Taylor, C. (2017). Our evolving agenda. Philosophy & Social Criticism, 43(3), 274-275. doi:10.1177/0191453716680433
Neo-Kantian ethics, for its part, tends to separate issues of the good life from what it considers the central questions of justice.
The reigning neo-liberal ideology, and the order it lauds, is meant to produce a maximization of wealth, and hence of means to fulfil our goals, without asking in what ways our frenetic attempts to increase GNP run counter to some of our most important goals: solidarity, the ability to discern and pursue a truly meaningful and fulfilling life, in keeping with our endowment and inclinations. We are either induced to neglect these in favour of playing our part in increasing GNP and/or we never pause to consider questions about what kind of life is best for us and, above all, what we owe to each other in this department
One of the central issues that arises in this context is that of democracy. After 1945, and then 1989, and then again in 2011 with the Arab Spring, we had the sense that democracy was on the march in history. But not only have many of the new departures been disappointing – Russia, Turkey, Egypt – but democracy is beginning to decay in its historic heartlands, where it has been operative for more than a century.
Inequalities are growing; in fact, democracy has been sacrificed to the supposed path of more rapid growth, as defined by neo-liberalism. This has led to a sense of impotence among non-elites, which has meant a drop in electoral participation, which in turn increases the power of money in politics, which leads to an intensified sense of impotence, and so on.
Taylor, C. (1998, October). The Dynamics of Democratic Exclusion. Journal of Democracy. p. 143.
Liberal democracy is a great philosophy of inclusion. It is rule of the people, by the people, and for the people, and today the “people” is taken to mean everybody, without the unspoken restrictions that formerly excluded peasants, women, or slaves. Contemporary liberal democracy offers the spectacle of the most inclusive politics in human history. Yet there is also something in the dynamic of democracy that pushes toward exclusion. This was allowed full rein in earlier democracies, as among the ancient republics, but today is a cause of great malaise.
The basic mode of legitimation of democratic states implies that they are founded on popular sovereignty. Now, for the people to be sovereign, it needs to form an entity and have a personality. This need can be expressed in the following way: The people is supposed to rule; this means that its members make up a decision-making unit, a body that takes joint decisions through a consensus, or at least amajority vote, of agents who are deemed equal and autonomous. It is not “democratic” for some citizens to be under the control of others. This might facilitate decision making, but it is not democratically legitimate.
In other words, a modern democratic state demands a “people” with a strong collective identity. Democracy obliges us to show much more solidarity and much more commitment to one another in our joint political project than was demanded by the hierarchical and authoritarian societies of yesteryear.
Thinkers in the civic humanist tradition, from Aristotle through Hannah Arendt, have noted that free societies require a higher level of commitment and participation than despotic or authoritarian ones. Citizens have to do for themselves, as it were, what the rulers would otherwise do for them. But this will happen only if these citizens feel a strong bond of identification with their political community, and hence with their fellow citizens.
successive waves of immigrants were perceived by many U.S. citizens of longer standing as a threat to democracy and the American way of life. This was the fate of the Irish beginning in the 1840s, and later in the century of immigrants from Southern and Eastern Europe. And of course, the long-established black population, when it was given citizen rights for the first time after the Civil War, was effectively excluded from voting through much of the Old South up until the civil rights legislation of the 1960s.
Multiculturalism and Postmodernism
For although conservatives often lump “postmodernists” and “multiculturalists” together with “liberals,” nothing could be less fair. In fact, the “postmodernists” themselves attack the unfortunate liberals with much greater gusto than they direct against the conser-vatives.
the two do have something in common, and so the targets partly converge. The discourse of the victim-accuser is ultimately rooted in certain philosophical sources that the postmodernists share with procedural liberalism—in particular, a commitment to negative liberty and/or a hostility to the Herder-Humboldt model of the associative bond. That is why policies framed in the language of “postmodernism” usually share certain properties with the policies of their procedural liberal enemies.
The struggle to redefine our political life in order to counteract the dangers and temptations of democratic exclusion will only intensify in the next century (My note: 21st century). There are no easy solutions, no universal formulas for success in this struggle. But at least we can try to avoid falling into the shadow or illusory ways of thinking. This means, first, that we must understand the drive to exclusion (as well as the vocation of inclusion) that democratic politics contains; and second, that we must fight free of some of the powerful philosophical illusions of our age. This essay is an attempt to push our thought a little ahead in both these directions.
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Taylor, C., & And, O. (1994). Multiculturalism: Examining the Politics of Recognition.
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Taylor, C. A. (1996). Theorizing Practice and Practicing Theory: Toward a Constructive Analysis of Scientific Rhetorics. Communication Theory (10503293), 6(4), 374-387.
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Taylor, C., & Jennings, I. (2005). The Immanent Counter-Enlightenment: Christianity and Morality. South African Journal Of Philosophy, 24(3), 224-239.
a passage from Paul Bénichou’s fa mous work Mo rales du grand siècle: ‘Hu man kind re presses its mis ery when ever it can; and at the same time for gets that hu mil i at ing mo ral ity by which it had con demned life, and in do ing so had made a vir tue of ne ces sity.2 ’ In this ver sion, the la tent hu man ist mo ral ity suc ceeds in es tab – lish ing it self, and in so do ing helps to throw the theo log i cal-as cetic code onto the scrap heap. On this view, it is as if the hu man ist mo ral ity had al ways been there, wait ing for the chance to over throw its op pres sive pre de ces sor.
The re la tion ship was something like the fol low ing: As long as one lived in the en – chanted world, where the weather-bells chimed, one felt one self to be in a world full of threats, vul ner a ble to black magic in all its forms. In this world God was for most be liev ers the source of a pos i tive power, which was able to de feat the pow ers of evil. God was the chief source of coun ter-, or white, magic. He was the fi nal guar an tor that good would tri umph in this world of man i fold spir its and pow ers. For those com pletely ab sorbed in this world, it was prac ti cally im pos si ble not to be – lieve in God. Not to be lieve would mean de vot ing one self to the devil. A small mi nor – ity of truly re mark able – or per haps truly des per ate – peo ple did in deed do this. But for the vast ma jor ity there was no ques tion whether one be lieved in God or not – the pos i – tive force was as real a fact as the threats it coun ter acted. The ques tion of be lief was a ques tion of trust and mem ber ship rather than one of the ac cep tance of par tic u lar doc – trines. In this sense they were closer to the con text of the gos pels.
Applications for the 2018 Institute will be accepted between December 1, 2017 and January 27, 2018. Scholars accepted to the program will be notified in early March 2018.
Title:
Learning to Harness Big Data in an Academic Library
Abstract (200)
Research on Big Data per se, as well as on the importance and organization of the process of Big Data collection and analysis, is well underway. The complexity of the process comprising “Big Data,” however, deprives organizations of ubiquitous “blue print.” The planning, structuring, administration and execution of the process of adopting Big Data in an organization, being that a corporate one or an educational one, remains an elusive one. No less elusive is the adoption of the Big Data practices among libraries themselves. Seeking the commonalities and differences in the adoption of Big Data practices among libraries may be a suitable start to help libraries transition to the adoption of Big Data and restructuring organizational and daily activities based on Big Data decisions. Introduction to the problem. Limitations
The redefinition of humanities scholarship has received major attention in higher education. The advent of digital humanities challenges aspects of academic librarianship. Data literacy is a critical need for digital humanities in academia. The March 2016 Library Juice Academy Webinar led by John Russel exemplifies the efforts to help librarians become versed in obtaining programming skills, and respectively, handling data. Those are first steps on a rather long path of building a robust infrastructure to collect, analyze, and interpret data intelligently, so it can be utilized to restructure daily and strategic activities. Since the phenomenon of Big Data is young, there is a lack of blueprints on the organization of such infrastructure. A collection and sharing of best practices is an efficient approach to establishing a feasible plan for setting a library infrastructure for collection, analysis, and implementation of Big Data.
Limitations. This research can only organize the results from the responses of librarians and research into how libraries present themselves to the world in this arena. It may be able to make some rudimentary recommendations. However, based on each library’s specific goals and tasks, further research and work will be needed.
Big Data is becoming an omnipresent term. It is widespread among different disciplines in academia (De Mauro, Greco, & Grimaldi, 2016). This leads to “inconsistency in meanings and necessity for formal definitions” (De Mauro et al, 2016, p. 122). Similarly, to De Mauro et al (2016), Hashem, Yaqoob, Anuar, Mokhtar, Gani and Ullah Khan (2015) seek standardization of definitions. The main connected “themes” of this phenomenon must be identified and the connections to Library Science must be sought. A prerequisite for a comprehensive definition is the identification of Big Data methods. Bughin, Chui, Manyika (2011), Chen et al. (2012) and De Mauro et al (2015) single out the methods to complete the process of building a comprehensive definition.
In conjunction with identifying the methods, volume, velocity, and variety, as defined by Laney (2001), are the three properties of Big Data accepted across the literature. Daniel (2015) defines three stages in big data: collection, analysis, and visualization. According to Daniel, (2015), Big Data in higher education “connotes the interpretation of a wide range of administrative and operational data” (p. 910) and according to Hilbert (2013), as cited in Daniel (2015), Big Data “delivers a cost-effective prospect to improve decision making” (p. 911).
The importance of understanding the process of Big Data analytics is well understood in academic libraries. An example of such “administrative and operational” use for cost-effective improvement of decision making are the Finch & Flenner (2016) and Eaton (2017) case studies of the use of data visualization to assess an academic library collection and restructure the acquisition process. Sugimoto, Ding & Thelwall (2012) call for the discussion of Big Data for libraries. According to the 2017 NMC Horizon Report “Big Data has become a major focus of academic and research libraries due to the rapid evolution of data mining technologies and the proliferation of data sources like mobile devices and social media” (Adams, Becker, et al., 2017, p. 38).
Power (2014) elaborates on the complexity of Big Data in regard to decision-making and offers ideas for organizations on building a system to deal with Big Data. As explained by Boyd and Crawford (2012) and cited in De Mauro et al (2016), there is a danger of a new digital divide among organizations with different access and ability to process data. Moreover, Big Data impacts current organizational entities in their ability to reconsider their structure and organization. The complexity of institutions’ performance under the impact of Big Data is further complicated by the change of human behavior, because, arguably, Big Data affects human behavior itself (Schroeder, 2014).
De Mauro et al (2015) touch on the impact of Dig Data on libraries. The reorganization of academic libraries considering Big Data and the handling of Big Data by libraries is in a close conjunction with the reorganization of the entire campus and the handling of Big Data by the educational institution. In additional to the disruption posed by the Big Data phenomenon, higher education is facing global changes of economic, technological, social, and educational character. Daniel (2015) uses a chart to illustrate the complexity of these global trends. Parallel to the Big Data developments in America and Asia, the European Union is offering access to an EU open data portal (https://data.europa.eu/euodp/home ). Moreover, the Association of European Research Libraries expects under the H2020 program to increase “the digitization of cultural heritage, digital preservation, research data sharing, open access policies and the interoperability of research infrastructures” (Reilly, 2013).
The challenges posed by Big Data to human and social behavior (Schroeder, 2014) are no less significant to the impact of Big Data on learning. Cohen, Dolan, Dunlap, Hellerstein, & Welton (2009) propose a road map for “more conservative organizations” (p. 1492) to overcome their reservations and/or inability to handle Big Data and adopt a practical approach to the complexity of Big Data. Two Chinese researchers assert deep learning as the “set of machine learning techniques that learn multiple levels of representation in deep architectures (Chen & Lin, 2014, p. 515). Deep learning requires “new ways of thinking and transformative solutions (Chen & Lin, 2014, p. 523). Another pair of researchers from China present a broad overview of the various societal, business and administrative applications of Big Data, including a detailed account and definitions of the processes and tools accompanying Big Data analytics. The American counterparts of these Chinese researchers are of the same opinion when it comes to “think about the core principles and concepts that underline the techniques, and also the systematic thinking” (Provost and Fawcett, 2013, p. 58). De Mauro, Greco, and Grimaldi (2016), similarly to Provost and Fawcett (2013) draw attention to the urgent necessity to train new types of specialists to work with such data. As early as 2012, Davenport and Patil (2012), as cited in Mauro et al (2016), envisioned hybrid specialists able to manage both technological knowledge and academic research. Similarly, Provost and Fawcett (2013) mention the efforts of “academic institutions scrambling to put together programs to train data scientists” (p. 51). Further, Asomoah, Sharda, Zadeh & Kalgotra (2017) share a specific plan on the design and delivery of a big data analytics course. At the same time, librarians working with data acknowledge the shortcomings in the profession, since librarians “are practitioners first and generally do not view usability as a primary job responsibility, usually lack the depth of research skills needed to carry out a fully valid” data-based research (Emanuel, 2013, p. 207).
Borgman (2015) devotes an entire book to data and scholarly research and goes beyond the already well-established facts regarding the importance of Big Data, the implications of Big Data and the technical, societal, and educational impact and complications posed by Big Data. Borgman elucidates the importance of knowledge infrastructure and the necessity to understand the importance and complexity of building such infrastructure, in order to be able to take advantage of Big Data. In a similar fashion, a team of Chinese scholars draws attention to the complexity of data mining and Big Data and the necessity to approach the issue in an organized fashion (Wu, Xhu, Wu, Ding, 2014).
Bruns (2013) shifts the conversation from the “macro” architecture of Big Data, as focused by Borgman (2015) and Wu et al (2014) and ponders over the influx and unprecedented opportunities for humanities in academia with the advent of Big Data. Does the seemingly ubiquitous omnipresence of Big Data mean for humanities a “railroading” into “scientificity”? How will research and publishing change with the advent of Big Data across academic disciplines?
Reyes (2015) shares her “skinny” approach to Big Data in education. She presents a comprehensive structure for educational institutions to shift “traditional” analytics to “learner-centered” analytics (p. 75) and identifies the participants in the Big Data process in the organization. The model is applicable for library use.
Being a new and unchartered territory, Big Data and Big Data analytics can pose ethical issues. Willis (2013) focusses on Big Data application in education, namely the ethical questions for higher education administrators and the expectations of Big Data analytics to predict students’ success. Daries, Reich, Waldo, Young, and Whittinghill (2014) discuss rather similar issues regarding the balance between data and student privacy regulations. The privacy issues accompanying data are also discussed by Tene and Polonetsky, (2013).
Privacy issues are habitually connected to security and surveillance issues. Andrejevic and Gates (2014) point out in a decision making “generated by data mining, the focus is not on particular individuals but on aggregate outcomes” (p. 195). Van Dijck (2014) goes into further details regarding the perils posed by metadata and data to the society, in particular to the privacy of citizens. Bail (2014) addresses the same issue regarding the impact of Big Data on societal issues, but underlines the leading roles of cultural sociologists and their theories for the correct application of Big Data.
Library organizations have been traditional proponents of core democratic values such as protection of privacy and elucidation of related ethical questions (Miltenoff & Hauptman, 2005). In recent books about Big Data and libraries, ethical issues are important part of the discussion (Weiss, 2018). Library blogs also discuss these issues (Harper & Oltmann, 2017). An academic library’s role is to educate its patrons about those values. Sugimoto et al (2012) reflect on the need for discussion about Big Data in Library and Information Science. They clearly draw attention to the library “tradition of organizing, managing, retrieving, collecting, describing, and preserving information” (p.1) as well as library and information science being “a historically interdisciplinary and collaborative field, absorbing the knowledge of multiple domains and bringing the tools, techniques, and theories” (p. 1). Sugimoto et al (2012) sought a wide discussion among the library profession regarding the implications of Big Data on the profession, no differently from the activities in other fields (e.g., Wixom, Ariyachandra, Douglas, Goul, Gupta, Iyer, Kulkami, Mooney, Phillips-Wren, Turetken, 2014). A current Andrew Mellon Foundation grant for Visualizing Digital Scholarship in Libraries seeks an opportunity to view “both macro and micro perspectives, multi-user collaboration and real-time data interaction, and a limitless number of visualization possibilities – critical capabilities for rapidly understanding today’s large data sets (Hwangbo, 2014).
The importance of the library with its traditional roles, as described by Sugimoto et al (2012) may continue, considering the Big Data platform proposed by Wu, Wu, Khabsa, Williams, Chen, Huang, Tuarob, Choudhury, Ororbia, Mitra, & Giles (2014). Such platforms will continue to emerge and be improved, with librarians as the ultimate drivers of such platforms and as the mediators between the patrons and the data generated by such platforms.
Every library needs to find its place in the large organization and in society in regard to this very new and very powerful phenomenon called Big Data. Libraries might not have the trained staff to become a leader in the process of organizing and building the complex mechanism of this new knowledge architecture, but librarians must educate and train themselves to be worthy participants in this new establishment.
Method
The study will be cleared by the SCSU IRB.
The survey will collect responses from library population and it readiness to use and use of Big Data. Send survey URL to (academic?) libraries around the world.
Data will be processed through SPSS. Open ended results will be processed manually. The preliminary research design presupposes a mixed method approach.
The study will include the use of closed-ended survey response questions and open-ended questions. The first part of the study (close ended, quantitative questions) will be completed online through online survey. Participants will be asked to complete the survey using a link they receive through e-mail.
Mixed methods research was defined by Johnson and Onwuegbuzie (2004) as “the class of research where the researcher mixes or combines quantitative and qualitative research techniques, methods, approaches, concepts, or language into a single study” (Johnson & Onwuegbuzie, 2004 , p. 17). Quantitative and qualitative methods can be combined, if used to complement each other because the methods can measure different aspects of the research questions (Sale, Lohfeld, & Brazil, 2002).
Sampling design
Online survey of 10-15 question, with 3-5 demographic and the rest regarding the use of tools.
1-2 open-ended questions at the end of the survey to probe for follow-up mixed method approach (an opportunity for qualitative study)
data analysis techniques: survey results will be exported to SPSS and analyzed accordingly. The final survey design will determine the appropriate statistical approach.
Project Schedule
Complete literature review and identify areas of interest – two months
Prepare and test instrument (survey) – month
IRB and other details – month
Generate a list of potential libraries to distribute survey – month
Contact libraries. Follow up and contact again, if necessary (low turnaround) – month
Collect, analyze data – two months
Write out data findings – month
Complete manuscript – month
Proofreading and other details – month
Significance of the work
While it has been widely acknowledged that Big Data (and its handling) is changing higher education (https://blog.stcloudstate.edu/ims?s=big+data) as well as academic libraries (https://blog.stcloudstate.edu/ims/2016/03/29/analytics-in-education/), it remains nebulous how Big Data is handled in the academic library and, respectively, how it is related to the handling of Big Data on campus. Moreover, the visualization of Big Data between units on campus remains in progress, along with any policymaking based on the analysis of such data (hence the need for comprehensive visualization).
This research will aim to gain an understanding on: a. how librarians are handling Big Data; b. how are they relating their Big Data output to the campus output of Big Data and c. how librarians in particular and campus administration in general are tuning their practices based on the analysis.
Based on the survey returns (if there is a statistically significant return), this research might consider juxtaposing the practices from academic libraries, to practices from special libraries (especially corporate libraries), public and school libraries.
References:
Adams Becker, S., Cummins M, Davis, A., Freeman, A., Giesinger Hall, C., Ananthanarayanan, V., … Wolfson, N. (2017). NMC Horizon Report: 2017 Library Edition.
Andrejevic, M., & Gates, K. (2014). Big Data Surveillance: Introduction. Surveillance & Society, 12(2), 185–196.
Asamoah, D. A., Sharda, R., Hassan Zadeh, A., & Kalgotra, P. (2017). Preparing a Data Scientist: A Pedagogic Experience in Designing a Big Data Analytics Course. Decision Sciences Journal of Innovative Education, 15(2), 161–190. https://doi.org/10.1111/dsji.12125
Bughin, J., Chui, M., & Manyika, J. (2010). Clouds, big data, and smart assets: Ten tech-enabled business trends to watch. McKinsey Quarterly, 56(1), 75–86.
Cohen, J., Dolan, B., Dunlap, M., Hellerstein, J. M., & Welton, C. (2009). MAD Skills: New Analysis Practices for Big Data. Proc. VLDB Endow., 2(2), 1481–1492. https://doi.org/10.14778/1687553.1687576
Daniel, B. (2015). Big Data and analytics in higher education: Opportunities and challenges. British Journal of Educational Technology, 46(5), 904–920. https://doi.org/10.1111/bjet.12230
Daries, J. P., Reich, J., Waldo, J., Young, E. M., Whittinghill, J., Ho, A. D., … Chuang, I. (2014). Privacy, Anonymity, and Big Data in the Social Sciences. Commun. ACM, 57(9), 56–63. https://doi.org/10.1145/2643132
De Mauro, A. D., Greco, M., & Grimaldi, M. (2016). A formal definition of Big Data based on its essential features. Library Review, 65(3), 122–135. https://doi.org/10.1108/LR-06-2015-0061
De Mauro, A., Greco, M., & Grimaldi, M. (2015). What is big data? A consensual definition and a review of key research topics. AIP Conference Proceedings, 1644(1), 97–104. https://doi.org/10.1063/1.4907823
Eaton, M. (2017). Seeing Library Data: A Prototype Data Visualization Application for Librarians. Publications and Research. Retrieved from http://academicworks.cuny.edu/kb_pubs/115
Emanuel, J. (2013). Usability testing in libraries: methods, limitations, and implications. OCLC Systems & Services: International Digital Library Perspectives, 29(4), 204–217. https://doi.org/10.1108/OCLC-02-2013-0009
Graham, M., & Shelton, T. (2013). Geography and the future of big data, big data and the future of geography. Dialogues in Human Geography, 3(3), 255–261. https://doi.org/10.1177/2043820613513121
Hashem, I. A. T., Yaqoob, I., Anuar, N. B., Mokhtar, S., Gani, A., & Ullah Khan, S. (2015). The rise of “big data” on cloud computing: Review and open research issues. Information Systems, 47(Supplement C), 98–115. https://doi.org/10.1016/j.is.2014.07.006
Laney, D. (2001, February 6). 3D Data Management: Controlling Data Volume, Velocity, and Variety.
Miltenoff, P., & Hauptman, R. (2005). Ethical dilemmas in libraries: an international perspective. The Electronic Library, 23(6), 664–670. https://doi.org/10.1108/02640470510635746
Philip Chen, C. L., & Zhang, C.-Y. (2014). Data-intensive applications, challenges, techniques and technologies: A survey on Big Data. Information Sciences, 275(Supplement C), 314–347. https://doi.org/10.1016/j.ins.2014.01.015
Provost, F., & Fawcett, T. (2013). Data Science and its Relationship to Big Data and Data-Driven Decision Making. Big Data, 1(1), 51–59. https://doi.org/10.1089/big.2013.1508
Reyes, J. (2015). The skinny on big data in education: Learning analytics simplified. TechTrends: Linking Research & Practice to Improve Learning, 59(2), 75–80. https://doi.org/10.1007/s11528-015-0842-1
Schroeder, R. (2014). Big Data and the brave new world of social media research. Big Data & Society, 1(2), 2053951714563194. https://doi.org/10.1177/2053951714563194
Sugimoto, C. R., Ding, Y., & Thelwall, M. (2012). Library and information science in the big data era: Funding, projects, and future [a panel proposal]. Proceedings of the American Society for Information Science and Technology, 49(1), 1–3. https://doi.org/10.1002/meet.14504901187
Tene, O., & Polonetsky, J. (2012). Big Data for All: Privacy and User Control in the Age of Analytics. Northwestern Journal of Technology and Intellectual Property, 11, [xxvii]-274.
van Dijck, J. (2014). Datafication, dataism and dataveillance: Big Data between scientific paradigm and ideology. Surveillance & Society; Newcastle upon Tyne, 12(2), 197–208.
Waller, M. A., & Fawcett, S. E. (2013). Data Science, Predictive Analytics, and Big Data: A Revolution That Will Transform Supply Chain Design and Management. Journal of Business Logistics, 34(2), 77–84. https://doi.org/10.1111/jbl.12010
West, D. M. (2012). Big data for education: Data mining, data analytics, and web dashboards. Governance Studies at Brookings, 4, 1–0.
Willis, J. (2013). Ethics, Big Data, and Analytics: A Model for Application. Educause Review Online. Retrieved from https://docs.lib.purdue.edu/idcpubs/1
Wixom, B., Ariyachandra, T., Douglas, D. E., Goul, M., Gupta, B., Iyer, L. S., … Turetken, O. (2014). The current state of business intelligence in academia: The arrival of big data. CAIS, 34, 1.
Wu, X., Zhu, X., Wu, G. Q., & Ding, W. (2014). Data mining with big data. IEEE Transactions on Knowledge and Data Engineering, 26(1), 97–107. https://doi.org/10.1109/TKDE.2013.109
Wu, Z., Wu, J., Khabsa, M., Williams, K., Chen, H. H., Huang, W., … Giles, C. L. (2014). Towards building a scholarly big data platform: Challenges, lessons and opportunities. In IEEE/ACM Joint Conference on Digital Libraries (pp. 117–126). https://doi.org/10.1109/JCDL.2014.6970157
The 21st Century Skills of the Academic Librarian in Bulgaria
Applicant:
Plamen Miltenoff, PhD, MLIS, http://web.stcloudstate.edu/pmiltenoff/faculty/
My experience and connections with the library organizations and professionals from Moldova, Bulgaria and Austria, as well as my 17+ years working at the St. Cloud State University library provides me with an opportunity for comparison and, consequently, proposal for collaborative practices with Bulgarian academic librarians.
Project Duration: one year
Problem Identification: Through the years, my work with faculty and librarians from Shoumen University (http://shu-bg.net/ ), Plovdiv University (https://uni-plovdiv.bg/), New Bulgarian University (https://nbu.bg/), the American University (https://www.aubg.edu/) and Sofia University (https://www.uni-sofia.bg/) helped me identify differences and similarities in the work of the Bulgarian educational institutions and academia from abroad.
The role of the academic librarian in the educational process is different/limited in Bulgaria compared to the United States. During a collaboration on gamifying library instruction (http://web.stcloudstate.edu/pmiltenoff/bi/), the NBU librarians demonstrated their propensity to shift their campus role close to the campus role of American librarians, yet in general the Bulgarian library guild remains traditional in their view of their responsibilities toward the educational process on campus.
Project Objectives:
This proposal aims regular discussions among professionals from Bulgarian and American (possibly other nations) librarians to determine the framework regarding librarian’s responsibilities. Are academic librarians faculty members or staff? Do they have teaching or service (or both) responsibilities? What are 20th century academic librarians’ responsibilities are to be preserved? Updated? What are the 21st century responsibilities to be gained? What is the relationship between academic librarians and faculty? What is expected from an academic librarians to ensure learning happens? To benefit faculty’s teaching?
A comparison of academic library structures, job descriptions, models and discourses can lead to deep[er] analysis of existing structures and possible reorganizations to improve the role of the library in particular and the efficiency of the educational institution in general.
Comparisons of topics and syllabi: multiliteraices as successor of information literacy? Is the academic library the hub for technological innovations (e.g makerspaces, 3D printing, virtual reality/augmented reality) and if not, what is the academic library role in the process?
Other relevant topics / issues are expected to transpire during such discourse.
Project Description:
The project is organized in collaboration of synchronous and asynchronous character during the span of one academic year. Three synchronous sessions each semester (six sessions for the entire semester) will provide a forum through e-conferencing tools (e.g. Adobe Connect, WebEx, Skype, Google Hangout etc.) for live discussions and planning. Weekly asynchronous dialog through social media (e.g. blog, Facebook Group, Google Group etc.) will provide the platform/ hub/ forum daily/detailed preparation for the monthly synchronous meetings.
Most valuable feedback through the weekly asynchronous discussions will be voted by participants and three best weekly contributions will be awarded badges. At the end of the academic year, the three contributors with largest collection of badges will be awarded cost for registration fee, travel and lodging to an important European conference regarding libraries and education.
The experience and lessons from the process will be summed up, published and presented at local (Bulgarian), regional (Balkans) and international (European, U.S.) educational conferences and events. Similar cross-cultural experiences and studies will be research and comparison and future collaboration will be sought.
Impact:
The use of synchronous tools will provide technological and didactical practice for academic librarians; an experience they later can apply in their service to the campus community.
Same with the asynchronous tools / social media
The practice and experience of using social media for institutional purposes can help librarians figure out pertinent outreach to the recent and incoming students (Millennials and Gen Y)
The use of social media will provide transparency and participatory governing of the process.
Sustainability:
The lessons from such endeavor aim to bring closer collaboration and understanding between academic librarians and campus faculty. Such collaboration can be measured, as well as impact of improved teaching and improved learning. The measurements should convince university administration to further support the continues process of cross-cultural collaboration between academic librarians.
card has a tiny RFID sensor chip. These chips are supposed to make life easier by emitting radio signals for fast identification. The technology helps keep track of livestock and inventory. It makes automatic payment on toll roads and faster scanning of passports possible, and, starting around 2004, brought us contactless payment with certain credit cards.
REI and other companies sell a range of RFID-blocking products and say the number of customers looking for travel bags and credit card sleeves has been growing. That’s despite the fact that the percentage of credit cards with RFID chips in the U.S. is extremely small.
Still, people are worried about electronic pickpocketing — worried enough to strap on RFID-blocking fanny packs, even skinny jeans. In 2014, the San Francisco-based clothing company Betabrand partnered with Norton Security to create the first pair of denim with RFID protected pockets.
Eva Velasquez, president of the Identity Theft Resource Center, says from a consumer perspective, deciding whether to invest in RFID-blocking technology is all about evaluating risk. In the next few years, there will undoubtedly be millions more of these cards on the market.
if you’re worried about e-pickpocketing but don’t want to spend much money, you can make your own blocking wallet or wrap your cards or passport in a thick piece of aluminum foil. According to Consumer Reports, that works as well as most RFID protectors on the market.
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more on cybersecurity in this IMS blog
The report gives detailed data on the use of various bibliometric and altmetric tools such as Google Scholar, Web of Science, Scimago, Plum Analytics
20 predominantly research universities in the USA, continental Europe, the UK, Canada and Australia/New Zealand. Among the survey participants are: Carnegie Mellon, Cambridge University, Universitat Politècnica de Catalunya the University at Albany, the University of Melbourne, Florida State University, the University of Alberta and Victoria University of Wellington
ResearcherID provides a solution to the author ambiguity problem within the scholarly research community. Each member is assigned a unique identifier to enable researchers to manage their publication lists, track their times cited counts and h-index, identify potential collaborators and avoid author misidentification. In addition, your ResearcherID information integrates with the Web of Science and is ORCID compliant, allowing you to claim and showcase your publications from a single one account. Search the registry to find collaborators, review publication lists and explore how research is used around the world!
– Just 5% of those surveyed use Facebook Insights in their altmetrics efforts.
Sugimoto, C. R., Work, S., Larivière, V., & Haustein, S. (2016). Scholarly use of social media and altmetrics: a review of the literature. Retrieved from https://arxiv.org/abs/1608.08112
One of the central issues associated with altmetrics (short for alternative metrics) is the identification of communities engaging with scholarly content on social media (Haustein, Bowman, & Costas, 2015; Neylon, 2014; Tsou, Bowman, Ghazinejad, & Sugimoto, 2015) . It is thus of central importance to understand the uses and users of social media in the context of scholarly communication.
most identify the following major categori es: social networking, social bookmarking, blogging, microblogging, wikis , and media and data sharing (Gu & Widén -Wulff, 2011; Rowlands, Nicholas, Russell, Canty, & Watkinson, 2011; Tenopir et al., 2013) . Some also conside r conferencing, collaborative authoring, scheduling and meeting tools (Rowlands et al., 2011) or RSS and online documents (Gu & Widén -Wulff, 2011; Tenopir et al., 2013) as social media. The landscape of social media, as well as that of altmetrics, is constantly changing and boundaries with othe r online platforms and traditional metrics are fuzzy. Many online platforms cannot be easily classified and more traditional metrics , such as downloads and mentions in policy documents , have been referred to as altmetrics due to data pr ovider policies.
the Use of social media platforms for by researchers is high — ranging from 75 to 80% in large -scale surveys (Rowlands et al., 2011; Tenopir et al., 2013; Van Eperen & Marincola, 2011) .
but
less than 10% of scholars reported using Twitter (Rowlands et al., 2011) , while 46% used ResearchGate (Van Noorden, 2014) , and more than 55% use d YouTube (Tenopir et al., 2013) —it is necessary to discuss the use of various types of social media separately . Furthermore, there i s a distinction among types of us e, with studies showing higher uses of social media for dissemination, consumption, communication , and promotion (e.g., Arcila -Calderón, Piñuel -Raigada, & Calderín -Cruz, 2013; Van Noorden, 2014) , and fewer instances of use for creation (i.e., using social media to construct scholarship) (British Library et al., 2012; Carpenter, Wetheridge, Tanner, & Smith, 2012; Procter et al., 2010b; Tenopir et al., 2013) .
Frequently mentioned social platforms in scholarly communication research include research -specific tools such as Mendeley, Zotero, CiteULike, BibSonomy, and Connotea (now defunct) as well as general tools such as Delicious and Digg (Hammond, Hannay, Lund, & Scott, 2005; Hull, Pettifer, & Kell, 2008; Priem & Hemminger, 2010; Reher & Haustein, 2010) .
Social data sharing platforms provide an infrastructure to share various types of scholarly objects —including datasets, software code, figures, presentation slides and videos —and for users to interact with these objects (e.g., comment on, favorite, like , and reuse ). Platforms such as Figshare and SlideShare disseminate scholars’ various types of research outputs such as datasets, figures, infographics, documents, videos, posters , or presentation slides (Enis, 2013) and displays views, likes, and shares by other users (Mas -Bleda et al., 2014) . GitHub provides for uploading and stor ing of software code, which allows users to modify and expand existing code (Dabbish, Stuart, Tsay, & Herbsleb, 2012) , which has been shown to lead to enhanced collaboratio n among developers (Thung, Bissyande, Lo, & Jiang, 2013) . As w ith other social data sharing platforms, usage statistics on the number of view and contributions to a project are provided (Kubilius, 2014) . The registry of research data repositories, re3data.org, ha s indexed more than 1,200 as of May 2015 2 . However, only a few of these repositories (i.e. , Figshare, SlideShare and Github) include social functionalities and have reached a certain level of participation from scholars (e.g., Begel, Bosch, & Storey, 2013; Kubilius, 2014) .
Video provide s yet another genre for social interaction and scholarly communication (Kousha, Thelwall, & Abdoli, 2012; Sugimoto & Thelwall, 2013) . Of the various video sharing platforms, YouTube, launched in 2005, is by far the most popular
A study of UK scholars reports that the majority o f respondents engaged with video for scholarly communication purposes (Tenopir et al., 2013) , yet only 20% have ever created in that genre. Among British PhD students, 17% had used videos and podcasts passively for research, while 8% had actively contributed (British Library et al., 2012) .
Blogs began in the mid -1990s and were considered ubiquitous by the mid- 200 0s (Gillmor, 2006; Hank, 2011; Lenhart & Fox, 2006; Rainie, 2005) . Scholarly blogs emerged during this time with their own neologisms (e.g., blogademia , blawgosphere , bloggership) and body of research (Hank, 2011) and were considered to change the exclusive structure of scholarly communication
Technorati, considered t o be on e of the largest ind ex of blogs, deleted their entire blog directory in 2014 3 . Individual blogs are also subject to abrupt cancellations and deletions, making questionable the degree to which blogging meets the permanence criteria of scholarly commu nication (Hank, 2011) .
ResearchBlogging.org (RB) — “an aggregator of blog posts referencing peer -reviewed research in a structured manner” (Shema, Bar -Ilan, & Thelwall, 2015, p. 3) — was launched in 2007 and has been a fairly stable structure in the scholarly blogging environment. RB both aggregates and —through the use of the RB icon — credentials scholarly blogs (Shema et al., 2015) . The informality of the genre (Mewburn & Thomson, 2013) and the ability to circumve nt traditional publishing barr iers has led advocates to claim that blogging can invert traditional academic power hierarchies (Walker, 2006) , allow ing people to construct scholarly identities outside of formal institutionalization (Ewins, 2005; Luzón, 2011; Potter, 2012) and democratize the scientific system (Gijón, 2013) . Another positive characteristic of blogs is their “inherently social” nature (Walker, 2006, p. 132) (see also Kjellberg, 2010; Luzón, 2011 ). Scholars have noted the potential for “communal scholarship” (Hendrick, 2012) made by linking and commenting, calling the platform “a new ‘third place’ for academic discourse” (Halavais, 2006, p. 117) . Commenting functionalities were seen as making possible the “shift from public understanding to public engagement with science” (Kouper, 2010, p. 1) .
Studies have also provided evidence of high rate s of blogging among certain subpopulations: for example, approximately one -third of German university staff (Pscheida et al., 2013) and one fifth of UK doctoral students use blogs (Carpenter et al., 2012) .
Academics are not only producers, but also consumers of blogs: a 2007 survey of medical bloggers foundthat the large majority (86%) read blogs to find medical news (Kovic et al., 2008)
Mahrt and Puschmann (2014) , who defined science blogging as “the use of blogs for science communication” (p. 1). It has been similarly likened to a sp ace for public intellectualism (Kirkup, 2010; Walker, 2006) and as a form of activism to combat perceived biased or pseudoscience (Riesch & Mendel, 2014. Yet, there remains a tension between science bloggers and science journalists, with many science journals dismissing the value of science blogs (Colson, 2011)
.
while there has been anecdotal evidence of the use of blogs in promotion and tenure (e.g., (Podgor, 2006) the consensus seem s to suggest that most institutions do not value blogging as highly as publishing in traditional outlets, or consider blogging as a measure of service rather than research activity (Hendricks, 2010, para. 30) .
Microblogging developed out of a particular blogging practice, wherein bloggers would post small messages or single files on a blog post. Blogs that focused on such “microposts” were then termed “tumblelogs” and were described as “a quick and dirty stream of consciousness” kind of blogging (Kottke, 2005, para. 2)
most popular microblogs are Twitter (launched in 2006), tumblr (launched in 2007), FriendFeed (launched in 2007 and available in several languages), Plurk (launched in 2008 and popular in Taiwan), and Sina Weibo (launched in 2009 and popular in China).
users to follow other users, search tweets by keywords or hashtags, and link to other media or other tweets
.
Conference chatter (backchanneling) is another widely studied area in the realm of scholarly microblogging. Twitter use at conferences is generally carried out by a minority of participants
Wikis are collaborative content management platforms enabled by web browsers and embedded markup languages.
Wikipedia has been advocated as a replacement for traditional publishing and peer review models (Xia o & Askin, 2012) and pleas have been made to encourage experts to contribute (Rush & Tracy, 2010) . Despite this, contribution rates remain low — likely hindered by the lack of explicit authorship in Wikipedia, a cornerstone of the traditional academic reward system (Black, 2008; Butler, 2008; Callaway, 2010; Whitworth & Friedman, 2009) . Citations to scholarly documents —another critical component in the reward system —are increasingly being found i n Wikiped ia entries (Bould et al., 2014; Park, 2011; Rousidis et al., 2013) , but are no t yet seen as valid impact indicators (Haustein, Peters, Bar -Ilan, et al., 2014) .
The altmetrics manifesto (Priem et al., 2010, para. 1) , altmetrics can serve as filters , which “reflect the broad, rapid impact of scholarship in this burgeoning ecosystem”.
There are also a host of platforms which are being used informally to discuss and rate scholarly material. Reddit, for example, is a general topic platform where users can submit, discuss and rate online content. Historically, mentions of scientific journals on Reddit have been rare (Thelwall, Haustein, et al., 2013) . However, several new subreddits —e.g., science subreddit 4 , Ask Me Anything sessions 5 –have recently been launched, focusing on the discussion of scientific information. Sites like Amazon (Kousha & Thelwall, 2015) and Goodreads (Zuccala, Verleysen, Cornacchia, & Engels, 2015) , which allow users to comment on and rate books, has also been mined as potential source for the compilation of impact indicators
libraries provide services to support researchers’ use of social media tools and metrics (Lapinski, Piwowar, & Priem, 2013; Rodgers & Barbrow, 2013; Roemer & Borchardt, 2013). One example is Mendeley Institutional Edition, https://www.elsevier.com/solutions/mendeley/Mendeley-Institutional-Edition, which mines Mendeley documents, annotations, and behavior and provides these data to libraries (Galligan & Dyas -Correia, 2013) . Libraries can use them for collection management, in a manner similar to other usage data, such as COUNTER statistics (Galligan & Dyas -Correia, 2013) .
Factors affecting social media use; age, academic rank and status, gender, discipline, country and language,
a need for new techniques to handle the problem in online environments. To achieve zero cheating is hard (or impossible) without repelling not only cheaters but also those students who do not cheat, where a zero ‐ tolerance emphasis also would risk inhibiting students’ intrinsic motivation. Several studies indicate that existing virtual learning environments do not provide the features needed to control that the intended student is the one taking the online exam. Biometric Belt and Braces for Authentication in Distance Education.
One approach to prevent student’s dishonesty is the university code of honour. This is a set of rules describing what actions are not permitted and the consequences for students taking such actions. Another way of preventing cheating is the use of proctors during written exams. Even while using such codes of honour and proctors, universities still have found many students to cheat. Biometric Belt and Braces for Authentication in Distance Education.
Neutralisation is the phenomenon when a person rationalises his or her dishonest behaviour with arguments like “I can do this because the work load within this course is just too overwhelming” or “I can do this because I have a half ‐ time job on the side which gives me less study time than the other students have”. By doing so the student puts the blame for cheating on external factors rather than on himself, and also protects himself from the blame of others (Haines et al. 1986). This neutralises the behavior in the sense that the person’s feelings of shame are reduced or even eliminated. Haines et al. (1986 Biometric Belt and Braces for Authentication in Distance Education.
Simply asking participants to read a code of honour when they had the opportunity to cheat reduced dishonesty. Also whether one signed the code of honour or just read it influenced cheating. The Shu et al. (2011) study suggests that opportunity and knowledge of ethical standards are two factors that impact students’ ethical decision about cheating. This is in line with the results in (McCabe, Trevino and Butterfield 2001), showing that if students regularly are reminded of the university’s code of honour, they are less likely to cheat Biometric Belt and Braces for Authentication in Distance Education.
For an online course setting, Gearhart (2001) suggest that teachers should develop a guideline for “good practices”.
In online examination there are reports of students hiring other persons to increase their scores (Flior & Kowalski, 2010) and there is a need for new enhanced authentication tools (Ullah, Xiao & Lilley, 2012). For companies and Internet environments the process of authentication is often completed through the use of logon identification with passwords and the assumption of the password to guarantee that the user is authentic (Ramzan, 2007), but logins and passwords can be borrowed (Bailie & Jortberg, 2009). The discussion on how to provide enhanced authentication in online examination has led to many suggested solutions; four of them are: Biometric Belt and Braces for Authentication in Distance Education.
Challenge Questions: with questions based on third ‐ party data
Face ‐ to ‐ Face Proctored Exam: with government or institution issued identification
Web Video Conference Proctor: audio and video conference proctoring via webcam and screen monitoring service with live, certified proctors
Biometrics and Web Video Recording: with unique biometrics combined with the recording of student in exam via webcam
An idea for online courses is that assessment should not only be a one way process where the students get grades and feedback. The examination process should also be a channel for students’ feedback to teachers and course instructors (Mardanian & Mozelius, 2011). New online methods could be combined with traditional assessment in an array of techniques aligned to the learning outcomes (Runyon and Von Holzen, 2005). Examples of summative and formative assessment in an online course could be a mix of: Biometric Belt and Braces for Authentication in Distance Education.
Multiple choice questions (MCQ) tests, automatically corrected in a virtual learning environment
Term papers or essays analysed by the course instructors
Individual or group assignments posted in digital drop ‐ boxes
Oral or written tests conducted in the presence of the instructor or through videoconferences (Dikli, 2003)
Authors’ suggestion is a biometric belt and braces model with a combination of scanned facial coordinates and voice recognition, where only a minimum of biometric data has to be stored. Even if the model is based on biometrics with a medium to low grade of uniqueness and permanence, it would be reliable enough for authentication in online courses if two (or more) types of biometrics are combined with the presented dialogue based examination using an interaction/obser ‐ vation process via web cameras. Biometric Belt and Braces for Authentication in Distance Education.
Photo-sharing Site as Library Tool : A Web-based Survey
peer-reviewed article for Digital Library Perspectives: https://mc.manuscriptcentral.com/dlp
opportunity to user to develop a sense of ownership over the library resources.
Photo-sharing sites already have taken sharp inroads into the field of teaching-learnin encouraging a shift from teacher-led approach to user centred engagement (Kawka, et al,2012).
Introducing photo-sharing sites and integrating with other social networking sites, libraries are now making their web presence outside the “traditional web platform”. With facility of online managing and sharing of digital images, photo-sharing sites enable users to get remotely connected with others and interact with comment links. Photo-sharing sites that are commonly being used by libraries are Flickr (www.flickr.com), Instagram (instagram.com), Pinterest (in.pinterest.com), Photobucket (photobucket.com), Picasa (picasa.google.com), SmugMug (www.smugmug.com), etc (Bradley, 2007; Kroski, 2008; Salomon, 2013).
The results showed that blog and RSS are among the mostly used applications and web 0 applications are associated with overall website quality, particularly to the service quality.
Stvilia and Jörgensen (2010) suggests that controlled vocabulary terms may be
37 complemented with those user generated tags which users feel more comfortable with for information The study also reflects a growing interest among the user community to be involved in “social content creation and sharing communities in creating and enhancing the metadata of their photo collections to make the collections more accessible and visible”.
page 7-8.
2.1 Steps to increase accessibility to photo-sharing sites a) Improve visibility: To make photo-sharing sites of the library easily visible, a direct link to library homepage is essential
p. 9 2.2 Purposes of using photo-sharing sites a) Organising library tour
b) Community building
c) Tool for digitisation
d) Grabbing the users at their own place
e) Integrating Feeds with other application
f) Displaying new arrivals : Newly added books
g) Sharing news & events and publicize library activities
h) Archives of exhibits
i) Portal for academic and research activity: Photo-sharing sites may serve as platform tofoster teaching learning activity, particularly for those who may use these image resource sites for academic purpose
j) Experimentation : Being a relatively new approach to users service, these tools may be introduced on experimental basis to examine their proper utilisation before final implementation
k) Miscellaneous : Public library can reach out to the community physically, offer service to the traditionally underserved, homebound or people with disability, implement programmes to include marginalised section of the community and showcase its mobile outreach efforts in photo-sharing sites.
page 12-13
Before going to integrate photo-sharing site, a library should set the strategic objectives i.e., what purposes are to be served. “Purpose can provide clarity of vision when creating policies or guidelines” (Garofalo, 2013, p.28). The above discussedrange of purposes may help librarians to develop better understanding to makeinformed selection of photo-sharing utility and the nature of images to be posted through it. Goal setting should precede consideration of views of a sizeable section of all library stakeholders to know beforehand what they expect from the library.
• Once the purposes are outlined, a library should formulate policy/ guideline for photo-sharing practices, based on user requirement, staff resource, available time component and technological support base. Policy offers a clear guideline for the users and staff to decide the kind of images to be posted. A guideline is indeed essential for the optimum use of photo-sharing site. It also delineates the roles and responsibilities of the staff concerned and ensures regular monitoring of the posts. Policy may highlight fair use guidelines and allow re-use of images within the scope of copy-right.
• A best way to start is integrating an app, involving simple design with fewer images and let users be familiarized with the system. During the course of development more and more apps may be added, with more images to be posted to serve variety of purposes, depending on the institutional resource and user demand.
• Accessibility to photo-sharing site largely depends on its visibility to the audience. Icon of photo-sharing utility prominently located on website will increase the presentation of its visual identity. Library may set links to photo-sharing sites at home page or at drilled-down page.
• Being an emerging technology, photo-sharing site needs adequate exposure for optimum usage. Annotations associated to photo-sharing site will give an idea about the online tool and will guide users to better harness the application.
• Photo-sharing sites allow images to be organised in a variety of way. Categorising image resources under various topical headings at one location will improve resource identification and frees one from extensive searching.
• Regular posting of engaging images to photo-sharing site from the library and follow- up will attract users to tag and share images and strengthen community involvement with active user participation.
• “Social and informal photographs” of library staff will make them more approachable and strengthen patron-staff relationship.
• Library should seek user comments and suggestions to improve current photo-sharing application and to incorporate fresh element to library service provision. User feedback may be considered as a tool to evaluate the effectiveness of existing photo- sharing practices.
• To popularise the effort, usual promotional media like physical and online signs/ displays apart, library may use social media marketing platforms like blogs, Facebook, Twitter, etc., and increase awareness of photo-sharing tools.
• Imparting technology training may develop necessary knowledge; improve skill, and change the attitude and mindset of library professionals to handle issues related to using this web-based powered-tools and repurpose existing accessibility settings.
• To provide quick link to photo-sharing site from anywhere in the web, a library may use add-ons / plug-ins to embed image sharing tools.
• Photo-sharing site may be implemented to satisfy multiple approach options of users. A section of users use photo-sharing site to have a glimpse of the newly arrived documents, highlights of catalogue, rare books, etc. Some others may use it to find images of historical importance with context. New users may find it attractive to pay
Tomlin, P. (2009). A Matter of Discipline: Open Access, the Humanities, and Art History. Canadian Journal Of Higher Education, 39(3), 49-69.
Recent events suggest that open access has gained new momentum in the humanities, but the slow and uneven development of open-access initiatives in humanist fields continues to hinder the consolidation of efforts across the university. Although various studies have traced the general origins of the humanities’ reticence to embrace open access, few have actually considered the scholarly practices and disciplinary priorities that shape a discipline’s adoption of its principles. This article examines the emergence, potential and actualized, of open access in art history. Part case study, part conceptual mapping, the discussion is framed within the context of three interlocking dynamics: the present state of academic publishing in art history; the dominance of the journal and self-archiving repository within open-access models of scholarly production; and the unique roles played by copyright and permissions in art historical scholarship. It is hoped that tracing the discipline-specific configuration of research provides a first step toward both investigating the identity that open access might assume within the humanities, from discipline to discipline, and explaining how and why it might allow scholars to better serve themselves and their audiences.
Solomon, D. J., & Björk, B. (2012). A study of open access journals using article processing charges. Journal Of The American Society For Information Science & Technology, 63(8), 1485-1495. doi:10.1002/asi.22673
Article processing charges ( APCs) are a central mechanism for funding open access (OA) scholarly publishing. We studied the APCs charged and article volumes of journals that were listed in the Directory of Open Access Journals as charging APCs. These included 1,370 journals that published 100,697 articles in 2010. The average APC was $906 U.S. dollars (USD) calculated over journals and $904 USD calculated over articles. The price range varied between $8 and $3,900 USD, with the lowest prices charged by journals published in developing countries and the highest by journals with high-impact factors from major international publishers. Journals in biomedicine represent 59% of the sample and 58% of the total article volume. They also had the highest APCs of any discipline. Professionally published journals, both for profit and nonprofit, had substantially higher APCs than journals published by societies, universities, or scholars/researchers. These price estimates are lower than some previous studies of OA publishing and much lower than is generally charged by subscription publishers making individual articles OA in what are termed hybrid journals.
Beaubien, S., & Eckard, M. (2014). Addressing Faculty Publishing Concerns with Open Access Journal Quality Indicators. Journal Of Librarianship & Scholarly Communication, 2(2), 1-11. doi:10.7710/2162-3309.1133
BACKGROUND The scholarly publishing paradigm is evolving to embrace innovative open access publication models. While this environment fosters the creation of high-quality, peer-reviewed open access publications, it also provides opportunities for journals or publishers to engage in unprofessional or unethical practices. LITERATURE REVIEW Faculty take into account a number of factors in deciding where to publish, including whether or not a journal engages in ethical publishing practices. Librarians and scholars have attempted to address this issue in a number of ways, such as generating lists of ethical/unethical publishers and general guides. DESCRIPTION OF PROJECT In response to growing faculty concern in this area, the Grand Valley State University Libraries developed and evaluated a set of Open Access Journal Quality Indicators that support faculty in their effort to identify the characteristics of ethical and unethical open access publications. NEXT STEPS Liaison librarians have already begun using the Indicators as a catalyst in sparking conversation around open access publishing and scholarship. Going forward, the Libraries will continue to evaluate and gather feedback on the Indicators, taking into account emerging trends and practices.
Husain, S., & Nazim, M. (2013). Analysis of Open Access Scholarly Journals in Media & Communication. DESIDOC Journal Of Library & Information Technology, 33(5), 405-411.
he paper gives an account of the origin and development of the Open Access Initiative and explains the concept of open access publishing. It also highlight various facets related to the open access scholarly publishing in the field of Media & Communication on the basis of data collected from the most authoritative online directory of open access journals, i.e., Directory of Open Access Journals (DOAJ). The DOAJ covers 8492 open access journals of which 106 journals are listed under the subject heading ‘Media & Communication’. Most of the open access journals in Media & Communication were started during late 1990s and are being published from 34 different countries on 6 continents in 13 different languages. More than 80 % open access journals are being published by the not-for-profit sector such as academic institutions and universities.
Reed, K. (2014). Awareness of Open Access Issues Differs among Faculty at Institutions of Different Sizes. Evidence Based Library & Information Practice, 9(4), 76-77.
Objective — This study surveyed faculty awareness of open access (OA) issues and the institutional repository (IR) at the University of Wisconsin. The authors hoped to use findings to inform future IR marketing strategies to faculty. Design — Survey. Setting — University of Wisconsin-Eau Claire, a small, regional public university (approximately 10,000 students). Subjects — 105 faculty members. Methods — The authors contacted 397 faculty members inviting them to participate in an 11 question online survey. Due to anonymity issues on a small campus, respondents were not asked about rank and discipline, and were asked to not provide identifying information. A definition of OA was not provided by the authors, as survey participants were queried about their own definition. Main Results — Approximately 30% of the faculty were aware of OA issues. Of all the definitions of OA given by survey respondents, “none … came close” to the definition favoured by the authors (p. 145). More than 30% of the faculty were unable to define OA at a level deemed basic by the authors. A total of 51 (48.57%) of the survey respondents indicated that there are OA journals in their disciplines. Another 6 (5.71%) of the faculty members claimed that there are no OA journals in their disciplines, although most provided a definition of OA and several considered OA publishing to be “very important.” The remaining 48 participants (46%) were unsure if there are OA journals in their disciplines. Of these survey respondents, 38 answered that they have not published in an OA journal, 10 were unsure, and 21 believed that their field benefits or would benefit from OA journals. Survey respondents cited quality of the journal, prestige, and peer review as extremely important in selecting a journal in which to publish. Conclusion — The authors conclude that the level of awareness related to OA issues must be raised before IRs can flourish. They ponder how university and college administrators regard OA publishing, and the influence this has on the tenure and promotion process
KELTY, C. (2014). BEYOND COPYRIGHT AND TECHNOLOGY: What Open Access Can Tell Us about Precarity, Authority, Innovation, and Automation in the University Today. Cultural Anthropology (Society For Cultural Anthropology), 29(2), 203-215. doi:10.14506/ca29.2.02
In this interview, we discuss what open access can teach us about the state of the university, as well as practices in scholarly publishing. In particular the focus is on issues of labor and precarity, the question of how open access enables or blocks other innovations in scholarship, the way open access might be changing practices of scholarship, and the role of technology and automation in the creation, evaluation, and circulation of scholarly work
Armbruster, C. (2008). Cyberscience and the Knowledge-Based Economy. Open Access and Trade Publishing: From Contradiction to Compatibility with Non-Exclusive Copyright Licensing. Policy Futures In Education, 6(4), 439-452.
Open source, open content and open access are set to fundamentally alter the conditions of knowledge production and distribution. Open source, open content and open access are also the most tangible result of the shift towards e-science and digital networking. Yet, widespread misperceptions exist about the impact of this shift on knowledge distribution and scientific publishing. It is argued, on the one hand, that for the academy there principally is no digital dilemma surrounding copyright and there is no contradiction between open science and the knowledge-based economy if profits are made from non-exclusive rights. On the other hand, pressure for the “digital doubling” of research articles in open access repositories (the “green road”) is misguided and the current model of open access publishing (the “gold road”) has not much future outside biomedicine. Commercial publishers must understand that business models based on the transfer of copyright have not much future either. Digital technology and its economics favour the severance of distribution from certification. What is required of universities and governments, scholars and publishers, is to clear the way for digital innovations in knowledge distribution and scholarly publishing by enabling the emergence of a competitive market that is based on non-exclusive rights. This requires no change in the law but merely an end to the praxis of copyright transfer and exclusive licensing. The best way forward for research organisations, universities and scientists is the adoption of standard copyright licences that reserve some rights, namely Attribution and No Derivative Works, but otherwise will allow for the unlimited reproduction, dissemination and re-use of the research article, commercial uses included.
Kuth, M. (2012). ‘Deswegen wird kein Buch weniger verkauft!’ Hybride Publikation von MALIS Praxisprojekten an der Fachhochschule Köln. (German). Bibliothek Forschung Und Praxis, 36(1), 103-109.
The article reports on a library and information science project at the Fachhochschule Köln (University of Applied Sciences, Cologne), Germany, to produce a hybrid, print and online research publication, “MALIS Praxisprojekte 2011,” which is available at http://www.b-i-t-online.de/daten/bitinnovativ.php#band35. It discusses the publishing process from writing to distribution and the implications of combining open access and for-fee publishing models for value chains in the publishing industry.
Riedel, S. (2012). Distanz zu Wissenschaftlern und Studenten verringern. (German). Bub: Forum Bibliothek Und Information, 64(7/8), 491-492.
A report from the International Bielefeld Conference on April 24-26, 2012 in Bielefeld, Germany is presented. Presentations discussed include the role of information storage and retrieval in libraries, Open Access publishing and content licenses, and the increased automation of the Bielefeld University library.
Ramirez, M., Dalton, J. j., McMillan, G. g., Read, M., & Seamans, N.. (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.
n increasing number of higher education institutions worldwide are requiring submission of electronic theses and dissertations (ETDs) by graduate students and are subsequently providing open access to these works in online repositories. Faculty advisors and graduate students are concerned that such unfettered access to their work could diminish future publishing opportunities. This study investigated social sciences, arts, and humanities journal editors’ and university press directors’ attitudes toward ETDs. The findings indicate that manuscripts that are revisions of openly accessible ETDs are always welcome for submission or considered on a case-by-case basis by 82.8 percent of journal editors and 53.7 percent of university press directors polled.
Schuurman, N. (2013). Editorial /Éditorial. Canadian Geographer, 57(2), 117-118. doi:10.1111/cag.12027
The author reflects on the use of the Open Access (OA) publishing for publications. She states that in OA publishing, an un-blinded peer review format is used wherein the authors’ names are known to the reviewer. She mentions that the countries such as Great Britain and Canada passed legislations which mandates the use of OA journals in university publications and health research. She also relates the impact of the changes in publishing to the print versions of journals.
Bazeley, J. W., Waller, J., & Resnis, E. (2014). Engaging Faculty in Scholarly Communication Change: A Learning Community Approach. Journal Of Librarianship & Scholarly Communication, 2(3), 1-13. doi:10.7710/2162-3309.1129
As the landscape of scholarly communication and open access continues to shift, it remains important for academic librarians to continue educating campus stakeholders about these issues, as well as to create faculty advocates on campus. DESCRIPTION OF PROGRAM Three librarians at Miami University created a Faculty Learning Community (FLC) on Scholarly Communication to accomplish this. The FLC, composed of faculty, graduate students, staff, and librarians, met throughout the academic year to read and discuss topics such as open access, journal economics, predatory publishing, alternative metrics (altmetrics), open data, open peer review, etc. NEXT STEPS The members of the FLC provided positive evaluations about the community and the topics about which they learned, leading the co-facilitators to run the FLC for a second year. The library’s Scholarly Communication Committee is creating and implementing a scholarly communication website utilizing the structure and content identified by the 2012-2013 FLC
Deutsche Forschungsgemeinschaft, (2010). Freier Zugang zu Forschungsergebnissen. Bub: Forum Bibliothek Und Information, 62(1), 7.
The article reports that the research society Deutsche Forschungsgemeinschaft (DFG) has expanded their support of open access publishing so that universities can now request that the DFG finance publication of their scientific works in open access journals.
Ottina, D. (2013). From Sustainable Publishing To Resilient Communications. Triplec (Cognition, Communication, Co-Operation): Open Access Journal For A Global Sustainable Information Society, 11(2), 604-613.
In their opening reflection on Open Access (OA) in this special section, Fuchs and Sandoval (2013) argue the current policy debate on Open Access publishing is limited by a for-profit bias which blinds it to much of the most innovative activity in Open Access. They further argue for a refocusing of the policy debate within a public service, commons based perspective of academic knowledge production. I pick up these themes by looking at another key term, sustainable publishing, in an effort to contextualize the policy debate on OA within the broader context of the privatization of the university. From this perspective, the policy debate reveals an essential tension between top-down and bottomup cultures in legitimizing knowledge. This is a tension that has profound implications for scholarly practices mediated through digital networked communications. Explicitly acknowledging this fundamental tension gives additional insight into formulating strategies for maintaining an academic culture of free and open inquiry. I suggest that the frame of resilient communications expresses the dynamic nature of scholarly communications better than that of sustainable publishing, and that empowering scholars through practice-based OA initiatives is essential in broadening grass roots support for equitable Open Access amongst scholars
Stevens, L. M. (2013). From the Editor: Getting What You Pay For? Open Access and the Future of Humanities Publishing. Tulsa Studies In Women’s Literature, 32(1), 7-21.
The article discusses the potential impact of the open access publishing movement on humanities scholarship and publishing. It is suggested that although the free circulation of knowledge is a positive goal, scholars and activists must be careful not to undermine the value of the scholarly and editorial labor which makes quality humanities publications possible. The author also suggests that authors who post their articles for open access or on university commons should pay journals a fee.
Thatcher, S. (2009). From the University Presses–Open Access and the Future of Scholarly Communication. Against the Grain, 21(5), 78-81.
The article presents a speech by the author, delivered on September 23, 2009 as part of the Andrew Neilly Lecture Series at the University of Rochester, in which he discussed open access publishing in terms of university presses and scholarly communication. He presented an overview of the history of such issues, and a forecast of likely future developments.
Dunham, G., & Walters, C. (2014). From University Press to the University’s Press: Building a One-Stop Campus Resource for Scholarly Publishing. Against The Grain, 26(6), 28-30.
The article examines the Office of Scholarly Publishing (OSP) at Indiana University (IU) in Bloomington, Indiana. Topics discussed include the role played in the OSP by Indiana University Press (IU Press), the role played by IUScholarWorks (IUSW), which is an open access publishing initiative administered by IU Libraries, and the location of the university’s publishing activities, which is the Herman B. Wells Library at IU.
Abadal, E. (2013). Gold or green: the debate on Open Access policies. International Microbiology, 16(3), 199-203. doi:10.2436/20.1501.01.194
The movement for open access to science seeks to achieve unrestricted and free access to academic publications on the Internet. To this end, two mechanisms have been established: the gold road, in which scientific journals are openly accessible, and the green road, in which publications are self-archived in repositories. The publication of the Finch Report in 2012, advocating exclusively the adoption of the gold road, generated a debate as to whether either of the two options should be prioritized. The recommendations of the Finch Report stirred controversy among academicians specialized in open access issues, who felt that the role played by repositories was not adequately considered and because the green road places the burden of publishing costs basically on authors. The Finch Report’s conclusions are compatible with the characteristics of science communication in the UK and they could surely also be applied to the (few) countries with a powerful publishing industry and substantial research funding. In Spain, both the current national legislation and the existing rules at universities largely advocate the green road. This is directly related to the structure of scientific communication in Spain, where many journals have little commercial significance, the system of charging a fee to authors has not been adopted, and there is a good repository infrastructure. As for open access policies, the performance of the scientific communication system in each country should be carefully analyzed to determine the most suitable open access strategy.
Bargheer, M., & Schmidt, B. (2008). Göttingen University Press: Publishing services in an Open Access environment. Information Services & Use, 28(2), 133-139.
The article presents a round table discussion that focuses on publishing services in an open access environment that are offered by Göttingen University Press. Begun as an additional service for the Göttingen State and University Library repository, it offers a publication consulting service on behalf of the university. It covers diverse topics such as sciences, life sciences, and humanities.
Jubb, M. (2011). Heading for the Open Road: Costs and Benefits of Transitions in Scholarly Communications. Liber Quarterly: The Journal Of European Research Libraries, 21(1), 102-124.
This paper reports on a study — overseen by representatives of the publishing, library and research funder communities in the UK — investigating the drivers, costs and benefits of potential ways to increase access to scholarly journals. It identifies five different but realistic scenarios for moving towards that end over the next five years, including gold and green open access, moves towards national licensing, publisherled delayed open access, and transactional models. It then compares and evaluates the benefits as well as the costs and risks for the UK. The scenarios, the comparisons between them, and the modelling on which they are based, amount to a benefit-cost analysis to help in appraising policy options over the next five years. Our conclusion is that policymakers who are seeking to promote increases in access should encourage the use of existing subject and institutional repositories, but avoid pushing for reductions in embargo periods, which might put at risk the sustainability of the underlying scholarly publishing system. They should also promote and facilitate a transition to gold open access, while seeking to ensure that the average level of charges for publication does not exceed circa £2,000; that the rate in the UK of open access publication is broadly in step with the rate in the rest of the world; and that total payments to journal publishers from UK universities and their funders do not rise as a consequence.
Tickell, A. (2013). Implementing Open Access in the United Kingdom. Information Services & Use, 33(1), 19-26. doi:10.3233/ISU-130688
Since July 2012, the UK has been undergoing an organized transition to open access. As of 01 April 2013, revised open access policies are coming into effect. Open access implementation requires new infrastructures for funding publishing. Universities as institutions increasingly will be central to managing article-processing charges, monitoring compliance and organizing deposit. This article reviews the implementation praxis between July 2012 and April 2013, including ongoing controversy and review, which has mainly focussed on embargo length
Hawkins, K. K. (2014). How We Pay for Publishing. Against The Grain, 26(6), 35-36.
The article examines the financial aspects of scholarly publishing. Topics discussed include the impact of these financial aspects on academic libraries and university presses, the concept of open access publishing and the financial considerations related to it, and the use of article processing charges (APC) in open access publishing.
Butler, D. (2013). Investigating journals: The dark side of publishing. Nature, 495(7442), 433-435. doi:10.1038/495433a
The article focuses on the investigation of Jeffrey Beall, academic librarian and university researcher at the University of Colorado in Denver regarding the practices of open-access publishing. It says that Beall who became a watchdog for open-access publishers criticizes them on his blog Scholarly Open Access. Beall adds that he was not prepared for the exponential growth of the occurrence of questionable publishers. The insights of publishers on the approach of Beall are also discussed.
2012 was basically the year of the predatory publisher; that was when they really exploded,” says Beall. He estimates that such outfits publish 5–10% of all open-access articles.
Beall’s list and blog are widely read by librar – ians, researchers and open-access advocates,
many of whom applaud his efforts to reveal shady publishing practices —
Wilson, K. k. (2013). Librarian vs. (Open Access) Predator: An Interview with Jeffrey Beall. Serials Review, 39(2), 125-128.
In February 2013, Kristen Wilson interviewed Jeffrey Beall, scholarly initiatives librarian at the University of Colorado Denver. Beall discusses “predatory” open access and its implications for scholarly publishing
Richard, J., Koufogiannakis, D., & Ryan, P. (2009). Librarians and Libraries Supporting Open Access Publishing. Canadian Journal Of Higher Education, 39(3), 33-48
As new models of scholarly communication emerge, librarians and libraries have responded by developing and supporting new methods of storing and providing access to information and by creating new publishing support services. This article will examine the roles of libraries and librarians in developing and supporting open access publishing initiatives and services in higher education. Canadian university libraries have been key players in the development of these services and have been bolstered by support from librarians working through and within their professional associations on advocacy and advancement initiatives, and by significant funding from the Canadian Foundation for Innovation for the Synergies initiative–a project designed to allow Canadian social science and humanities journals to publish online. The article also reflects on the experiences of three librarians involved in the open access movement at their libraries, within Canadian library associations, and as creators, managers, and editors in two new open access journals in the field of library and information studies: Evidence-based Library and Information Practice published out of the University of Alberta; and Partnership: the Canadian Journal of Library and Information Practice and Research hosted by the University of Guelph. As active participants in the creation of open access content within their own field, the authors are able to lend their experience to faculty in other disciplines and provide meaningful and responsive library service development.
Hansson, J., & Johannesson, K. (2013). Librarians’ Views of Academic Library Support for Scholarly Publishing: An Every-day Perspective. Journal Of Academic Librarianship, 39(3), 232-240. doi:10.1016/j.acalib.2013.02.002
This article reports on a study of academic librarians’ views of their work and possibilities regarding support for researchers’ publishing. Institutional repositories and Open Access are areas being dealt with in particular. Methods used are highly qualitative; data was gathered at two Swedish university libraries over a six month period through focus group interview sessions and personal logs by informants. Findings indicate that attitudes are often in collision with practicalities in the daily work in libraries. Even though they have a high degree of knowledge and awareness of scholarly publication patterns, librarians often feel insecure in the approach of researchers. There is a felt redirection in the focus of academic librarianship, from pedagogical information seeking tasks towards a more active publication support, a change which also includes a regained prominence for new forms of bibliographical work. Although there are some challenges, proactive attitudes among librarians are felt as being important in developing further support for researchers’ publishing.
Pinter, F. (2012). Open Access for Scholarly Books?. Publishing Research Quarterly, 28(3), 183-191. doi:10.1007/s12109-012-9285-0
Over the past two decades, sales of monographs have shrunk by 90 % causing prices to rise dramatically as fewer copies are sold. University libraries struggle to assemble adequate collections, and students and scholars are deprived access, especially in the developing world. Open access can play an important role in ensuring both access to knowledge and encouraging the growth of new markets for scholarly books. This article argues that by facilitating a truly global approach to funding the up-front costs of publishing and open access, there is a sustainable future for the specialist academic ‘long form publication’. Knowledge Unlatched is a new initiative that is creating an international library consortium through which publishers will be able to recover their fixed costs while at the same time reducing prices for libraries
Bauer, B., & Stieg, K. (2010). OPEN ACCESS PUBLISHING IN AUSTRIA: DEVELOPMENT AND FUTURE PERSPECTIVES. Bulletin Of The Transilvania University Of Brasov, Series IV: Philology & Cultural Studies, 3(52), 271-278.
The following article provides an overview of Open Access Publishing in Austria in 2010. First of all, the participation of Austrian institutions in signing Open Access declarations and Open Access events in Austria are presented. Secondly, the article shows the development of both the Green Road to Open Access (repositories) as well as the Golden Road (Open Access Journals) in Austria. The article also describes the Open Access policies of the most important funding agency in Austria, the biggest university of the country as well as Universities Austria, the association of the 21 public universities in Austria. Finally, the paper raises the question of how Open Access is to be financed and explains the legal framework conditions for Open Access in Austria.
Nariani, R. r., & Fernandez, L. l. (2012). Open Access Publishing: What Authors Want. College & Research Libraries, 73(2), 182-195.
Campus-based open access author funds are being considered by many academic libraries as a way to support authors publishing in open access journals. Article processing fees for open access have been introduced recently by publishers and have not yet been widely accepted by authors. Few studies have surveyed authors on their reasons for publishing open access and their perceptions of open access journals. The present study was designed to gauge the uptake of library support for author funding and author satisfaction with open access publishing. Results indicate that York University authors are increasingly publishing in open access journals and are appreciative of library funding initiatives. The wider implications of open access are discussed along with specific recommendations for publishers.
Stanton, K. V., & Liew, C. L. (2011). Open Access Theses in Institutional Repositories: An Exploratory Study of the Perceptions of Doctoral Students. Information Research: An International Electronic Journal, 16(4),
We examine doctoral students’ awareness of and attitudes to open access forms of publication. Levels of awareness of open access and the concept of institutional repositories, publishing behaviour and perceptions of benefits and risks of open access publishing were explored. Method: Qualitative and quantitative data were collected through interviews with eight doctoral students enrolled in a range of disciplines in a New Zealand university and a self-completion Web survey of 251 students. Analysis: Interview data were analysed thematically, then evaluated against a theoretical framework. The interview data were then used to inform the design of the survey tool. Survey responses were analysed as a single set, then by disciple using SurveyMonkey’s online toolkit and Excel. Results: While awareness of open access and repository archiving is still low, the majority of interview and survey respondents were found to be supportive of the concept of open access. The perceived benefits of enhanced exposure and potential for sharing outweigh the perceived risks. The majority of respondents were supportive of an existing mandatory thesis submission policy. Conclusions: Low levels of awareness of the university repository remains an issue, and could be addressed by further investigating the effectiveness of different communication channels for promotion.
Mussell, J. (2013). Open Access. Journal Of Victorian Culture (Routledge), 18(4), 526-527. doi:10.1080/13555502.2013.865980
An introduction is presented to the articles within the issue on the theme of open access publishing in Great Britain during the early 2010s, including topics on the economic aspects of and the British government’s policy on open access publishing and its impact on university libraries.
Open access is not new: there is a thriving culture of open access in the sciences and
scholars in the digital humanities have been advocating open publication of research
for some time to share methods, results and data. However, the British Government’s
recent endorsement of the Finch Report (officially titled ‘Accessibility, sustainability, excellence: how to expand access to research publications: Report of the Working Group on Expanding Access to Published Research Findings’), has made open access a central concern for all researchers in UK higher education. The underlying economics and politics of journal publication arc now under scrutiny as never before.
an author-pays version of ‘gold’ open access publishing, where costs of publishing were shifted from the customer (university libraries) onto the producer (scholars), was seen by many as a way of implementing open access without disturbing the status quo. Instead of purchasing research once it has been published, universities will pay for research to be published.
While this model ensures an income stream for publishers (and it always costs something to publish), it reconfigures the relationship between scholars, their research and their institution.
The so-called ‘green’ route to publishing, where articles are made open access after their initial publication in a traditional,subscription-based journal, usually by means of deposit in an institutional repository, has focused attention on the embargo periods demanded by publishers.
Leptin, M. (2012, March 16). Open Access–Pass the Buck. Science. p. 1279.
The author reflects on open access as a model for scientific publishing. She notes that most scientists support open access despite continued controversy about the economics and political consequences of open access among various groups, including researchers, publishers, and universities. Also discussed are the financial implications of open access from the author’s point of view as an editor of the non-profit publishing group the European Molecular Biology Organization
Peters, M. A. (2009). Open Education and the Open Science Economy. Yearbook Of The National Society For The Study Of Education, 108(2), 203-225.
Openness as a complex code word for a variety of digital trends and movements has emerged as an alternative mode of “social production” based on the growing and overlapping complexities of open source, open access, open archiving, open publishing, and open science. This paper argues that the openness movement with its reinforcing structure of overlapping networks of production, access, publishing, archiving, and distribution provide an emerging architecture of alterative educational globalization not wedded to existing neoliberal forms. The open education movement and paradigm has arrived: it emerges from a complex historical background and its futures are intimately tied not only to open source, open access and open publishing movements but also to the concept of the “open society” itself which has multiple, contradictory, and contested meanings. This paper first theorizes the development and significance of “open education” by reference to the Open University, OpenCourseWare (OCW) and open access movements. The paper takes this line of argument further, arguing for a conception of “open science economy” which involves strategic international research collaborations and provides an empirical and conceptual link between university science and the global knowledge economy.
Adam, M. (2013). Open-Access-Publizieren in der Medizin – im Fokus der Bibliometrie an der SLUB Dresden. GMS Medizin-Bibliothek-Information, 13(3), 1-11. doi:10.3205/mbi000291
Since 2012, the Team Bibliometrics in the Electronic Publishing Group at the SLUB Dresden has been supporting scientists but also institutes at the Technical University Dresden in bibliometric issues. Open access (OA) publishing is one of the main topics. The recent analysis identified OA journals in the field of medicine indexed in the Web of Science (WoS) database on the basis of the Directory of Open Access Journals. Subsequently, the journal titles were examined according to their importance in the selected subject categories and the geographical distribution of editorial countries in the first part. The second part dealt with the articles in these journals and the citations contained therein. The results show an amount of 9.7 per cent of OA journals in relation to the total amount of all journals in the selected WoS subject categories. 14 per cent could be assigned to the upper quartile Q1 (Top 25 per cent). For most of the OA journals Great Britain was determined as the publishing country. The analysis of articles with German participation reveals interesting methods to obtain information in the participating authors, institutions, networks and their specific subjects. The result of citation analysis of these articles shows, that articles from traditional journals are the most cited ones.
Kersting, A., & Pappenberger, K. (2009). Promoting open access in Germany as illustrated by a recent project at the Library of the University of Konstanz. OCLC Systems & Services, 25(2), 105-113. doi:10.1108/10650750910961901
With the illustration of a best practice example for an implementation of open access in a scientific institution, the paper will be useful in fostering future open access projects. Design/methodology/approach – The paper starts with a brief overview of the existing situation of open access in Germany. The following report describes the results of a best practice example, added by the analysis of a survey on the position about open access by the scientists at the University of Konstanz. Findings – The dissemination of the advantages of open access publishing is fundamental for the success of implementing open access in a scientific institution. For the University of Konstanz, it is shown that elementary factors of success are an intensive cooperation with the head of the university and a vigorous approach to inform scholars about open access. Also, some more conditions are essential to present a persuasive service: The Library of the University of Konstanz offers an institutional repository as an open access publication platform and hosts open journal systems for open access journals. High-level support and consultation for open access publishing at all administrative levels is provided. The integration of the local activities into national and international initiatives and projects is pursued for example by the joint operation of the information platform open-access.net. Originality/value – The paper offers insights in one of the most innovative open access projects in Germany. The University of Konstanz belongs to the pioneers of the open access movement in Germany and is currently running a successful open access project.
Beals, M. H. (2013). Rapunzel and the Ivory Tower: How Open Access Will Save the Humanities (from Themselves). Journal Of Victorian Culture (Routledge), 18(4), 543-550. doi:10.1080/13555502.2013.865977
The author argues in favor of open access publishing, contending that it will bridge university academics and academic scholarship’s relationship with the public sphere. An overview of open access publishing’s impact on academic journals, including in regard to periodical subscriptions, membership fees and the discourse on history within society, is provided. An overview of digital access to open access publishing is also provided.
crisis of authorship has centred on the charging of Article Processing Charges (APCs) and how best to accommodate the shift from pay-to-read to pay-to-publish models.
Pochoda, P. (2008). Scholarly Publication at the Digital Tipping Point. Journal Of Electronic Publishing, 11(2), 8.
The article presents information on a joint publishing project “Digitalculturebooks” between the University of Michigan Press and the Scholarly Publishing Office of Michigan University Library in Michigan. The aim of the project was to publish books about new media in a printed version and an open access (OA) online version. It is mentioned that the project not only intended to publish innovative and accessible work about the social, cultural, and political impact of new and to collect data about the variation in reading habits and preferences across different scholarly reading communities, but also to explore the opportunities and the obstacles involved in a press working in a partnership with a technologically abled library unit with a business model.
Scientific Publishing: the Dilemma of Research Funding Organisations. (2009). European Review, 17(1), 23-31.
Present changes in scientific publishing, especially those summarised by the term ?Open Access? (OA), may ultimately lead to the complete replacement of a reader-paid to an author, or funding-paid, publication system. This transformation would shift the financial burden for scientific publishing from the Research Performing Organisations (RPOs), particularly from scientific libraries, universities, etc, to the Research Funding Organisations (RFOs). The transition phase is difficult; it leads to double funding of OA publications (by subscriptions and author-sponsored OA) and may thus increase the overall costs of scientific publishing. This may explain why ? with a few exceptions ? RFOs have not been at the forefront of the OA paradigm in the past. In 2008, the General Assembly of EUROHORCs, the European organisation of the heads of research councils, agreed to recommend to its member organisations at least a minimal standard of Open Access based on the Berlin Declaration of 2003 (green way of OA). In the long run, the publishing system needs some fundamental changes to reduce the present costs and to keep up its potential. In order to design a new system, all players have to cooperate and be ready to throw overboard some old traditions, lovable as they may be.
Kennan, M. A. (2010). The economic implications of alternative publishing models: views from a non-economist. Prometheus, 28(1), 85-89. doi:10.1080/08109021003676391
In this article the author discusses economic aspects of alternative economic models for scholarly publishing with reference to a report by J. Houghton and C. Oppenheim. The author present information on the economic models discussed in Houghton and Oppenheim report to the Great Britain’s Joint Information Systems Committee (JISC). He discusses the open access (OA) publishing and suggests that mandates should be made by universities for OA.
I cannot respond to their paper in either of these roles. Instead, I propose to respond both as an academic who conducts research, writes about it and tries to get it published, and as a researcher interested in scholarly communication, publishing and open access.
To continue with a system (of scholarly publishing or anything else) without regularly investigating and analyzing the alternatives, is neither common sense nor scholarly.
Hawkins, K. S. (2014). The Evolution of Publishing Agreements at the University of Michigan Library. Journal Of Librarianship & Scholarly Communication, 2(4), 90-94. doi:10.7710/2162-3309.1175
Taking as an example an open-access journal with a single editor, this article discusses the various configurations of rights agreements used by the University of Michigan Library throughout the evolution of its publishing operation, the advantages of the various models, and the reasons for moving from one to another.
Bankier, J., & Perciali, I. (2008). The Institutional Repository Rediscovered: What Can a University Do for Open Access Publishing?. Serials Review, 34(1), 21-26. doi:10.1016/j.serrev.2007.12.003
Universities have always been one of the key players in open access publishing and have encountered the particular obstacle that faces this Green model of open access, namely, disappointing author uptake. Today, the university has a unique opportunity to reinvent and to reinvigorate the model of the institutional repository. This article explores what is not working about the way we talk about repositories to authors today and how can we better meet faculty needs. More than an archive, a repository can be a showcase that allows scholars to build attractive scholarly profiles, and a platform to publish original content in emerging open-access journals. Serials Review 2008; 34:21-26.
Collister, L. B., Deliyannides, T. S., & Dyas-Correia, S. (2014). The Library as Publisher. Serials Librarian, 66(1-4), 20-29.
This article describes a half-day preconference that focused on the library as publisher. It examined how the movement from print to online publication has impacted the roles of libraries and their ability to take on new roles as publishers. The session explored the benefits of libraries becoming publishers, and discussed Open Access, what it is and is not and its importance to libraries and scholarly communication. A detailed case study of the publishing operations of the University Library System at the University of Pittsburgh was presented as an example of a successful library publishing program. The session provided an opportunity for participants to discover ways that libraries can be involved in publishing
OA literature is digital, online, free of charge, and free of most copyright and licensing restrictions. OA works are still covered by copyright law, but spe- cial license terms such as Creative Commons licenses are applied to allow sharing and reuse. All major OA initiatives for scientific and scholarly litera- ture insist on the importance of peer review. OA is therefore compatible with copyright, peer review, revenue (even profit), print, preservation, prestige,
quality, career advancement, indexing, and supportive services associated with conventional scholarly literature. OA is not Open Source, which applies to computer software, nor Open Content, which applies to non-scholarly content, nor Open Data, which is a movement to support sharing of research data, nor free access, which carries no monetary charges for access, yet all rights may be reserved.
Changing laws, like the Digital Millennium Copyright Act (DMCA) and the Research Works Act, as well as the Google Books copyright settlement and its aftermath, have also had an important impact on scholarly communication.
The changing scholarly communication environment has led to chang- ing economic models, including the advent of the “Big Deal” for the purchaseof journals and e-books, the creation of the pay-per-view model and other alternative purchasing models. It has also led to the creation of OA publish- ing models, the Hybrid OA publishing model, and self-publishing. Today,
over 150 universities around the world mandate OA deposits of faculty works and the Directory of Open Access Journals (DOAJ) lists 9,437 OA journals in 119 countries.The Directory of Open Access Repositories (OpenDOAR) lists 2,284 open archives in 103 countries.
Potvin, S. (2013). The Principle and the Pragmatist 1 [1] The title draws on David Lewis’s comment: “Open access journals claim two advantages: the first is pragmatic and the second is principled.” See David W. Lewis, “The Inevitability of Open Access,” College &Research Libraries 73:5 (September 2012): 493–506. : On Conflict and Coalescence for Librarian Engagement with Open Access Initiatives. Journal Of Academic Librarianship, 39(1), 67-75.
This article considers Open Access (OA) training and the supports and structures in place in academic libraries in the United States from the perspective of a new librarian. OA programming is contextualized by the larger project of Scholarly Communication in academic libraries, and the two share a historical focus on journal literature and a continued emphasis on public access and the economics of scholarly publishing. Challenges in preparing academic librarians for involvement with OA efforts include the evolving and potentially divergent nature of the international OA movement and the inherent tensions of a role with both principled and pragmatic components that serves a particular university community as well as a larger movement.
Bastos, F., Vidotti, S., & Oddone, N. (2011). The University and its libraries: Reactions and resistance to scientific publishers. Information Services & Use, 31(3/4), 121-129.
This paper addresses the relationship of copyright and the right of universities on scientific production. Information and Communication Technologies (ICTs) are causing many changes in the system of scientific communication, such as the creation of Institutional Repositories that aim to gather scientific production in digital format. The University needs quicker ways of spreading academic production and many questions are emerging due to contexts such as the Open Access movement. Thus, this paper questions the positioning of Universities, especially Public Universities, which despite having policies related to intellectual property to protect the transferring forms of research results to society; many times do not have a positioning or a mechanism that regulates the self-deposit of scientific production in these Institutional Repositories. In order to develop this paper, the following issues are addressed: lack of interest of the University in storing scientific production; reports on the relationship of the library with scientific publishing houses; the participation of faculty members and students in supporting the Free Access movement; and initiatives aimed at greater flexibility of copyright to the context of scientific production. In order to follow the development of these issues at international level, it was opted for qualitative research with non-participating direct observation to carry out the identification and description of copyright policy of important publishers from the ROMEO SHERPA site; therefore, it can be observed that there are changes regarding the publishers’ flexibility before self-archiving of authors in open access institutional repositories in their universities. Given this scenario, we present reflections and considerations that involve the progress and mainly the integration of the University and its faculty members; the institution should recommend and guide its faculty members not to transfer their copyrights, but to defend their right of copy to Institutional Repositories along with Publishing Houses
Jagodzinski, C. M. (2008). The University Press in North America: A Brief History. Journal Of Scholarly Publishing, 40(1), 1-20. doi:10.3138/jsp.40.1.1
Simon-Ritz, F. (2012). Warten auf die Wissenschaftsschranke. Bub: Forum Bibliothek Und Information, 64(9), 562-564.
An article on the debate over copyright law and Open Access publishing in Germany is presented. The author describes the demands for noncommercial secondary usage rights by schools, libraries, and universities, as well as detailing the sections of the copyright laws which he considers most damaging to the larger research community
O’Donnell, M. P. (2014). What is the future of scholarly journals in an open access environment?. American Journal Of Health Promotion, 29(1), v-vi. doi:10.4278/ajhp.29.1.v
This editorial provides an overview of journey of the journal American Journal of Health Promotion. This journal would continue to be allowed to publish these articles but wanted me to understand the public would also have free access to them online. This university was following the lead of the Harvard Law School Open Access Policy, which was adopted by faculty at Harvard and Stanford in 2008, at MIT in 2009, and at many other prestigious universities and colleges since then. The traditional publishers want to maximize subscriber satisfaction so they can sell more subscriptions and minimize the number of accepted manuscripts to reduce the cost of printing, whereas the fee-based online publishers want to increase the number of accepted manuscripts to maximize publishing fees. The cost of this subscription is $895/y. The subscription must be in place before the article is typeset.
Armato, D. (2012). What Was a University Press?. Against The Grain, 24(6), 58-62.
Hall, R. (2014). You Say You Want a Publishing Revolution. Progressive Librarian, (43), 35-46.
A recent study published in PLoS ONE estimated that 27 million, or 24%, of the 114 million English-language scholarly documents available through Google Scholar and Microsoft Academic Search are freely available on the web (Khabsa & Giles, 2014). While this is not nearly as much as open access advocates would like, it shows a significant step in the right direction. Though the authors of this study fail to acknowledge the sources of this free
information, it can be surmised that library publishing initiatives—including open access journals and institutional repositories—have contributed greatly.
Faculty perceive undergraduates to be less proficient with digital literacy skills. One-third think
their students do not find or organize digital information very well. The majority (52%) think
they lack skill in validating digital information. My note: for the SCSU librarians, digital literacy is fancy word for information literacy. Digital literacy, as used in this report is much greater area, which encompasses much broader set of skills
Faculty do not prefer to teach online (57%) or in a hybrid format (where some sessions occur
online, 32%). One-third of faculty reported no experience with these least popular course types
my note: pay attention to the questions asked; questions I am asking Mike Penrod to let me work with faculty for years. Questions, which are snubbed by CETL and a dominance of D2L and MnSCU mandated tools is established.
Table 5. Do you use these in-class technologies for teaching undergraduates? Which are the Top 3 in-class technologies you would like to learn or use more? (n = 442)
usingonline resourcesto find high quality curricular materials
37%
48%
31%
3%
18%
iClickers
24%
23%
16%
9%
52%
otherpresentation tool (Prezi, Google presentation, Slide Carnival, etc.)
23%
14%
21%
15%
51%
whiteboard / blackboard
20%
58%
23%
6%
14%
Powerpoint or Keynote
20%
74%
16%
4%
5%
document camera / overhead projector
15%
28%
20%
14%
38%
Table 6. Do you have undergraduates use these assignment technology tools? Which are your Top 3 assignment technology tools to learn about or use more? (n = 432)
D2Lasa portal to other learning tools (homework websites, videos, simulations, Nota Bene/NB, Voice Thread, etc.)
21%
28%
18%
11%
42%
videos/animationsproducedelsewhere
19%
40%
36%
2%
22%
In both large and small classes, the most common responses faculty make to digital distraction are to discuss why it is a problem and to limit or ban phones in class. my note: which completely defies the BYOD and turns into empty talk / lip service.
Quite a number of other faculty (n = 18) reported putting the onus on themselves to plan engaging and busy class sessions to preclude distraction, for example:
“If my students are more interested in their laptops than my course material, I need to make my curriculum more interesting.”
I have not found this to be a problem. When the teaching and learning are both engaged/engaging, device problems tend to disappear.”
The most common complaint related to students and technology was their lack of common technological skills, including D2L and Google, and needing to take time to teach these skills in class (n = 14). Two commented that digital skills in today’s students were lower than in their students 10 years ago.
Table 9. Which of the following are the most effective types of learning opportunities about teaching, for you? Chose your Top 2-3. (n = 473)
Count Percentage
meeting 1:1 with anexpert
296
63%
hour-longworkshop
240
51%
contact an expert on-call (phone, email, etc)
155
33%
faculty learning community (meeting across asemester,
e.g. ASSETT’s Hybrid/Online Course Design Seminar)
116
25%
expert hands-on support for course redesign (e.g. OIT’s Academic Design Team)
114
24%
opportunityto apply for grant funding with expert support, for a project I design (e.g. ASSETT’s Development Awards)
97
21%
half-dayorday-longworkshop
98
21%
other
40
8%
multi-day retreats/ institutes
30
6%
Faculty indicated that the best times for them to attend teaching professional developments across the year are before and early semester, and summer. They were split among all options for meeting across one week, but preferred afternoon sessions to mornings. Only 8% of respondents (n = 40) indicated they would not likely attend any professional development session (Table 10).
Table T1: Faculty beliefs about using digital technologies in teaching
Count
Column N%
Technology is a significant barrier to teaching and learning.
1
0.2%
Technology can have a place in teaching, but often detracts from teaching and learning.
76
18.3%
Technology has a place in teaching, and usually enhances the teaching learning process.
233
56.0%
Technology greatly enhances the teaching learning process.
106
25.5%
Table T2: Faculty beliefs about the impact of technology on courses
Count
Column N%
Makes a more effective course
302
72.6%
Makes no difference in the effectiveness of a course
42
10.1%
Makes a less effective course
7
1.7%
Has an unknown impact
65
15.6%
Table T3: Faculty use of common technologies (most frequently selected categories shaded)
Once a month or less
A few hours a month
A few hours a week
An hour a day
Several hours a day
Count
%
Count
%
Count
%
Count
%
Count
%
Computer
19
4.8%
15
3.8%
46
11.5%
37
9.3%
282
70.7%
Smart Phone
220
60.6%
42
11.6%
32
8.8%
45
12.4%
24
6.6%
Office Software
31
7.8%
19
4.8%
41
10.3%
82
20.6%
226
56.6%
Email
1
0.2%
19
4.6%
53
12.8%
98
23.7%
243
58.7%
Social Networking
243
68.8%
40
11.3%
40
11.3%
23
6.5%
7
2.0%
Video/Sound Media
105
27.6%
96
25.2%
95
24.9%
53
13.9%
32
8.4%
Table T9: One sample t-test for influence of technology on approaches to grading and assessment
Test Value = 50
t
df
Sig. (2-tailed)
Mean Difference
95% Confidence Interval of the Difference
Lower
Upper
In class tests and quizzes
-4.369
78
.000
-9.74684
-14.1886
-5.3051
Online tests and quizzes
5.624
69
.000
14.77143
9.5313
20.0115
Ungraded assessments
1.176
66
.244
2.17910
-1.5208
5.8790
Formative assessment
5.534
70
.000
9.56338
6.1169
13.0099
Short essays, papers, lab reports, etc.
2.876
70
.005
5.45070
1.6702
9.2312
Extended essays and major projects or performances
1.931
69
.058
3.67143
-.1219
7.4648
Collaborative learning projects
.000
73
1.000
.00000
-4.9819
4.9819
Table T10: Rate the degree to which your role as a faculty member and teacher has changed as a result of increased as a result of increased use of technology
Strongly Disagree
Disagree
Somewhat Disagree
Somewhat Agree
Agree
Strongly Agree
Count
%
Count
%
Count
%
Count
%
Count
%
Count
%
shifting from the role of content expert to one of learning facilitator
12
9.2%
22
16.9%
14
10.8%
37
28.5%
29
22.3%
16
12.3%
your primary role is to provide content for students
14
10.9%
13
10.1%
28
21.7%
29
22.5%
25
19.4%
20
15.5%
your identification with your University is increased
23
18.3%
26
20.6%
42
33.3%
20
15.9%
12
9.5%
3
2.4%
you have less ownership of your course content
26
20.2%
39
30.2%
24
18.6%
21
16.3%
14
10.9%
5
3.9%
your role as a teacher is strengthened
13
10.1%
12
9.3%
26
20.2%
37
28.7%
29
22.5%
12
9.3%
your overall control over your course(s) is diminished
23
17.7%
44
33.8%
30
23.1%
20
15.4%
7
5.4%
6
4.6%
Table T14: One sample t-test for influence of technology on faculty time spent on specific teaching activities
Test Value = 50
t
df
Sig. (2-tailed)
Mean Difference
95% Confidence Interval of the Difference
Lower
Upper
Lecturing
-7.381
88
.000
-12.04494
-15.2879
-8.8020
Preparing course materials
9.246
96
.000
16.85567
13.2370
20.4744
Identifying course materials
8.111
85
.000
13.80233
10.4191
17.1856
Grading / assessing
5.221
87
.000
10.48864
6.4959
14.4813
Course design
12.962
94
.000
21.55789
18.2558
24.8600
Increasing access to materials for all types of learners
