hints, tips & personal experiences of writing for publication
DESCRIPTION
Webex presentation organised by Healthcare Improvement Scotland to to health librarians, 23rd May 2014.TRANSCRIPT
Hints, Tips and Personal Experiences of Writing for Publication
Maria J GrantResearch Fellow (Writing for Publication)
Writing for Publication & Me
1998, I contributed to my first journal paper
2003, I first began to contribute to the evidence base in the form of a commentary
2004, I put myself forward as a peer reviewer
2005, I published my first solo peer-review for a journal
2006, I was appointed as Review Editor
2009, I was appointed Editor-in-Chief
Expectation to PublishGrant, M.J., Sen, B. & Spring, S. (eds) Research, evaluation and audit: Key
steps in demonstrating your value, London: Facet Publishing, 2013.Grant, M.J. & Cavanagh, A. & Yorke, J. The impact of caring for those with
Chronic Obstructive Pulmonary Disease (COPD) on carers' psychological well-being: a narrative review, International Journal of Nursing Studies, 2012, 49 (11): 1459-1471.
Hardiker, N.R. & Grant, M.J. Factors that influence public engagement with eHealth: a literature review, International Journal of Medical Informatics, 2011, 80 (1): 1-12.
Grant, M.J. & Munro, W. & McIsaac, J. & Hill, S. Cross-Disciplinary Writers' Group Stimulates Fresh Approaches to Scholarly Communication: A Reflective Case Study within a Higher Education Institution in the North West of England, New Review of Academic Librarianship, 2010, 16 (S1): 44-64.
Grant, M.J. & Booth, A. A typology of reviews: an analysis of 14 review types and associated methodologies, Health Information and Libraries Journal, 2009, 26 (2): 91-108.
Different Forms of Writing for Publication
Blogs
Newsletters
Book reviews
Practitioner accountshttp://bit.ly/pgUxaH
Writing Academic Papers Is DifferentLevel of rigour when writing is higherExpected to support statements with
referencesContextualise what is known about the
subject and any gaps in the evidenceHow does your manuscript adds to the body
of knowledge
What You Can Do to Enhance the Chances of Your Manuscript Being Accepted
1. Audience
2. Message
3. Editorial Team
4. Guidelines
5. Published Papers
6. Setting the Context
7. Experienced Colleagues
Consider Your Audience
Academic vs. Practitioner publications – HILJ vs. HLG Newsletter
Journals each have defined and unique scope
Imagine an individual you are writing for…
http://bit.ly/1qvD0bU
What is the “Take Home” Message?
Not only what you want to say
What can the readers of your manuscript usefully apply to their own practice?
http://bit.ly/nS9QxS
Editorial Team
Not sure if your manuscript fits…
http://bit.ly/9RMH6S
Author Guidelines
Read the guidelines… and then follow them
Guidelines will help you determine:– In scope– Structured abstract– Structure of the
manuscript– Word count– Referencing style
http://bit.ly/cv7S6j
Look at Past Issues
Learn from people who’ve already been through the process
http://bit.ly/qOaJWR
Setting the Context
Literature review– What is known about
the subject area?– What are the gaps
identified in the literature?
– How does your manuscript address this gap?
– International context
http://bit.ly/n8ed3j
Experienced Colleagues
Learn from colleagues with publishing experience– Writing together– Editing and advising
Why Might You Want to Write for Publication?Dissemination of research findings
Stimulate debate
Expectation of peers and employers
Prestige
Credibility with colleagues
Financial incentives
http://bit.ly/1lUIkk5
First Steps…Decided I wanted to write but wasn’t
sure how to get started
In 2006, an external speaker came to talk about ‘Getting Published’ at the University of Salford
Lots of reasons not to write
What can we do to address these problem?
http://phil-race.co.uk/
What Does the Evidence Suggest?
Writing courses run by experts
Writing retreats to avoid distractions
“How to” guides on writing for publication
http://bit.ly/1vsXHFn http://bit.ly.mPrbiM http://bit.ly.nE5ooz
Writers Groups
Dominant model of writing support
May, or may not, be led by a facilitator
Provide a collegiate and supportive environment in which writing is seen as a social activity that benefits from discussion between peers
Cross Disciplinary Writers Group Structure
Cross Disciplinary Writers GroupBooks and book chaptersConferences
• Oral presentations• Poster presentations
Journal articles• Non-peer reviewed articles• Peer-reviewed articles
Reports• Internally funded• Externally funded
Others• Editorship • Peer reviewing• Writing for publication workshops
International Writers Group
Books and book chaptersConferences
• Oral presentations• Poster presentations
Journal articles• Non-peer reviewed articles• Peer-reviewed articles
Reports• Internally funded• Externally funded
Others• Editorship • Peer reviewing• Writing for publication workshops
Open MeetingSeptember 2011
• Was a writers group wanted?
• How regularly we would meet?
• How long we would meet for
• Structure of meetinghttp://bit.ly/p9wyrJ
Peer Support Writers Group October 2011
• Monthly• Writing for
feedback• Discussion Topic
http://bit.ly/p9wyrJ
What is Action Learning?
“Action learning is a continuous process of learning and reflection that happens with the support of a group or ‘set’ of colleagues, working on real issues, with the intention of getting things done.”
(McGill et al, 2004 p11)
http://bit.ly/10udRje
What is Action Learning?
“Action learning builds on the relationship between reflection and action. Learning by experience involves reflection, i.e. reconsidering past events, making sense of our actions, and possibly finding new ways of behaving at future events.” (McGill et al, 2004 p13)
http://bit.ly/10udRje
Reflection
“[The] greatest personal and professional benefit is reported from analytical reflection, that is, when time is given to considering the implications of past events on future practice.”
Reflective Learning
“[Action learning sets capitalise on] the idea of individuals being resources of abundance that can be drawn upon to further learning.”
(McGill et al, 2004 p21)http://bit.ly/1bbDPws
What are Action Learning Sets?• Provide the time and space for reflection and learning• Deliberate and intentional provision of time and space
for set members to engage in reflective learning• Legitimises the allocation of time and space for
reflection• Enable the individual to take responsibility, decide on
action, and move on
Time and Space for Reflection
“The frequency of set meetings is negotiated and agreed at the start of the cycle, and set meeting dates are decided and diaried in advance.” (McGill et al, 2004 p15)
“An interval of one month or six weeks between set meetings is usual; any longer affects the momentum and work of the set.”
(McGill et al, 2004 p15)
On the second Wednesday of the month…
Time and Space for Reflection
“The frequency of set meetings is negotiated and agreed at the start of the cycle, and set meeting dates are decided and diaried in advance.” (McGill et al, 2004 p15)
“An interval of one month or six weeks between set meetings is usual; any longer affects the momentum and work of the set.”
(McGill et al, 2004 p15)
Time and Space for Reflection
“The frequency of set meetings is negotiated and agreed at the start of the cycle, and set meeting dates are decided and diaried in advance.” (McGill et al, 2004 p15)
“An interval of one month or six weeks between set meetings is usual; any longer affects the momentum and work of the set.” (McGill et al, 2004 p15)
On the second Wednesday of the month…
Consider…
“Learning to talk about writing is an important key to becoming a productive writer.” (Belcher, 2009 p2)
http://amzn.to/16aNxth
Consider…
“Even if we do manage to talk about writing, we are more likely to talk about content rather than process.”
(Belcher, 2009 p2)
http://bit.ly/1aISf8u
Content as a Facilitator of Process…
• Defining our terms of reference
• Structuring our writing• Our potential readership• Presentation of information• Types of writing• Peer review
Peer Support Writers Group January 2014
• Monthly• Discussion Topic• Writing for
feedback
http://bit.ly/p9wyrJ
Writing for Feedback
“all really helpful” “stimulated [me] into action”
“getting some nice feedback”“safe and helpful”
Not Just the Meetings…
“so useful”
“inspired [me to write]”
Weekly Writing Tips @MariaJGrant
“Getting Started: Writing for Publication”, 25th July 2014
Explore issues around identifying writing opportunities in your everyday work setting
http://bit.ly/1mvvPuR
ReferencesBelcher, W. L. (2009) Writing your journal article in 12 weeks: a guide to
academic publishing success. London: Sage.
Grant, M. J. (2007) The role of reflection in the library and information sector: a systematic review, Health Information and Libraries Journal, 24: 155-166.
Grant, M. J., Munro, W., McIsaac, J. and Hill, S. (2010) Cross-disciplinary writers‘ group stimulates fresh approaches to scholarly communication: a reflective case study within a higher education institution in the north west of England, New Review of Academic Librarianship, 16: 1, 44-64.
McGill, I. And Brockbank, A. (2004) The action learning handbook: powerful techniques for education, professional development & training. Oxon: Routledge.
Mewburn, I. (2014) The thesis whisperer. http://thesiswhisperer.com/
http://bit.ly/1lF311N
