PRODUCTS


Product news The Metric Tide


SAGE Publishing has produced an independent review, in print, on the role of metrics in research assessment: The Metric Tide.


First released online only in July 2015, The Metric Tide is the final report from the Independent Review of the Role of Metric in Research Assessment and Management. The review was chaired by James Wilsdon, a professor of research policy at the Faculty of Social Sciences, University of Sheffield, supported by an independent and multidisciplinary group of experts in scientometrics, research funding, research policy, publishing, university management and research administration.


The review looks in detail at the potential uses and limitations of research metrics and indicators, exploring the use of metrics within institutions and across disciplines. ‘The way we value, govern and fund research is a crucial process and getting it right is particularly challenging as we see the rise of so many quantitative measures, while debating


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the value of peer review,’ commented Ziyad Marar, SAGE’s global publishing director. ‘The Metric Tide comes at a critical juncture and will help guide this debate to ensure a flourishing research environment in years to come. James Wilsdon and his team have done an exemplary job with this review and we at SAGE are delighted to be publishing their important work.’ James Wilsdon, author and chair of the review, added: ‘When The Metric Tide was first released online in the summer of 2015, it sparked an energetic debate between researchers, manager, funders and metrics providers. The question of how we measure academic qualities and impacts in a robust but responsible way is high on policy and funder agendas worldwide. ‘We are delighted to be able to bring the report to a wider audience through this partnership with SAGE, a publisher closely aligned to our ethos of responsible, engaged and innovative research, and we look forward to the continued discussion that will flow from this.’ www.sagepub.com


Think. Check. Submit.


Think. Check. Submit. has released a video that highlights key questions researchers should ask when assessing a journal to which they are considering submitting their work.


The video can be viewed at


thinkchecksubmit.org and can be embedded by anyone onto their own web page. The video provides eight tips on how to check a journal or publisher’s credentials and it can be shared in workshops or embedded on other websites as it is made available under a CC BY license. This new resource accompanies downloadable posters and a check list, which are also available


www.researchinformation.info @researchinfo


at the campaign’s URL. ‘Researchers, especially those in the early stages of their career, are often unsure of the indicators of quality when selecting a journal to submit their work to,’ said Helen Dobson, on behalf of UKSG.


‘Since the campaign’s launch in October 2015, more than 15,000 individuals worldwide have visited the Think. Check. Submit. website; the new video illustrates many of the key points of the check list in a format that can be shared between colleagues, and displayed in libraries and other research hubs.’ www.thinkchecksubmit.org


Metaliteracy in Practice The latest release from Facet Publishing, Metaliteracy in Practice, offers inspiration for librarians and educators in need of up-to-date and thought-provoking information literacy curricula and instructional approaches. Editors Trudi E. Jacobson and Thomas


P. Mackey, respected leaders in distance education and library instruction, reframed information literacy in their previous book, Metaliteracy: Reinventing Information Literacy to Empower Learners, which provided an inclusive framework that encompasses all the newer literacies such as digital, visual, cyber and media literacy. Metaliteracy in Practice builds on the success of this book, placing its concepts firmly in real-world practice and delivering a compilation of innovative and practical teaching ideas from some of the leading thinkers in library and information literacy instruction today.


Each chapter takes readers through the process of using the metaliteracy framework in new and exciting ways that easily transfer to the classroom and to work with students. These ideas are grounded in teaching traditional information literacy competencies, but brought up-to-date with the addition of methods for teaching and learning about metacognition, information creation and participation in learning communities. Case studies detail the hows and whys of curricular design for metaliteracy, suitable for both beginners and seasoned professionals. Readers will also benefit


from the book’s practical ideas for: l Teaching students about the importance of format choice;


l Assessing user feedback; l Creating information as teachers; l Evaluating dynamic content critically and effectively; and


l Sharing information in collaborative environments.


www.facetpublishing.co.uk APRIL/MAY 2016 Research Information 33


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