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Biography |
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Peggy A. Pritchard is an Associate Librarian at the University of Guelph, a top-ranked, comprehensive university in Canada. As a member of the Learning and Curriculum Support Team, she works collaboratively with other faculty members, educational developers, library colleagues, and academic support specialists to design and deliver innovative curricula. She is the library’s primary information research instructor for the science, technology, engineering, mathematics (STEM), and social science disciplines. Through engaging pedagogies she helps undergraduate and graduate students become skilled researchers and critical users of information. Ms. Pritchard has been twice recognized for excellence in teaching ("2002 Faculty of Health Sciences Teaching Award," Queen’s University (Canada); University of Guelph Faculty Association’s "2009 Academic Librarianship Award").
Her broad-based academic preparation began at Queen’s University (Canada), with undergraduate degrees in Arts (BA) and Physical and Health Education (BPHE; with distinction). She completed additional coursework to develop a minor concentration in Psychology, which formed the foundation for later, specialized training in administering and interpreting the Myers-Briggs Type Indicator (instrument) which she applied in her work as a career counsellor and career information specialist. She earned a graduate degree from McGill University (Canada) in Library and Information Studies (MLIS), with First-Class Honours.
Open Access Advocate:
As an academic librarian Ms. Pritchard is committed to the core values of the profession, including “access to information for all, intellectual freedom, and the Public Good” (http://www.ala.org/advocacy/intfreedom/statementspols/corevalues). She actively promotes Open Access & Open Science in her work with students, faculty members, librarian colleagues, and the science mentoring community.
Shortly before joining the University of Guelph Library in 2007, Ms. Pritchard was a consultant to an innovative doctoral training program funded by the Canadian Instututes of Health Research. As “SONIC Coach,” she wrote a monthly career advice column for a web site dedicated to supporting teenagers interested in careers in health research (http://atrium.lib.uoguelph.ca/xmlui/handle/10214/2220).
Subsequently, she became involved in the development of the University of Guelph’s 1st year Nanoscience course & the e-journal project that embeds information research, writing, critical thinking & peer review into the curriculum. For this project she created “da Vinci’s Notebook” (http://davinci.lib.uoguelph.ca) using the Public Knowledge Project’s Open Journal Systems Software (OJS), and served as Editor-in-Chief for the first six years.
She is the editor and co-author of “Success Strategies from Women in STEM: A Portable Mentor,” now in its second edition (Elsevier Academic Press, 2015). This new edition includes chapters that direct readers to authoritative, open access tools and resources, and promotes collaboration & the open exchange of scientific information through social media.
She has presented seminars and facilitated workshops for women in STEM at all academic levels in North America and Europe. The hosting institutions have included the University of California Berkeley (USA); the University of Leicester (UK); KU Leuven (Belgium); Uniwersytet Gdański and Uniwersytet Warszawski (Poland); and Universidade de Lisboa (Portugal). Her work has also been presented at international, national and regional scientific conferences, women in science meetings, and education conferences.
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Abstract |
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Open Access: Continuing the tradition of Ancient Alexandria |
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This presentation focuses on the potential of Open Access (OA) to generate space for scholars from across the globe to come together to collaborate and exchange ideas, in the tradition of the ancient Library of Alexandria. The benefits of OA will be discussed, with specific reference to the opportunities it presents for scholars in developing countries. Following this, the unethical practices of predatory publishers will be examined, and the potential pitfalls they present to early career researchers will be explored.
Delegates will leave this session with tools and strategies for critically evaluating OA publishing opportunities and a deeper understanding of the ethical use of Open Access for career success and the advancement of science. |
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