|dc.description.abstract||Librarians are deeply invested in the scholarly publishing lifecycle. This investment, in tandem with an
evolving scholarly communication system, has encouraged librarians to become advocates for transformation
in this landscape. At the same time, some faculty members have been slower to understand the complexities
of the current system and its evolution. At Miami University, traditional communication methods weren’t
sufficient to meaningfully engage faculty in these evolving trends. As a response, several librarians designed
and co-facilitated two Scholarly Communication Faculty Learning Communities (FLCs) for two academic years.
These FLCs have been the most successful method of increasing faculty understanding about scholarly
communication and academic publishing issues.
The FLCs brought together university community members comprised of faculty, staff, and graduate students
interested in learning more about scholarly communication. Each group spent two semesters doing readings,
attending panel presentations, and meeting for seminar‐style discussions about current issues and trends in
scholarly publishing. Over the course of the year, FLC members became more aware of the nuances in the
lifecycle of scholarly publication and learned which scholarly communication issues affected them most. As a
result, the co-facilitators saw a rapidly growing understanding about problems inherent in the current system
of scholarly publishing, a substantial increase in faculty discussions on scholarly communication, and greater
faculty‐led advocacy for open access publishing. Additionally, community members appreciated the cross-disciplinary
nature of the FLC, which afforded them the opportunity to escape traditional disciplinary silos.
This article will discuss how the facilitators used the learning community format to successfully change
faculty behavior about issues in scholarly communication and how these experiences altered librarian
perceptions and improved interactions with faculty.||en_US