Library Publishing Curriculum Content Module: Long-Form Content (Unit 3), Instructor's Guide

Authors

Peter Berkery, Association of University Presses
Meredith Babb, University Press of Florida
Jasmine Mulliken, Stanford University Press
Friederike Sundaram, Stanford University Press
Dennis Lloyd, University of Wisconsin Press
Mary Rose Muccie, Temple University Press
Brenna McLaughlin, Association of University Presses

Abstract

Long the primary role of university presses, faculty’s long-form scholarship is now being created and disseminated with the help of many types of publishers. Whether it’s an edited volume, a symposium collection, conference proceedings, or a single-authoredwork, most successful long-form scholarly texts are organized around an expected set of elements. Understanding the need for and purpose of each of these elements ensures that the publisher can help an author create an effective work and the reader can navigate the materials successfully. Additional common goals for long-form programs include working with an author to write a well-structured publication containing a coherent scholarly argument, and identifying and soliciting appropriate peer reviewers. If your program is not structured to provide that level of editorial intervention, there are still aspects of traditional long-form publication that apply.

Creative Commons License

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Recommended Citation

Berkery, Peter; Babb, Meredith; Mulliken, Jasmine; Sundaram, Friederike; Lloyd, Dennis; Muccie, Mary Rose; and McLaughlin, Brenna (2018) "Library Publishing Curriculum Content Module: Long-Form Content (Unit 3), Instructor's Guide," Library Publishing Curriculum: Vol. 1, Article 4.
Available at: https://digitalcommons.wayne.edu/libpubcurriculum/vol1/iss1/4