Tag: student

Kate’s Paper Management Guide

How to handle multiple authors, get a your paper written, and not drive everyone crazy

For those just starting out in the paper writing process: Welcome! It’s an exciting journey! In the field of HCI, having multiple coauthors is normal. So, in the spirit of helping everyone out, here is a handy guide to help manage the project of getting a paper written when there are multiple coauthors. (And honestly, some of this is probably good if you’re solo on a paper, too.)

A PDF version of this guide is available here.

An open notebook on a dark wood desk with cursive writing in dark pen and a flower in the center of the book.

Step 1. Establish norms among the authors.

  • Versioning: how will you handle multiple versions of the paper? Where will they be stored? Who will have access to them? What software will you be using?
  • Along with versioning, set clear norms around document names and stay consistent for the entire lifecycle of the paper.
  • Authorship: clearly identify tentative author order, explain community norms to outside authors, establish expectations of % contribution
    • This also means establishing when various authors on the team will be involved. Some may come in at the end to shape the discussion while others might help with literature review. This should be decided upon now to avoid surprises down the road.
  • Set deadlines. Be flexible. Know that everything will probably take 3x longer than you expect.

Step 2. Early-stage Drafts.

  • Adhere to versioning established in step 1.
  • Co-writing or tandem writing is fine for early stages of writing. This includes splitting up the sections between different authors. Be sure everyone is aware of what everyone else is doing to avoid doubling up on the work.
  • When making big conceptual decisions about the paper, consult all of the authors involved for feedback.

Step 3. Later-stage Drafts.

  • After some agreed-upon time (as most sections are filled in, for example), move to writing in sequence, rather than parallel. This helps avoid having a choppy sounding paper and makes sure things like the overarching thread is pulled throughout the paper.
    • This means someone will have the “lock” on the paper. Establish norms around how this is specified and handled. This can be a simple “I have the lock” to the group via email (or slack), meaning no one else should be working on the draft. Or using file names in the shared folder to indicate when a draft is “in progress” or “done.”

Step 4. Final Draft & Submission.

  • Congrats on getting to a final draft! Be sure all authors have signed off on the final version before submitting.
  • Be sure to send the final version after submission for everyone’s records.

Step 5. Revisions & Camera Ready.

  • Co-authors are great for sharing the joy of an acceptance or commiserating over a rejection. Be sure to be clear about who will be helping with revisions if needed.
  • If a paper is being resubmitted to another venue, this entire process starts over again. Good luck!

*Other Thoughts*:

  • Clear, frequent communication is key. Ghosting your co-authors isn’t cool.
  • This process is hard and everything I mentioned above are skills. That means the only way to get better is through practice.
An open notebook with cursive writing in the center and an open fountain pen with lid on top of the page.

What other things are important to remember about the writing process? Leave a comment below!

DML 2016 Recap

This week I attended my first Digital Media and Learning conference, which was held here on the UC Irvine campus. I thought I would write a short recap of my experiences. Disclaimer: these thoughts are by no means all encompassing.

photo of a sign with lego texture that reads, DML Digital Media and Learning Conference

My first impressions of the DML community is that they are very friendly and very passionate about what they do. It’s a wonderful combination for someone joining in for the first time. There was also lots of engagement on Twitter throughout the conference, which I found to be a helpful way to make the event more accessible.

hand hold a DML conference badge, the text on the badge reads Kathryn Ringland Kate, University of California Irvine

Fun DML 2016 badge.

While I enjoyed all the sessions I attended, the keynote and plenary conversation were definitely the highlights. The conversations I had in between sessions and during the reception were by far the most inspiring part of the conference for me in terms of ideas for my own scholarly work.

a woman at a podium next to a projected slide

Constance Steinkuehler talking about the future that is games.

What is most exciting for me are the following two takeaways:
1. Play and games are truly coming into their own in the academic space. I am so excited to see games research in these more educational and learning spaces realize the potential of well designed games (i.e., not those educational games that kids see straight through and aren’t fun at all to play.)

a photo of a slide of a trojan horse painted, with text reading games are a trojan horse for interest driven learning

Slide of the trojan horse that is GAMES.

2. There were hints and whispers throughout DML of inclusion. For many this meant socioeconomic status, race/ethnicity, gender, but very little about ability. The last two ignite talks at the end of the conference were calls for more disability work in the space. I whole-heartedly agree and am very excited to contribute next year as I can.

Of the many memorable moments, the students on campus held a protest during the plenary talk this morning because apparently the LA Police Chief was giving a talk somewhere else on campus.

I was ecstatic when Henry Jenkins discussed how Star Trek changed his world view.

All in all, it was an awesome event and I’m looking forward to attending again next year!

© 2024 Kate Ringland, PhD

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