At Facet Publishing we endeavour to commission and publish high quality, authoritative content for the information scholar and practitioner worldwide. We are committed to advancing the profession and publishing material that will prepare and inform students and researchers to meet the challenges of the future.
We support scholars and researchers throughout the publishing process ensuring every book we publish is peer reviewed, available through green open access, optimized for discoverability, professionally designed, copyedited and printed at speed. Every title receives a worldwide, bespoke marketing push to maximise impact. Find out more about what we offer below.
Scholarly publications from leading researchers worldwide
For students, academics, early career and next generation researchers, we commission and publish scholarly research in monographs and edited collections from some of the leading scholars in the world. We aim to address the critical information issues of our time by commissioning current active research in established topics and adjacent fields, you can see some of our latest examples here.
All of our scholarly titles are peer reviewed by specifically selected scholars and we offer open/single blind/double-blind review depending on the wishes of our authors. For the iResearch series we have a bespoke editorial board. We also use our editorial advisory team, comprising thought leaders from around the world, in a variety of sectors as a sounding board for our list development ideas.
We know how important it is for our academics to upload their research to their institutional repository directly after publication in order to share their research/practice as widely as possible. In order to facilitate this, we have a green open access policy that supports an author’s right to voluntarily self-archive their work without embargo or payment. We are open and flexible with our authors and invite discussion of our policies.
We are committed to increasing the discoverability of our authors’ content. The full text of all our books is discoverable through Google scholar and library discovery services. We aid discovery by individually indexing our book chapters with DOIs, adding carefully selected keywords and expertly chosen book trade subject codes. Our books are available in print and digitally throughout the world.
We are expert, agile marketers and ensure our titles are offered for review in leading relevant journals around the world. In addition, we target scholarly communities through social media to ensure that scholars from Mumbai to Jakarta and from Syracuse to Durban are aware of new content relevant to them. We select the most appropriate conferences and seminars and ensure that our authors’ content is represented to its target readership.
Care and quality
We pride ourselves on our attention to detail. As a small team we can be highly flexible and responsive. We are able to give our authors the care and attention they require from inception through to post publication. We work closely with our writers to develop their proposals, nurture them through the writing process and offer them the best editorial and production support that we can. We are quick to market, dynamic, and possess many years of combined experience across academic and professional publishing.
Talk to us
If you’d like to know more about how we can work with you and help get your original research published and brilliantly marketed in a rapid time frame, talk to Damian or Helen or come and chat with us at the iConference in Sheffield.
Helen Carley is Publishing Director at Facet Publishing and can be reached on firstname.lastname@example.org
Damian Mitchell is Commissioning Editor at Facet Publishing and can be reached on email@example.com
The CILIP Cyrmu Wales Conference 2017 in Llandudno is three weeks away but places can only be booked until Thursday 4th May. Our pick of the sessions are below along with some useful resources from us to help you prepare for what is sure to be a memorable event.
Here’s our pick of the sessions:
Keynote: Copyright Education and Librarians: understanding privileges and rights
Dr Jane Secker, co-author of Copyright and E-learning is presenting this keynote speech.
Keynote: Protecting the privacy of library users
Paul Pedley, author of Practical Copyright for Library and Information Professionals, is presenting the other keynote on the last day of the conference.
Session: How we made a makerspace- and how you can too!
Allie Cingi, Library Manager at Awen Cultural Trust and Rob Jones, Library Assistant st Pencoed Library present this session on makerspaces; innovative DIY studios known as makerspaces where people can build, invent, share, and learn.
Session: Marketing to thrive and survive
In this session, Sian Nielson and Giles Lloyd-Brown explore how they’ve strengthened outreach and engagegement with students and disparate teams at Swansea University’s libraries.
Session: Supporting evidence informed decision making for public health practice and policy
This session is presented by Katrina Hall, Team Lead, Knowledge Management, Observatory Evidence Service, Public Health Wales.
Session: Planning for Disasters or Literally Firefighting?
In this session, Mark Ludlam, Learning Resources Manager at Gower College Swansea describes the experiences and lessons learned from the fire destroyed the college’s library service at the Tyoch Campus last year.
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Tomorrow sees the start of the iConference 2017 in Wuhan, China. To mark this, we are making some selected chapters from our information science textbooks freely available to view and download from the Facet Publishing website. The first is taken from David Bawden and Lyn Robinson’s seminal Introduction to Information Science.
The chapter, What is information science? Disciplines and professions, covers:
- The nature of information science
- What kind of discipline is information science?
- Constituents and core
- Other information disciplines
- The uniqueness of information science
- History of information science.
Introduction to Information Science has been described as “the best introduction to information science available at present” (Birger Hjorland, Royal School of Library and Information Science) and “one of the very best places for people to start to make a difference.” (Jonathan Furner, UCLA).
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Guest post by Jane Secker
The second edition of the 2010 book Copyright and E-learning: A guide for practitioners is now available. The book covers the topic that has fascinated me for over a decade and been central to the job I do at LSE: copyright law and its relationship to e-learning or online learning.
This edition of the book benefits from being co-authored by Chris Morrison, who is Copyright Compliance and Licensing Officer at the University of Kent. Chris has not only helped me to improve and update the book, but made the research and writing process more enjoyable. When I first approached Chris to help update the book, I thought that his
unbounded pedantry forensic attention to detail and wealth of knowledge about broader copyright issues might make him a useful proof-reader. I had done a first run through of the book to identify some key areas I wanted to update in light of the Hargreaves Review in 2014 and the new copyright exceptions in UK law. However, overall I felt much of the first edition might remain the same, perhaps with a few changes to take into account new terminology. It quickly became apparent once we started reviewing the content and discussing the book, that we had the opportunity to significantly update it, and make it a far better book. It was also clear I had more than a proof-reader but a co-author. As with any book about technology, 5 years is a long time, and technological developments made much of the contents of some chapters in need of real updating. For example, the term web 2.0 used throughout the first edition, really started to sound very dated.
Much of the intentions behind the first edition remain however. The book is designed to be read by practitioners and so it tries to offer pragmatic advice on a range of topics issues from digitising orphan works, to lecture recordings, the use of social media and MOOCs. We tried to write the book in a jargon-free easily digestible way, to hopefully make it a practical guide for learning technologists, but also teachers, lecturers and other learning support staff in higher education, schools, further education and even in a workplace learning setting, where online learning is used extensively.
Find out more about the book here or read Jane and Chris’ post on the CILIP blog where they provide six practical tips that are important to helping you approach any copyright issue.
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This new book explores critical literacy theory and provides practical guidance to how it can be taught and applied in libraries.
The approach taken in critical literacy is not to read texts in isolation, but to develop an understanding of the cultural, ideological and sociolinguistic contexts in which they are created and read.
The book introduces critical literacy concepts in ways that are accessible to readers who are new to the subject while also appealing to those with greater knowledge by exploring critical literacy from a range of theoretical perspectives and linking these ideas to current debates in information studies.
Critical Literacy for Information Professionals also contains a series of practically-focussed case studies that describe tools or approaches that librarians have used to engage users in critical literacy. Drawing on examples from across library sectors including schools, public libraries, universities, workplaces and healthcare, these illustrate how critical literacy can be applied across a variety of library settings, including online and new media environments.
The book will be essential reading for librarians, information professionals and managers in all sectors, students of library and information science, school and higher education teachers and researchers.
Facet Publishing have announced the release of Barbara Allan’s latest book, Emerging Strategies for Supporting Student Learning.
It is both an exciting and challenging time to be working in higher education as the sector experiences rapid changes including: an increasingly diverse student population with evloving expectations; changes in technology such as the rise in the use of social media; increased emphasis on employability and internationalization; development of new social learning spaces; as well as an ever-decreasing resource base. As a result of these changes, new approaches to supporting student learning are developing rapidly.
In the past five years, developments in both the theory and practice of learning and teaching have created a complex landscape which it is sometimes difficult to navigate. Emerging Strategies for Supporting Student Learning provides practical guidance and brings together theory and practice in an accessible style. The book covers a wide range of tools and techniques (relevant to face-to-face, blended learning and online practices) which will suit students in different contexts from large groups of 500+ to very small classes of research students.
Making extensive use of case studies, examples, checklists and tables, the book covers key topics including, digital literacies, working with diversity, employability and designing, delivering and evaluating learning and teaching activities.
Author Barbara Allan said, “In writing this book, I wanted to capture the many different ways in which information professionals are supporting student learning in a time of rapid change. As ideas about learning and teaching have changed, so have professional practices which involve supporting students online, in social learning spaces, the library, as well as in classrooms. Practitioners use a variety of technologies ranging from their institution’s virtual learning environment through to social media. The relationships between students and information professionals is changing and the idea of ‘students as co-crea
tors’ is producing new forms of working together. Overall, this is an exciting (although challenging) time to be supporting student learning and this book explores current practices.”
Emerging Strategies for Supporting Student Learning will be essential reading for different groups working in colleges and universities such as library and information workers, staff developers, educational technologists, educational development project workers, educational change agents and students of library and information science who are planning their careers in higher education institutions.
Find out more: http://www.facetpublishing.co.uk/title.php?id=300709
In this blog, Barbara Allan talks about why she wrote her new book, Emerging Strategies for Supporting Student Learning
Why did you want to write a book on ‘Emerging strategies for supporting student learning’? A colleague asked me this question a few weeks ago and it prompted me into reflecting on my motivation for writing my new book.
Thinking about it made me realise how much I enjoy the process of writing a book and, in part, this is because I am very nosy. Higher education is under huge pressures at the moment and as a result many universities and colleges are going through radical change processes. In some instances, the whole undergraduate curriculum has been redesigned and redeveloped to bring it into line with the needs of current students and their future employers. In many institutions, everyone is expected to do ‘more with less’ and teams and individuals have risen to this challenge by introducing fascinating innovations to their approaches to learning and teaching. Sometimes, these changes have been supported through technology while others have involved working in new ways with colleagues from across their university or college. At the same time, new theories about digital and information literacy continue to develop.
Writing a book gave me an excuse (not that I really needed one) to explore current practices in supporting student learning in universities and colleges. This meant that I found time to talk to colleagues, visit institutions, constantly search on-line for new developments and innovations, as well as articles, and also network through conferences and professional events. One of the highlights of my research was my visit to the annual international LILAC conference in Newcastle in 2015. This friendly and accessible conference provided so many opportunities to listen to and talk with practitioners representing many different types of institution from across the world. Their online archive provided a great resource when I came to writing the book. The conference also gave me the opportunity to join a tour of the historical Newcastle Literary and Philosophical Society (the Lit and Phil – http://www.litandphil.org.uk) which is home to many scholars and authors.
Finally, I enjoy the process of putting it all together – the practice and the theory – rather like a giant jigsaw. Only, in this case, some of the pieces over-lapped and others were contradictory. I was fortunate enough to do much of the writing in Whitby and so enjoyed long walks whenever I got stuck or needed to think through my findings. Puzzling through my research and making sense of it was intellectually challenging and helped me to understand the current status of supporting student learning in higher education. It also made me realise how vibrant is the library and information profession and the willingness of colleagues to change and innovate.
Starr Hoffman has made two videos to support her new book Dynamic Research Support for Academic Libraries, published this month by Facet. The first video describes how academic libraries can support the research lifecycle for faculty and students and the second introduces the book and defines ‘research support’.
Barbara Allan, author of the forthcoming Facet book Emerging Strategies for Supporting Student Learning, writes about supporting student learning with blended learning on the Information Today Europe website. Read the arcticle here.