Étiquette : case study

A Team Approach: Library Publishing Partnerships with Scholarly Societies

Author : Suzanne Cady Stapleton

INTRODUCTION

The journal publishing service at the University of Florida George A. Smathers Libraries is structured to use a team-based approach that integrates subject specialists across the library.

DESCRIPTION OF PROGRAM

Since 2012, the UF Libraries have worked in partnership with a number of scholarly societies to publish their research. The focus, to date, of academic library publishing on institutional publications belies potential partnerships with scholarly societies and organizations external to the library’s institution.

Services provided, challenges faced, and examples of successful publishing partnerships with UF Libraries are described. The team approach enables the library to be innovative and nimble in response to publishing opportunities.

Scholarly societies most interested in entering publishing contracts with the Libraries publishing program are those that share aspects of the library mission such as accessibility and innovation.

NEXT STEPS

Academic library publishing offers unique partnership opportunities for scholarly societies and external organizations that are mutually beneficial and that complement library publishing of institutional material.

URL : A Team Approach: Library Publishing Partnerships with Scholarly Societies

DOI : https://doi.org/10.7710/2162-3309.2326

Collaborating Across Campus to Advance Open Access Policy Compliance

Authors : Andrew Johnson, Melissa Cantrell, Ryan Caillet

In 2018, the Data and Scholarly Communication Services Unit (DSCS) at the University of Colorado Boulder began implementing two open access (OA) policy workflows with the aim of increasing content in the institutional repository CU Scholar, expanding awareness of the campus OA policy that was passed in 2015, and decreasing the burden on researchers for participation in the policy.

DSCS leveraged collaborative relationships with other library departments and campus units in order to mobilize the data, infrastructure, procedures, and documentation to execute these workflows.

The Directory of Open Access Journals (DOAJ) workflow identifies existing open access publications by CU Boulder faculty and mediates deposit in order to make them available in CU Scholar. The liaison outreach workflow partners with liaison librarians to request from faculty preprints and author’s final manuscripts of publications in which the publisher version may have copyright restrictions.

At present, the DOAJ workflow has resulted in 754 articles deposited in CU Scholar, and the liaison outreach workflow has resulted in 91 articles deposited. Each of these workflows pose challenges that have required flexibility, experimentation, and clear communication between stakeholders.

This case study, which includes detailed descriptions of both open access policy workflows, initial results, and plans for future implementation, may serve as a guide for other institutions wishing to adopt and/or adapt institutional repository workflows and forge collaborative relationships to further open access initiatives in their local context.

URL : Collaborating Across Campus to Advance Open Access Policy Compliance

Alternative location : https://digitalcommons.du.edu/collaborativelibrarianship/vol11/iss3/7

Mapping the Publishing Challenges for an Open Access University Press

Authors : Megan Taylor

Managing a New University Press (NUP) is often a one-person operation and, with limits on time and resources, efficiency and effectiveness are key to having a successful production process and providing a high level of author, editor and reader services.

This article looks at the challenges faced by open access (OA) university presses throughout the publishing journey and considers ways in which these challenges can be addressed. In particular, the article focuses on six key stages throughout the lifecycle of an open access publication: commissioning; review; production; discoverability; marketing; analytics.

Approached from the point of view of the University of Huddersfield Press, this article also draws on discussions and experiences of other NUPs from community-led forums and events.

By highlighting the issues faced, and the potential solutions to them, this research recognises the need for a tailored and formalised production workflow within NUPs and also provides guidance how to begin implementing possible solutions.

URL : Mapping the Publishing Challenges for an Open Access University Press

DOI : https://doi.org/10.3390/publications7040063

Course Journals: Leveraging Library Publishing to Engage Students at the Intersection of Open Pedagogy, Scholarly Communications, and Information Literacy

Authors : Kate Shuttleworth, Kevin Stranack, Alison Moore

This article presents a case study for developing course journals, an approach to student writing and publishing that involves students in the production of an online, open access journal within a structured classroom environment.

Simon Fraser University (SFU) Library’s Digital Publishing program has partnered with instructors in four different departments across the university to implement course journals in their classrooms using Open Journal Systems.

Two models of course journals have emerged, both of which offer valuable learning opportunities for students around scholarly communications, information literacy, and open pedagogy.

In Model 1, students act as both authors who write and submit their work for publication in the course journal and as reviewers who referee each other’s submitted work. In Model 2, students act as the course journal editors, crafting the course journal’s call for papers, soliciting content, recruiting reviewers, and managing the editorial workflow from submission to publication.

This article discusses challenges and opportunities of both models as well as strategies for smooth implementation and collaboration with classroom instructors.

URL : Course Journals: Leveraging Library Publishing to Engage Students at the Intersection of Open Pedagogy, Scholarly Communications, and Information Literacy

DOI: https://doi.org/10.21083/partnership.v14i2.5339

 

Does the use of open, non-anonymous peer review in scholarly publishing introduce bias? Evidence from the F1000 post-publication open peer review publishing model

Authors : Mike Thelwall, Verena Weigert, Liz Allen, Zena Nyakoojo, Eleanor-Rose Papas

This study examines whether there is any evidence of bias in two areas of common critique of open, non-anonymous peer review – and used in the post-publication, peer review system operated by the open-access scholarly publishing platform F1000Research.

First, is there evidence of bias where a reviewer based in a specific country assesses the work of an author also based in the same country? Second, are reviewers influenced by being able to see the comments and know the origins of previous reviewer?

Scrutinising the open peer review comments published on F1000Research, we assess the extent of two frequently cited potential influences on reviewers that may be the result of the transparency offered by a fully attributable, open peer review publishing model: the national affiliations of authors and reviewers, and the ability of reviewers to view previously-published reviewer reports before submitting their own.

The effects of these potential influences were investigated for all first versions of articles published by 8 July 2019 to F1000Research. In 16 out of the 20 countries with the most articles, there was a tendency for reviewers based in the same country to give a more positive review.

The difference was statistically significant in one. Only 3 countries had the reverse tendency. Second, there is no evidence of a conformity bias. When reviewers mentioned a previous review in their peer review report, they were not more likely to give the same overall judgement.

Although reviewers who had longer to potentially read a previously published reviewer reports were slightly less likely to agree with previous reviewer judgements, this could be due to these articles being difficult to judge rather than deliberate non-conformity.

URL : https://arxiv.org/abs/1911.03379

A Case Report: Building communities with training and resources for Open Science trainers

Authors: Helene Brinken, Iryna Kuchma, Vasso Kalaitzi, Joy Davidson, Nancy Pontika, Matteo Cancellieri, Antónia Correia, José Carvalho, Remedios Melero, Damjana Kastelic, Filomena Borba, Katerina Lenaki, Ulf Toelch, Katerina Zourou, Petr Knoth, Eloy Rodrigues

To foster responsible research and innovation, research communities, institutions, and funders are shifting their practices and requirements towards Open Science. Open Science skills are becoming increasingly essential for researchers. Indeed general awareness of Open Science has grown among EU researchers, but the practical adoption can be further improved.

Recognizing a gap between the needed and the provided training offer, the FOSTER project offers practical guidance and training to help researchers learn how to open up their research within a particular domain or research environment.

Aiming for a sustainable approach, FOSTER focused on strengthening the Open Science training capacity by establishing and supporting a community of trainers. The creation of an Open Science training handbook was a first step towards bringing together trainers to share their experiences and to create an open and living knowledge resource.

A subsequent series of train-the-trainer bootcamps helped trainers to find inspiration, improve their skills and to intensify exchange within a peer group. Four trainers, who attended one of the bootcamps, contributed a case study on their experiences and how they rolled out Open Science training within their own institutions.

On its platform the project provides a range of online courses and resources to learn about key Open Science topics. FOSTER awards users gamification badges when completing courses in order to provide incentives and rewards, and to spur them on to even greater achievements in learning.

The paper at hand describes FOSTER Plus’ training strategies, shares the lessons learnt and provides guidance on how to reuse the project’s materials and training approaches.

URL : A Case Report: Building communities with training and resources for Open Science trainers

DOI : http://doi.org/10.18352/lq.10303

The institutional repository landscape in medical schools and academic health centers: a 2018 snapshot view and analysis

Authors : Daniel G. Kipnis, Lisa A. Palmer, Ramune K. Kubilius

Objective

This study uses survey research methods to gain a deeper understanding of the institutional repository (IR) landscape in medical schools and academic health centers.

Methods

Members of the Association of Academic Health Sciences Libraries (AAHSL) were surveyed about their IRs. The authors used a mixed-methods approach of a survey and qualitative content analysis to identify common themes.

Results

Survey results indicate that a large majority of responding medical schools and academic health centers have or are implementing an IR (35 out of 50, 70%). Of these, 60% (21 institutions) participate in an institution-wide IR rather than administer their own repositories.

Much of the archived content is grey literature that has not already been published, but the percentage of original content varies greatly among institutions. The majority (57.1%) of respondent institutions are not considering an open access policy or mandate. Most institutions (71.4%) reported that repository staff are depositing materials on behalf of users.

DSpace and bepress Digital Commons are the most popular repository platforms in this community. The planned enhancements that were most frequently reported were implementing a discovery layer and ORCID integration. The majority of respondents (54.3%) do not plan to migrate to a different platform in the foreseeable future.

Analysis of respondent comments identified the following themes: integration, redundancy, and reporting; alternatives and exploration; uniqueness; participation; and funding and operations.

Conclusions

The study results capture a view of the IR landscape in medical schools and academic health centers and help readers understand what services their peers have in place as well as their plans for future developments.

URL : The institutional repository landscape in medical schools and academic health centers: a 2018 snapshot view and analysis

DOI : https://dx.doi.org/10.5195%2Fjmla.2019.653