












































Always Room for Mindfulness


269

Lessons Learned in Setting Up Atla’s 
New Online Institutional Repository 
(ir.atla.com)
Yasmine Abou-El-Kheir, Director of the Lapp Learning Commons, Chicago 
Theological Seminary
John Dechant, Director of Wiggin Library & Archives, Meadville Lombard 
Theological School
Christy Karpinski, Digital Initiatives Librarian, Atla

ABSTRACT: In 2023, Atla launched a new online, open access Institutional 
Repository (IR) for theological schools (ir.atla.com). In this Listen & Learn 
session, audience members had the opportunity to learn about this IR 
platform and IRs in general from the librarian who manages Atla’s IR, 
as well as two library directors who have used Atla’s platform to build 
electronic theses and dissertations (ETD) repositories for their institu-
tions. Christy Karpinski, the Atla Digital Initiatives Librarian, provided 
an overview of Atla’s IR platform and its capabilities. Yasmine Abou-El-
Kheir and John Dechant (Library Directors at the Chicago Theological 
Seminary and Meadville Lombard Theological School, respectively) 
detailed their experiences in subscribing to the platform and using it 
to advance their schools’ institutional goals and mission statements. 
The three presenters showed how Atla’s IR looks and functions, as 
well as how it can improve the impact of students’ scholarship and 
the visibility of the institution. Audience members learned strategies 
for successfully proposing an IR to school leaders and gained insights 
into different workflows for building and maintaining an ETD program.

OVERVIEW OF INSTITUTIONAL REPOSITORIES AND THE ATLA IR

Christy Karpinski, Digital Initiatives Librarian, Atla
“An institutional repository is an archive for collecting, preserving, and 
disseminating digital copies of the intellectual output of an institution, 
particularly a research institution”

(Wikipedia 2024)

http://ir.atla.com
http://ir.atla.com


270    ATL A 2024 PROCEEDINGS

What type of content is included in an institutional repository?

• Monographs
• Eprints of academic journal articles
• Theses
• Dissertations
• Datasets
• Administrative documents
• Course notes
• Learning objects
• Conference proceedings
• Conference slides
• Video lectures
• Student research
• Working papers
• Technical reports
• Computer software
• Photographs
• Videos

Image 1: Screenshot of the Atla IR landing page

The purpose of an IR is typically to provide open access to research 
and other content from a single location and sometimes to provide 
archiving and preservation. The Atla IR has a landing page (ir.atla.

http://ir.atla.com


Listen and Learn Sessions    271

com) showcasing the participating libraries’ individual repositories 
and a “shared search” that allows users to search across all the 
repositories. Each library has its own “tenant” and a unique URL. 
Two examples are Chicago Theological Seminary (https://ctschicago.
ir.atla.com) and Meadville Lombard Theological School (https://
meadville.ir.atla.com/). 

The Atla IR can handle most file types. It displays images, audio, 
and video in the IIIF Universal Viewer and displays PDFs using PDF.
js. The PDF viewer allows full-text searching. Video can also be dis-
played with embedded URLs from YouTube and Vimeo.

Works can be added using one of four work types: General, Image, 
ETD, Paper or Report. These work types determine the metadata 
fields that are available for the work. You can also use embargoes 
and leases and limit the visibility of works.

Works can be added individually or in bulk through the user 
interface. Bulk importing can be done through CSV, OAI-PMH, XML, 
and Bagit. Bulk exporting can also be performed. These capabilities 
can be used to make updates to works in bulk or to export to use 
with a preservation service.

There are many ways to customize an individual repository in 
the Atla IR. These include themes for home and work pages, custom 
CSS, banner images, icons, fonts, and logos. You can also customize 
the about and help pages, deposit agreement, and terms of use.

CTS DIGITAL COMMONS

Yasmine Abou-El-Kheir, Director, Lapp Learning Commons, Chicago 
Theological Seminary
Established in the boomtown of Chicago in 1855, the Chicago 
Theological Seminary’s first mission was to train church leaders on 
what was then America’s western boundary. Throughout our history, 
CTS has been a leader in theological education, social justice, and 
societal transformation. As a stand-alone seminary, CTS currently 
offers a PhD program, six online MA-level programs, and a new fully 
online DMin program. Our students are almost all online; as such, 

http://ir.atla.com
https://ctschicago.ir.atla.com
https://ctschicago.ir.atla.com
https://meadville.ir.atla.com/
https://meadville.ir.atla.com/


27 2    AT L A 2024 PROCEEDINGS

there is a high expectation that they can access the information they 
need for their studies online as well. 

Why Develop an ETD at CTS?
The need for an institutional repository at CTS was first identified 
in the Learning Commons’ needs assessment conducted in 2014 
(which corresponds to our pivot to a fully online MDiv degree in 
2013) and then again in 2023. In the recent 2023 survey, the CTS com-
munity overwhelmingly prioritized the importance of the Learning 
Commons in advancing their work and scholarship (see figure 2). 
The importance accorded to this service far surpassed other ser-
vices, such as: staying abreast in their field of interest; becoming 
efficient in academic work; distinguishing between trustworthy 
and untrustworthy information; and developing information skill 
needed for their work.

Image 2: Survey question results – Dechant2024-image02.jpg Alt text: ]

Anecdotally, the importance of disseminating research is also 
in evidence when CTS students describe their bound thesis or dis-
sertation as being “published.” This misperception can be under-
stood as an indicator of students wanting greater visibility for their 
work. This desire is further explicitly communicated with regular 
requests from students wanting to make their work available online 
through commercial services like Proquest’s ETD service. While 
such services can make student work discoverable, they do raise 



Listen and Learn Sessions    273

the question of equitable revenue sharing for student work given 
the existing royalties fee structure. With the move to an open access 
ETD program facilitated by Atla’s IR service, it is the students who 
are the primary participants and beneficiaries (Rasuli, Solaimani, 
and Alipour-Hafezi 2019). Furthermore, developing an open access 
IR can raise the visibility of CTS as an institution with the broader 
dissemination of CTS student work. Theses and dissertations are, 
after all, direct products of our degree programs and can be viewed 
as institutional assets.

Pedagogically, implementing an IR at CTS aligns well with many 
of ACRL’s information literacy frames (Association of College and 
Research Libraries 2024). ETD repositories can showcase how CTS 
students create and disseminate original research and they illustrate 
the iterative nature of scholarly work. Students also learn to format 
and structure their thesis/dissertation according to academic stan-
dards. In other words, the Information Creation as a Process frame 
in ACRL’s framework.  

Students who search IRs can find research projects that dem-
onstrate how scholars in their field formulate questions, select 
appropriate research methods and develop conclusions. This aligns 
with the Research as Inquiry frame and its focus on research as an 
open-ended exploration.  By making theses and dissertations openly 
accessible, IRs allow graduate students to contribute their voices to 
ongoing scholarly dialogues. This supports the frame of Scholarship 
as a Conversation among researchers. Another goal for developing 
an open access IR is for participating students to gain firsthand expe-
rience with issues of intellectual property, privacy, copyright, and 
open access which lends well to the Information has Value frame.

By developing an ETD program at CTS, graduate students develop 
crucial information literacy skills that prepare them for future roles 
as researchers and scholars. Repositories serve as both a practical 
tool for disseminating research and an educational platform for 
developing information literacy competencies aligned with the ACRL 
frames. Repositories also function as a unique genre of scholarly 
communication that can help advance graduate humanities educa-
tion and research (Shirazi and Zweibel 2020).



274    ATL A 2024 PROCEEDINGS

Setting up CTS Digital Commons
The Learning Commons has about 2,000 theses and dissertations 
dating back to 1895. The collection is non-circulating, with the bulk 
held in the basement compact storage area. On average we field 
10–15 scan requests per year.  While this number of scans may seem 
small, the opportunity to build an ETD moves Learning Commons 
from being the “custodian” of physical copies, with our librarians 
serving as access intermediaries, to the library and librarians as 
facilitators of unmediated digital scholarly communication that is 
accessible to all (Yiotis 2008). 

The Learning Commons has a small staff with 1.5 FTE staff. It is 
important to note our small staff size because we would not have 
been able to establish an ETD program without Atla’s extensive 
documentation for the IR, and more importantly, support from 
Atla’s staff. They played an instrumental role in fielding our ques-
tions and helping us troubleshoot issues as they emerged. We found 
the interface easy to use and required few customizations. Prior 
to selecting Atla’s IR for CTS’ ETD platform, we did look into Open 
Repository and Lyrasis’ DSpace as potential service providers. We 
found that Atla’s IR program offered us an opportunity to set-up an 
ETD for a fraction of the cost. 

Implementing the CTS Digital Commons at CTS also provided the 
Learning Commons and degree programs supervisors and other 
stakeholders with an opportunity to rethink the thesis and disserta-
tion submission process. In the past, students submitted their final 
thesis or dissertations directly to their advisors. The introduction of 
the IR allowed for us to integrate processes such as communications 
around graduation requirements, upcoming graduation deadlines 
and format and citation review. The Learning Commons worked 
alongside the Registrar’s Office, the director of Online Learning, MA/
STM advisor and the Academic Dean to not only develop this new 
workflow but make it a requirement for students to deposit their 
work in the CTS Digital Commons prior to graduation. Students who 
did not deposit a physical and electronic copy of their work could 
have their diplomas withheld until they did so.

A student submission portal was created in Canvas with graduating 
students enrolled in the Capstone Submissions Course. Academic advi-
sors were enrolled and assigned the students they were supervising. 



Listen and Learn Sessions    275

The Language and Writing Center coordinator was also enrolled in the 
course. Four modules were developed. One module was for students 
to submit their work to faculty and for thesis/format review by the 
Language and Writing Center. This module included information 
about format and citation requirements for each degree program. 
The second module provided information about CTS Digital Commons 
that outlined the benefits of contributing student scholarly works 
to the IR, as well as instructions on how to deposit their work. The 
third module provided information on how to submit their printed 
thesis/dissertation to the Learning Commons. The fourth module 
provided additional information regarding graduation requirements 
and deadlines for CTS. This structure made it possible for student 
submissions to be viewed by faculty advisors as well as the Language 
and Writing Center coordinator at the time of submission. This 
approach helped keep the review process in one place and alleviated 
the previous challenge of chasing down students and getting them 
to submit their theses/dissertations for format and citation review 
prior to the defense (and sometimes well after the defense!).

Year One Lessons Learned
To date, we have had about 27 projects submitted in our inaugural 
year, accounting for all of our 20 graduating MA, DMin and PhD 
students in 2024 and another 7 projects from the previous year that 
we used to seed the platform. Moving forward, we will continue 
to keep the thesis and dissertation submission and review process 
in Canvas. This change in our workflow proved to be an efficient 
way for various departments at CTS to be aware of where students 
were in their submission process. Faculty advisors had one place to 
keep track of their advisees, the Language and Writing Center had 
immediate access to student work to review for format and cita-
tion, and the Learning Commons could send reminders to students 
within the course about upcoming deadlines regarding electronic 
submission of final, corrected work to CTS Digital Commons and 
physical deposit in the Learning Commons.

Our experience with this new submission process was not without 
its problems. We did learn about the critical importance of multi-
channel communication. It is not enough to have information posted 
in Canvas and emailed/messaged to students to address questions 
and concerns students may have. As a mostly online educational 



276    ATL A 2024 PROCEEDINGS

institution, we rely a lot on written communication. We found that 
while all our students deposited their projects, very few opted to 
make their work visible to the public. When we set-up the IR we 
allowed for students to select one of four visibility settings: public 
(accessible to all), institution (accessible to CTS community members), 
private (accessible to the student only) or embargo. The majority 
of our students selected either the private or institution visibility 
setting. This puzzled us given earlier student feedback in surveys 
and focus groups about the importance of the Learning Commons 
in disseminating their scholarly works (see image 2).

It is only through face-to-face conversations with students dur-
ing commencement week that we heard their concerns. Many were 
apprehensive about their work being appropriated by others if they 
set their work to a publicly available setting. This discovery revealed 
a missed opportunity for the Learning Commons to highlight the 
CTS Digital Commons as a hub for scholarly communication that 
copyrights and protects their work at the moment of submission. 
Enhancing information literacy as they relate to ETDs was another 
opportunity missed. Although the information posted in Canvas 
and in the FAQs on the CTS Digital Commons site clearly stated that 
students retain copyright to their works, this written assurance was 
not enough. Students needed the space to question this assertion 
and express their concerns.   

At a post-graduation follow-up meeting with the Academic Dean 
and MA/STM thesis course advisors, this issue around student copy-
right concerns was raised.  We agreed on the need to tackle this 
concern at the graduation requirements meeting held for graduation 
students early in the Spring semester; and to invite the librarian 
back in the Spring to the MA/STM Thesis Seminar to cover thesis 
submission requirements and address questions and concerns at a 
time when students were ready to receive this information, rather 
than simply in the Fall when it’s not on their radar. This latter point 
contributed to a more robust conversation around the various ways 
librarians can be embedded in the MA/STM Seminar course. Finally, 
we discussed the possibility of limiting ETD visibility options for MA/
STM students, and only allowing PhD and DMin students to do so. 

Overall, implementing CTS Digital Commons with Atla’s IR service 
presented itself as an opportunity for CTS to not only disseminate 



Listen and Learn Sessions    277

student work and raise the profile of the institution. It provided an 
opportunity as well to rethink how the various parts of the semi-
nary coordinate with one another and facilitate the final stage of a 
student’s seminary experience. Important questions around work-
flows, pedagogy and student engagement were explored. Hopefully, 
Year Two will provide further avenues for such discussions made 
possible, in large part, because of the introduction of CTS Digital 
Commons as a scholarly hub at CTS.

MELODIC, THE MEADVILLE LOMBARD DIGITAL COMMONS

John Dechant, Director of Library & Archives, Meadville Lombard 
Theological School
Chicago-based Meadville Lombard Theological School (hereafter 
MLTS) is one of only two active Unitarian Universalist-affiliated 
seminaries. Originally founded as the Meadville Theological School in 
Meadville, Pennsylvania in 1844, MLTS has a long history of students 
producing dissertations, theses, and capstone projects. Since 2011, 
the school has followed a contextual model of education, in which 
students take online classes while continuing to live and work in 
their local congregations and communities around the United States 
and the world. Students mainly come to the physical library—the 
Wiggin Library—twice a year during the once-a-semester all-but-
required in-person intensive week in Chicago. Despite the largely 
online course model, the thesis/project submission process up until 
2023 involved printing and binding such works and adding them to 
our non-circulating collection. There was not even a publicly acces-
sible inventory of what capstone works we had available. Given 
that students were rarely in person on campus and most archival 
patrons access the Archives online, hardly anyone in recent years 
had read or accessed MLTS’s almost 180-year print collection of 
theses, dissertations, and projects.

As the incoming Director of Library & Archives, the above facts 
convinced me that MLTS would benefit from an IR. I consulted the 
relevant MLTS stakeholders to make sure they were on board. In 
particular, MLTS had just launched a new DMin program in Social 
Justice, and the DMin Director was keen on ways to promote the 
new program and showcase her students’ upcoming projects. Given 
that establishing an ETD program would involve revising our thesis/



278    ATL A 2024 PROCEEDINGS

project submission process, the interim Academic Dean requested 
that the proposal be approved before an all-faculty meeting. Before 
the meeting, I put together and distributed a white paper (Dechant 
2023). Avoiding or explaining LIS jargon, I made the case that MLTS—
both the institution and its students—would benefit from adopting 
an ETD program:

• MLTS student theses, dissertations, and projects are 
not easily accessible and rarely accessed because 
they are only available in print and are non-cir-
culating, and because the bulk of our library and 
archival patron interactions occur online.

• Adopting an IR can help us streamline our thesis/
project submission process and better ensure that 
students were submitting their works according to 
our house style, The Chicago Manual of Style. Some 
recently bound works, for example, lacked page 
numbers and dates, while one work was a xeroxed 
copy of an earlier draft, complete with the advisor’s 
handwritten notes!

• Many of our peer theological institutions already 
have an IR.

• Theses, dissertations, and projects available via 
open access are much more likely to be read than 
such works available only in print. This will better 
demonstrate MLTS students’ achievements, expand 
the impact of their scholarship, and increase our 
institutional visibility (Nolan and Costanza 2006, 97; 
Bergin and Roh 2016, 136-137; Bruns and Inefuku 
2016, 215-216).

• An ETD program that promotes open access would 
align with MLTS’s institutional values:

 ◌ Publishing, including publishing on a formal, accessibil-
ity-oriented platform like an IR, can add an air of author-
ity to our students’ works (Borgman 2007, 48-49), helping 
with our institutional value of “Integrating scholarly 
excellence in theological education” (Meadville Lombard 
Theological School n.d.).

 ◌ Job-seeking MLTS graduates can more easily direct 
potential employers to their academic work, helping our 
students achieve the congregational and community 



Listen and Learn Sessions    279

leadership roles for which MLTS trains them.
 ◌ Given that our students research and write projects and 

theses that challenge white privilege, advocate gender 
justice, celebrate the LGBTQ+ community, champion 
diversity, and more, making their work more publicly 
available can only advance our own institutional pro-
gressive values.

 ◌ Since MLTS values “Reshaping and reforming tradition 
to impel innovative ministries” (Meadville Lombard 
Theological School n.d.), it makes sense to reshape and 
reform how students submit and make available their 
theses and projects in the digital age.

• IRs are not a passing fad; they have been around for 
more than twenty years and scholars have demon-
strated their effectiveness (Rieh, et al. 2007, 1–8).

Concerns about copyright protection were also addressed in the 
white paper. The student-author retains copyright of their work 
after they submit it, whether it is uploaded to the IR or just printed. 
By submitting their work to the IR, the student only grants to the 
institution the non-exclusive license to archive and make accessible 
their work under the conditions they select in their deposit form. 
While it is commonly believed that open access prevents an author 
from publishing some or all of their work as a book or article, two 
studies have shown that most academic publishers have no problem 
publishing an article or book that was based on a work available 
in an IR (Ramirez et al. 2013, 368–370, 372–377; McMillan 2016, 
111–112, 116–120). Most academic publishers almost never agree to 
directly publish a student thesis or dissertation without significant 
revision, making the final book or article a different work than what 
is in the repository. All scholarship builds on earlier scholarship, 
including the author’s earlier scholarship. In this case, the book or 
article they would publish is based, in part, on the student’s earlier 
project/thesis. Nonetheless, a good ETD repository, including Atla’s 
IR, allows institutions to set embargo policies and allows submitters 
who are concerned that open access publication may hinder future 
publication to select an embargo or a more restricted Institutional 
or Private access.

Finally, the white paper compared and contrasted Atla’s IR versus 
other options. While it is possible to build an ETD repository from 
scratch—as there are several free, open-source software platforms 



280    ATL A 2024 PROCEEDINGS

to choose from—it would cost too much in terms of labor hours for 
our small (FTE 2) staff of librarians to set up and manage. On the 
other end, I presented quotes from other companies that manage 
IR platforms, but that would cost substantially more than Atla’s. In 
support of Atla’s IR, I noted that a colleague whose similarly small-
sized theological library had adopted the same Hyku platform that 
Atla was proposing for their IR had nothing but high praise for how 
easy it worked. Building our ETD repository through Atla’s IR also 
offered the prospect of greater discoverability, as patrons searching 
for theological works from another collection on Atla’s IR would be 
more likely to come across our works.

Having obtained administration and faculty support and buy-
in, MLTS adopted Atla’s IR in late summer 2023. The platform was 
relatively easy to set up. Atla provided a template for a deposit 
agreement that made filling in our institution’s name easy. Christy 
Karpinski, Atla’s Digital Initiatives Librarian, provided a helpful 
user guide and responded to questions quickly and effectively. The 
only particular downside to Atla’s IR has been that, unlike some 
other more expensive options, Atla’s IR as it currently stands cannot 
guarantee long term preservation of digital works uploaded onto the 
platform, as it does not involve the more advanced aspects of digital 
preservation (extensive geographic redundancy, fixity checks, etc.). 
To put it another way, Atla’s IR is currently an accessibility solution, 
not a long-term digital preservation solution. We at MLTS have 
managed this by retaining separate copies of all works on MLTS’s 
secure internal server. Uploading a work on the IR nonetheless still 
functions as putting another egg in one more basket.

For branding, MLTS employs a part-time graphic designer who 
provided the website with a beautiful banner and a set of favicons. 
I was concerned that patrons would have a hard time remembering 
the IR’s URL (meadville.ir.atla.com), as the acronym IR is not com-
mon knowledge amongst the general public, nor is Atla (sadly!) well 
known beyond the theological library profession; when I also real-
ized that Melodic is a much more memorable acronym for MEadville 
LOmbard DIgital Commons, we rechristened our IR “Melodic,” and 
created the URL of meadville.edu/melodic to redirect the user to 
meadville.ir.atla.com. The faculty and administration have found 
meadville.edu/melodic much easier to remember and are therefore 
better able to direct others to the website.

http://meadville.ir.atla.com
http://meadville.edu/melodic
http://meadville.ir.atla.com
http://meadville.edu/melodic


Listen and Learn Sessions    281

As a small institution, it would take years to populate the IR with 
only newly submitted works and make the costs worthwhile. Using 
the deposit agreement provided by Atla as a foundation, we drafted 
a deposit agreement for alumni and contacted them to request their 
permission to digitize and post their works on Melodic, adding that 
agreeing to do so was their decision, but that it would help their alma 
mater. More than a quarter of the alumni contacted responded, and 
almost all the responders enthusiastically granted their permission 
for public, open access publication. We also began digitizing and post-
ing theses, dissertations, and projects that were out of copyright. We 
focused on digitizing and posting works from before 1923, including 
our extensive collection of hand-written student papers from the 
“Philanthropic Society” (Meadville Theological School’s nineteenth-
century debate club) and “Anniversary Exercise” essays that were 
delivered aloud at the precursor to MLTS’s graduation ceremony, 
the Anniversary Exercises, from 1845 to the early twentieth century. 
These collections help support our narrative that MLTS has a long 
history of producing progressive theological scholarship. For more 
recent out-of-copyright works where the author is still alive, we have 
tried to respect and obtain the author’s permission before posting 
their work, although we have kept the language of our request and 
agreement open to pursue posting such works if we do not receive 
any response to repeated requests.

Overall, I have found subscribing to Atla’s IR one of the best 
decisions I have made as a new Library Director. It has helped us 
to modernize and advertise our institution. In adopting and manag-
ing an ETD repository, the library is now a more integral part of the 
thesis/project submission process. Previously, the library facilitated 
the printing and binding of two copies of each thesis or project—one 
for the library, the other for the student—and billed the students for 
the costs. Instead, we now spend that time engaged in information 
literacy work by ensuring that works adhere to Chicago Style and 
explaining copyright issues. Graduates like that they are no longer 
receiving one final bill for a printed copy that is not theirs. For stu-
dents still interested in obtaining a printed and bound copy, we now 
direct them on how to obtain one themselves (for less money) via 
the Thesis on Demand company. In the future, we aim to continue 
expanding our collection of historical works. As Yasmine Abou-El-
Kheir explained above, we have also found that graduating students 
need to be better informed of how open access can benefit them. 



282    ATL A 2024 PROCEEDINGS

The silver lining to the problem is that we are information literacy 
professionals, and because of our new thesis and project submission 
process, we have identified a new opportunity to better instruct 
our students on issues of copyright and scholarly communication.

REFERENCES

Association of College and Research Libraries. 2024. “Scholarly 
Communication Toolkit: Repositories.” https://acrl.libguides.com/
scholcomm/toolkit/repositories.

Bergin, Meghan Banach, and Charlotte Roh. 2016. “Systematically 
Populating an IR With ETDs: Launching a Retrospective 
Digitization Project and Collecting Current ETDs.” In Making 
Institutional Repositories Work, edited by Burton B. Callicott, 
David Scherer, and Andrew Wesolek, 127–138. West Lafayette, 
IN: Purdue University Press. https://www.jstor.org/stable/j.
ctt1wf4drg.14.

Borgman, C. L. 2007. Scholarship in the Digital Age: Information, 
Infrastructure, and the Internet. Boston: MIT Press.

Bruns, Todd and Harrison W. Inefuku. 2016. “Purposeful Metrics: 
Matching Institutional Repository Metrics to Purpose and 
Audience.” In Making Institutional Repositories Work, edited 
by Burton B. Callicott, David Scherer, and Andrew Wesolek, 
212–234. West Lafayette, IN: Purdue University Press. https://
www.jstor.org/stable/j.ctt1wf4drg.21.

Dechant, John. 2023. “A Proposal for the Adoption of an Open Access 
ETD.” Unpublished white paper. Chicago: Meadville Lombard 
Theological School.

McMillan, Gail. 2016. “Electronic Theses and Dissertations: Preparing 
Graduate Students for Their Futures.” In Making Institutional 
Repositories Work, edited by Burton B. Callicott, David Scherer, 
and Andrew Wesolek, 107–126. West Lafayette, IN: Purdue 
University Press. https://www.jstor.org/stable/j.ctt1wf4drg.13.

https://acrl.libguides.com/scholcomm/toolkit/repositories
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https://www.jstor.org/stable/j.ctt1wf4drg.13


Listen and Learn Sessions    283

Meadville Lombard Theological School. n.d. “About Our School.” 
Accessed August 31, 2023. https://www.meadville.edu/who-we-are/
about-our-school/.

Nolan, Christopher W., and Jane Costanza. 2006. “Promoting and 
Archiving Student Work through an Institutional Repository: 
Trinity University, LASR, and the Digital Commons,” Serials Review 
32 (2): 92–98. https://doi.org/10.1080/00987913.2006.10765038.

Ramirez, Marisa L., Joan T. Dalton, Gail McMillan, Max Read, and 
Nancy H. Seamans. 2013. “Do Open Access Electronic Theses 
and Dissertations Diminish Publishing Opportunities in the 
Social Sciences and Humanities? Findings from a 2011 Survey 
of Academic Publishers.” College & Research Libraries 74 (4): 
368–380. https://doi.org/10.5860/crl-356.

Rasuli, Behrooz, Sam Solaimani, and Mehdi Alipour-Hafezi. 2019. 
“Electronic Theses and Dissertations Programs: A Review of the 
Critical Success Factors.” College & Research Libraries, 80 (1). 
https://crl.acrl.org/index.php/crl/article/view/16924/19367.

Rieh, Soo Young, Karen Markey, Elizabeth Yakel, Beth St. Jean, and 
Jihyun Kim. 2007. “Perceived Values and Benefits of Institutional 
Repositories: A Perspective of Digital Curation.” Working paper, 
School of Information, University of Michigan, Ann Arbor, MI.  
https://ils.unc.edu/digccurr2007/papers/rieh_paper_6-2.pdf.

Shirazi, Roxanne, and Stephen Zweibel. 2020. “Documenting Digital 
Projects: Instituting Guidelines for Digital Dissertations and 
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