Importance to learning</li></li></ul><li>What to make of information online?<br /><ul><li>How do we teach students the value of different types of information?
How do we convey that there is often a “hierarchy” of information?
How do we teach students that these evaluative skills are not only necessary for completing assignments but for interacting with the world of information?</li></li></ul><li>Evaluating information is not easy<br />Peer Reviewed Journal<br />Notable Publisher - Springer<br />Journal established in 1930<br />Article 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.<br />
Evaluating information is a skill set<br />Authority<br />Bias (Political, Religious, Personal)<br />Comprehensiveness<br />Date<br />Appropriateness<br />Methodology<br />Reliability of Sources<br />Publisher – Status & Prestige<br />Peer Reviewed<br />Status and Prestige of Researcher/Author<br />Affiliation(s)<br />These are the kinds of criteria that students need to be taught. <br />Many of these criteria are highly subjective and discipline specific.<br />
Potential approaches<br /><ul><li>Open Access provides a new/current avenue to broach the topic of information evaluation skills
Librarians can directly address these issues through course/discipline specific instruction
Faculty can integrate evaluative skills into lectures/discussions/assignments</li></li></ul><li>What is Open Access?<br /><ul><li>Open access literature is:
Digital information made available free-of-charge on the web
Refers particularly to peer reviewed research articles and their preprints
cIRcle home page https://circle.ubc.ca</li></li></ul><li>Are there other Open Access databases?<br /><ul><li>ROAR (Registry of Open Access Repositories) currently lists 1700+ repositories around the world
Preservation and management of information assets
Open Access mandates, e.g. CIHR</li></ul>With acknowledgements to SMARTech at Georgia Tech<br />
Public Health in the 21st Century: the Open Source Outbreak<br /><ul><li>Public 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/
Comparison of H1N1 and SARS outbreaks in terms of scientific response:
If you are not the copyright owner, you need permission from the copyright owner/publisher to deposit your work in cIRcle
Note: Publishers’ Copyright Transfer Agreements/ Publication Agreements are critical!</li></li></ul><li>Why is Open Access important to researchers?<br /><ul><li>For authors – open access broadens readership
For governments – tax payer funded research is available to public
For institutions – demonstrates output/impact/reach of university
For researchers – funding agencies and/or institutions are increasingly mandating open access of scholarly output</li></ul>Source: Shearer, Kathleen. 2010. A Review of Emerging Models in Canadian Academic Publishing. http://hdl.handle.net/2429/24008<br />
How is Open Access relevant in a classroom?<br /><ul><li>Open access as a movement and as something “new” provides an opportunity to engage students in these discussions
Students develop an understanding of the information landscape – direct evaluative skills
Students begin to view themselves as creators – as having agency within academic publishing
cIRcle can be used as a tool in this discussion</li></li></ul><li>Why is this important to teaching?<br /><ul><li>Evaluating information is a lifelong skill that university students should be competent at
Within university, strong evaluative skills will improve student work; both in understanding and grades</li></li></ul><li>Approaches to teaching evaluative skills<br /><ul><li>Directly addressing the issue of publishing
Discussing open access and changes to traditional publishing models – cIRcle can be used as a tool in this discussion
Discussing the different values of information</li></li></ul><li>Open Access as teaching tool<br />Examples from cIRcle:<br />Electronic Theses & Dissertations<br />http://hdl.handle.net/2429/17445http://hdl.handle.net/2429/12919<br />Undergraduate Honours Essays <br />http://hdl.handle.net/2429/23908<br />http://hdl.handle.net/2429/7852<br />Faculty Research Papers<br />http://hdl.handle.net/2429/19587<br />Note: Scholarly level indicator, peer review indicator <br />
Open Access as teaching tool<br />Other Examples:Canadian Journal of Sociology<br />ACME: International Journal for Critical Geographies<br />DOAJ - Directory of Open Access Journals<br />SSRN - Business<br />RePEc – Working Papers in Economics<br />arXiv.org – e-prints in Physics, Math, Computer Science<br />
Open Access as learning tool<br /><ul><li>“Students write differently – and better – when they write for other students.”Catherine Prendergast, UIUC http://www.eui.illinois.edu/methods.html
“Nothing makes me strive for excellence more than knowing that anyone in the world could see my work.” (Andre Malan, UBC Undergraduate Student)</li></li></ul><li>Discussion points<br /><ul><li>Questions about open access?
Would you discuss open access in your classes?
Would you prefer a librarian to discuss/introduce these topics with your classes?
Do you think that these topics could provide a bridge to addressing evaluative skills with students?