Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Open access & cIRcle: Scholarly Publishing in Context


Published on

This PowerPoint was presented at the Centre for Teaching and Learning Conference, May 5, 2010 at UBC Okanagan in Kelowna, British Columbia.

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Open access & cIRcle: Scholarly Publishing in Context

  1. 1. Open Access & cIRcle: Scholarly Publishing in Context<br />Barbara Sobol, Learning Services Librarian (Research) & Hilde Colenbrander, cIRcle Coordinator <br />Centre for Teaching and Learning Conference<br />UBC Okanagan, May 5, 2010<br />
  2. 2. Engaging students in the scholarly publishing process<br /><ul><li>Importance of evaluating online information
  3. 3. Role of open access and cIRcle
  4. 4. Importance to teaching
  5. 5. 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?
  6. 6. How do we convey that there is often a “hierarchy” of information?
  7. 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?</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 />
  8. 8. 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 />
  9. 9. Potential approaches<br /><ul><li>Open Access provides a new/current avenue to broach the topic of information evaluation skills
  10. 10. Librarians can directly address these issues through course/discipline specific instruction
  11. 11. Faculty can integrate evaluative skills into lectures/discussions/assignments</li></li></ul><li>What is Open Access?<br /><ul><li>Open access literature is:
  12. 12. Digital information made available free-of-charge on the web
  13. 13. Refers particularly to peer reviewed research articles and their preprints
  14. 14. Not free to produce
  15. 15. OA started as a response to exponential journal price increases
  16. 16. OA is a response to growing demands for public accountability for tax dollars
  17. 17. OA makes scholarly information freely available around the world</li></li></ul><li>What is cIRcle?<br /><ul><li>A web-based database for published and unpublished scholarly materials
  18. 18. Openly accessible to anyone: creators must be acknowledged and properly cited
  19. 19. Supports scholarship by enabling the easy sharing of research findings
  20. 20. Goal: To showcase UBC’s intellectual output
  21. 21. Pilot project launched spring 2007
  22. 22. Full service spring 2009
  23. 23. cIRcle home page</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
  24. 24. Australia: 57
  25. 25. Brazil: 70
  26. 26. Canada: 56
  27. 27. Germany: 116
  28. 28. India: 55
  29. 29. South Africa: 22
  30. 30. UK: 171
  31. 31. USA: 331</li></ul><br />
  32. 32. Why contribute to cIRcle?<br /><ul><li>Increased visibility and readership around the world
  33. 33. Improved indexing and hence findability
  34. 34. Search engines: Google, Google Scholar, Yahoo, etc.
  35. 35. Content harvesters:
  36. 36. Multidisciplinary inquiry
  37. 37. Serendipitous discovery and collaboration
  38. 38. Classroom teaching tool
  39. 39. Valuable recruiting tool
  40. 40. Stable URLs
  41. 41. Preservation and management of information assets
  42. 42. Open Access mandates, e.g. CIHR</li></ul>With acknowledgements to SMARTech at Georgia Tech<br />
  43. 43. Public Health in the 21st Century: the Open Source Outbreak<br /><ul><li>Public Health 2.0: Jennifer Gardy @ UBC’s TED Terry Talks
  44. 44. Comparison of H1N1 and SARS outbreaks in terms of scientific response:
  45. 45. Rapidly improving communications technologies
  46. 46. Scientists’ changing attitudes: collaboration, open access to research results, open data sharing
  47. 47. When scientific information about the virus spreads faster than the virus itself, we can beat the virus!</li></li></ul><li>What can be contributed to cIRcle?<br /><ul><li>Digital materials:
  48. 48. Research papers: pre- or postprints, or published versions (depending on copyright)
  49. 49. Conference and workshop papers
  50. 50. Theses and dissertations
  51. 51. Outstanding student projects (selected by academic units)
  52. 52. Unpublished reports and working papers
  53. 53. Books, chapters and sections
  54. 54. Datasets
  55. 55. Learning Objects
  56. 56. Multimedia and audio-visual materials
  57. 57. Software</li></li></ul><li>What about copyright?<br /><ul><li>For materials deposited in cIRcle:
  58. 58. cIRcle requires a non-exclusive license to distribute
  59. 59. Copyright owner retains copyright
  60. 60. If you are not the copyright owner, you need permission from the copyright owner/publisher to deposit your work in cIRcle
  61. 61. 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
  62. 62. For governments – tax payer funded research is available to public
  63. 63. For institutions – demonstrates output/impact/reach of university
  64. 64. 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.<br />
  65. 65. 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
  66. 66. Students develop an understanding of the information landscape – direct evaluative skills
  67. 67. Students begin to view themselves as creators – as having agency within academic publishing
  68. 68. 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
  69. 69. 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
  70. 70. Discussing open access and changes to traditional publishing models – cIRcle can be used as a tool in this discussion
  71. 71. Discussing the different values of information</li></li></ul><li>Open Access as teaching tool<br />Examples from cIRcle:<br />Electronic Theses & Dissertations<br /><br />Undergraduate Honours Essays <br /><br /><br />Faculty Research Papers<br /><br />Note: Scholarly level indicator, peer review indicator <br />
  72. 72. 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 /> – e-prints in Physics, Math, Computer Science<br />
  73. 73. Open Access as learning tool<br /><ul><li>“Students write differently – and better – when they write for other students.”Catherine Prendergast, UIUC
  74. 74. “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?
  75. 75. Would you discuss open access in your classes?
  76. 76. Would you prefer a librarian to discuss/introduce these topics with your classes?
  77. 77. Do you think that these topics could provide a bridge to addressing evaluative skills with students?
  78. 78. Questions about cIRcle?
  79. 79. What benefits do you see for your students if they deposit outstanding projects in cIRcle?</li>