Making Disciplinary Research Audible | Information Technology and Libraries Skip to main content Skip to main navigation menu Skip to site footer Current Archives Announcements About About the Journal Editorial Team Submissions Contact Privacy Statement Search Search Register Login Home / Archives / Vol 39 No 3 (2020) / Articles Making Disciplinary Research Audible The Academic Library as Podcaster Drew Smith University of South Florida Meghan L. Cook University of South Florida https://orcid.org/0000-0001-8117-3541 Matt Torrence University of South Florida https://orcid.org/0000-0003-0015-3907 DOI: https://doi.org/10.6017/ital.v39i3.12191 Abstract Academic libraries have long consulted with faculty and graduate students on ways to measure the impact of their published research, which now include altmetrics. Podcasting is becoming a more viable method of publicizing academic research to a broad audience. Because individual academic departments may lack the ability to produce podcasts, the library can serve as the most appropriate academic unit to undertake podcast production on behalf of researchers. The article identifies what library staff and equipment are required, describes the process needed to produce and market the published episodes, and offers preliminary assessments of the podcast impact. References Brock Peoples and Carol Tilley, “Podcasts as an Emerging Information Resource,” College & Undergraduate Libraries 18, no. 1 (January 2011): 44, https://doi.org/10.1080/10691316.2010.550529. Cassidy R Sugimoto et al., “Scholarly Use of Social Media and Altmetrics: A Review of the Literature,” Journal of the Association for Information Science and Technology 68, no. 9 (2017): 2,037–62. Catherine Pennington, “PODCAST: Geology Is Boring, Right? What?! NO! Why Scientists Should Communicate Geoscience...,” n.d., https://britgeopeople.blogspot.com/2018/10/PODCAST-geology-is-boring-right.html. Christopher Drew, “Educational Podcasts: A Genre Analysis,” E-Learning and Digital Media 14, no. 4 (2017): 201–11, https://doi.org/10.1177/2042753017736177. Erin Dorris Cassidy et al., “Higher Education and Emerging Technologies: Student Usage, Preferences, and Lessons for Library Services,” Reference & User Services Quarterly 50, no. 4 (2011): 380–91, https://doi.org/10.5860/rusq.50n4.380. James Bierman and Maura L. Valentino, “Podcasting Initiatives in American Research Libraries,” Library Hi Tech 29, no. 2 (May 2011): 349, https://doi.org/10.1108/07378831111138215. Jesse Thornburg, “Podcasting to Educate a Diverse Audience: Introducing the Geology Flannelcast,” in Innovative and Multidisciplinary Approaches to Geoscience Education (Posters) (Boulder, CO: Geological Society of America, 2015). Lizah Ismail, “Removing the Road Block to Students’ Success: In-Person or Online? Library Instructional Delivery Preferences of Satellite Students,” Journal of Library & Information Services in Distance Learning 10, no. 3–4 (2016): 286–311, https://doi.org/10.1080/1533290X.2016.1219206. Stephen M Walls et al., “Podcasting in Education: Are Students as Ready and Eager as We Think They Are?”, Computers & Education 54, no. 2 (January 2010): 372, https://doi.org/10.1016/j.compedu.2009.08.018. Tanmay De Sarkar, “Introducing Podcast in Library Service: An Analytical Study,” Vine 42, no. 2 (2012): 191–213, https://doi.org/10.1108/03055721211227237. PDF Published 2020-09-21 How to Cite Smith, D., Cook, M. L., & Torrence, M. (2020). Making Disciplinary Research Audible. Information Technology and Libraries, 39(3). https://doi.org/10.6017/ital.v39i3.12191 More Citation Formats ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver Download Citation Endnote/Zotero/Mendeley (RIS) BibTeX Issue Vol 39 No 3 (2020) Section Articles Copyright (c) 2020 Drew Smith, Meghan L. Cook, Matt Torrence This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Open Journal Systems Information For Readers For Authors For Librarians Current Issue