The document discusses how university libraries are changing to meet student needs in light of rising tuition fees. It reports results from a survey of 23 UK university libraries. Most libraries purchased new information resources, deployed new content delivery strategies like patron-driven acquisition of e-books, and introduced service improvements like extended hours. The majority indicated the new fees regime was partly responsible for these changes by increasing focus on student experience. Case studies highlight specific initiatives at the Universities of Durham, Newcastle, and York to purchase more materials, expand spaces and services, and gather impact metrics.
This webinar will provide an introduction to managing, purchasing and promoting eBooks within an academic context. It will also provide an overview of the key elements of eBook accessibility with reference to the recent HE eBook accessibility audit. With opportunities for questions and to feedback.
This webinar will provide an introduction to managing, purchasing and promoting eBooks within an academic context. It will also provide an overview of the key elements of eBook accessibility with reference to the recent HE eBook accessibility audit. With opportunities for questions and to feedback.
Although we are past the ‘All MOOC All the Time’ hype of 2012, any announcement of the death of the MOOC is premature. Universities that began thinking about MOOCs then are just now ready for launch. Come and learn what is new in the world of MOOCs and what role content is playing in this new form of teaching and learning. Both Copyright Clearance Center and ProQuest SIPX have been supplying content into MOOCs with new and interesting models. Learn more about student uptake of both free and for-purchase content. Learn how libraries and publishers are handling challenges and opportunities in this new learning space.
At a time of rapid change in scholarly communications, it
can be challenging for publishers and libraries in the not-forprofit
sector to keep up with our customers’ needs and with
our competitors’ offerings. This session will explore what two
university presses and a library are doing to support their
researchers and authors and how they make those decisions
when money is tight. Is it best to build, buy or partner? How
can innovation be balanced with fulfilling more traditional
customer expectations and managing legacy products or
services? To what extent can and should libraries and not-forprofit publishers accommodate the plethora of new scholarly
and educational tools and services?
As a means of making available and acquiring e-books,
Stockholm University Library uses PDA and EBS models.
In order to improve the knowledge of the benefits and
drawbacks of these purchasing models, the library has
undertaken a major evaluation of ten agreements with
various publishers and aggregators. This session will, among
other things, address the following questions: What is the
average price per book at the time of purchase? What is the
cost per use? Do purchased titles continue to be used? What
is the usage by subject area and by year of publication?
Since October 2015 Stockholm University Library has managed
their journal subscriptions without using a subscription agent.
Instead they renew directly with each publisher. During this
breakout session they will share their experience of doing it
themselves. What are the pros and cons of not using an agent?
Are there cost savings to be had? What about the working hours
spent? And what’s the difference between the first and the second time renewing without an agent?
Infographic: Awareness of OER and OEP in Colleges in ScotlandOEPScotland
The Open Educational Practices in Scotland (OEPS) Project conducted a survey to find out about the level of awareness of open educational resources (OER) and open educational practices (OEP) among college staff in Scotland. In total 236 valid responses were collected in a seven-week period from February 1st, 2016 to March 20th, 2016. This infographic highlights some of the findings. If you are interested in reading the full interim report, please visit http://www.slideshare.net/OEPScotland/awareness-of-open-educational-resources-oer-and-open-educational-practice-oep-in-scottish-colleges-survey-results
This presentation was provided by Ashley Miller of Ohio State University during the NISO Virtual Conference, Opening Up Education, held on April 19, 2017.
Charleston Conference 2014 - Impact of STL Rate IncreasesLorraine Huddy
For a variety of reasons, libraries have explored new acquisitions models, in particular the use of short-term loans (STLs) and demand-driven acquisitions (DDA) of ebooks. The reasons for embracing these options are diverse: shifting collection development practices, assuring use of purchased materials, coping with lower budgets, offering access to supplementary content, expanding library services, etc. As popular as these options have become, libraries do not undertake implementation lightly. It can be challenging to gain acceptance of the DDA/STL models and achieve a balance with traditional collection development practices. Once a DDA/STL program is in place, it can be a winning situation for libraries and publishers. Libraries can offer access to larger ebook collections than they could buy outright and pay only when content is actually used. Publishers can earn STL fees on titles that would otherwise not have been purchased, and benefit when more titles are made accessible by their customers. When libraries leave DDA titles in place, publishers benefit in terms of fees and purchases that accumulate over the long term.
An equilibrium of sorts was achieved between the new and old. But in May 2014, it was announced that several publishers decided to dramatically increase the cost of STLs for their DDA content, a decision that has caused widespread angst in libraries. Librarians from four small consortia will discuss their very different DDA/STL programs and their before and after scenarios: how DDA was working, steps or plans to address the impact of recent publisher decisions, and why DDA/STLs should remain an acquisitions option. Join us for an open discussion about this overall situation and how it might play out in the long run.
Speakers: Lorraine Huddy (CTW), Susan MacArthur (CBB), Mike Persick (Tri-Colleges), Pamela Skinner (Five Colleges)
2014 Nov: Earnestly Attempting to Roll with the Punches: The Impact of Publis...The CTW Library Consortium
For a variety of reasons, libraries have explored new acquisitions models, in particular the use of short-term loans (STLs) and demand-driven acquisitions (DDA) of ebooks. The reasons for embracing these options are diverse: shifting collection development practices, assuring use of purchased materials, coping with lower budgets, offering access to supplementary content, expanding library services, etc. As popular as these options have become, libraries do not undertake implementation lightly. It can be challenging to gain acceptance of the DDA/STL models and achieve a balance with traditional collection development practices. Once a DDA/STL program is in place, it can be a winning situation for libraries and publishers. Libraries can offer access to larger ebook collections than they could buy outright and pay only when content is actually used. Publishers can earn STL fees on titles that would otherwise not have been purchased, and benefit when more titles are made accessible by their customers. When libraries leave DDA titles in place, publishers benefit in terms of fees and purchases that accumulate over the long term.
An equilibrium of sorts was achieved between the new and old. But in May 2014, it was announced that several publishers decided to dramatically increase the cost of STLs for their DDA content, a decision that has caused widespread angst in libraries. Librarians from four small consortia will discuss their very different DDA/STL programs and their before and after scenarios: how DDA was working, steps or plans to address the impact of recent publisher decisions, and why DDA/STLs should remain an acquisitions option. Join us for an open discussion about this overall situation and how it might play out in the long run.
Speakers: Lorraine Huddy (CTW), Susan MacArthur (CBB), Mike Persick (Tri-Colleges), Pamela Skinner (Five Colleges)
Although we are past the ‘All MOOC All the Time’ hype of 2012, any announcement of the death of the MOOC is premature. Universities that began thinking about MOOCs then are just now ready for launch. Come and learn what is new in the world of MOOCs and what role content is playing in this new form of teaching and learning. Both Copyright Clearance Center and ProQuest SIPX have been supplying content into MOOCs with new and interesting models. Learn more about student uptake of both free and for-purchase content. Learn how libraries and publishers are handling challenges and opportunities in this new learning space.
Capturing learning cycles with open badges / Utilisation of web-based technol...Jisc
This session will use a simple, image-based presentation format, with inputs from local peers and practitioners who will focus on how, with Jisc’s support, they are making the most of digital, and giving you an opportunity to learn from their best practice.
With contributions from:
Robert Stewart, workforce development adviser (learning technology), Scottish Social Services Council
Nadar Jamooz
Jason Miles-Campbell, head of Jisc Scotland
Jisc Connect more in Scotland, 16 June 2016
Although we are past the ‘All MOOC All the Time’ hype of 2012, any announcement of the death of the MOOC is premature. Universities that began thinking about MOOCs then are just now ready for launch. Come and learn what is new in the world of MOOCs and what role content is playing in this new form of teaching and learning. Both Copyright Clearance Center and ProQuest SIPX have been supplying content into MOOCs with new and interesting models. Learn more about student uptake of both free and for-purchase content. Learn how libraries and publishers are handling challenges and opportunities in this new learning space.
At a time of rapid change in scholarly communications, it
can be challenging for publishers and libraries in the not-forprofit
sector to keep up with our customers’ needs and with
our competitors’ offerings. This session will explore what two
university presses and a library are doing to support their
researchers and authors and how they make those decisions
when money is tight. Is it best to build, buy or partner? How
can innovation be balanced with fulfilling more traditional
customer expectations and managing legacy products or
services? To what extent can and should libraries and not-forprofit publishers accommodate the plethora of new scholarly
and educational tools and services?
As a means of making available and acquiring e-books,
Stockholm University Library uses PDA and EBS models.
In order to improve the knowledge of the benefits and
drawbacks of these purchasing models, the library has
undertaken a major evaluation of ten agreements with
various publishers and aggregators. This session will, among
other things, address the following questions: What is the
average price per book at the time of purchase? What is the
cost per use? Do purchased titles continue to be used? What
is the usage by subject area and by year of publication?
Since October 2015 Stockholm University Library has managed
their journal subscriptions without using a subscription agent.
Instead they renew directly with each publisher. During this
breakout session they will share their experience of doing it
themselves. What are the pros and cons of not using an agent?
Are there cost savings to be had? What about the working hours
spent? And what’s the difference between the first and the second time renewing without an agent?
Infographic: Awareness of OER and OEP in Colleges in ScotlandOEPScotland
The Open Educational Practices in Scotland (OEPS) Project conducted a survey to find out about the level of awareness of open educational resources (OER) and open educational practices (OEP) among college staff in Scotland. In total 236 valid responses were collected in a seven-week period from February 1st, 2016 to March 20th, 2016. This infographic highlights some of the findings. If you are interested in reading the full interim report, please visit http://www.slideshare.net/OEPScotland/awareness-of-open-educational-resources-oer-and-open-educational-practice-oep-in-scottish-colleges-survey-results
This presentation was provided by Ashley Miller of Ohio State University during the NISO Virtual Conference, Opening Up Education, held on April 19, 2017.
Charleston Conference 2014 - Impact of STL Rate IncreasesLorraine Huddy
For a variety of reasons, libraries have explored new acquisitions models, in particular the use of short-term loans (STLs) and demand-driven acquisitions (DDA) of ebooks. The reasons for embracing these options are diverse: shifting collection development practices, assuring use of purchased materials, coping with lower budgets, offering access to supplementary content, expanding library services, etc. As popular as these options have become, libraries do not undertake implementation lightly. It can be challenging to gain acceptance of the DDA/STL models and achieve a balance with traditional collection development practices. Once a DDA/STL program is in place, it can be a winning situation for libraries and publishers. Libraries can offer access to larger ebook collections than they could buy outright and pay only when content is actually used. Publishers can earn STL fees on titles that would otherwise not have been purchased, and benefit when more titles are made accessible by their customers. When libraries leave DDA titles in place, publishers benefit in terms of fees and purchases that accumulate over the long term.
An equilibrium of sorts was achieved between the new and old. But in May 2014, it was announced that several publishers decided to dramatically increase the cost of STLs for their DDA content, a decision that has caused widespread angst in libraries. Librarians from four small consortia will discuss their very different DDA/STL programs and their before and after scenarios: how DDA was working, steps or plans to address the impact of recent publisher decisions, and why DDA/STLs should remain an acquisitions option. Join us for an open discussion about this overall situation and how it might play out in the long run.
Speakers: Lorraine Huddy (CTW), Susan MacArthur (CBB), Mike Persick (Tri-Colleges), Pamela Skinner (Five Colleges)
2014 Nov: Earnestly Attempting to Roll with the Punches: The Impact of Publis...The CTW Library Consortium
For a variety of reasons, libraries have explored new acquisitions models, in particular the use of short-term loans (STLs) and demand-driven acquisitions (DDA) of ebooks. The reasons for embracing these options are diverse: shifting collection development practices, assuring use of purchased materials, coping with lower budgets, offering access to supplementary content, expanding library services, etc. As popular as these options have become, libraries do not undertake implementation lightly. It can be challenging to gain acceptance of the DDA/STL models and achieve a balance with traditional collection development practices. Once a DDA/STL program is in place, it can be a winning situation for libraries and publishers. Libraries can offer access to larger ebook collections than they could buy outright and pay only when content is actually used. Publishers can earn STL fees on titles that would otherwise not have been purchased, and benefit when more titles are made accessible by their customers. When libraries leave DDA titles in place, publishers benefit in terms of fees and purchases that accumulate over the long term.
An equilibrium of sorts was achieved between the new and old. But in May 2014, it was announced that several publishers decided to dramatically increase the cost of STLs for their DDA content, a decision that has caused widespread angst in libraries. Librarians from four small consortia will discuss their very different DDA/STL programs and their before and after scenarios: how DDA was working, steps or plans to address the impact of recent publisher decisions, and why DDA/STLs should remain an acquisitions option. Join us for an open discussion about this overall situation and how it might play out in the long run.
Speakers: Lorraine Huddy (CTW), Susan MacArthur (CBB), Mike Persick (Tri-Colleges), Pamela Skinner (Five Colleges)
Although we are past the ‘All MOOC All the Time’ hype of 2012, any announcement of the death of the MOOC is premature. Universities that began thinking about MOOCs then are just now ready for launch. Come and learn what is new in the world of MOOCs and what role content is playing in this new form of teaching and learning. Both Copyright Clearance Center and ProQuest SIPX have been supplying content into MOOCs with new and interesting models. Learn more about student uptake of both free and for-purchase content. Learn how libraries and publishers are handling challenges and opportunities in this new learning space.
Capturing learning cycles with open badges / Utilisation of web-based technol...Jisc
This session will use a simple, image-based presentation format, with inputs from local peers and practitioners who will focus on how, with Jisc’s support, they are making the most of digital, and giving you an opportunity to learn from their best practice.
With contributions from:
Robert Stewart, workforce development adviser (learning technology), Scottish Social Services Council
Nadar Jamooz
Jason Miles-Campbell, head of Jisc Scotland
Jisc Connect more in Scotland, 16 June 2016
A GetEasy é uma empresa que se tornou líder no segmento de comodato. A liderança que obteve deve-se ao facto das parcerias que estabeleceu e a necessidade do mercado em evolução que prefere o usufruto ao invés da posse.
Praticamente tudo o que nos rodeia por ser comodatado, e se o mercado assim o pretender a GetEasy estará lá para marcar a sua posição.
Esta empresa oferece aos seus associados a possibilidade dos mesmos participarem na sua ação de mercado e receberem uma parte dos lucros gerados pela empresa.
Na GetEasy recebemos Pagamentos Semanais Garantidos Baseados em Parcerias Reais e em Produtos Alugados a Terceiros pela nossa Empresa!
Temos acesso a esta divisão de lucros sem ser obrigatório fazer
vendas ou trazer pessoas para a rede.
www.triogeteasy.pt.la
The PRSSA National Conference was held in Washington, D.C. on October 10-14, 2014. The Plank Center for Leadership in Public Relations sponsored the Living Legends Keynote Address on October 12 featuring Maril MacDonald, chief executive officer and founder of Gagen MacDonald, and Thomas Hoog, vice chairman of Hill+Knowlton Strategies. The panel was moderated by Brian Price, assistant account executive with Edelman.
The slides were presented while the attendees entered the room and throughout the panel discussion. The slides showcase quotes from public relations leadership. Here's a link to the leaders: http://plankcenter.ua.edu/resources/leaders/legacies-from-legends-in-pr/.
Agilis Group, Soluções em Telecomunicações e TIRogerio Franco
Somos broker de dados e parceiro de soluções das maiores operadoras, convergindo o uso da alta tecnologia nas soluções voltadas ao aumento da produtividade dos nossos clientes com redução de custos em telefonia, locação de equipamentos e implementação de novas soluções tecnológicas gerando e alimentando o processo de inovação contínua.
Creating Abertay University's own "Sticky Campus"
Speakers:
Alastair Robertson, director of teaching and learning enhancement, University of Abertay Dundee
Liam Hutchinson, learning enhancement coordinator, University of Abertay Dundee
This session will provide the audience with an overview of Abertay's efforts to create a new "sticky campus" through new learning spaces and embracing digital technologies that enhance students' learning and engagement. There will be particular reference to the staff development aspects of this strategic initiative.
Conversational platforms as an alternative to the LMS - the results of the Aula pilot at Ravensbourne
Speakers:
Rosemary Stott, associate dean, learning innovation, Ravensbourne
Anders Krohn, co-founder and CEO, Aula
Building on Jisc and Educause’s work on ‘next generation digital learning environments’, this presentation explores the theory and its practical implications at institutional scale. The rationale for and results of the Ravensbourne pilot of the conversational platform Aula, used as an alternative to the LMS and emails, are discussed.
A talk delivered by Paul Cavanagh and James Baker at the Anybook Oxford Libraries Conference 2015 - Adapting for the Future: Developing Our Professions and Services, 21st July 2015.
Electronic Alternatives to Textbooks for Your Students: Learning with LOUIS 2...Monkey8Mind
Learn how Loyola University New Orleans librarians worked with teaching faculty to provide alternatives to purchasing expensive textbooks for students.
How Imperial College London Library Services is working to improve alumni access to online content and membership of the library. The presentation highlights the successes to date, and the challenges in online provision in particular. The presentation was given at the Alumni Library Forum in Sheffield on 7th June 2017.
Developing a technology enhanced learning strategySarah Knight
This presentation was presented jointly with Sarah Davies at University of East London on the 15th January 2014 as part of the Changing Learning Landscapes programme of support.
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
OER in Repositories and Course Management SystemsUna Daly
Happy Open Access Week 2017! Open Access Week is an international advocacy event meant to highlight the benefits of sharing scholarly and academic work. This year’s theme is “Open in order to …” At CCCOER we are celebrating Open Access Week this month with two organizations that prioritize sharing OER through digital tools.
Join us to hear about how OER repositories and Open Course Management systems can support the development and sharing of OER within colleges and regional consortiums. Our speakers will share how Affordable Learning Georgia and the California Online Education Initiative develop and maintain digital tools to share open course content and academic work.
When: Wednesday, October 25, 2017, 11:00 AM PT (2:00 PM ET)
Featured Speakers:
Jeff Gallant, Program Manager for Affordable Learning Georgia.
Barbara Illowsky, Chief Academic Affairs Officer for the California Community Colleges Online Education Initiative (OEI)
This session will demystify (generative) AI by exploring its workings as an advanced statistical modelling tool (suitable for any level of technical knowledge). Not only will this session explain the technological underpinnings of AI, it will also address concerns and (long-term) requirements around ethical and practical usage of AI. This includes data preparation and cleaning, data ownership, and the value of data-generated - but not owned - by libraries. It will also discuss the potentials for (hypothetical) use cases of AI in collections environments and making collections data AI-ready; providing examples of AI capabilities and applications beyond chatbots.
CATH DISHMAN, CENYU SHEN,
KATHERINE STEPHAN
Although scholarly communications has become more open, problems with predatory and problematic publishers remain. There are commercial providers of lists, start-up/renegade Internet lists of good/bad and the researchers, publishers and assessors that try to understand and process what being on/off a list means to themselves, their careers and their institutions. Still, these problems persist and leaves many asking: where is the list?
Christina Dinh Nguyen, University of Toronto Mississauga Library
In the world of digital literacies, liaison and instructional librarians are increasingly coming to terms with a new term: algorithmic literacy. No matter the liaison or instruction subjects – computer science, sociology, language and literature, chemistry, physics, economics, or other – students are grappling with assignments that demand a critical understanding, or even use, of algorithms. Over the course of this session, we’ll discuss the term ‘algorithmic literacies,’ explore how it fits into other digital literacies, and see why it as a curriculum might belong at your library. We’ll also look at some examples of practical pedagogical methods you can implement right away, depending on what types of AL lessons you want to teach, and who your patrons are. Lastly, we’ll discuss how librarians should view themselves as co-learners when working with AL skills. This session seeks to bring together participants from across the different libraries, with diverse missions/vision/mandates, to explore ways we can all benefit from teaching AL. If time permits, we may discuss how text and data librarians (functional specialists) can support the development of this curriculum.
David Pride, The Open University
In this paper, we present CORE-GPT, a novel question- answering platform that combines GPT-based language models and more than 32 million full-text open access scientific articles from CORE. We first demonstrate that GPT3.5 and GPT4 cannot be relied upon to provide references or citations for generated text. We then introduce CORE-GPT which delivers evidence-based answers to questions, along with citations and links to the cited papers, greatly increasing the trustworthiness of the answers and reducing the risk of hallucinations.
Cath Dishman, Cenyu Shen, Katherine Stephan
Although scholarly communications has become more open, problems with predatory and problematic publishers remain. There are commercial providers of lists, start-up/renegade Internet lists of good/bad and the researchers, publishers and assessors that try to understand and process what being on/off a list means to themselves, their careers and their institutions. Still, these problems persist and leaves many asking: where is the list?
This plenary panel will discuss the problems of “predatory” publishing and what, if anything, publishers, our community and researchers can do to try and help minimise their abundancy/impact.
eth Montague-Hellen, Francis Crick Institute, Katie Fraser, University of Nottingham
Open Access is a foundational topic in Scholarly Communications. However, when information professionals and publishers talk about its future, it is nearly always Gold open access we discuss. Green was seen as the big solution for providing access to those who couldn’t afford it. However, publishers have protested that Green destroys their business models. How true is this, and are we even all talking the same language when we talk about Green?
Chris Banks, Imperial College London, Caren Milloy, Jisc,
Transitional agreements were developed in response to funder policy and institutional demand to constrain costs and facilitate funder compliance. They have since become the dominant model by which UK research outputs are made open access. In January 2023, Jisc instigated a critical review of TAs and the OA landscape to provide an evidence base to inform a conversation on the desired future state of research dissemination. This session will discuss the key findings of the review and its impact on a sector-wide consultation and concrete actions in the UK and beyond.
Michael Levine-Clark, University of Denver, Jason Price, SCELC Library Consortium
As transformative agreements emerge as a new standard, it is critical for libraries, consortia, publishers, and vendors to have consistent and comprehensive data – yet data around publication profiles, authorship, and readership has been shown to be highly variable in availability and accuracy. Building on prior research around frameworks for assessing the combined value of open publishing and comprehensive read access that these deals provide, we will address multi-dimensional perspectives to the challenges that the industry faces with the dissemination, collection, and analysis of data about authorship, readership, and value.
Hylke Koers, STM Solutions
Get Full Text Research (GetFTR) launched in 2020 with the objective of streamlining discovery and access of scholarly content in the many tools that researchers use today, such as Dimensions, Semantic Scholar, Mendeley, and many others. It works equally well for open access content as it does for subscription-based content, providing researchers with recognizable buttons and indicators to get them to the most up-to-date version of content with minimal effort. Currently, around 30,000 OA articles are accessed every day via GetFTR links.
Gareth Cole, Loughborough University, Adrian Clark, Figshare
Researchers face more pressure to share their research data than ever before. Owing to a rise in funder policies and momentum towards more openness across the research landscape. Although policies for data sharing are in place, engagement work is undertaken by librarians in order to ensure repository uptake and compliance.
We will discuss a particular strategy implemented at Loughborough University that involved the application of conceptual messaging frameworks to engagement activities in order to promote and encourage use of our Figshare-powered repository. We will showcase the rationale behind the adoption of messaging frameworks for library outreach and some practical examples.
Mark Lester, Cardiff Metropolitan University
This talk will outline how a completely accidental occurrence led to brand new avenues for open research advocacy and reasons for being. This advocacy has occurred within student communities such as trainee teachers, student psychologists and (especially) those soon losing access to subscription-based library content. Alongside these new forms of advocacy, these ethical example of AI use cases has begun to form a cornerstone of directly connecting the work of the library to new technology.
Simon Bell, Bristol University Press
The UN SDG Publishers Compact, launched in 2020, was set up to inspire action among publishers to accelerate progress to achieve the Sustainable Development Goals by 2030, asking signatories to develop sustainable practices, act as champions and publish books and journals that will “inform, develop and inspire action in that direction”.
This Lightning Talk will discuss how our new Bristol University Press Digital has been developed as part of our mission to contribute a meaningful and impactful response to this call to action as well as the global social challenges we face.
Using thematic tagging to create uniquely curated themed eBook collections around the Global Social Challenges, Bristol University Press Digital responds directly to the need to provide the scholarly community access to a comprehensive range SDG focussed content while minimising time and resource at the institution end in collating content and maintaining collection relevance to rapidly evolving themes
Jenni Adams, University of Sheffield, Ric Campbell, University of Sheffield
Academic researchers are becoming increasingly aware of the need to make data and software FAIR in order to support the sharing and reuse of non-publication outputs. Currently there is still a lack of concise and practical guidance on how to achieve this in the context of specific data types and disciplines.
This presentation details recent and ongoing work at the University of Sheffield to bridge this gap. It will explore the development of a FAIR resource with specialist guidance for a range of data types and will examine the planned development of this project during the period 2023-25
TASHA MELLINS-COHEN
COUNTER & Mellins-Cohen Consulting, JOANNA BALL
DOAJ, YVONNE CAMPFENS
OA Switchboard,
ADAM DER, Max Planck Digital Library
Community-led organizations like DOAJ (Directory of Open Access Journals), COUNTER (the standard for usage metrics) and OA Switchboard (information exchange for OA publications) are committed to providing reliable, not-for-profit services and standards essential for a well-functioning global research ecosystem. These organizations operate behind the scenes, with low budgets and limited staffing – no salespeople, marketing teams, travel budgets, or in-house technology support. They collaborate with one another and with bigger infrastructure bodies like Crossref and ORCID, creating the foundations on which much scholarly infrastructure relies.
These organizations deliver value through open infrastructure, data and standards, and naturally services and tools have been built by commercial and not-for-profit groups that capitalize on their open, interoperable data and services – many of which you are likely to recognize and may use on a regular basis.
Hear from the Directors of COUNTER, DOAJ and OA Switchboard, as well as a library leader, on the role of these organizations, the challenges they face and why support from the community is essential to their sustainability.
CAMILLE LEMIEUX
Springer Nature
What is the current state of diversity, equity, and inclusion in the scholarly publishing community? It's time to take a thorough look at the 2023 global Workplace Equity (WE) Survey results. The C4DISC coalition conducted the WE Survey to capture perceptions, experiences, and demographics of colleagues working at publishers, associations, libraries, and many more types of organizations in the global community. Four key themes emerged from the 2023 results, which will be compared to the findings from the first WE Survey conducted in 2018. Recommendations for actions organisations can consider within their contexts will be proposed and discussed.
Rob Johnson, Research Consulting
Angela Cochran, American Society of Clinical Oncology
Gaynor Redvers-Mutton, Biochemical Society
Since 2015, the number of self-published learned societies in the UK has decreased by over a third, with the remaining societies experiencing real-term revenue declines. All around the world, society publishers are struggling with increased competition from commercial publishers and the rise of open access business models that reward quantity over quality. We will delve into the distinctive position of societies in research, examine the challenges confronting UK and US learned society publishers, and explore actionable steps for libraries and policymakers to support the continued relevance of learned society publishers in the evolving scholarly landscape.
Simon Bell, Clare Hooper, Katharine Horton, Ian Morgan
Over the last few years we have witnessed a seismic shift in the scholarly ecosystem. Three years since outset of the COVID pandemic and the establishment UN Publishers Compact, this is discussion-led presentation will look at how four UK Universities Presses have adopted a consultative and collaborative approach on projects to support their institutional missions, engage with the wider scholarly community while building on a commitment to make a meaningful difference to society.
This panel discussion will combine the perspectives of four UK based university presses, all with distinct identities and varied publishing programs drawn from humanities, arts and social sciences, yet with a shared recognition and value of the importance to collaborate and co-operate on a shared vision to support accessibility and inclusivity within the wider scholarly community and maintain a rich bibliodiversity.
While research support teams are generally small and specialist in nature, an increased demand of its service has been observed across the sector. This is particularly true for teaching-intensive institutions. As a pilot to expand research support across ARU library, the library graduate trainee was seconded to the research services team for a month. This dialogue between the former trainee and manager will discuss what the experience and outcomes of the secondment were from different perspectives. The conversation will also explore the exposure Library and Information Studies students have to research services throughout their degree.
TIM FELLOWS & EMILY WILD, Jisc
Octopus.ac is a UKRI funded research publishing model, designed to promote best practice. Intended to sit alongside journals, Octopus provides a space for researcher collaboration, recording work in detail, and receiving feedback from others, allowing journals to focus on narrative.
The platform removes existing barriers to publishing. It’s an entirely free, open space for researchers, without editorial and pre-publication peer review processes. The only requirement for authors is a valid ORCiD ID. Without barriers, Octopus must provide feedback mechanisms to ensure the community can self-moderate. During this session, we’ll explore Octopus’ aims to foster a collaborative environment and incentivise quality.
David Parker, Publisher and Founder, Lived Places Publishing
Dr. Kadian Pow, Lecturer in Sociology and Black Studies & LPP Author, Birmingham City University
Natasha Edmonds, Director, Publisher and Industry Strategy, Clarivate
Library patrons want to search for and locate authors by particular identity markers, such as gender identification, country of origin, sexual orientation, nature of disability, and the many intersectional points that allow an author to express a point-of-view. Artificial Intelligence, skilled web researchers, and data scientists in general struggle to achieve accuracy on single identity markers, such as gender. And what right does anybody have to affix identity metadata to an author other than the author theirselves? And what of the risks in disseminating author identity metadata in electronic distribution platforms and in library catalog systems? Can a "fully informed" author even imagine all the possible misuses of their identity metadata?
More from UKSG: connecting the knowledge community (20)
2. University of York
• Founded 1963
• UK top 20; RAE 8th;
World top 100; now
Russell Group; WUN
• 15,265 students
• >30 departments in
humanities, social
sciences, science
• Campus growth
• Heslington East
• Collegiate and
inclusive
3. Background - York
• New student fees - £9k pa from 2012/13
• National Student Survey (NSS)
• Key Information Sets (KIS)
• Institutional surveys
– Student Experience Survey (Students Union)
– PRes (University)
– PTes (University)
– Module surveys
• And Library surveys (LibQual+)
• And you?
4. = The student experience is very
important
"The £9k a year that students are paying for
their course should be all inclusive and include
everything that is necessary to fulfil the course"
"The York Student Experience: shaping the future" report
Student as Customer Student as Partner
5. Have student attitudes changed?
Students from all years are flocking to the library
in record numbers according to statistics
released by the University Library Services.
University Registrar, David Duncan, conjectured
it was “perhaps an indication that new students
on the higher fees regime are taking their studies
even more seriously than previous generations,
or possibly a reaction to adverse economic
conditions and the increasingly competitive jobs
market for graduates.”
6. Have Student attitudes changed?
Disgruntled third year Politics student
“I’m always noticing freshers wandering around
looking lost in the library, ‘cramming’ the reading
for their first seminar and saving spaces whilst
they have two hour long lunch whilst I’ve got
assessed work due in soon and can’t find a quiet
seat!
“You’re freshers – act like it! The new students
need to know their fresher priorities. I didn’t even
know the library had a second floor until summer
term of first year.
With thanks to YorkVision
http://www.yorkvision.co.uk/news/
youre-freshers-act-like-it/
7. The questionnaire
1. Please give the name of your institution (We will not name any
institutions in our presentation without express permission)
2. Has your library or university purchased any information resources
in 2012/13 which are specifically directed towards improving the
undergraduate student experience?
3. If Yes, to what extent was the new fees regime a driver for these
purchases?
4. Are you deploying new strategies to deliver content to students?
Examples might include: PDA of e-books; print PDA; e-textbook
platforms like VitalSource or CourseSmart; giving students their own
device/books
5. If Yes, to what extent was the new fees regime a driver for these
new strategies?
8. The questionnaire
6. Have you introduced any service improvements in 2012/13 which
are specifically directed towards improving the student experience?
Examples might include: free printing; abolishing fines; longer opening
hours; improved facilities
7. If Yes, to what extent was the new fees regime a driver for these
improvements?
8. Has your library received any additional funding from your
University in 2012/13 in order to improve the student experience?
9. Do you have any other comments about the response of your
library, or other libraries, to the changes in student needs and
expectations?
10. Please give your name and email address (we might contact you to
find out more about some of the initiatives you have mentioned)
9. The Results
• 23 institutions responded (questionnaire sent to
various lists and groups)
• Wide range, across all the main mission groups
• 17 have purchased information resources
• 16 are employing new strategies to deliver
content
• 22 have introduced service improvements
• 15 libraries have received some additional funds
from their university
10.
11. The Results: New resources
• Q2 - Specific resources purchased for
Student Experience
• Q3 - Extent of fees increase being a
factor
0
2
4
6
8
10
12
14
16
18
Yes No
Main Driver
6%
Part of the
reason
59%
Coincidental
35%
Main Driver
Part of the reason
Coincidental
12. New resources: typical responses
• Reading list materials
• Reading list budget increased and ring-fenced
• Drive to get more reading lists from academics -
senior University management support
• Reading list processes re-engineered to get more
books on shelf for start of term
• More being digitised under the CLA licence
• Reading list software purchased
• Print textbooks given to students
13. New resources: typical responses
• Introduced a Fast-track student request system
for ordering a book or additional copies ('More
Books', 'Books on Time')
• More e-books (PDA, evidence-based
selection, packages)
• Targeted purchases to support specific subject
areas
• Additional licences to permit franchise and
international collaborative provision access
14. New Resources: further comments
"We had lower
numbers of e-books
than our benchmark
group"
"We had planned
many of these
initiatives anyway"
“The main driver for the
University was NSS and fees
weren’t mentioned (by me or
the higher powers)”
15. The Results: new strategies
• Q4- New strategies to deliver content • Q5- Extent of fees increase being a
factor
0
2
4
6
8
10
12
14
16
18
Yes No Plans next year
Main driver
19%
Part Reason
50%
Coincidental
31%
Main driver
Part Reason
Coincidental
16. New strategies for content delivery
• 16 libraries are deploying new strategies to
deliver content to students - almost all
mentioned PDA
• 2 institutions have bought print textbooks for
1st year students and may use e-textbook
platforms from next year
• 3 institutions mentioned pre-loaded devices
• 4 institutions have implemented a resource
discovery tool this year
17. Content strategies: further comments
“We recently undertook a
pilot of PDA of e-books & are
reviewing outcomes with the
intention of implementing a
long term approach"
"The new fees regime is the driver
for academic departments to give
devices/books. The library
developments are continuous
service improvements"
"The English
department, independe
ntly of the
library, provided
students with Kindles”
"We've been
moving to e-books
wherever possible
for some time
now"
18. The Results: Service improvements
• Q6 - Introduction of Service
Improvements
• Q7 - Extent of fees increase being a
factor
0
5
10
15
20
25
Yes No
14%
59%
27%
Main Driver
Part of the reason
Coincidental
19. Service improvements: responses
• Longer opening hours
• Refurbishment projects
• Improved wireless
• Free/reduced printing
• Considering abolishing fines
• Improved IT support in library buildings
• Working towards Customer Service Excellence
accreditation
• Improved student-library liaison
20. Service improvements: comments
"We continue to ask for additional resources as we have
always has done, but with the emphasis across the
University on the student experience, it is conceivable that
such requests are now more favourably received. Service
improvements made are usually at the request of students
so securing extra funding for these (e.g. extended opening
hours) ties in with the student experience agenda."
"These
changes were
overdue"
"NSS is the other main
driver (apart from our
underlying philosophy
of continuous
improvement)”
21. The Results: Additional funding
• Q8 - Has your Library received any additional funding?
0
1
2
3
4
5
6
7
8
9
£0 £1 - £49,999 £50,000- £99,999 £100,000 - £499,999 £500,000+
# of responses
25. Durham – Impact?
• Use of PDA is strong - usage stats analysed
• Use of existing statistical sources for
benchmarking (ISB, SCONUL Stats)
• Using entry statistics
• Planning to develop other measures focussed
on particular services and provision
26. Newcastle – What?
• 24/7 opening
– 2011/12 revision and exam
periods
– 2012/13 all term time weeks
• Space development
programme (main library
and medical library)
– Removal of stock to offsite
storage
– Added 300 extra study spaces
(including increase in silent
study)
• Introduction of Primo
(branded as Library Search)
27. Newcastle - Why?
• 24/7
– Explicit student demand
– Competition
• Space development
– Increasing student use of
the Library
– Demand for more silent
study
– Fit with strategic shift to
"e"
– Space design driven by
students
29. York - What?
• Refurbished buildings and 24/7
• Improved comms and marketing
• Increased digitisation of chapters and
articles
• Subject specific resources
• Fast track purchase of heavily
requested materials
• “More books” initiative
• Service developments
– Flexible loans
– Room booking systems
– LibGuides
– Web developments
– LibAnswers
30. York - Why?
• 24/7 on the student agenda and
taken into consideration during
refurbishment
• Using existing understanding of
issues for customers to drive changes
• Need to understand more about the
customer experience and to become
quicker in our response to issues
• Put the money in the hands of the
customer
• Not basing expenditure on
assumptions about customer needs
• Develop the Library, its collections
and services rather than “give away”
the investment
31. Flexible loans: Changes
• No fines unless an item
is requested and not
returned
• 4-week rolling loan
period throughout the
year
• Situational borrower
categories
• Dynamic loan periods
32. York - Impact
• Improved NSS (74% to 82%) and
LibQual+ (7% increase overall)
scores
• MoreBooks please!
– Student-led: extra copies bought
on demand
• Fast Track orders
– Library staff monitor numbers of
requests on items and buy extra
copies in response
• E-book turnaways
– Additional e-book copies
purchased
• Electronic Texts Service
– More chapters and articles
digitised
33. And yet to come: the York student manifesto
• Increase awareness of study spaces across campus other than in the Library and
Harry Fairhurst
• Maximise the use of study space in the Library and investigate the room booking
system
• Ensure sufficient study space at Heslington East
• Research the possibility of a monitoring system for remotely checking the
availability of study spaces across campus
• More books should be available online as e-books including all key texts for
courses
• There should be free inter-library lending for books that are essential for the
course
• All mandatory course costs should be subsidised including
clothing, software, course booklets etc
• Students should be provided with sufficient print credits and all printing should be
"not for profit"
• Essential travel for courses should be free e.g. travel between Heslington
East, Heslington West, and King's Manor as well as travel to and from placements
34. Next steps....
• Cluster into small groups
• Post-it notes
– Comments
– Questions
• Website
– https://sites.google.com/a/york.ac.uk/uksg/
• Comments and questions will be uploaded
• Planning to continue looking at this area –
look at the website
35. Some thoughts
• We do this stuff anyway – but perhaps this has given us
leverage?
• Are students more demanding?
• Has student behaviour changed?
• Do we understand the impact of the things we are trying?
• Are we “giving the money back” or are we “investing in the
future”?
• Students as “partners” rather than “customers” or
“consumers”?
• More with less? “conflicting pressure to reduce recurrent
costs across the University”
36. • "The York Student Experience: shaping the future"
report http://www.yusu.org/your-union/you-run-
us/research
• s.thompson@york.ac.uk
• liz.waller@york.ac.uk
• UKSG “Great expectations” website
https://sites.google.com/a/york.ac.uk/uksg/
Editor's Notes
EW
EW
EW
EW
ST
A lot of experimentation with PDA going on, and analysis of statistics. Can be hard to know what they mean in isolation, so would be good to see each others data and do some work on comparators. Not clear that there is one preferred platform and trigger model yet, and that is certainly why we’re have been experimenting with PDA on different platforms at York.
EW
New librarian 3 and a half years agoThese were the key areas identified for developmentSo not just in response to the new fees regime – already in planning or deliveryMore books – student led purchase (137k books purchased in 10 years on academic staff recommendation had never been borrowed). Strong emphasis on PDA but also “More books” campaingHow much do we really know about the use of our collections – Collection profiles here at York – COPAC collections management project – analysis tool – for more information http://copac.ac.uk/innovations/collections-management/More PCs includes laptop and notebook loan
Tasked with improving NSS scores when librarian arrived
Sum allocated to each department which they could input to
Responding to actual need
FinesNo fines unless and item has been requestedFines on requested items £2 per dayBlock on accounts with overdue requested items after a 24 hour grace period4-week rolling loan periodRuns across the vacationItems subject to recall over the vacationAll standard package customers moved to part-time category over the vacationUnlimited “renewals” on all items if not requestedSituational borrower categoriesStandard package – full time staff and studentsPart-time package – part time staff and students plus students on non-standard coursesPostal loans service – DL and placement studentsExternals – York graduates, SCONUL etcDynamic loan periodsMinimum loan period if the item has been requestedNumber of days the person with the item has to return it if the item is requestedNumber of days we hold the requested item in the Library for collection
LibQual+ 15% increase on Library as placeThroughout February we asked what books students wanted the Library to buy as part of the MoreBooks scheme. Bib Services received a total of 649 requests and ordered nearly £26,000 worth of extra copies and new titles (incl. 113 e-books). As the MoreBooks scheme was so successful, we are running it again in weeks 1-4 of next term. Publicity to students will go out shortly.We are also improving access to items that are in high demand. When there are three or more requests on a book we’ll purchase extra copies or an e-book where possible. Bib Services have placed FT orders to the value of £25,421 since October (incl. 119 e-books). Occasionally users may be refused access to an e-book because too many people are viewing it at the same time; this limit is decided by the publisher/supplier not the Library. We monitor this and when a turnaway happens more than once, we buy the e-book again from another source. Since the start of term we’ve improved access to 52 e-books in this way.The Electronic Texts team continue to digitise essential book chapters and journal articles, making them available through reading lists in EARL. This gives instant access to the texts both on and off campus.Since October the team have provided 2,821 articles and chapters in this way - 1,112 more than at the same time last year.
ST
"We continuously make improvements to the student experience, funding permitting, but senior management have been driving improvements across the University this year. This partly reflects the £9K fees regime, but I wonder if the same level of activity in this area would have happened if it had not been for our NSS results, given the conflicting pressure to reduce recurrent costs across the University."