Abstract

While a primary strategy of scholarly communication initiatives has been to encourage faculty participation in institutional repositories (IRs), with some process and workflow customization, IR participation can be successfully extended to undergraduate students, with benefits to both the student and institution. Drawing observations from the University of New Hampshire Library's work collecting undergraduate honors theses and other student research, this article discusses customization strategies for creating an effective workflow for student self-deposit using an iterative, feedback-based approach, and the benefits, challenges,and potential concerns of encouraging undergraduate participation in institutional repositories.

Publication Date

3-16-2016

Journal Title

College & Undergraduate Libraries

Publisher

Taylor and Francis

Digital Object Identifier (DOI)

10.1080/10691316.2014.950782

Document Type

Article

Rights

This is an Accepted Manuscript of an article published by Taylor & Francis in College & Undergraduate Libraries on March 16, 2016, available online: http://www.tandfonline.com/10.1080/10691316.2014.950782

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