@article{cox_2023, title={Research Outputs as Testimony & the APC as Testimonial Injustice in the Global South}, url={http://dx.doi.org/10.5860/crl.84.4.513}, DOI={10.5860/crl.84.4.513}, abstractNote={Research outputs are a form of testimony with researchers serving as expert testifiers. Research outputs align with philosophical understandings of testimony, as research represents an everyday, informal communicative act. If research outputs are a form of testimony, they are open to ethical and epistemic critique. The open access (OA) article processing charge (APC) in the Global South serves as an apt topic for this critique. The APC is a financial barrier to publication for Southern researchers, and thus raises problems around epistemic and testimonial injustice. The second half of this paper examines a variety of equity issues in prestige scholarly publishing and OA APCs, which are then more fully illustrated by the development of a hypothetical testimonial injustice case study focused on a researcher working in Latin America. Ultimately, I propose the following argument: If people use journal rankings as a guide to which testimony they should take seriously and the OA APC publishing model systematically excludes researchers from the Global South on non-meritocratic grounds, then the OA APC publishing model contributes to testimonial injustice. This paper is a philosophical, theory-based discussion that contributes to research about equitable systems of scholarship.}, journal={College & Research Libraries}, author={Cox, Emily}, year={2023} }
 @article{kocevar-weidinger_cox_lenker_pashkova-balkenhol_kinman_2019, title={On their own terms: First-year student interviews about everyday life research can help librarians flip the deficit script}, volume={47}, url={https://hcommons.org/deposits/item/hc:38931/}, DOI={10.1108/rsr-02-2019-0007}, abstractNote={
Purpose
The purpose of this study is to investigate how first-year students conduct everyday life research and how, if possible, their everyday research skills can inform information literacy instruction in higher education. Very few studies in information literacy emphasize existing knowledge that students bring with them to college; instead, the emphasis tends to fall on deficits in students’ academic research skills. Strengths-based approaches or asset-based approaches as found in the literature of psychology and education provide a basis for exploring this direction in information literacy education.
}, number={2}, journal={Reference Services Review}, publisher={Emerald}, author={Kocevar-Weidinger, Elizabeth and Cox, Emily and Lenker, Mark and Pashkova-Balkenhol, Tatiana and Kinman, Virginia}, year={2019}, month={Jun}, pages={169–192} }
 @article{pashkova-balkenhol_lenker_cox_kocevar-weidinger_2019, title={Should we flip the script? A literature review of deficit-based perspectives on first-year undergraduate students’ information literacy}, volume={13}, url={http://dx.doi.org/10.11645/13.2.2619}, DOI={10.11645/13.2.2619}, abstractNote={This mixed method systematic review considers recent literature on the information literacy (IL) skills of first-year undergraduate students. The review uncovers the following themes: faculty and librarians perceive first-year students as lacking IL skills; students have varying perceptions of their IL skills; assessment studies yield conflicting findings on first-year students' IL; communication between high school and college librarians is challenging; and some IL researchers emphasise and leverage first-year students' prior knowledge and experience in IL instruction. These themes emerge from extensive searches in four research databases for scholarly and professional articles written in English within the past ten years. With the exception of a few articles, studies reviewed consistently express their findings in terms of students’ gaps or deficits. We question whether this is the most productive basis for developing effective IL programs. Instead, we call for further investigation of students’ existing knowledge and skills as a basis for implementing constructivist and strengths-based pedagogies.}, number={2}, journal={Journal of Information Literacy}, publisher={CILIP Information Literacy Group}, author={Pashkova-Balkenhol, Tatiana and Lenker, Mark and Cox, Emily and Kocevar-Weidinger, Elizabeth}, year={2019}, month={Dec}, pages={92} }
 @article{cox_graber_2017, title={Does Narrative Identity Enhance Medical Decision Making?}, volume={8}, url={https://doi.org/10.1080/21507740.2017.1366591}, DOI={10.1080/21507740.2017.1366591}, abstractNote={Influenced by a growing number of seminal works on the subject (MacIntyre 1984; Charon 2008; Schechtman 1996), the bioethical literature has increasingly come to recognize the importance of narrati...}, number={3}, journal={AJOB Neuroscience}, publisher={Informa UK Limited}, author={Cox, Emily and Graber, Abraham}, year={2017}, month={Jul}, pages={174–176} }