Libraries increasingly offer the technological capacity and staff expertise to support student publishing, but this activity tends to happen in isolation from other library activities.
Harnessing publishing as a pedagogical tool improves student learning outcomes through high-impact learning practices: extensive writing, teamwork, service learning, undergraduate research, and experiential learning.
Partnering with students to achieve their publishing ambitions clarifies the requirements that the next generation of digital scholars may have for library technology infrastructure designed for preservation and access.
The University of Michigan Library connects scholarly communication and instruction by focusing on publishing as pedagogy, as illustrated in three case studies.
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