Speaking As One: Supporting Open Access with Departmental Resolutions :
“Library faculty at the City University of New York (CUNY) have engaged in promoting and advocating for open access publishing at each of our campuses as well as across the University. Inspired by the passing of a faculty senate resolution in support of the creation of an open access institutional repository and associated policies, many CUNY librarians felt the need to raise their level of commitment. In this article, the authors—four library faculty members and one faculty member from outside the library—share their experiences creating and approving open access policies in the library departments of four CUNY schools and promoting open access beyond the libraries. They offer practical advice and guidance for other librarians and faculty seeking to encourage the embrace of open access publishing in departments or other sub-institutional contexts.”
URL : http://jlsc-pub.org/jlsc/vol2/iss1/3/
Starting Scholarly Conversations: A Scholarly Communication Outreach Program :
“As the scholarly communication system continues to evolve, academic librarians should take an active role in both developing their own knowledge and educating their campus communities about emergent topics. At Furman University, librarians developed an outreach program, aimed primarily at faculty, to increase awareness of current scholarly communication issues. Expert speakers were recruited to present throughout the year on open access, altmetrics, author’s rights, and other relevant topics. This program addressed a number of needs simultaneously—outreach to faculty; education for Furman librarians; and education for the greater library community—and affirmed the importance of providing opportunities to discuss these issues beyond the libraries. The program also further established Furman University Libraries’ role in educating and guiding its campus community through changes in scholarly communication models and practices.”
URL : http://jlsc-pub.org/jlsc/vol2/iss1/2/
Institutional Repositories: The Untapped Academic Goldmine :
“This paper looked at the influence of the Internet on scholarly communication and the emergence of various access-to knowledge initiatives, with stronger emphasis on institutional repositories (IRs). It highlighted the benefits of IRs and the efforts made by Redeemer’s University (RUN) towards the implementation of RUNIR. It concluded that Nigerian universities stand to benefit tremendously from IR if they take up the challenges of understanding its features and implementing it.”
URL : http://eprints.rclis.org/19355/
“The rising popularity of open access (OA) publishing in scholarly communities is purportedly leading to increased public knowledge. At least, that’s a key piece of the OA moral argument. This is especially true for discussions of scientific research.
We argue, however, that while there have been significant moves to provide better material/technological access to research, OA advocates must still tackle the issue of making original scientific research conceptually accessible. Despite being freely available on the Internet, articles are not also by default linguistically, conceptually, or ideologically accessible to the global public(s) they are intended to reach.
In this article, we examine how OA coupled with innovative scientific communication practices can help align the ideals of OA with the realities of complex, specialized genres of writing to provide better, more “open,” access to research.
We look to PLOS ONE and the PLOS Blog Network to discuss how the innovative material access of PLOS ONE coupled with the communication strategies of PLOS Bloggers can work together toward more openly accessible original scientific research articles.”
URL : http://firstmonday.org/ojs/index.php/fm/article/view/4341
The Openness of the University of the Philippines Open University: Issues and Prospects :
“This paper is a self-reflection on the state of openness of the University of the Philippines Open University (UPOU). An exploratory and descriptive study, it aims not only to define the elements of openness of UPOU, but also to unravel the causes and solutions to the issues and concerns that limit its options to becoming a truly open university. It is based on four parameters of openness, which are widely universal in the literature, e.g., open admissions, open curricula, distance education at scale, and the co-creation, sharing and use of open educational resources (OER). It draws from the perception survey among peers, which the author conducted in UPOU in July and August 2012. It also relies on relevant secondary materials on the subject.”
URL : http://openpraxis.org/index.php/OpenPraxis/article/view/26
Strategies for gaining and maintaining academic support for the institutional open access repository :
“The impact of research can be measured by use or citation count. The more widely available that research outputs are; the more likely they are to be used, and the higher the impact. Making the author-manuscript version of research outputs freely available via the institutional repository greatly increases the availability of research outputs and can increase the impact.
QUT ePrints, the open access institutional repository of research outputs at Queensland University of Technology (QUT), Australia, was established in 2003 and is managed by the QUT Library. The repository now contains over 39,000 records. More than 21,000 of these records have full-text copies attached as result of continuous effort to maintain momentum and encourage academic engagement. The full-text deposit rate has continued to increase over time and, in 2012 (August, at the time of writing), 88% of the records for works published in 2012 provide access to a full-text copy.
Achieving success has required a long term approach to collaboration, open access advocacy, repository promotion, support for the deposit process, and ongoing system development. This paper discusses the various approaches adopted by QUT Library, in collaboration with other areas of the University, to achieve success.
Approaches include mainstreaming the repository via having it report to the University Research and Innovation Committee; regular provision of deposit rate data to faculties; championing key academic supporters; and holding promotional competitions and events such as during Open Access Week.
Support and training is provided via regular deposit workshops with academics and faculty research support groups and via the provision of online self-help information. Recent system developments have included the integration of citation data (from Scopus and Web of Science) and the development of a statistical reporting system which incentivise engagement.”
URL : http://eprints.qut.edu.au/59212/
Fulfilling an Institutional and Public Good Mission: A Case Study of Access :
“Access to higher education has been and remains a critical issue, yet research typically focuses on students and programs which may overlook the role of the faculty. Through an in-depth case study, the perspectives of tenured and tenure-track faculty at a predominately White, Midwestern land-grant, research institution are described as they relate to issues of student access to higher education. The context of the case was instrumental in understanding faculty perspectives of access and centered on the fundamental notion of education as public good and its association with institutional history and mission. The findings suggest that faculty members uphold the belief of higher education serving a greater purpose, or public good. However, faculty participants rarely saw themselves as actors in the issue of access.
The faculty held many expectations for students, some of which were reflected in the access literature and models, such as academic preparation and ability to navigate the university. Other expectations are absent in the access literature. Faculty members expect students to demonstrate a certain cultural capital and rewards students who demonstrate these skills, behaviors and knowledge. These expectations are often implicit and hidden from students. These finding suggests that some students or groups of students, especially those that face the biggest barriers to higher education, have the potential to be overlooked without advocacy and faculty buy-in. This study also advances the emerging theory of Academic Capital Formation (St. John et al., 2011) by presenting the faculty’s view of access.”
URL : http://digitalcommons.unl.edu/cehsedaddiss/125/