Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
This map shows the geographic impact of Megan Oakleaf's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Megan Oakleaf with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Megan Oakleaf more than expected).
This network shows the impact of papers produced by Megan Oakleaf. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Megan Oakleaf. The network helps show where Megan Oakleaf may publish in the future.
Co-authorship network of co-authors of Megan Oakleaf
This figure shows the co-authorship network connecting the top 25 collaborators of Megan Oakleaf.
A scholar is included among the top collaborators of Megan Oakleaf based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Megan Oakleaf. Megan Oakleaf is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Oakleaf, Megan, et al.. (2017). Data in the library is safe, but that’s not what data is meant for: Exploring the longitudinal, responsible use of library and institutional data to understand and increase student success.3 indexed citations
Oakleaf, Megan, et al.. (2013). Assessment Management Systems: Questions to Spark Librarian Engagement. ResearchWorks at the University of Washington (University of Washington).3 indexed citations
Oakleaf, Megan, et al.. (2012). What do we want to know: Articulating a research agenda for the value of academic libraries.2 indexed citations
9.
Stanton, Jeffrey M., Youngseek Kim, Megan Oakleaf, et al.. (2011). Education for eScience Professionals: Job Analysis, Curriculum Guidance, and Program Considerations. Journal of Education for Library and Information Science. 52(2). 79–94.22 indexed citations
Oakleaf, Megan & Patricia L. Owen. (2010). Closing the 12-13 Gap Together: School and College Librarians Supporting 21st Century Learners. European Journal of Gynaecological Oncology. 26(5). 501–4.20 indexed citations
Oakleaf, Megan & Lisa Janicke Hinchliffe. (2008). Assessment Cycle or Circular File: Do Academic Librarians Use Information Literacy Assessment Data?. SSRN Electronic Journal.12 indexed citations
Oakleaf, Megan. (2007). Using Rubrics to Collect Evidence for Decision-Making: What do Librarians Need to Learn?. SHILAP Revista de lepidopterología.1 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.