to reveal your identity voluntarily within the report itself so that the author will see it when receiving the decision. Otherwise, your identity is kept completely anonymous.

Plagiarism? If you suspect plagiarism, including self-plagiarism, during peer review but cannot find the source or specify exactly what is being plagiarized, simply notify the editor of your suspicion even if you are not 100% sure. Most editors have access to software that can check for plagiarism (though such software is generally used only when there is concrete suspicion).  Editors are not out to police every paper, but if such cases of plagiarism can be discovered during peer review, they can be properly addressed ahead of publication. After publication, the consequences are worse for both authors and  readers because a retraction may have to be carried out.

Ask the editor: While reviewing a manuscript, you may lack information that you need for conducting a proper evaluation - missing CIF files for crystal structures, for instance or an NMR spectrum that is necessary to check the author's interpretation of a product. Remember the editor’s role is to ensure a smooth peer-review process, so don’t hesitate to ask the editor to help supply missing info. Your request is also helpful toward improving the manuscript because the authors can consider expanding their Supporting Information file.

The tips above give one editor's point of view, but are not meant to replace the more specific considerations of the ethical guidelines that are followed by each journal. Wiley also published the second edition of its Best Practice Guidelines on Publishing Ethics last year, which offer useful guidance on peer review. Major journals such as Angewandte Chemie International Edition, Chemistry-An Asian Journal, The Chemical Record, as well as all journals of ChemPubSoc Europe (CPSE) and the Asian Chemical Editorial Society (ACES) follow the guidelines published by the European Association of Chemical and Molecular Sciences (EuCheMS). The ethical guidelines of EuCheMS are included in their list of publications here.

World records in chemistry: www.tcr.wiley-vch.de/records, and on ChemistryViews

Nozoe Autograph Books: www.tcr.wiley-vch.de/nozoe

Facebook: www.facebook.com/ChemicalRecord

Twitter: www.twitter.com/ChemRec

    Allister Crowley
Allister Crowley
Business Development Manager, Wiley

There are countless examples of societies, associations and (yes) publishers who have made a real hash out of their career offerings over the last decade.

Here are some tips on how to get it right!pha025000083_243812787_243812788_256224451.jpg

Content = Audience= Advertisers=Revenue

You can’t simply build the website and expect it to look after itself. The first thing you need is a comprehensive selection of relevant jobs and career resources. This is not an easy thing to achieve and involves building relationships with potential employers of recruitment consultancies in  advance of your launch date. Many organizations use career networks for this purpose – but over the long term this is counterproductive (see my related blog post here). In addition to this, you will also need relevant and tailored Career articles and advice, webinars etc.  Only once you've gotten these basic building blocks right should you consider launching your site.

Build a Careers Brand not a job board!

Careers are at the heart of membership organizations and it is a key reason why many people join in the first place! Remember this when producing your careers offering. Building a strong Careers brand can allow societies to understand, engage and build their audiences. A list of job postings tagged onto a society website just isn’t going to cut it.

SEO/Social Media

With Google’s latest penguin updates it is more important than ever to leverage every tool at your disposal. Your careers domain should piggyback off your existing website (e.g. careers.societywebsite.org), the platform should be fully optimized for onsite SEO and you should make full use of all your existing web properties, social media and any partnerships to provide you with as much of an edge as possible in search engine results. This should be your number one audience-building priority.

Context

Careers are central to your value proposition and this should be reflected across all of your web properties. Relevant job adverts should be fed from your Career Center through to all the relevant content that the organization produces and though all social media accounts. Its a great way to engage users, consolidate your audience and collect data about potential new members.

Pay Per Click campaigns

Though this requires marketing budget, it is a highly targeted method for building a quality audience, particularly for learned societies. Sponsoring very specific terms such as “Membrane Protein Scientist jobs” is going to ensure that you are paying for the right kind of audience. Running a PPC campaign well is an extremely involved task, if you don’t have the expertise in-house – outsource it.

Future proof your platform

The best way to do this is to choose a partner that specializes in career centers and will keep your platform up to date technologically as part of the service. Your site should also be fully ‘responsive’ to ensure compatibility with the multitude of devices jobseekers now use.

Quality over Quantity

Of course, a combination of the two is ideal, but audience quality is paramount. Make sure that you use the most targeted marketing resources at your disposal to attract the most qualified audience. This will keep your advertisers coming back and provide a much greater benefit for your society.

Pricing strategy

Undervalue your proposition and you’ll have trouble further down the road - there is nothing advertisers hate more than a rate increase! Over-value your proposition and you’ll fail to attract them in the first place. Do your research, take advice and get this right early.

Advertiser compatible

Many recruiters and employers now use a range of multi-posting systems, applicant tracking systems and database management tools. It is essential that your career center is compatible with these. If you get this wrong, advertisers won’t be able to track the return they see from you and are much less likely to advertise. A great self-service payment system, with built ‘upsell’ functionality is also well worth the investment. It will save on time and resources.

Revenue

Focus on building an engaged audience - by providing the most useful resource for career oriented professionals you will also be providing the most useful tool for your advertisers. Get this right and the revenue will be a byproduct.

    Caitlyn Dwyer
Caitlyn Dwyer
Community Marketing, Wiley
Samantha Green
Samantha Green
Community Marketing, Wiley

174900879_263665042_263665049_256224451.PNGThis year marks the 20th anniversary of the UN World Conference on Women, held in Beijing China in 1995. To celebrate the many achievements in gender equality since that historic conference, Wiley has brought together many of our society partners, journal editors, and book authors to participate in an online forum discussing women’s rights. For twenty days leading up to International Women’s Day (March 8), we’ll have a conversation on topics ranging from women in the workplace, classroom, media, and politics.

Many of you have noted in your forum posts how far women have come, and how far we have yet to go. Helen Haste, Co-Editor of Political Psychology notes that,

“While there are an increasing number of high profile women leaders around the world, in many parliaments there are still far too few women elected representatives and often too few in Cabinet positions. The political establishment is partly to blame, but also, the general public has often been resistant to electing women; old images of ‘power-worthy’ die hard.”

This sentiment was one we heard over and over while talking to our Wiley partners. Rosemarie Zagarri, author of A Woman’s Dilemma, raised issues of access and education in her closing questions.

“Yet in…two hundred years …"equality" has taken on many new meanings for women besides access to education. How and why have these changes occurred? And how many of these developments are the result of women's greater access to education?”

We are thrilled to be having this discussion , and we look forward to sharing it with all of you leading up to International Women’s Day.

As part of our initiative, we have worked with our societies to create a collection of research around gender equality. As Zagarri and many others said, education is key to continuing toward a society where genders are equal, and we’re excited to do our part by sharing this essential resource for free.

Here at Wiley, we also got in the spirit with the video montage below featuring Wiley colleagues from around the world sharing their thoughts. Let us know what you think in the comments below or by tweeting @WileyExchanges.

Image Credit/Source:Dominik Pabis/iStockphoto

    Natalia Rodriguez
Natalia Rodriguez
Research4Life Communications Coordinator

Below is the latest in our series of stories republished from the Research4Life book Unsung Heroes:

Stories from the Library which showcases extraodinary librarians from the developing world empowered by the resources provided by Research4Life. 

 

Ovidio Padilla, Honduras National Medical Library Source: Research4Life
Ovidio Padilla, Honduras National Medical Library
Source: Research4Life

Ovidio Padilla knows the true value of virtual learning and research. Since joining Honduras National Medical Library in 2004, he has used every opportunity to expose scientists and researchers to the benefits of Research4Life. The Medical Library has also assumed the role of HINARI program trainer in Honduras in recognition of the excellent information resources available to the health sector. Ovidio develops training as a daily service to anyone in the institution.

“I very much enjoy my responsibilities, which focus on developing search techniques to provide alternatives to traditional offline research,” explains Ovidio, “For a few years now, we have used the Moodle platform for building Virtual Classroom Training at our institution, providing security controlled Virtual Campus access to mobile devices for students and teachers as they continue in their university careers.”

Ovidio became aware of Research4Life through collaboration with the PanAmerican Health Organization (PAHO) and other information centers throughout the region. He soon realized the impact that access has on learning. Both Ovidio’s technical savvy and passion for Research4Life have proven to be highly valuable qualities for his institution, “Before I joined, the University found it almost impossible to provide online updated information services to its students, researchers and faculty. Furthermore, periodicals were too expensive and the institutions budget was extremely limited. The situation was very bleak: limited, almost nonexistent resources combined with the reality of having no internal tradition of consulting information resources online.”

Prior to Ovidio’s appointment, the University also had major structural issues with their online network, using complicated methods to maintain security and access. “Through my technical expertise, I could see the solution was clear, yet simple: to create a ‘virtual’ mask to provide a broader and easier entry point for our faculty and students, while bringing vital access to HINARI through controlled classroom management (a virtual medical library),” he explains, “In this way, users enter and are provided access without seeing the password which avoids problems of illegal dissemination.” Today, students, teachers and researchers regularly visit the Medical Library, which provides access to dynamic databases and electronic journals through their Virtual Library and Virtual Newspaper programs.

Ovidio is dedicated to building the University’s capacity and training program. From the moment they enter the University, all students in 30 Health-related disciplines receive Research4Life training. Scientific researchers, students, teachers and administrative staff also receive continuous support and guidance in access and online research techniques. Ovidio organizes workshops and strategically tracks the training and ongoing support provided by the Medical Library. His department also provides updates on the latest HINARI resources.

Ovidio has witnessed the impact of his efforts. “The library now has a wide range of resources and users use these as their main source of information. The amount of scientific research in our institution has significantly increased the interest of the University authorities,” he says, “Although we would like to see more Spanish language resources available in Research4Life, students, researchers and faculty alike are providing inputs to national research material for ongoing participation in international fora. The University authorities now understand the necessity of continuing to encourage and assist teachers in online research techniques as well as the benefits of Research4Life."

Ovidio believes that access to these important resources has significantly increased the quality and quantity of research at his university, which now ranks number one in the country. They have increased their scientific publications from 37 in 2009 to 90 in 2013 and of these publications, 66% are in the area of health. In 2004, they established the Journal of the Faculty of Medical Sciences which was re-launched in 2012 as the Latin American Literature in Health Sciences journal (LILACS).  The Medical Library plays a prominent role on the journal’s editorial board and provides training for literature reviews using HINARI resources.

Ovidio, who aspires to earn a PhD in Information Management Technologies, is known in his institution as a powerful advocate of Research4Life.  “HINARI is most used in the National Medical Library but we recently established strategic partnerships with the University of Agriculture,” he says, “They, too, have become empowered by using AGORA and OARE and they too will see the immense benefits of this incredible opportunity given to us by leading publishers and other partners from around the globe. I am confident that the resources offered by Research4Life continue to be a permanent reference in the research and publications in our forward-thinking institution.”

    Jeffrey Buller
Jeffrey Buller
Dean, Florida Atlantic University

Being an author and researcher can often feel like a juggling act at the best of times, and if your role includes a management or leadership role, it’s easy to feel frustrated or overwhelmed. One of the biggest surprises to confront new academic leaders is how much conflict and negativity they're called on to deal with.  Almost as soon as people become department chairs or deans, they're thrust into the middle of ongoing quarrels, personnel problems, and dysfunctional personalities. They want to get important work accomplished, but they spend most of their time putting out fires, which can leave them with a sense that the job just isn't worth it. Surely, there has to be a better way.123214895_232985357_232985359_256224451.jpg

What is Positive Academic Leadership?

The solution is what is known as positive academic leadership. The word positive in the title comes from two traditions. The first is the movement known as positive psychology. Unlike traditional psychology, positive psychology isn't about making sick people well (or “making miserable people less miserable,” as Martin Seligman, one of the movement’s founders likes to say), but how to make good people better and happy people happier.

Positive reinforcement

The other tradition that positive academic leadership draws on is the practice known as positive reinforcement. Punishment, which causes people to suffer because of what they did wrong, only tells people what not to do.  Positive reinforcement, which rewards people for good behavior, shows people what they should do.  In the words of collegiality expert Bob Cipriano, “What gets rewarded gets repeated.”  Positive academic leadership puts that principle into practice.

Focus on strengths, not weaknesses

In short, positive academic leadership is about building on an academic program’s strengths, not fixating on its weaknesses.  It's about helping people do more of what they do well, not making them feel bad because of their limitations. To take a specific example, suppose a department chair had a faculty member who was not showing up for committee meetings, keeping required office hours, or submitting course syllabi on time. The typical administrative approach would be to view this situation negatively: as a problem that needs to be fixed. Positive academic leadership views the challenge as an opportunity: How can the chair achieve the results he or she needs without alienating the faculty member, ruining morale, or making what appears to be a bad problem even worse?

Turning challenges into opportunities

Positive academic leadership would say that what the department chair has is an opportunity to move forward in a constructive and meaningful way. For example, rather than seeing the faculty member as doing something wrong because of those missed meetings and office hours, is it possible to do something positive by filling an unmet need? Perhaps the faculty member is having problems finding or affording daycare for children, taking care of a sick parent, or going through another type of personal crisis.  Putting the faculty member in touch with the resources of an Employee Assistance Program or other agency can be a tremendous help.  Perhaps the faculty member is becoming disengaged and needs some help in renewing his or her commitment to and excitement about the program.  Perhaps there is an interpersonal issue between the faculty member and another member of the department that could benefit from mediation.  By seeing the situation as an opportunity to help a valued faculty member improve rather than a chance to punish an underperformer, the positive academic leader helps achieve desired results at the same time that morale improves and people’s commitment to the program increases.

For more practical advice, read Positive Academic Leadership: How to Stop Putting Out Fires and Start Making a Difference.

Image Credit/Source:cogal/iStockphoto

    Max Goldman
Max Goldman
Development Officer, Sense About Science
Source: John Howard/Thinkstock
Source: John Howard/Thinkstock

From crime to children’s diets, to global development, to hair loss, facts form parts of arguments, and we often see different facts marshaled in support of different conclusions. When it comes to research being reported in the media, we all benefit from lively debates, but no one benefits from reality being misrepresented, or from the dismissal of claims that are, in fact, true. And, once they’re "out there," misleading claims and statistics tend to take on a life of their own.

That’s why, for some years now, we at Sense About Science have been fact checking media reporting of science with our For the Record blog series, which has become a popular place for people to check up on stories. If you ever find that your own research claims have been overstated or misrepresented in the media, please get in touch with us so we can help you set the record straight.

But For the Record covers a relatively small range of stories, and recently there have been several excellent initiatives in different kinds of fact checking. We’d love to see these shared and discussed as widely as possible.

This is especially important to us because our supporters – scientists and non-scientists alike – have increasingly been taking researching the evidence behind claims and headlines into their own hands with Ask for Evidence. We encourage people to ask for evidence themselves if they see a claim, but many of the great fact checking organizations out there may already be looking at it.

That’s why we recently launched Fact Check Central, so that we can all read, search and share fact checking blogs from across the web. Fact-checking isn’t just about separating true from false. Done well, it can give proper context to claims, allow space for deeper understanding, and deflate the rhetoric and bluster that often surrounds controversial issues.

Fact Check Central is a simple, aggregated list of blogs from a selection of fact checking organizations, sorted by topic and in chronological order. We hope that it can become a helpful, singular place to see if a story or claim has been – or is being – fact-checked, and we’ll continue to add features and blogs as we discover how people are using it.

Please check it out and let us know what you think.

    Elizabeth Lorbeer
Elizabeth Lorbeer
Library Director, Western Michigan University School of Medicine

The American Library Association-Midwinter continues through tomorrow and If you haven't stopped by Wiley's booth yet (#2230), we hope you can stop by today to say hello.  Below, library director Elizabeth Lorbeer shares her thoughts on supporting users in gaining acess to the most useful research for their needs. 157280848_292811777_292811778_256224451.jpg

As a library director at an academic medical library, the complaint that challenges me the most from our users is the lack of access to currently published journal articles.  Even though my school’s library users have access to over 61,000 online journal and newspaper titles, it appears several more have eluded capture into our digital collection.   As I ponder the conundrum of: “What is the magical number of journals to quench the thirst of the research-intense scholar?”, the answer lies in how we record publications.  Academic libraries have access to several bibliographic databases, which are discipline and sub-discipline specific that index and abstract the world’s scholarly knowledge.  What makes these bibliographic databases so powerful, and necessary, is the ability to find published and referred content in a controlled and organized manner.  With the increase of born-digital publications and retrospective scanning of print archives, indexing and abstracting services have significantly grown. Expansion of the scholarly publishing landscape offers the richest opportunity to discover and sift through the world’s publication record, even if it is overwhelming to most searchers.  Bibliographic databases range in size from the very small, sub-discipline to the very large, multi-discipline database that indexes over 21,000 scholarly journal titles.   Academic libraries purchase yearly subscriptions to several subject specific databases and,additionally, utilize web scale discovery systems to search all of their bibliographic database subscriptions at once to increase accessibility to recorded knowledge.

A popular and freely available bibliographic database is the National Institute of Health’s MEDLINE file which currently indexes 5,642 journal titles and contains approximately 21 million records.  MEDLINE is the primary journal citation database for the health professional community to find peer-reviewed and refereed papers in the biomedical sciences.   But, within MEDLINE exists bibliographic records to restricted and unrestricted full-text articles.  For the rushed or novice searcher, the use of the full-text only filter in the PubMed search engine limits results to articles that can be quickly retrieved.  However, this quick fix fails to retrieve a larger body of work that warrants review by the searcher, which in turn results in mediocre discourse in the academy.

Access to full-text content varies among academic libraries throughout the world.  Where librarians succeed is in their ability to help users discover knowledge, but where we strive to improve is the ability to speed up delivery of non-subscribed full-text articles.  It’s not financially feasible for any academic library to purchase subscription access to every single journal title recorded by the indexing and abstracting services.  For the academic user searching within his/herdiscipline’s database, it is often a game of chance if the full text article will be available or embargoed.  There is another solution that libraries have begun to implement.  It is the use of mediated and unmediated article pay- per-view services to rapidly deliver content from unsubscribed journal titles straight to the user.

Document delivery and article pay per view services have been around for a long time.  They work well, but most students and faculty have to wait for the librarian to process their request for a non-subscribed article.  Turnaround time for the library to supply the document is anywhere from 24 hours to 5 business days.  If the useris really desperate, they might buy the article directly from the publisher or ask friends through their social network to supply a copy.  Almost all college students will tell you they cannot afford the publisher’s price to purchase an article, so publishers and libraries are beginning to pilot article rental options.   What faculty and students desire from their school’s library is the ability to move towards employing pay-per -view article demand services that allow seamless access to articles in non-subscribed journal titles.   Though this option exists, many academic libraries are cautious to move to unmediated systems as the cost of content still varies too widely to control..   Article rental appears to have potential as it costs significantly less for the same content without the ability to archive or print the document.

My library uses an unmediated pay per view service, a document delivery service and an article rental service, besides maintaining subscriptions to large bundles of electronic journals to supply content.  Pay per view services enhance the library’s current collection by making scholarly content available to our students and faculty which otherwise might be unavailable.  The cost charged to the library to purchase or rent an article is displayed for the user to make an informed decision.   For those who still want the article, but are not willing to charge the cost of the article to the library, they have the option to use our interlibrary loan service.

In times of flat budgets and dwindling financial support from public and private dollars in higher education, academic libraries are working collaboratively with publishers to build agile workflows to deliver scholarly content to the academy quickly.   Many librarians are embarking on an era of managing just-in-time collections to meet the vast information needs of our users.

Image Credit/Source:Ravi Tahilramani/Getty Images

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