Posts with the tag: Open Access

Open Access Week: Open Everything

In the past few years the term “Open Access” (OA) has gained attention in the worlds of higher education, research, and publishing. With this rise in attention has come a rise in misconceptions surrounding OA. OA is incredibly multifaceted and to truly get a grasp on it, it is best to understand the basics before gaining a deeper understanding.

Back to the Basics

Open Access pertains to e-publications that are online for free public access and that are free of most copyright and licensing restrictions. With this, OA has the goals of (1) providing the public with research free of charge and (2) allowing research to “be analyzed and built upon for downstream innovation and the pursuit of knowledge” through open licensing (Electronic Frontier Foundation).

OA is often confused with open educational resources (OER). OA and OER are very similar and sometimes overlap, but it is important to distinguish between the two. OER refers to freely accessible materials that are useful for teaching and learning. While OA and OER have the key component of free public access, the biggest difference between the two is the formats they come in and the permissions that come along with them. OA materials are always accessed online unless they have been printed while OER could come in digital, print, or other analog formats. OA materials include scholarly books (including textbooks) and journal articles while OER includes formats such as videos, software, textbooks, and teaching guides. Along with this, OA gives readers the freedom to read, reuse, retain, and redistribute materials. 

Understanding the OA Movement

The Open Access movement has been around since the early 1990s, so why has there been a recent surge in the attention this movement is garnering? Like many other issues that have surfaced in the past few years, we have the COVID-19 pandemic to thank. At the start of the pandemic, as it became apparent that this was something that the world had never really seen before, the need for information about the disease became immediate. Authors and publishers began putting scholarly works online to help educate the public and contribute to ongoing research being done (Tavernier, 2020). As the pandemic forced schools to migrate online, there also became a greater need to support virtual learning. This forced publishers to make textbooks, eBooks, and other scholarly works available through OA either permanently or temporarily in order to support these needs. This work in openly sharing research and information and essentially collaborating for the greater good, highlighted the benefits of OA and opened up a world of possibilities for the future of research and education outside the realm of the pandemic.

Who Benefits?

While Open Access may seem like it only benefits researchers, there are several main stakeholders involved, including students, instructors, researchers, and libraries.

Free the textbook with books that appear to be flying
Flying Textbooks (CC-BY-SA, Opensource.com)
  • Students. Students are one of the biggest benefactors of OA. Open Access makes it possible that no matter what an institution can afford in terms of subscriptions, students can have full access to scholarly works for their educational needs. Whether a student is just starting their academic career and writing a research paper or finishing their PhD dissertation, they are able to access the information they need. OA textbooks are also beneficial for students. When OA textbooks are used for classes instead of purchased or rented textbooks, students have the potential to save a lot of money.

[NOTE: The University Libraries wants to know about the textbook experiences of our students. Students are welcome to share their textbook experiences through this feedback form.]

  • Instructors. Instructors can use OA textbooks for classes and the advantages of doing that may include locating an open access textbook that is more current than a traditionally published textbook on the same topic; eliminating the task of placing orders with the campus bookstore; and demonstrating sensitivity to their students’ wallets.
  • Researchers. Researchers also benefit greatly as OA allows for the advancement of research and higher visibility of publications. Researchers are able to become more productive through OA as they are able to easily access both new and old research which they can cite and build on with their own work. Researchers also become more visible as there is the potential for more people to view works that are freely available. This helps to account for quality assurance as the more people that view and cite a work the more people there are analyzing it. It also can help keep publications from being plagiarized for if a publication is free it makes it easier to find and the more people that are familiar with a publication the harder it becomes to plagiarize (Scholarly Publishing and Academic Resources Coalition).

    Infographic with benefits of Open Access for researchers
    Benefits of Open Access Publishing (CC-BY, Danny Kingsley & Sarah Brown)
  • Libraries. Academic libraries fund access to journals through “Big Deals.” These Big Deals are contracts that offer institutions journal subscription bundles at prices that over time have become unsustainable for most libraries. The desire for more control in their investments and the need for greater budgetary cuts has called some academic libraries to cancel these deals (Cooper & Rieger, 2021). For example, in 2019 University of California (UC) ended its contract with Elsevier, one of the world’s largest and most profitable academic research publishers, after not being able to come to an agreement with them. In 2021, negotiations reopened and UC signed a four year Open Access agreement with Elsevier which is the first of its kind. This landmark agreement cost UC $13 million, which is 7% less than their previous subscription agreement and will give people all over the world access to their research (Kell, 2021). Furthermore, academic libraries can find material outside subscription services through various OA platforms such as the Directory of Open Access Journals (DOAJ), the Open Textbook Library, the Internet Archive, and HathiTrust. Having fewer print subscriptions means that library space can be freed for other purposes such as study space and/or digital scholarship labs.

Hurdles for OA

While Open Access offers many benefits, it comes with some challenges as well. 

  • Funding. To have Open Access resources, libraries must have funding to publish such works. Often, libraries pay for or help to pay an article processing charge (APC) that allows authors to publish their works OA. These charges can build up quickly and can be rather expensive. As seen in the case of UC and Elsevier, making OA publishing agreements and maintaining repositories or accessing journals for these works is rather expensive. UC is an extremely large public institution that is funded mostly by the public and that has a steady stream of research being done by members of its community. With this, the OA model of research access is sustainable for the institution. For smaller institutions without such funding it is much harder to afford and maintain OA publishing.
  • Lack of OA policy. Generally, there is a lack of OA policy in academic libraries. Libraries typically have formal written policies pertaining to library collection development and maintenance. OA is often still seen as being relatively new, extremely multifaceted, and rather unstable. With this, it could be that lack of policy stems from best practices for OA not yet being established or the fear of the ever changing state of OA in the scholarly field (Dubnjakovic et al., 2021). Either way, this lack of a universal understanding surrounding OA in a library could have consequences for how it is used in library services and resources and therefore, in establishing OA as a standard source of information.
  • Perception of OA as ‘less’ scholar. Many faculty members in higher education are reluctant to embrace Open Access because they have the misperception that not all OA works are peer reviewed and the unsupported belief that free content is of poorer quality than content that has a price. Faculty may be surprised to learn that OA publishing often follows the same procedures as traditional publishing. Their misperceptions are reinforced by their university, if the university does not recognize OA publications in their tenure and promotion process.
Cartoon books trying to cross mountains and a river
pixabay.com

The Future of OA

Even though the Open Access movement has progressed and significantly picked up steam over the years, there is more to be done as many issues within OA, such as open data or author rights, are evolving. Nevertheless, the road ahead for integrating OA publications into library collections and into classroom use is exciting and full of possibilities.

 

References

Cooper, D. M., & Rieger, O. Y. (2021, June 22). What’s the Big Deal?: How researchers are navigating changes to journal access. Ithaka S+R. https://doi.org/10.18665/sr.315570

Electronic Frontier Foundation. (n.d.). Open access. Retrieved October 18, 2022, from https://www.eff.org/issues/open-access 

Kell, G. (2021, March 18). UC’s deal with Elsevier: What it took, what it means, why it matters. University of California. https://www.universityofcalifornia.edu/news/ucs-deal-elsevier-what-it-took-what-it-means-why-it-matters 

Scholarly Publishing and Academic Resources Coalition. (n.d.). Big Deal tracker. Retrieved October 18, 2022, from https://sparcopen.org/our-work/big-deal-knowledge-base/ 

Tavernier, W. (2020). COVID-19 demonstrates the value of open access: What happens next?. College & Research Libraries News, 81(5), 226. https://doi.org/10.5860/crln.81.5.226

Open Access Week: New Features in ORCID

Open Access Week is October 24 – 30, 2022. Open Access “is the free, immediate, online availability of research articles coupled with the rights to use these articles fully in the digital environment. Open Access ensures that anyone can access and use these results—to turn ideas into industries and breakthroughs into better lives.” (SPARC*).

What is ORCID?

As a faculty member or a graduate student, you should be establishing a scholarly presence and managing your scholarly reputation. ORCID (Open Researcher and Contributor ID) is a nonprofit organization that provides a standardized way to uniquely identify researchers. ORCID provides a way to identify researchers and their work, no matter when and where it was published. The system is designed to be useful for both researchers and readers. Researchers can use ORCID to claim their work, build their profile, and receive recognition for their work. Readers can use ORCID to find more accurate and reliable citations, discover new research, and explore the work of a researcher. Specifically, ORCID is a persistent digital identifier (PID) unique to you.

 

What is ORCID? from ORCID on Vimeo.

**Need help setting up your ORCID account? Contact Kevin Gunn, Coordinator of Digital Scholarship, to arrange a consultation.

 

New Features in ORCID

Affiliation Manager

This new tool allows for the affiliation manager to add affiliation data to a researcher’s ORCID record by simply uploading a CSV file. Further, the affiliation manager can discover the ORCID iDs of their researchers, as well as adding and maintaining organization affiliation data to their researchers’ records. This can save researchers time and helps other systems such as grant management systems, manuscript submission systems, and university research information systems to accurately track the affiliations. Talk to Kevin Gunn, Coordinator of Digital Scholarship, for details.

44 Work Types and Growing

The type of work is central to the ORCID experience. Researchers can now add 44 work types to the registry, including CRediT (Contributor Roles Taxonomy) alongside existing contributor roles, and Data Management Plans (DMP).

Research Organization Registry (ROR)

The evolution of the PID ecosystem over the past decade has been facilitated by organization IDs. The Research Organization Registry (ROR) has been a critical component of this development by supplying organization ID metadata. ORCID has integrated this metadata into its system and now supports ROR’s Organization IDs. RORs can now be used with the API and the Affiliation Manager to easily track the impact of institutional research.

Catholic University and ORCID

Here is a screenshot of our member portal (click on the image to enlarge) with the number of affiliates over time:

 

Get an ORCID

Your ORCID ID will follow you throughout your scholarly career so acquire this unique identifier to showcase your research and ensure proper attribution of your work:

1. Claim your free ORCID ID at http://orcid.org/register

2. Import your research outputs and add biographical information using the automated import wizards.

3. Use your ORCID when applying for grants, submitting publications, or sharing your CV. Learn more at http://orcid.org

 

Need help or have questions? Please contact Kevin Gunn, Coordinator of Digital Scholarship (gunn@cua.edu).

Open Access Week: Open for Climate Justice

The theme for this year’s International Open Access Week (October 24-30) is, “Open for Climate Justice.” The theme: “seeks to encourage connection and collaboration among the climate movement and the international open community. Sharing knowledge is a human right, and tackling the climate crisis requires the rapid exchange of knowledge across geographic, economic, and disciplinary boundaries.” Open open access week 2022 posterAccess Week was created by the Scholarly Publishing and Academic Resources Coalition (SPARC) for the academic and research community to “learn about the potential benefits of Open Access, to share what they’ve learned with colleagues, and to help inspire wider participation in helping to make Open Access a new norm in scholarship and research.”

What is Open Access?

Open Access refers to “the free, immediate, online availability of research articles coupled with the right to use these articles fully in the digital environment. Open Access ensures that anyone can access and use these results—to turn ideas into industries and breakthroughs into better lives.” (SPARC*). See this video for a fuller explanation:

 

Open For Climate Justice

The theme of Open for Climate Justice acknowledges that the impacts of the climate crisis are not borne “equally or fairly, between rich and poor, women and men, and older and younger generations” (United Nations, 2019). The focus is on climate justice as a human rights issue and not merely a scientific one: “[climate justice] insists on a shift from a discourse on greenhouse gases and melting ice caps into a civil rights movement with the people and communities most vulnerable to climate impacts at its heart,” said Mary Robinson, former President of Ireland. This power inequity can impact the ability of communities to produce, disseminate, and use knowledge. Having Open Access to create pathways to ensure equitable knowledge sharing is a step in addressing the power inequities that are part of climate change and how we can respond to them.

Making scientific knowledge available is an important goal of Open Access. On August 25th, The White House Office of Science and Technology Policy (OSTP) updated U.S. policy to make the results of taxpayer-supported research immediately available to the American public at no cost or embargo.

Why is OA important to CU Libraries? We believe that open access to good quality information is essential for a free and democratic society. The virtue of justice is central to this ethical problem.

Things you can do to participate

  1. Attend OA Week events: See the list of worldwide events on the OA website.
  2. Advocate for Open Access. Advocate in your discipline for open access. See how you can transition a journal from subscription to open access.
  3. Publish your work in open access platforms. You can determine what journals are open access by checking the Directory of Open Access Journals (DOAJ).
  4. Adopt an open textbook. Students need a break from high textbook prices.  Learn how to adopt or adapt a textbook from the Open Textbook Library. The Washington Research Library Consortium (Catholic University Libraries is a member) has a series of webinars on how to get started. Adopt a textbook today!

About SPARC

SPARC has been at the forefront of Open Access since 1998. They are “a non-profit advocacy organization that supports systems for research and education that are open by default and equitable by design.” See the activities planned for Open Access Week 2022.

Further Reading

OASIS. Developed at SUNY Geneseo’s Milne Library, Openly Available Sources Integrated Search (OASIS) is a search tool for discovering open content. OASIS currently searches open content from 114 different sources and contains 440,269 records.

Open Science video (In English): What is Open Science? Created by the Knowledge Network for University Libraries (Website in Dutch).

Transitioning Society Publications to OA.

UNESCO, Open Educational Resources (OER).

White House Office of Science and Technology Policy (OSTP). OSTP Issues Guidance to Make Federally Funded Research Freely Available Without Delay, August 25, 2022.

Introduction to Open Educational Resources, Attribution, and Use

Open Educational Resources Logo
“OER Logo Open Educational Resources” by Markus Büsges, Wikimedia Deutschland e. V. is licensed under CC BY-SA 4.0

As a student you may be familiar with the term, Open Educational Resources. Yet, it can be difficult to grasp the full breadth of the Open Educational Resources conversation. So what are Open Educational Resources and how can we use them with proper attribution?

UNESCO defines Open Educational Resources (OER) as “teaching, learning or research materials that are in the public domain or released with intellectual property licenses that facilitate the free use, adaptation and distribution of resources.” OER differs from resources published under traditional copyright by allowing for much more flexibility in how the resource is retrieved and used. OER can come in a variety of formats including traditional textbooks or articles, videos and images, and even lesson plans or online courses. Essentially, OER are materials that are openly and freely available for use or re-use.

The cost-free nature of OER contributes to a more accessible and equitable academic environment. Using OER significantly reduces the cost of class materials for students and instructors alike. OER is also often distributed faster than resources that go through the formal publishing process. When researching a current topic, OER resources can often be a good source of timely information. When using less traditional OER, such as lesson plans or other course materials, OER allows for more flexibility and creativity in how a course is prepared, taught, and received. OER supports different learning styles as materials can be found in a variety of formats. And if a format is not available, the source content can be remixed and redesigned into something new due to the open nature of OER.

OER and the ‘Five Rs’
As a student, you may have previously used OER in your research, projects, or presentations. For example, you may have cited an open article in a research paper. Or maybe a professor of yours used an open textbook in your course. Maybe you’ve seen a classmate use open media in a presentation such as an image or audio licensed in the Creative Commons. All of these are great examples of how OER can be integrated into your current learning and academic life. Yet, before using OER, it is important to know about the permissions associated with the content. While all OER is ‘open’, some resources have more flexibility than others.

Most OER allows for some, or all, of the following permissions, known as the ‘Five Rs’ developed by David Wiley:

  • Retain – make, own, and control a copy of the resource (e.g. download and keep your own copy)
  • Revise – edit, adapt, and modify your copy of the resource (e.g., translate into another language)
  • Remix – combine your original or revised copy of the resource with other existing material to create something (e.g., make a mashup)
  • Reuse – use your original, revised, or remixed copy of the resource publicly (e.g., on a website, in a presentation, in a class)
  • Redistribute – share copies of your original, revised, or remixed copy of the resource with others (e.g., post a copy online or give one to a friend)

The license deed of each resource will provide information on the permissions you have when using the resource. When using an OER in your work, make sure you know what permissions the resource allows.

Showing Proper Attribution: The TASL Method
When working with OER you may use an attribution statement, which gives credit to the author and source. Yet, note that attribution statements are not the same as citations. Attributions are not academic and should not be used in place of a citation in a scholarly work. Attribution statements are a more informal method that gives credit to the author/source materials, whereas citations are a formal scholarly practice. If formally citing an OER resource for a paper or other academic work, refer to your field’s style manual such as MLA, Chicago, or APA for citation rules. Attributions should be used to provide credit when a formal citation is not required, for example, when using a Creative Commons image in a blog post.

Six books stacked on top of each other sit on a table
For example, this image of stacked books, would have the following attribution: “book stack” by ginnerobot is licensed under CC BY-SA 2.0.

A helpful acronym for creating attribution statements is TASL. An ideal attribution includes all four components of TASL.

T = Title – what is the name of the resource?
A = Author – who created the resource?
S = Source – where can I find it?
L = License – how can I use it?

To properly attribute a resource, include the title, author and license with appropriate hyperlinks. Not all attribution statements will include all of this information. When creating an attribution, reasonable effort should be made to supply relevant information, yet attributions can still be valid without all of this information.

This attribution format applies to all types of OER, including textbooks. This open textbook, Legal Issues in Libraries and Archives, would have the following attribution: Legal Issues in Libraries and Archives by Ruth Dukelow and Michael Robak is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted. This attribution statement was sourced directly from the resource. Oftentimes OER creators include attribution statements within their resource to make attribution easier. A good practice when using OER is to look for author supplied attribution statements.

Build Your Own Attribution
If you don’t prefer the TASL method or cannot find an author supplied statement, tools like the Open Attribution Builder, can assist when creating attribution statements. Plug in the information you have about the resource being used and the tool will create a statement for you.

Open Attribution Builder
The Open Attribution Builder was created, and is maintained, by Open Washington.

For further details about attribution statements, visit the Best Practices for Attribution page on the Creative Commons wiki.

Image of the availability and resource type facets in the CU Libraries catalog
Screenshot of the facets feature within the CU Libraries catalog.

OER @ CU Libraries
When sourcing OER, ensure the resources you are using truly are OER, and of good quality, by visiting trusted open-source repositories. Visit our Open Educational Resources Guide to view lists of OER and websites related to your field of study. One great resource for finding open-source textbooks is the Open Textbook Library. This resource is maintained by the Open Education Network, a community of higher education institutions and educators creating inclusive educational environments through OER.

You can also use the library catalog to search for OER. Limit your results to open access resources by using facets. Facets are helpful tools that further define your search results list. Facets are seen on the left side of the results screen in our catalog. Navigating the world of OER can feel overwhelming at times. Consider using these tools and tips next time you are conducting research or working on a project. If you have additional questions about OER, email us or connect with a subject librarian.

 

Faculty Perspectives: Open Textbooks in the Classroom and Funding Opportunities

Join the Washington Research Library Consortium Textbook Affordability Working Group for a brief introduction to open textbooks and a panel discussion featuring two faculty members who teach with them.

One of our presenters will be CU’s Dr. Chelsea Kelly, Assistant Professor of Sociology, who will share her experiences using an open textbook for her SOC 202 Research Methods class.

First-time attendees who are course instructors or faculty will have the opportunity to earn a $200 stipend by posting a review of an open textbook!

Date: Wednesday, December 1st, 12:30 pm – 1:20 pm

Agenda:

Welcome – Introduction to Open Textbooks and Faculty Funding Opportunity

    • Jenise Overmier, Assistant Professor, Research & Instruction Librarian, Marymount University

Faculty Discussion Panel

    • Dr. Chelsea Kelly, Professor of sociology, Catholic University

    • Bill Hanff, Professor in Digital Media, University of DC

Moderator:

    • Meghan Kowalski, Outreach and Reference Librarian, University of DC

Moderator(s)
    • Meghan Kowalski, Outreach and Reference Librarian, University of DC
    • Jenise Overmier, Assistant Professor, Research & Instruction Librarian, Marymount University

Register today! – https://forms.gle/Qdc8eVZigA7Y9tY68 (Zoom link will be sent the day before the event to registered attendees)

Learn more about the event and Open Textbooks at https://open.wrlc.org

Questions? Contact Kevin Gunn (gunn@cua.edu), CU’s TAWG rep.

Open Access Week: It Matters How We Open Knowledge

The theme for this year’s International Open Access Week (October 25-31) is, “It Matters How We Open Knowledge: Building Structural Equity.” The notion of structural equity is a dominant issue in today’s geopolitics. Open Access Week was created by the Scholarly Publishing and Academic Resources Coalition (SPARC) for the academic and research community to “learn about the potential benefits of Open Access, to share what they’ve learned with colleagues, and to help inspire wider participation in helping to make Open Access a new norm in scholarship and research.”

A Quick Refresher: What is Open Access?

Open Access refers to “the free, immediate, online availability of research articles coupled with the right to use these articles fully in the digital environment. Open Access ensures that anyone can access and use these results—to turn ideas into industries and breakthroughs into better lives.” (SPARC*). See this video for a fuller explanation:

 

Open Science

The theme of Open Knowledge focusing on structural equity coincides with UNESCO’s recent Recommendation on Open Science report. This report is the first framework for establishing global standards for OA. The goal is to have research that is truly open, to “embrace a diversity of knowledge, practices, workflows, languages, research outputs and research topics that support the needs and epistemic pluralism of the scientific community as a whole, diverse research communities and scholars, as well as the wider public and knowledge holders […].”

UNESCO will adopt this report in November 2021. Some salient quotes from the report underscore the importance of this document:

Open Science should embrace a diversity of knowledge, practices, workflows, languages, research outputs and research topics that support the needs and epistemic pluralism of the scientific community as a whole, diverse research communities and scholars, as well as the wider public and knowledge holders beyond the traditional scientific community, including Indigenous Peoples and local communities, and social actors from different countries and regions, as appropriate. 

And,

Open Science should play a significant role in ensuring equity among researchers from developed and developing countries, enabling fair and reciprocal sharing of scientific inputs and outputs and equal access to scientific knowledge to both producers and consumers of knowledge regardless of location, nationality, race, age, gender, income, socio-economic circumstances, career stage, discipline, language, religion, disability, ethnicity or migratory status or any other grounds.

SPARC has been at the forefront of Open Access since 1998. In its 2021 Update: SPARC Landscape Analysis and Roadmap for Action, it argues for fostering equitable open science practices. SPARC gives one example that has been around for years but not known in the larger scientific community:

The weight accorded to leading journals because of their impact factors (IF) has given these journals the incentive to operate a covert science policy: publishers and editors have incentives to maintain or raise their IF, and this leads them to prioritize publishing articles that are likely to be widely cited. This means they will prefer to publish articles in areas that are “fashionable” and of wide interest, and this focus of the leading publishers in turn affects funding and the priorities of funding bodies…. Unfashionable disciplines and approaches (like those affecting rare diseases or people in disadvantaged communities) are structurally disadvantaged by these dynamics.

The report outlines trends—rising market concentration, increased bundling, and inclusive access—that limit student choices and widen the usage of monitoring technologies, and further demonstrate that OA is being fought on a number of fronts, including academic freedom. See the activities planned for Open Access Week 2021.

Resources

OASIS. Developed at SUNY Geneseo’s Milne Library, Openly Available Sources Integrated Search (OASIS) is a search tool for discovering open content. OASIS currently searches open content from 114 different sources (66 sources in 2018) and contains 440,269 records.

Open Science video. What is Open Science? See this video created by the Knowledge Network for University Libraries (The Netherlands).

The Company of Biologists. The Editors-in-Chief of Development, Journal of Cell Science and Journal of Experimental Biology share their thoughts on Open Access publishing in this video.

UNESCO, Open Educational Resources (OER).

Open Access Week: Getting to Know OA

What is Open Access? The Berlin Declaration states:

Open access contributions must satisfy two conditions: The author(s) and right holder(s) of such contributions grant(s) to all users a free, irrevocable, worldwide, right of access to, and a license to copy, use, distribute, transmit and display the work publicly and to make and distribute derivative works, in any digital medium for any responsible purpose, subject to proper attribution of authorship ….

Essentially, knowing your rights as an author and deciding the way you will dispense your work (license) are the two main factors in determining the degree of open access. Understanding what is Open Access can be daunting. For a detailed explanation of what OA is, what it is not, and popular myths debunked, consult the guru of OA, Peter Suber:

Open Access Overview

http://legacy.earlham.edu/~peters/fos/overview.htm

A Field Guide to Misunderstandings About Open Access

http://legacy.earlham.edu/~peters/fos/newsletter/04-02-09.htm

More information about OA can be found at the Open Access Directory which is maintained by the School of Library and Information Science (SLIS) at Simmons College. The Directory has a compendium of fact lists on a variety of topics related to OA.

Recent articles

Recent developments illustrate the shifting perspectives on OA. These articles published this week reflect this changing dynamic.

Oya Y. Rieger, Roger C. Schonfeld. Beyond Innovation: Emerging Meta-Frameworks for Maintaining an Open Scholarly Infrastructure. Ithaka. October 21, 2019.

Byron Russell. The Future of Open Access Business Models: APCs Are Not the Only Way. Scholarly Kitchen. October 23, 2019.

Ann Michael. Ask the Chefs: The Future of OA business models. October 24, 2019.

About Journals

Virginia research libraries endorse MIT framework for publisher contracts. Virginia Tech News. October 24, 2019.

Colleen Flaherty. Where research meets profits. Inside Higher Ed. October 23, 2019.

Ann Michael. Open Access business models. Scholarly Kitchen. October 24, 2019.

Eanna Kelly. Research organization releases publishing costs to highlight the challenge of going to full open access. Science Business. October 24, 2019.

Paywall: The Business of Scholarship. September 5, 2018. Free documentary on the problem of paywalls for journals.

About Books

About Data

Briony Fane, Paul Ayris, Mark Hahnel, Iain Hrynaszkiewicz, Grace Baynes, and Emily Farrell. State of Open Data Report 2019. Digital Science. October 24, 2019.  A short video explains the report’s findings: https://www.digital-science.com/blog/news/the-state-of-open-data-2019/

SPARC Open Data Factsheet.

About Open Education Resources (OER)

Anita Walz,  Assistant Director for Open Education and Scholarly Communication Librarian at Virginia Tech Libraries, has created an information handout Differentiating Between Open Access and Open Educational Resources.

 

 

Film Screening: Paywall: The Business of Scholarship

Paywall: The Business of Scholarship is a documentary which focuses on the need for open access to research and science, questions the rationale behind the $25.2 billion a year that flows into for-profit academic publishers, examines the 35-40% profit margin associated with the top academic publisher Elsevier and looks at how that profit margin is often greater than some of the most profitable tech companies like Apple, Facebook and Google.” – Website

Join us for a panel discussion of journal subscriptions and open access alternatives.

Panelists:

Dr. Binh Tran – Department of Biomedical Engineering
Dr. Lilla Kopár – Department of English
Kevin Gunn – Libraries

Wednesday, October 23, 2019  2:00 PM – 4:00 PM

Mullen Library, May Gallery

Light refreshments will be served.

 

Sponsored by the Catholic University Libraries & the University Honors Program

For questions or accommodations, please contact Kevin Gunn: gunn@cua.edu

Open Access Week: Open For Whom? Equity in Open Knowledge

Open Access Week (October 21 – 27, 2019) begins today! For those who are unfamiliar with the concept of Open Access, the term refers to “the free, immediate, online availability of research articles coupled with the right to use these articles fully in the digital environment. Open Access ensures that anyone can access and use these results—to turn ideas into industries and breakthroughs into better lives.” (SPARC*).

For a current understanding, see the following video:

 

The Catholic University of America Libraries is hosting a number of events this week:

Open Access Week Events

ICYMI: Avoiding Predatory Publishers: What Students and Faculty Should Know Before Publishing Their Research

As a graduate student or new faculty member seeking an academic position, tenure, or promotion, you will need to establish a scholarly presence and build your curriculum vitae. A building block in this process is publishing in quality academic journals (subscription-based or open access).

This webinar will explore the expanding problem of predatory publishing practices and how to avoid becoming a victim. Guidance will be provided for identifying and selecting the right journal publisher that reflects your values. Understanding your rights as an author will be discussed as well. Practical tips and suggestions on navigating this complicated process are provided.

This webinar was originally held on October 24th, 2018 as part of the library’s Open Access Week Program. Here is the recording:

 

If you have any questions or would like a research consultation, please contact:

Kevin Gunn
Coordinator of Digital Scholarship
314B Mullen Library
gunn@cua.edu
202-319-5504