Format Aside: Applying Beall’s Criteria to Assess the Predatory Nature of both OA and Non-OA Library and Information Science Journals

Authors: Joseph D. Olivarez, Stephen Bales, Laura Sare, Wyoma vanDuinkerken


Abstract: Jeffrey Beall’s blog listing of potential predatory journals and publishers, as well as his Criteria for Determining Predatory Open-Access (OA) Publishers are often looked at as tools to help researchers avoid publishing in predatory journals. While these Criteria has brought a greater awareness of OA predatory journals, these tools alone should not be used as the only source in determining the quality of a scholarly journal. Employing a three-person independent judgment making panel, this study demonstrates the subjective nature of Beall’s Criteria by applying his Criteria to both OA and non-OA Library and Information Science journals (LIS), to demonstrate that traditional peer-reviewed journals could be considered predatory. Many of these LIS journals are considered as top-tier publications in the field and used when evaluating researcher’s publication history for promotion and tenure.

Citation: Olivarez, Joseph D., Stephen Bales, Laura Sare, and Wyoma vanDuinkerken. “Format Aside: Applying Beall’s Criteria to Assess the Predatory Nature of both OA and Non-OA Library and Information Science Journals.” College and Research Libraries 79, no. 1 (2018): 52-67.



Source: Format Aside: Applying Beall’s Criteria to Assess the Predatory Nature of both OA and Non-OA Library and Information Science Journals

From “life support” to collaborative partnership: A local/global view of academic libraries in South Africa

Abstract: In response to the need to eliminate poverty and reduce inequality, the South African government developed the National Development Plan. A significant reconstruction tool is a sound educational system in which universities become centers of excellence at the cutting edge of technology. The ambitious goals of the Plan presupposes an efficient academic libraries system. Unfortunately, academic libraries in South Africa, and it could be assumed that this may be the case in many parts of the global south, are at a crossroads. On the one hand, there are academic libraries that are hanging by the finest of threads (or as Jeffrey Gayton2 says, “on life support”). On the other hand, there are those libraries that are reinventing themselves and are moving away from providing a support service to playing a collaborative partnership role. This partnership role paradigm shift has facilitated the redefinition of roles and responsibilities of the academic library, and it is hoped that this would contribute to the ambitions of the National Development Plan.
Citation: Raju, Reggie. “From ‘Life Support’ to Collaborative Partnership: A Local/Global View of Academic Libraries in South Africa.” College and Research Libraries News 79, no. 1 (2018): 30-33.



Source: From “life support” to collaborative partnership: A local/global view of academic libraries in South Africa

What Do Data Librarians Think of the MLIS? Professionals’ Perceptions of Knowledge Transfer, Trends and Challenges

Authors: Camille V. L. Thomas, Richard J. Urban

Abstract: There are existing studies on data curation programs in library science education and studies on data services in libraries. However, there is not much insight into how educational programs have prepared data professionals for practice. This study asked 105 practicing professionals how well they thought their education prepared them for professional experience. It also asked supervisors about their perceptions of how well employees performed. After analyzing the results, the investigators of this study found that changing the educational model may lead to improvements in future library data services.

Citation: Thomas, Camille V. L., and Richard J. Urban. “What Do Data Librarians Think of the MLIS? Professionals’ Perceptions of Knowledge Transfer, Trends and Challenges.” Pre-print. College & Research Libraries. 2017.


Publication Patterns of U.S. Academic Librarians and Libraries from 2003 to 2012

Authors: Deborah D. Blecic, Stephen E. Wiberley Jr., Sandra L. De Groote, John Cullars, Mary Shultz, Vivian Chan

Abstract: This study investigated contributions to the peer-reviewed library and information science (LIS) journal literature by U.S. academic librarian (USAL) authors over a ten-year period (2003–2012). The results were compared to those of two previous five-year studies that covered the time periods of 1993–1997 and 1998–2002 to examine longitudinal trends. For USAL authors as a group, publication productivity, the proportion of peer-reviewed articles contributed to the LIS literature, and sole-authorship declined. Among USALs who did publish, productivity patterns remained similar over twenty years, with a slight increase in the percentage of USAL authors who published three or more articles in five years. The top twenty high-publication libraries from 2003 to 2012 were from public research universities, unlike two earlier studies that found private university libraries among the top twenty.

Citation: Blecic, Deborah D., Stephen E. Wilberley, Jr., Sandra L. De Groote, John Cullars, Mary Shultz, and Vivan Chan. “Publication Patterns of U.S. Academic Librarians and Libraries from 2003 to 2012.” College and Research Libraries 78, no. 4 (2017): 442-458.


Red Light, Green Light: Aligning the Library to Support Licensing

Author: Roger C. Schonfeld

Abstract: In this piece, I propose that the academic library engage more robustly to take back control of its collections budget. I do not evaluate, and certainly do not critique, existing negotiating models. Fundamentally, I propose that libraries find ways to act with single purpose to strengthen their negotiating position. This proposal has not been “road-tested” at any institution of which I am aware. As written, it is organized around what a library might do, but readers may also find opportunities for groups of libraries to engage with some of these approaches through consortia and systems. It is my hope to contribute to ongoing conversations about how best to strengthen the library’s negotiating hand.

Citation: Schonfeld, Roger C. “Red Light, Green Light: Aligning the Library to Support Licensing.” Ithaka S+R. Aug. 17, 2017.


Reproducibility Librarianship

Author: Vicky Steeves

Abstract: Over the past few years, research reproducibility has been increasingly highlighted as a multifaceted challenge across many disciplines. There are socio-cultural obstacles as well as a constantly changing technical landscape that make replicating and reproducing research extremely difficult. Researchers face challenges in reproducing research across different operating systems and different versions of software, to name just a few of the many technical barriers. The prioritization of citation counts and journal prestige has undermined incentives to make research reproducible.

While libraries have been building support around research data management and digital scholarship, reproducibility is an emerging area that has yet to be systematically addressed. To respond to this, New York University (NYU) created the position of Librarian for Research Data Management and Reproducibility (RDM & R), a dual appointment between the Center for Data Science (CDS) and the Division of Libraries. This report will outline the role of the RDM & R librarian, paying close attention to the collaboration between the CDS and Libraries to bring reproducible research practices into the norm.

Citation: Steeves, Vicky. “Reproducibility Librarianship.” Collaborative Librarianship 9, no. 2 (2017): 80-89.


Changing the Culture in Scholarly Communications

Author: Alice Meadows

Abstract: I was delighted to see that the theme for this year’s FORCE2017 meeting is Changing the Culture – a great opportunity to engage with colleagues from across the scholarly communications community on key questions such as: What needs to change in our culture and why? Who are our stakeholders and how are we going to involve them? What are the most effective ways to change the culture; which approach works best – carrot, stick, or both? How will we measure success?

Citation: Meadows, Alice. “Changing the Culture in Scholarly Communications.” The Scholarly Kitchen. Blog post. August 7, 2017.


Miles to go for Scholarly Commons to become a global academic norm

Author: Ravi Murugesan

Abstract: In part one of this series, INASP Associate Ravi Murugesan reflected on the development of a Scholarly Commons and the need to consider how the guiding principles can involve, and be relevant to, researchers in the Global South.

Citation: Murugesan, Ravi. “Miles to Go for Scholarly Commons to Become a Global Academic Norm.” Practising Development [blog] (April 12, 2017).


Source: Miles to go for Scholarly Commons to become a global academic norm | Practising Development

Open Educational Resources and Rhetorical Paradox in the Neoliberal Univers(ity)

Author: Nora Almeida

Abstract: As a phenomenon and a quandary, openness has provoked conversations about inequities within higher education systems, particularly in regards to information access, social inclusion, and pedagogical practice. But whether or not open education can address these inequities, and to what effect, depends on what we mean by “open” and specifically, whether openness reflexively acknowledges the fraught political, economic, and ethical dimensions of higher education and of knowledge production processes. This essay explores the ideological and rhetorical underpinnings of the open educational resource (OER) movement in the context of the neoliberal university. This essay also addresses the conflation of value and values in higher education—particularly how OER production processes and scholarship labor are valued. Lastly, this essay explores whether OER initiatives provide an opportunity to reimagine pedagogical practices, to reconsider authority paradigms, and potentially, to dismantle and redress exclusionary educational practices in and outside of the classroom. Through a critique of neoliberalism as critically limiting, an exploration of autonomy, and a refutation of the precept that OER can magically solve social inequalities in higher education, the author ultimately advocates for a reconsideration of OER in context and argues that educators should prioritize conversations about what openness means within their local educational communities.

Citation: Almeida, Nora. “Open Educational Resources and the Rhetorical Paradox in the Neoliberal Univers(ity).” Journal of Critical Library and Information Studies 1.1 (2017).