The paper examined institutional repositories and open access publishing awareness among the researchers in university of calicut. Questionnaire method was adopted to collect data for the study. Major findings of the study were that a large majority of researchers in university of Calicut aware of the concept of institutional repositories and open access publishing.
The major motivating factors of researchers for using institutional repositories and open access publishing was improvement of their scholarly communication. The discouraging factors for researchers not deposit their work in it were that majority of them did not aware of how can they deposit their work in it and a good number of them thought that repository would have low prestige.
The study concluded with a suggestion that library should provide appropriate awareness program and training to researchers about the benefits of using institutional repositories and open access publishing and should encourage them to deposit their work in it.
Authors : Christine Antiope Daoutis, Maria de Montserrat Rodriguez-Marquez
The University of Surrey was one of the first universities to set up an open access repository. The Library was the natural stakeholder to lead this project. Over the years, the service has been influenced by external and internal factors, and consequently the Library’s role in developing the OA agenda has changed.
Here, we present the development and implementation of a fully mediated open access service at Surrey. The mediated workflow was introduced following an operational review, to ensure higher compliance and engagement from researchers.
The size and responsibilities of the open access team in the Library increased to comply with internal and external policies and to implement the fully mediated workflow. As a result, there has been a growth in deposit rates and overall compliance.
We discuss the benefits and shortcomings of Library mediation; its effects on the relationship between the Library, senior management and researchers, and the increasing necessity for the Library to lead towards a culture of openness beyond policy compliance.
Open Access has been supported at the University of Kent from an early stage with the establishment of the Kent Academic Repository in 2007.
Initially, this work was accommodated within the existing library staff structure, but the pace of change, funder requirements, and a new university plan meant that support for Open Access needed to become explicit.
Therefore, a research support team was established using a matrix working system. This article details this new structure and reflects on the benefits and challenges it brings.
This article highlights specific examples of desire by faculty at Harvard Law School to push legal scholarship beyond the constraints of traditional commercial publishing. Harvard Law School Library, like any other academic library, is navigating the expansion of scholarly formats to the digital realm, as well as the demand by faculty to support new, and evolving, approaches to scholarship.
Analysis of these examples will focus on the unique role that the library has in stimulating, supporting, and sustaining, faculty publishing efforts, in addition to the challenges presented by the new, and potentially uncomfortable, proposition of library as a digital publisher.
The importance of managing research data has been emphasized by the government, funding agencies, and scholarly communities. Increased access to research data increases the impact and efficiency of scientific activities and funding.
Thus, many research institutions have established or plan to establish research data curation services as part of their Institutional Repositories (IRs). However, in order to design effective research data curation services in IRs, and to build active research data providers and user communities around those IRs, it is essential to study current data curation practices and provide rich descriptions of the sociotechnical factors and relationships shaping those practices.
Based on 13 interviews with 15 IR staff members from 13 large research universities in the United States, this paper provides a rich, qualitative description of research data curation and use practices in IRs.
In particular, the paper identifies data curation and use activities in IRs, as well as their structures, roles played, skills needed, contradictions and problems present, solutions sought, and workarounds applied.
The paper can inform the development of best practice guides, infrastructure and service templates, as well as education in research data curation in Library and Information Science (LIS) schools.
In this paper we explore how the development of The University of Huddersfield Press, a publisher of open access scholarly journals and monographs, has enabled the sharing of research with a wider online audience.
We situate the development of the Press within a wider research environment and growing community of New University Presses (NUPs) where there is an increasing demand for demonstrating research impact, which drives the need for improved analysis and reporting of impact data, a task that often falls within the remit of library and academic support services.
We detail the benefits of the University Press Manager role in terms of ensuring professional service that delivers consistency and sustainability. We go on to outline the experiences of engaging with different online spaces and detail the extensive support for student authors.
We argue that in order for the Press to support building a strong and engaged scholarly community and provide new spaces for emerging research, continued investment in both platform development and infrastructure is required.
Authors : Michael Paskevicius, Cheryl Hodgkinson-Williams
This case study explores students’ perceptions of the creation and reuse of digital teaching and learning resources in their work as tutors as part of a volunteer community development organisation at a large South African University.
Through a series of semi-structured interviews, student-tutors reflect on their use and reuse of digital educational resources, and identify the challenges they experience in curating, adapting, and reusing educational resources for use in their teaching activities.
The data is analysed qualitatively within the framework of an activity system (Engeström, 1987) to surface the primary systemic tensions that student-tutors face in the reuse of resources found online as well as open educational resources (OER).
This study found that student-tutors sourced and used educational materials from the Internet, largely irrespective of their licensing conditions, while also creating and remixing a substantial number of educational materials to make them suitable for use in their context.
We conclude that greater awareness of the availability of OER and explicit open licencing for works sourced and created within community development organisations could enhance sharing, collaboration, and help sustain high impact resources.