Funder open access platforms – a welcome innovation?

Authors: Tony Ross-Hellauer, Birgit Schmidt, and Bianca Kramer

Abstract: Funding organisations commissioning their own open access publishing platforms is a relatively recent development in the OA environment, with the European Commission following the Wellcome Trust and the Gates Foundation in financing such an initiative. But in what ways, for better or worse, do these new platforms disrupt or complement the scholarly communications landscape? Tony Ross-Hellauer, Birgit Schmidt and Bianca Kramer examine the ethical, organisational, and economic strengths and weaknesses of funder OA platforms to scope the opportunities and threats they present in the transition to OA. While they may help to increase OA uptake, control costs, and lower the administrative burden on researchers, possible unintended consequences include conflicts of interest, difficulties of scale, or potential vendor lock-in.

Citation: Ross-Hellauer, Tony; Schmidt, Birgit; Kramer, Bianca. “Funder open access platforms – a welcome innovation?” LSE Impact Blog. July 4, 2018. http://blogs.lse.ac.uk/impactofsocialsciences/2018/07/04/funder-open-access-platforms-a-welcome-innovation/

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Source: Funder open access platforms – a welcome innovation?

From transaction to collaboration: scholarly communications design at UConn Library

Authors: Holly Jeffcoat, Gregory Colati

Abstract: The University of Connecticut (UConn) Library, in collaboration with the School of Fine Arts and the UConn Humanities Institute and with support from the Andrew W Mellon Foundation, is developing Greenhouse Studios (GS). GS is a scholarly communications research laboratory dedicated to using collaborative models and design principles in the creation of scholarly works. Scholarship laboratories that function as a combination of a scientific research lab and an art studio are a useful means of advancing the methods and outcomes of scholarly communications.

We intend to examine whether flattening hierarchies through the GS model is a significant challenge for librarians who work within transactional models of interaction and are closely tied to faculty-driven service models of research support. Other participants typically thought of as supporting faculty are embedded as equal participants in the design process. We will apply qualitative methods to examine whether the GS design process facilitates development of new models of interaction among faculty, librarians, design technologists and other experts. Preliminary experience finds most participants embrace the collaborative model and are energized by the experience. Our assessment will focus on GS techniques as drivers for role and scholarly output changes, how these experiences might translate into changes in library culture or services, and on practical findings related to space, technology usage and administrative hurdles.

This paper is the result of a presentation delivered at CNI (the Coalition for Networked Information) in early 2017 and encapsulates our thinking then and now (in early 2018) as we refine our assessment tools.

Citation: Jeffcoat, H., & Colati, G. (2018). From transaction to collaboration: scholarly communications design at UConn Library. Insights, 31, 17. DOI: http://doi.org/10.1629/uksg.405

Source: Insights

What Happened, or, Impasses and Future Horizons for an Open Anthropology of Work

Authors: Nina Brown, Marcel LaFlamme, Sarah Lyon

Abstract: These words were never supposed to be stuck behind a paywall. That is, this editorial was to have welcomed you, our readers, to the first open-access issue of the Anthropology of Work Review. The fact that we cannot extend such a welcome means that we owe you an explanation. We offer it to ensure that the story does not get lost in buried email threads, but becomes part of the published record that can be consulted by future historians of the discipline. We offer it to inform advocates of open access in other disciplines of the challenges that they, too, may face by operating within the strictures of a larger scholarly society. We offer it to register our disappointment at the outcome of a four-year process that, for all of the urgency that set it into motion, ended up largely reproducing the status quo. Yet we also offer it as a token of our continued commitment to innovating open futures for the anthropology of work, at a time when the simultaneous intensification of demands on workers and the attenuation of protections for them demand wider engagement with this vital field of inquiry.

Citation: Brown, Nina, LaFlamme, Marcel and Lyon, Sarah. “What Happened, or, Impasses and Future Horizons for an Open Anthropology of Work.” Anthropology of Work Review, 39, no. 1 (2018) 44-47. https://doi.org/10.1111/awr.12137. Downloaded from http://hdl.handle.net/1911/101508

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Source: Rice Digital Scholarship Archive

The Impact of Open Educational Resources on Various Student Success Metrics

Author(s): Nicholas Colvard, C. Edward Watson, and Hyojin Park

Abstract: There are multiple indicators which suggest that completion, quality, and affordability are the three greatest challenges for higher education today in terms of students, student learning, and student success. Many colleges, universities, and state systems are seeking to adopt a portfolio of solutions that address these challenges. This article reports the results of a large-scale study (21,822 students) regarding the impact of course-level faculty adoption of Open Educational Resources (OER). Results indicate that OER adoption does much more than simply save students money and address student debt concerns. OER improve end-of-course grades and decrease DFW (D, F, and Withdrawal letter grades) rates for all students. They also improve course grades at greater rates and decrease DFW rates at greater rates for Pell recipient students, part-time students, and populations historically underserved by higher education. OER address affordability, completion, attainment gap concerns, and learning. These findings contribute to a broadening perception of the value of OERs and their relevance to the great challenges facing higher education today.

Citation: Colvard, N., Watson, C. E., & Park, H. (2018). The Impact of Open Educational Resources on Various Student Success Metrics. International Journal of Teaching and Learning in Higher Education, 30(2), 262-276. Retrieved from http://www.isetl.org/ijtlhe/

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SourceInternational Journal of Teaching and Learning in Higher Education

Understanding Open Knowledge in China: A Chinese Approach to Openness?

Authors: Lucy Montgomery, Xiang Ren

Abstract: This paper examines the development of open knowledge in China through two case studies: the development of Chinese open access (OA) journals, and national-level OA repositories. Open access and open knowledge are emerging as a site of both grass-roots activism, and top-down intervention in the practices of scholarship and scholarly publishing in China. Although the language, vision and strategies of the global open knowledge movement are undoubtedly present, so too are the messy realities of open access and open knowledge innovation in a local context. In attempting to position open access developments in China within a diverse and contested global landscape of open knowledge innovation we draw on Moore’s (2017) conception of open access as a boundary object: an object that is understood differently within individual communities but which maintains enough structure to be understood between communities (Moore 2017; Star and Griesemer 1989). Viewed as a boundary object, the concept of open knowledge is making it possible for China to engage with the global open knowledge movement, as a beneficiary of the innovation of others, and as an open knowledge innovator in its own right.

Citation:Montgomery, L. & Ren, X., (2018). Understanding Open Knowledge in China: A Chinese Approach to Openness?. Cultural Science Journal. 10(1), pp.17–26. DOI: http://doi.org/10.5334/csci.106

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Source: Cultural Science Journal

Academic Library Futures in a Diversified University System

Authors: Lorcan Dempsey and Constance Malpas

Abstract: Dempsey and Malpas consider the future of the academic library in the context of a diversifying higher education system. The academic library is not fixed. It is changing as it adapts to the changing research and learning behaviors of its home institution, which are the principal drivers of the library service. Dempsey and Malpas explore ways in which libraries are responding to the transition from a collections-based model to a more diffuse services-based model. This is in parallel with the evolving influence of the network on student, teacher and researcher practices and with the shift from print to digital. They describe diversification of the higher education system, around poles of research, liberal education and career preparation. Academic libraries similarly will diverge, with different service bundles depending on the type of educational institution they serve. This means that the model of excellence for libraries also will need to be plural, based on strategic fit to the needs of the institution they serve and not on collection size or gate count.

Citation: Dempsey L., Malpas C. (2018) Academic Library Futures in a Diversified University System. In: Gleason N. (eds) Higher Education in the Era of the Fourth Industrial Revolution. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-13-0194-0_4

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Source: Academic Library Futures in a Diversified University System

Scholarship as an Open Conversation: Utilizing Open Peer Review in Information Literacy Instruction

Authors: Emily Ford

Abstract: This article explores the ACRL Framework for Information Literacy’s frame, Scholarship as a Conversation. This frame asserts that information literate students have the disposition, skills, and knowledge to recognize and participate in disciplinary scholarly conversations. By investigating the peer-review process as part of scholarly conversations, this article provides a brief literature review on peer review in information literacy instruction, and argues that by using open peer review (OPR) models for teaching, library workers can allow students to gain a deeper understanding of scholarly conversations. OPR affords students the ability to begin dismantling the systemic oppression that blinded peer review and the traditional scholarly publishing system reinforce. Finally, the article offers an example classroom activity using OPR to help students enter scholarly conversations, and recognize power and oppression in scholarly publishing.

Citation: Ford, E. (2018).Scholarship as an Open Conversation: Utilizing Open Peer Review in Information Literacy Instruction. In the Library with the Lead Pipe.

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Source: In the Library with the Lead Pipe

Fair Use in the Visual Arts: Lesson Plans for Librarians

Authors: Alexander Watkins, Bridget Madden, Alexandra Provo, Danielle Reay, Anna Simon

Abstract: The authors guide art information professionals in crafting learning experiences that empower students to understand copyright and take advantage of fair use in their art, design, and academic practices. The College Art Association’s Code of Best Practices in Fair Use for the Visual Arts, endorsed by ARLIS/NA in 2015, is a key document that has the potential to transform the use of images in the visual arts. Education will be an essential part of the integration of the Code into the visual arts, and art information professionals are well positioned to teach fair use and the Code. This book was created to further ARLIS/NA’s mission to support the evolving role of art information professionals, which increasingly includes copyright and fair use instruction. The lesson plans in this book will help those new to copyright instruction teach the Code through engaging activities and assignments. The lesson plans are also meant to inspire teachers experienced with fair use instruction through creative ideas and new ways to integrate copyright instruction into art classes, digital humanities projects, and design education.

Citation: Watkins, Alexander, Bridget Madden, Alexandra Provo, Danielle Reay, and Anna Simon, eds. Fair Use in the Visual Arts: Lesson Plans for Librarians. Occasional Paper no. 17, ARLIS/NA, 2018. https://scholar.colorado.edu/libr_facpapers/121/

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Source: Fair Use in the Visual Arts: Lesson Plans for Librarians

Tribal Intangible Cultural Property: IP or Something More?

Authors: Rebecca Tsosie, Chante Westmoreland, and Jacob Metoxen

Abstract: Origin stories, sacred songs, and other types of sacred traditional knowledge are intangible cultural property belonging to tribes or indigenous people. Intangible cultural property is not merely information–it is essential to tribal way of life. Despite its importance, there are currently no federal laws protecting others from appropriating sacred traditional knowledge.

This type of knowledge should seemingly be protected by intellectual property or cultural property laws. Intellectual property laws offer protection for a limited time for works of authorship or inventions as a way to incentivize creation. Cultural property laws, such as the Native American Graves Protection and Repatriation Act (NAGPRA), offer limited protection for some types of tangible cultural property. Neither IP laws nor NAGPRA protect tribal intangible cultural property. This lack of protection leaves tribal intangible cultural property open to appropriation.

Professor Rebecca Tsosie, Regents Professor of Law at the University of Arizona James E. Rogers College of Law with the Indigenous Peoples Law and Policy (IPLP) Program and Special Advisor to the Vice Provost for Diversity and Inclusion for the University of Arizona, and Chante Westmoreland (JD Candidate ’18) discuss this gap in the law and the harm it perpetuates. Professor Tsosie is one of the leading experts in the field of federal Indian law and tribal law and policy, and has been instrumental in shining a light on the lack of cultural property protection.  She joins BTLJ to discuss the harm and complications that come from this lack of protection.

Citation: Chante Westmoreland, Rebecca Tsosie, and Jacob Metoxen. “Tribal Intangible Cultural Property: IP or Something More?” Student Podcast, Berkeley Technology Law Journal, April 24, 2018.

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Source: Berkeley Technology Law Journal

Five principles for community altmetrics data

Author: Joe Wass

Abstract: These five principles are my answer to some of the difficulties and problems I have observed in the past couple of years. In that time I have been collecting the kind of data that altmetrics are built from, and talking and working with researchers. Altmetrics data is derived from the community. I think that community should continue to be at the heart of every step.

Citation: Wass, T. (2018). Five principles for community altmetrics data. Joe’s Blog. https://blog.afandian.com/2018/05/five-principles-altmetrics/

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Source: Joe’s Blog