Open access & cIRcle: Scholarly Publishing in Context
- 1. Open Access & cIRcle: Scholarly Publishing in ContextBarbara Sobol, Learning Services Librarian (Research) & Hilde Colenbrander, cIRcle Coordinator Centre for Teaching and Learning ConferenceUBC Okanagan, May 5, 2010
- 2. Engaging students in the scholarly publishing processImportance of evaluating online information
- 3. Role of open access and cIRcle
- 5. Importance to learningWhat to make of information online?How do we teach students the value of different types of information?
- 6. How do we convey that there is often a “hierarchy” of information?
- 7. How do we teach students that these evaluative skills are not only necessary for completing assignments but for interacting with the world of information?Evaluating information is not easyPeer Reviewed JournalNotable Publisher - SpringerJournal established in 1930Article is about oil and cancer rates in the Amazon in an area where locals have a $27 billion lawsuit against Chevron. The authors find no indication that oil pollution is linked to cancer in the region. In the acknowledgements of the article – the study is funded by Chevron.
- 8. Evaluating information is a skill setAuthorityBias (Political, Religious, Personal)ComprehensivenessDateAppropriatenessMethodologyReliability of SourcesPublisher – Status & PrestigePeer ReviewedStatus and Prestige of Researcher/AuthorAffiliation(s)These are the kinds of criteria that students need to be taught. Many of these criteria are highly subjective and discipline specific.
- 9. Potential approachesOpen Access provides a new/current avenue to broach the topic of information evaluation skills
- 10. Librarians can directly address these issues through course/discipline specific instruction
- 11. Faculty can integrate evaluative skills into lectures/discussions/assignmentsWhat is Open Access?Open access literature is:
- 12. Digital information made available free-of-charge on the web
- 13. Refers particularly to peer reviewed research articles and their preprints
- 14. Not free to produce
- 15. OA started as a response to exponential journal price increases
- 16. OA is a response to growing demands for public accountability for tax dollars
- 17. OA makes scholarly information freely available around the worldWhat is cIRcle?A web-based database for published and unpublished scholarly materials
- 18. Openly accessible to anyone: creators must be acknowledged and properly cited
- 19. Supports scholarship by enabling the easy sharing of research findings
- 20. Goal: To showcase UBC’s intellectual output
- 21. Pilot project launched spring 2007
- 22. Full service spring 2009
- 23. cIRcle home page https://circle.ubc.caAre there other Open Access databases?ROAR (Registry of Open Access Repositories) currently lists 1700+ repositories around the world
- 24. Australia: 57
- 25. Brazil: 70
- 26. Canada: 56
- 27. Germany: 116
- 28. India: 55
- 29. South Africa: 22
- 30. UK: 171
- 32. Why contribute to cIRcle?Increased visibility and readership around the world
- 33. Improved indexing and hence findability
- 34. Search engines: Google, Google Scholar, Yahoo, etc.
- 37. Serendipitous discovery and collaboration
- 40. Stable URLs
- 41. Preservation and management of information assets
- 42. Open Access mandates, e.g. CIHRWith acknowledgements to SMARTech at Georgia Tech
- 43. Public Health in the 21st Century: the Open Source OutbreakPublic Health 2.0: Jennifer Gardy @ UBC’s TED Terry Talks http://www.terry.ubc.ca/terrytalks/2009/11/03/public-health-in-the-21st-century-the-open-source-outbreak-jennifer-gardy/
- 44. Comparison of H1N1 and SARS outbreaks in terms of scientific response:
- 45. Rapidly improving communications technologies
- 46. Scientists’ changing attitudes: collaboration, open access to research results, open data sharing
- 47. When scientific information about the virus spreads faster than the virus itself, we can beat the virus!What can be contributed to cIRcle?Digital materials:
- 48. Research papers: pre- or postprints, or published versions (depending on copyright)
- 49. Conference and workshop papers
- 51. Outstanding student projects (selected by academic units)
- 52. Unpublished reports and working papers
- 53. Books, chapters and sections
- 54. Datasets
- 55. Learning Objects
- 56. Multimedia and audio-visual materials
- 57. SoftwareWhat about copyright?For materials deposited in cIRcle:
- 58. cIRcle requires a non-exclusive license to distribute
- 59. Copyright owner retains copyright
- 60. If you are not the copyright owner, you need permission from the copyright owner/publisher to deposit your work in cIRcle
- 61. Note: Publishers’ Copyright Transfer Agreements/ Publication Agreements are critical!Why is Open Access important to researchers?For authors – open access broadens readership
- 62. For governments – tax payer funded research is available to public
- 63. For institutions – demonstrates output/impact/reach of university
- 64. For researchers – funding agencies and/or institutions are increasingly mandating open access of scholarly outputSource: Shearer, Kathleen. 2010. A Review of Emerging Models in Canadian Academic Publishing. http://hdl.handle.net/2429/24008
- 65. How is Open Access relevant in a classroom?Open access as a movement and as something “new” provides an opportunity to engage students in these discussions
- 66. Students develop an understanding of the information landscape – direct evaluative skills
- 67. Students begin to view themselves as creators – as having agency within academic publishing
- 68. cIRcle can be used as a tool in this discussionWhy is this important to teaching?Evaluating information is a lifelong skill that university students should be competent at
- 69. Within university, strong evaluative skills will improve student work; both in understanding and gradesApproaches to teaching evaluative skillsDirectly addressing the issue of publishing
- 70. Discussing open access and changes to traditional publishing models – cIRcle can be used as a tool in this discussion
- 71. Discussing the different values of informationOpen Access as teaching toolExamples from cIRcle:Electronic Theses & Dissertationshttp://hdl.handle.net/2429/17445http://hdl.handle.net/2429/12919Undergraduate Honours Essays http://hdl.handle.net/2429/23908http://hdl.handle.net/2429/7852Faculty Research Papershttp://hdl.handle.net/2429/19587Note: Scholarly level indicator, peer review indicator
- 72. Open Access as teaching toolOther Examples:Canadian Journal of SociologyACME: International Journal for Critical GeographiesDOAJ - Directory of Open Access JournalsSSRN - BusinessRePEc – Working Papers in EconomicsarXiv.org – e-prints in Physics, Math, Computer Science
- 73. Open Access as learning tool“Students write differently – and better – when they write for other students.”Catherine Prendergast, UIUC http://www.eui.illinois.edu/methods.html
- 74. “Nothing makes me strive for excellence more than knowing that anyone in the world could see my work.” (Andre Malan, UBC Undergraduate Student)Discussion pointsQuestions about open access?
- 75. Would you discuss open access in your classes?
- 76. Would you prefer a librarian to discuss/introduce these topics with your classes?
- 77. Do you think that these topics could provide a bridge to addressing evaluative skills with students?
- 79. What benefits do you see for your students if they deposit outstanding projects in cIRcle?