Future of scholarly publishing and scholarly communication

Author: Directorate-General for Research and Innovation (European Commission)

Abstract:The report proposes a vision for the future of scholarly communication; it examines the current system -with its strengths and weaknesses- and its main actors. It considers the roles of researchers, research institutions, funders and policymakers, publishers and other service providers, as well as citizens and puts forward recommendations addressed to each of them. The report places researchers and their needs at the centre of the scholarly communication of the future, and considers knowledge and understanding created by researchers as public goods. Current developments, enabled primarily by technology, have resulted into a broadening of types of actors involved in scholarly communication and in some cases the disaggregation of the traditional roles in the system. The report views research evaluation as a keystone for scholarly communication, affecting all actors. Researchers, communities and all organisations, in particular funders, have the possibility of improving the current scholarly communication and publishing system: they should start by bringing changes to the research evaluation system. Collaboration between actors is essential for positive change and to enable innovation in the scholarly communication and publishing system in the future.

Citation:   Lemke S, Mehrazar M, Mazarakis A and Peters I (2019) “When You Use Social Media You Are Not Working”: Barriers for the Use of Metrics in Social Sciences. Front. Res. Metr. Anal. 3:39. doi: 10.3389/frma.2018.00039

 

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Source: Publications Office of the European Union

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

Changing publishing ecologies: A landscape study of new university presses and academic-led publishing


Authors: Janneke Adema and Graham Stone, with an introduction by Chris Keene

Abstract: In this report, we have captured the current landscape of new university presses (NUPs) and academic-led presses (ALPs) emerging within the UK. Taking different approaches for these two types of press we have captured the take-up, reasoning and characteristics of these initiatives, as well as future plans. The report concludes with a series of recommendations to help support and foster new developments in this space, to share best practice and collaboration and to identify the tools and services that will facilitate further innovation.

Citation: Janneke Adema and Graham Stone. “Changing publishing ecologies: A landscape study of new university presses and academic-led publishing.” JISC.

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Student Learning Outcomes using Wikipedia-based Assignments: Fall 2016 Research Report


Author: Zach McDowell

Abstract:“To better understand the types of skills students obtain from contributing to Wikipedia as a course assignment, the Wiki Education Foundation sponsored Dr. Zach McDowell, of the University of Massachusetts-Amherst, to conduct a study of our program participants during the Fall 2016 term. After careful analysis of both quantitative and qualitative data, the study found that Wikipedia-based assignments enhance students’ digital literacy and critical research skills, foster their ability to write for a public audience, promote collaboration, and motivate them more than traditional assignments. Students also gain a valuable understanding and appreciation for a source of information they use every day: Wikipedia.”  (Description from the Wikiedu blog)

Citation: McDowell, Z. (2017). Student learning outcomes using Wikipedia-based assignments: Fall 2016 research report. Wikimedia Commons.

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What researchers want


Author: Martin Feijen

Abstract: A literature study aiming to understand how researchers currently handle research data storage and access, what problems they encounter, and what their needs are. Unlike many reports that address these issues from the library, institution, or other service provider’s perspective, this report outlines key findings about the motivations and interests of researchers, and provides guidance to libraries and universities about how to shape their services to meet the researchers where they are.

Citation: Feijen, Martin. What Researchers Want. SURF Foundation. Feb. 2011. https://www.surf.nl/en/knowledge-base/2011/research-report-what-researchers-want.html

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Report on offset agreements: evaluating current Jisc Collections deals. Year 1 – evaluating 2015 deals


Author: Stuart Lawson

Abstract: This report is the first of three annual evaluations of Jisc Collections offset agreements. The work has been sponsored by Jisc as part of the Jisc Collections Studentship Award at Birkbeck, University of London.

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What do Italian Researchers think about Open Research Data?


Authors: Fava, I & Gargiulo, P

Abstract: From August to December 2012, the OpenAIRE Italian National Open Access Desk conducted a survey to find out what researchers and all the people involved with research in universities and research centres were doing with reference to research data archiving, management and access policies. The aim was to produce an overview of the state of the art of research data production, management and sharing in Italy, and to investigate researchers opinions and attitudes towards a potential National infrastructure for data storage, curation and preservation. The survey addressed more than 1240 directors of research departments in universities and research institutions, who where then requested to disseminate the survey among their researchers.

Fava, I & Gargiulo, P. (2013). What do Italian Researchers think about Open Research Data? [Report]

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Reimagining the Digital Monograph: Design Thinking to Build New Tools for Researchers


Authors: Laura Brown, Alex Humphreys, Matthew Loy, Ron Snyder, Christina Spencer

 

Abstract: Scholarly books are increasingly being made available in digital form, joining in the print-to-digital transition that scholarly journals began well over a decade ago. Ten years of innovation have produced tremendous benefits for authors and readers of journal literature, and certainly some of this innovation is applicable to the digital migration of monographs. But the long-form scholarly argument presents some very different challenges, and its online migration is still in many ways in its infancy. The platforms that make monographs available to users often offer little in the way of specialized functionality for the different ways that scholars and students use these books. The JSTOR Labs group, an experimental product development team at JSTOR, undertook a user research and design process in order to better understand the wide variety of needs, behaviors, frustrations, and ambitions users bring to the task of reading scholarly books online, and to explore possible new paths to unlocking the value of the long-form argument in a digital environment. This paper is intended to do three things. First, we discuss the kinds of uses that readers have for scholarly books, and the opportunities for improving the usefulness of books for those purposes in a digital environment. These emerged from ethnographic research we carried out with a variety of readers of digital monographs and with a small working group of scholars, publishers, librarians, engineers, data scientists and user experience designers that we convened in partnership with the Columbia University Libraries in late 2016. Second, we discuss the design thinking process that we used to explore the landscape, how the group identified problems to solve, and how together we selected one opportunity ripe for new feature development that the JSTOR Labs team could prototype. Third, we describe the process we used to develop that prototype, and introduce the tool that we built, which we are calling “Topicgraph.”

 

Citation: Brown, L, Humphreys, A, Loy, M, Snyder, R, Spencer, C. (2017) Reimagining the Digital Monograph: Design Thinking to Build New Tools for Researchers, A JSTOR Labs Report – DRAFT FOR COMMENT http://dx.doi.org/10.17613/M62G8M

 

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Finding the Principles of the Commons: A Report of the Force11 Scholarly Communications Working Group


Authors: Robin Champieux, Bianca Kramer, Jeroen Bosman, Ian Bruno, Amy Buckland, Sarah Callaghan, Chris Chapman, Stephanie Hagstrom, MaryAnn E. Martone, and Daniel Paul O’Donnell

 

Abstract: While the creation and exchange of scholarly and research information now takes place within digital environments and increasingly on the open web, traditional print-based workflows are recapitulated across the scholarly communication life-cycle, outmoded rewards systems hold strong, and crises of access, reproducibility, and reuse continue to be raised. In some respects, scholarly and scientific communication has not changed much since the establishment of the first scientific journal 350 years ago. But, what if we could start over? What kind of system could and should we build to harnesses the resources of the digital age to maximize the communication and use of new knowledge? These questions, posed by Dr. Sarah Callaghan at the Force2015 Conference as part of the 1K Challenge, inspired the creation of the FORCE11 Scholarly Commons Working Group.

 

Citation: Champieux, Robin; Kramer, Bianca; Bosman, Jeroen; Bruno, Ian; Buckland, Amy; Callaghan, Sarah; Chapman, Chris; Hagstrom, Stephanie; Martone, MaryAnn E.; and O’Donnell, Daniel Paul (2016) “Finding the Principles of the Commons: A Report of the Force11 Scholarly Communications Working Group,” Collaborative Librarianship: Vol. 8 : Iss. 2 , Article 5.
Available at: http://digitalcommons.du.edu/collaborativelibrarianship/vol8/iss2/5

 

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Office of Scholarly Communication: Scope, Organizational Placement, and Planning in Ten Research Libraries


Author(s):  Marcum, D., Schonfeld, R. C., & Thomas, S.

Abstract: The phrase “scholarly communication” appears often in the description of library roles and responsibilities, but the function is still new enough that it takes different forms in different institutions. There is no common understanding of where it fits into the library’s organizational structure. This landscape review of offices of scholarly communication grows out of research originally conducted by Ithaka S+R for the Harvard Library.

Dr. Sarah Thomas, Vice President for the Harvard Library, University Librarian and Roy E. Larsen Librarian for the Faculty of Arts and Sciences, asked Ithaka S+R to undertake a review of how peer institutions support the scholarly communication function in their libraries. Dr. Thomas wanted to understand the scope of activities, staff size, and budget of similar units in peer institutions.

The project was designed to gather basic information about these issues at some of the largest research-intensive university libraries. It finds categorical differences in the vision for the scholarly communications unit and its organizational placement, as well as associated differences in staffing and budget.

Citation: Marcum, D., Schonfeld, R. C., & Thomas, S. (2015, November 18). Office of Scholarly Communication: Scope, Organizational Placement, and Planning in Ten Research Libraries. Retrieved from http://sr.ithaka.org?p=275206.

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