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Call for Submissions InULA Notes 20-21

The InULA Communications Committee invites submissions for the upcoming May 2021 issue of InULA Notes!

In response to the extraordinary circumstances of the COVID-19 pandemic, we would like to take the opportunity to do something different with InULA’s journal for this academic year. Rather than publishing two separate Fall and Spring issues of Notes, we will be publishing a single issue in late May 2021. And, for the first time ever, some articles published in this issue will be peer reviewed! The peer review article deadline is 1/15/21 and all other submissions are due 4/30/21.

We are accepting papers immediately on a rolling submission basis. To submit your article, please email wilkinj@iu.edu and please be sure to follow the submission directions on the InULA Notes ScholarWorks site. Someone from the Communications Committee will get back to you 2-3 weeks after submission.

The final due date for non-peer reviewed submissions is April 30, 2021.

What We're Looking For

The committee encourages submission of articles related to the COVID-19 pandemic and its impact at the Indiana University Libraries, but articles related to other relevant topics within the librarianship field are also welcome. Literature reviews, original research, research essays that combine personal experience with existing research/literature, and evidence-based case studies are the types of formats we're looking for.  

Author Submission Guidelines

  • - Submit document as a .docx (Word Document). If you don't have Microsoft Word on your computer, you can convert and download a Google Document as a .docx.
  • - Include an abstract that is 25-150 words.
  • - Submissions should strive to be 5,000 words or less.
  • - Please use APA or MLA citation style: our journal template doesn't play nice with any endnotes or footnotes.
  • - Use a standardized typeface (e.g. Ariel) and 12 pt font.
  • - Follow accessibility guidelines (listed below). 
  • - Email submission to Communications Committee Chair, Jaci Wilkinson, at wilkinj@iu.edu.  

Accessibility Guidelines

These directions are to ensure that the final issue is usable, readable, and accessible to adaptive technology. Please reach out to us if you have questions.

Document Structure and Headings

Use headings to structure your document into navigable sections. This makes it easy for users of adaptive technology to “scan” your documents and navigate them. It also makes your document look more inviting to users who aren’t using adaptive technology.

Links

Embed the hyperlink into text. Make sure the text you hyperlink is descriptive and isn’t “Click more” or “Learn more”. Describe what content the user can expect to find if they click on the link. This improves the usability and accessibility of your document.

Examples: “These core skills were taken from the Accessibility U curriculum from the University of Minnesota.”

Not: “Click here to learn more about accessibility.”

The exception to this rule is email addresses: spell those out on the page AND hyperlink them. For example: “Email Jaci at wilkinj@iu.edu .” Not: email Jaci Wilkinson.

Bulleted and Numbered Lists

Use your word processor’s built-in bulleted list function to organize lists and key concepts. Lists make your document more readable with and without assistive technology. They provide a break in the document’s wall of text which prevents reader burnout. Additionally, numbered lists provide an opportunity to convey procedures in sequential order.
Don’t create lists manually by inserting symbols or numbers. Assistive technology cannot identify these lists.

Color and Images

When creating graphics, visualizations, or text, test to make sure that all colors have sufficient contrast. Lack of contrast can make information invisible or difficult to read for individuals who have a variety of conditions including color blindness, low vision, or macular degeneration. WebAIM has a free color contrast tool available to use. If any text or visualization colors don’t “pass” the WCAG AA test, please modify the shade.

For graphics, consider using color in combination with another visual technique like pattern to be sure all information is readable. The University of Minnesota has a good example of a before and after pie chart which illustrates this technique for graphical emphasis.

Alt Text

Alt text is necessary for all visual content (images, graphics, visualizations) unless you have already written a description in an image caption or in the body of your document. These visuals can be in .jpg or .png file format. To add alt text in most word processors (including Word and Google), right click the image and select “Edit alt text”. In Google Docs, there is a title field and description field: put that alt text in the description field and the title field can be left blank.

When crafting good alt text, consider the context and the information you would like conveyed to the reader. For example, an image of a campus building in fall may have simple alt text:“Ball Hall at IUPUI”. But if the image is inserted in an article about fall foliage at IUPUI the following alt text would be more appropriate: “Ball Hall at IUPUI in October and trees with brown, orange, and red leaves”.

For more alt text examples and in-depth explanation, read a post from IU Bloomington’s Discovery and User Experience blog or an alt text article from WebAIM.

View step-by-step directions for using Microsoft Word’s built-in headings from Indiana University’s Accessibility office.

Taken from Accessibility U at the University of Minnesota, WebAIM, and IU’s Accessibility guidelines.

Peer Review Process

InULA Notes has never been peer reviewed before and this is a "trial run" of doing a peer reviewed issue of Notes. The InULA leadership team and Communications Committee hopes to learn from this new process and we hope you will too! 

Our open peer review process means that there will be no anonymity and once your paper is selected you will work collaboratively with one Communications Committee member (who will act as editor) and two peer reviewers selected by the Communications Committee to develop your paper into a successful final draft. 

For initial evaluation, two Communications Committee members will read your paper and make a recommendation to the full committee who will decide collaboratively about accepting or passing on a given paper. 

Our inspiration comes from numerous articles about peer review in the journal Hybrid Pedagogy: "Double Open Peer Review: Shaping the Teaching Community", "Collaborative Peer Review", "Hybrid Pedagogy, Digital Humanities, and the Future of Academic Publishing", and "Love in the Time of Peer Review". We encourage you to read these articles to learn more. 

The Communications Committee is pursuing further reading and training in the area of editor training and we plan to ask peer reviewers to complete similar readings and/or training(s).