IUScholarWorks: Share and preserve your work in IU’s institutional repository

The IUScholarWorks repository is one of the open scholarship services at Indiana University Libraries.  It provides a platform to make the research, instructional tools, and creative activities of IU scholars freely available, while ensuring these resources are curated, discoverable and preserved for the future. Faculty and graduate students can freely deposit their work in IUScholarWorks. Undergraduate students who have faculty permission can also make their work digitally and freely available.

Whether you want to share your work with the university or the world, build a digital collection of your work in one place, or you need to share your work in order to comply with a grant, the repository supports sharing  a wide variety of materials, including:

You can also use IUScholarWorks to create a central space for published work e.g. related articles, questionnaires, manuals, underlying data, methodologies, presentations, protocols, and course syllabi.  Use our CV Service to do this, or create a research collection on IU ScholarWorks

Depositing your work in the IUScholarWorks repository makes your work more discoverable, easy to cite, and provides metrics on use.  Since all content is open access, anyone can find your work.  Each deposit is assigned a persistent URL such as a handle, or a DOI.  IUScholarWorks is indexed by major search engines, such as Google Scholar.  

Since all content is open access, anyone can find your work, regardless of whether they are associated with Indiana University.

You can link your work that is deposited in the institutional repository with your Google Scholar profile, or your ORCID record. Google Scholar profiles are one of the most common tools used by researchers to publicize and track their work, receive alerts about new citations, and gather metrics for promotion and  tenure dossiers.

ORCID is a unique identifier connecting you with your entire scholarly record, not just your publications. You can connect your ORCID with publications,  grant funding, organizations at which you have worked or studied, and other identifiers.

ORCID can automatically update this information if you choose to set up that option.  Having an ORCID increases the accuracy, transparency, and visibility of your scholarly record.

You can post the IUScholarWorks link for your work or collection to ORCID or on professional online communities and social media platforms such as personal or departmental blogs, LinkedIn, Twitter, or other social networking resources used by scholars. When posting to social network platforms, it’s a good idea to write a plain language summary emphasizing what your work is about and why it is important.

Tip: Write a plain language summary emphasizing what your work is about and why it is important, then post the summary and a link to the item in IUScholarWorks on the platform of your choice.

Remember that your affiliation with Indiana University or similar institutions affords you information privilege that others do not enjoy, by giving you a high level of access to “research material, including journal articles, data, and primary sources…. access to additional research support, faculty, and a peer network, [and] the opportunity to build upon existing research and enter the scholarly conversation”.

There are plenty of people who might need access to your studies–scholars from small institutionslow-income countriespatient advocatespatients themselvescitizen scientists, and members of the general public. Publishing open access will enable a wide range of persons to access and learn from your work.

Your work is worth sharing!  Register on IUScholarworks today (https://scholarworks.iu.edu/deposit) , and email iusw@indiana.edu for authorization to deposit your work in IUScholarWorks!

 

Major Open Scholarship Website Update Includes New Open Education Tab

IU Libraries’ Open Scholarship website, an overview of open scholarship services provided by the Scholarly Communication department, recently underwent a major update. One of the  most notable changes to the site is the addition of the Open Education tab, which provides information on the library’s services regarding Open Educational Resources (OER). OER are teaching and learning resources shared under an open license, usually a Creative Commons license, that renders them compatible with the 5Rs of Open Education; they can be retained, reused, revised, remixed, and redistributed in perpetuity and without restrictions. OER provide free course materials to students, which help combat the rising price of textbooks (the average student at IUB spends over $1,000 on textbooks per year). The customizable nature of OER allows them to be closely tailored to specific courses and better reflect current events and new discoveries. While it can difficult to navigate implementing the right OER into your classroom, the Scholarly Communication department can help instructors find, evaluate, and create OER. The following is a detailed synopsis of the new open education tab, intended to help patrons understand the process of incorporating open education and OER into their pedagogy. This process often begins with searching for pre-existing OER to include in your course.

Screenshot of Open Education tab on Open Scholarship website

 

Find

There are many ways to approach finding OER. One possible starting point is to search for keywords in conjunction with “open educational resources” in your preferred search engine. There are also several OER repositories that can help streamline the process: the Open Education tab’s “find” subsection provides a list of some of our favorite repositories, and the IU OER LibGuide contains several other suggested resources. The LibGuide also provides access to the Mason OER Metafinder (MOM), which searches across several OER repositories. Often, there are many potentially relevant OER and choosing the right option for your classroom can be difficult. The following section provides evaluation tips and suggestions to make sure you are choosing the most appropriate resources.

Evaluate

As OER can be created, used, and revised by anybody, instructors may have concerns regarding their quality and suitability. The process for evaluating OER is very similar to evaluating any other course material; the only difference is understanding each resource’s specific license. The OER Evaluation Checklist provides a walkthrough of considerations when evaluating OER, in particular, ensuring that the materials are of proper quality, appropriate for the class demographic, and are technologically compatible with the course aims. The Open Scholarship website also contains a rubric for evaluating OER that addresses relevance, accuracy, production quality, accessibility, interactivity, and licensing. As an additional evaluative tool, many OER repositories include reviews of particular resources from other users, often other instructors, which provide a succinct and critical overview for  helping instructors quickly evaluate a particular OER. If you are still having trouble finding the right OER for your course, or are interested in development, the Scholarly Communication department can help instructors create their own OER.

Create

Creating an OER for your course can take many forms, and there are several resources available to you. One option is using Pressbooks, an accessible tool that allows users to create, edit, and publish texts in a variety of formats. It is easy to involve students with Pressbooks, and they can even create OER as a final project for a course. The Pressbooks User Guide provides a walkthrough of the tool, and the Open Pedagogy Notebook provides examples and suggestions for creating OER with students. There are even funding opportunities for supporting OER creation and implementation, such as IUB’s Information Literacy Course Grant. For a more thorough discussion of a recent example, please see Scholarly Communication Librarian Sarah Hare’s previous blog post about a course that received an Information Literacy Grant to create an OER using Pressbooks.

Further Resources

Not every class is the same, and the steps discussed above are not always linear. The process often includes a combination of different steps. The Scholarly Communication department offers various resources and services to help you integrate OER into your classroom, no matter what your project looks like. A detailed list of these services, including FAQs, can be found under the Open Scholarship website’s new Open Education tab, and the IU OER LibGuide provides supplementary resources and information. While this blog post details the Scholarly Communication Department’s OER services, it does not exhaust all available options for finding, implementing, and/or creating affordable course materials at IU. If you have any further questions about OER and how you can incorporate them into your classroom, please email iusw@indiana.edu.

Using Podcasts and Videos for Scholarly Communication

In recent years, many libraries have started to promote their resources and engage with patrons, the local community, and the larger world through social media. This is perhaps most obvious on Twitter–our own IU Libraries has a strong presence at @iulibraries and @hermanbwells. Still, there are other platforms, including Instagram and Snapchat, that are key for engaging  younger library patrons. Both the Herman B Wells account and the Lilly Library account have worked hard to make information about the library accessible and relevant via these platforms.

Podcasts are becoming yet another new and exciting avenue for informing researchers, students, and other library patrons of library services and engaging them with the complexities of 21st century library work. These kinds of podcasts—either hosted by or focused on librarians/libraries—are becoming increasingly popular. Some of my favorites include the Public Library Association’s podcast, the librarian-run All Booked Up and The Librarian is In and  the American Library Association’s Dewey Decibel Podcast. Last fall, the Scholarly Communication Department experimented with podcasting and capturing audio testimony through a series of interviews. The goal of podcasting was to make the concept of open access more approachable and understandable to all patrons. The podcasts were also an opportunity to zoom in on specific services the department offers and better understand how those services impact the IU community at large.

The department decided to position these podcasts around the theme of Open Access and Open Education, which are valuable commitments to us (and libraries as a whole!). In that spirit, we narrowed the interviewees down to three people: Willa Liburd Tavernier, the Open Scholarship Resident and Visiting Assistant Librarian at IU Bloomington; Michael Morrone, Senior Lecturer at the Kelley School of Business and editor of IU Libraries Open Access Journal of the Scholarship of Teaching and Learning; and Brant Ellsworth, Assistant Professor of Humanities at Central Penn College and editor of IU Open Access Journal Children’s Folklore Review.

Working with the IU Faculty Media Production Space, we interviewed each person, recording both video and audio. Capturing video allowed us to take important clips and put them on Instagram and YouTube. Samuel Underwood in Collaboration Technology and Classroom Support was integral in helping us edit and these clips, which cover everything from the diversity and accessibility of the open access movement to recognizing that students lose access to scholarly research:

Anyone interested in starting an OA journal or learning more about IU Libraries Journal Publishing Program will also be interested in:

Finally, full audio clips are available for anyone who would like to listen. These clips offer listeners more information about the importance of open access and highlight how journals can make the leap to OA :

The Scholarly Communication Department is excited about reaching researchers and students in new ways. Questions? E-mail iusw@indiana.edu.

Ownership & Openness in Scholarly Publishing Panel Recap

On February 20, 2019, the IU Libraries Scholarly Communications department hosted a panel, “Ownership & Openness in Scholarly Publishing: A Panel Discussion on Reforming Academic Journals,”  that brought together IU faculty, staff, graduate students, and other professionals from various aspects of scholarly studies and publishing. The panelists included Cassidy Sugimoto, Gabriele Guidi, Vincent Larivière, and Bernie Frischer. The panel’s goal was to discuss the process of “flipping” journals–the process of converting subscription-based journals to open access journals, the experiences of two different  journals in their transition to open access, and the implications of the open access movement on research.

flier for ownership and openness panel

Cassidy Sugimoto is an IU School of Informatics, Computing, and Engineering (SICE) professor, and is one of the former editors of the Elsevier-owned Journal of Informetrics. She is one of the individuals who played an instrumental role in flipping the journal that is now known as Quantitative Science Studies. She is also the president of the International Society for Scientometrics and Informetrics (ISSI). Vincent Larivière is an associate ILS professor at the School of Library Science at the University of Montreal. He was also on the editorial board of the Journal of Informetrics and played a significant role in making QSS open access.

The Journal of Informetrics saw its entire editorial board resign earlier this year– after an extensive but unproductive process to resolve their differences with Elsevier– in order to create a new journal that is more in line with open access principles and practices. The new journal, Quantitative Science Studies, has been accepted and is supported by The International Society for Scientometrics and Informetrics. Sugimoto, Larivière, and their colleagues hope that moves such as theirs, which are happening increasingly as journals work toward being open access, will spur other journal editors and staff to work to make their own journals part of this movement.  As of January 2019, QSS is accepting submissions.

Gabriele Guidi, an engineering professor from the Politecnico di Milano, and Bernie Frischer, an IU SICE informatics professor, are co-founders of the open-access journal Studies in Digital Heritage (SDH), previously known as the Digital Applications in Archaeology & Cultural Heritage under Elsevier. After attempting to collaborate with Elsevier to remedy concerns about their high APC for open access, their unwillingness to help the journal embed 3D models for illustration and interactivity, and their discontent with the slow growth of the journal, Guidi and Frischer chose to cut ties. In October of 2016, they parted ways with Elsevier and have since been taking the necessary steps to make their journal open access. Since publishing with IU Libraries, Studies in Digital Heritage has published 50 articles in 2 years, culminating in 2 issues per year. The journal has been able to not charge an APC or a subscription fee to any of its users.

Guidi also cited open access efforts as helping to combat issues of oligopoly and indexing in scientific publishing. Reed-Elsevier, Springer, Wiley-Blackwell, Taylor and Francis, and SAGE currently dominate the publishing market. This leads to exorbitant costs, anywhere from $2,000-$4,000 (or more) for authors to publish in a high-impact journal. In contrast, collaborating with a university library to publish an open access journal can provide a more sustainable model. For example the institution invests so that authors pay a smaller fee, which can be as low as $250. Lower costs and increased freedom in publishing practices are among the factors that are drawing editors to the open access movement.

This panel brought together scholars from a variety of disciplines and approaches to advancing access and research. The question and answer period was lively, with audience members asking questions ranging from how open access journals will impact student research to what the success of open access journals and their funding looks like long-term. The panelists’ responses to trends in open access and scholarly publishing illustrated that the push toward open access is crucial for the success and sustainability of academic publications, as well as determining what resources remain available to future scholars. Although there are obvious hurdles in the process of making a journal open access, based on the discussions that took place over the course of this panel it would seem that a growing number of editors are willing to make the change in order to attempt to disrupt the often frustrating current trends in academic publishing.

Find the presentation slides in our institutional repository: http://doi.org/10.5967/s1d3-hp09

Stream the recording here: http://go.iu.edu/29JD

Questions about flipping a journal with IU Libraries? Contact IUSW@indiana.edu

Students Creating Open Educational Resources with Pressbooks: Redesigning L700

It’s Open Education Week again and we’re celebrating Open Educational Resources! In 2018, we hosted a “Driving Student Success through Affordable Course Material” Symposium. The symposium featured three guest speakers from University of Wisconsin-Madison and centered on a UITS-supported book publishing tool, Pressbooks. Lots has happened with OER at IU since then: UITS rolled out Pressbooks for everyone with IU credentials (now anyone can log in and create/ publish OER with Pressbooks) and the Libraries started to partner with CITL and UITS to create tailored OER outreach for instructors in STEM. We’re also hosting a Brown Bag on OER on Wednesday, March 6–join us in person or on Zoom!

One of the most important outcomes of the symposium, though, was a course redesign for an online, doctoral-level course in the School of Education, L700: Seminar in Literacy, Culture, and Language Education (LCLE). The instructor of the course, Beth Lewis Samuelson, attended the symposium and became interested in Pressbooks as a result. Pressbooks is a great tool for authoring course material content: you can import/ export in multiple formats, it’s easy to use and looks like WordPress, and has some added features like built-in plugins for student annotation and engagement with texts.

Beth had already been talking to Julie Marie Frye, Head of the Education Library, about how to redesign the course so that students’ important work could be shared publicly. A core assignment for the course is a group project that asks students to present an overview of a research methodology or theory. The assignment is intentionally designed to give students an opportunity to do a deep dive into a methodology or theory that might be of interest for their dissertation work. The course is required for doctoral students in LCLE and this assignment recognizes that it is impossible to provide a comprehensive overview of every methodology; instead, students explore what is of interest to them with the support of the instructor, colleagues, and librarians.

Our hope was that compiling students’ guides  into an OER would both a) make the assignment more meaningful and impactful and b) help other researchers interested in a comprehensive overview of a particular methodology find more information. Students creating OER is often called open pedagogy. Open pedagogy is pedagogy that:

  • moves past the “disposable assignment” (where students turn in an assignment, it is graded, and the work ends there) toward assignments that are immediately useful to wider publics
  • centers public and visible teaching and learning, expanding the boundaries of the classroom and giving students authentic experiences
  • recognizes students as expert, pushing back on narrow definitions of expertise and working from the understanding that student work is worth sharing

As Beth, Julie Marie, and I discussed student-created OER in more detail, we realized that students may need additional support in understanding openness (including Creative Commons) and mastering information literacy concepts related to evaluation, authoring, and entering the information ecosystem as not only readers, but also creators and authors. We also recognized that as doctoral students, it was an important exercise for students to read, understand, and sign a copyright agreement (and practice consulting with a co-author to agree on such an agreement) in order to contribute. Thus, we went with an “opt in” model, which is unique from other open pedagogy projects. Other projects will often be designed around an open class project with students opting out or completing alternative assignments if they don’t want to participate. There are pros and cons to each model but we intentionally chose this design in order to make publication processes and authorship more transparent.

We applied for and were awarded two grants to complete the redesign: a School of Education Teaching with Technology grant and an IU Libraries Information Literacy Course Grant [read our proposal]. These grants gave us funding and a support structure that made the redesign possible. For example, as a result of the grant we were able to hire a Pressbooks editor that kept track of author agreements, set up the Pressbook, collected contributions, and performed basic editing.

The grants also helped us expand the scope of the redesign in order to better support students and enhance their understanding of information literacy issues. As a result of the Teaching with Technology grant, we were able to hire an artist and videographer to create “chalk talks” that present concepts visually and inspire in-depth conversation about complex topics like authority and confidence as a new scholar. Chalk talks are educational videos where an instructor explains a concept verbally while a sketch presents information visually. One goal of shifting to a chalk talk model is that students see information presented in a variety of ways. For example, chalk talks often challenge instructors to illustrate concepts, often requiring that they use metaphors or analogies that help students make connections. The chalk talks also made a “flipped librarian” model possible, where the concepts covered in the talks didn’t also have to be covered in consultations.

We have several colleagues to thank for helping us draft this content. School of Education Professors Mitzi Lewison and Karen Wohlwend generously agreed to meet with us to discuss their research and publication processes. These interviews helped us craft and refine many of the scripts for the chalks talks. Additionally, as a result of the information literacy course grant, we were able to consult with Undergraduate Education Librarian Meggan Press on the chalk talk content, greatly improving how we presented concepts to students.

Four chalk talks were created on the following topics:

  • Credibility of Scholars: how scholars establish credibility
  • Acknowledgement of Authorities: best practices for acknowledging others’ work and building upon scholars before you
  • Challenging Authorities: the challenges of entering the scholarly conversation or information ecosystem as an author, particularly when pushing back on established work
  • Your Intellectual Property: how authors publish their work, including an overview of Creative Commons and copyright

a scene from the chalk talk on intellectual property depicts options for author rights: transfer, granting a license, or retaining

A scene from the chalk talk on intellectual property

All of these chalk talks will be openly licensed so that others can use them! 

Since L700 was online in Fall 2018, students were asked to answer a few questions about each chalk talk in order to engage with the content. For example, for the video on intellectual property, we asked students:

  • Have you ever had to sign a copyright agreement? If so, was it a transfer or did you grant a license to the publisher?
  • What excites you about sharing your work formally in the information ecosystem? What’s still intimidating or unclear about sharing your work?
  • Explore the Creative Commons License generator. Which license(s) align with how you want your work to be used by others?
  • What questions do you still have about copyright and your intellectual property?

Overall, we felt the redesign was successful. Discussions within Canvas about the chalk talks were thorough and engaging. Students had follow up questions about open access dissertations, which resulted in recording a short presentation on dissertations specifically. Each of the  Fall 2018 students agreed to contribute to the Pressbook via the contract we drafted in consultation with Copyright Librarian Naz Pantaloni. We are continuing to refine the Pressbook itself but hope to publish it (under a Creative Commons license!) soon. Additionally, L700 students from Spring 2018 and Spring 2019 are also contributing to the Pressbook. Thus, the book will span multiple course sections.

Still, there is work to be done. We continue to be involved in L700 and in mid-February, Julie Marie and I visited the course to facilitate a card sort activity, which asked students to reflect on how they evaluate and prioritize sources for their research. As an example, one of the criteria we discussed with students was cost, which prompted more in-depth conversations about open access than we had with previous iterations of the course. 

Table of contents of the pressbook, including chapters and sections

Short Guides in Education Research Methodologies Pressbook Table of Contents [on left] and sections of one of the research guides on Conversation Analysis [center]

We can’t wait to assess student learning by analyzing the Pressbook, discussion postings, and engagement with the chalk talks. This will help us better understand the redesign and how we could improve the curriculum and our pedagogy. Before our formal assessment we can still say that we learned some lessons along the way! Here are some tips for instructors considering a similar redesign:

  • Try to integrate conversations about open access throughout the course, not only when discussing OER. This should be a core component of conversations about finding literature and accessing resources. (This is something the Scholarly Communication department can help with!)
  • Try to have curriculum content created before the semester starts! We were creating content while the course was happening, which was a challenging balancing act.
  • Think through how design needs to change or adjust when teaching in person vs. online. Every redesign should consider this context and how presentation of content changes based on course makeup and setting.
  • Flesh out ways that students might explore different forms of critical annotation. In this assignment, students create a sort of annotated bibliography but using hypothes.is or a similar tool might lend itself to a different kind of engagement.

Are you interested in having your students create a textbook or other OER? Are you interested in better integrating digital literacy topics like curation, evaluation, and sharing intellectual property into your course? Wondering what Pressbooks is and how easy it would be for students to use?

Not sure where to start? We’re happy to help! E-mail iusw@indiana.edu to set up a consultation today.  

Two Year Anniversary of the Open Access Policy

This post was written by Scholarly Communication department student assistant Allison Nolan.

In February 2017, the Bloomington Faculty Council passed an Open Access policy. The policy provides a mechanism for making faculty-authored articles published after 2017 open access (unless faculty opt out of the policy for a particular article). Beyond making content open access, the policy asks faculty to reflect on how they would like their work to be used in perpetuity. IU Bloomington’s was the 56th faculty council in the world to unanimously pass an open access policy, joining Harvard, Duke, Princeton, Stanford, MIT and others.

In conjunction with the policy, the Scholarly Communication department launched a new institutional repository, IUScholarWorks Open, to accommodate articles made openly available as a result of the policy. IUSW Open acts as a seamless service point for faculty to deposit articles, opt out of the policy, or view their colleagues’ open access work. Over the last two years, the Scholarly Communication department has aligned the IU faculty annual reporting system, where most faculty already enter information about their research and creative activity, with the OA Policy. Department staff processed IUB faculty-authored scholarly articles across all disciplines while also encouraging faculty to submit their work to the repository directly through targeted outreach.

In the two years since the policy was instituted, over 500 items have been deposited to IUSW Open, all by various IU faculty authors and collaborators. SC department staff have been able to share the final versions (sometimes called the version of record) of over 200 articles and link over 150 open access versions of articles from authors across IUB. In addition to checking publisher policies for faculty-authored articles, Scholarly Communication staff consulted with individual faculty to share a version of their article open access.  

In addition to highlighting the quantity of articles made openly available, it’s important to showcase the range of scholarship faculty published and subsequently was made available. These highlights are obviously only a small subset of the articles made openly available but they illustrate that the diversity of topics represented within the repository is evident and mirrors the intellectual diversity of the IUB faculty. For example, Kylie Peppler’s “Advancing Arts Education in a Digital Age” discusses how instructors can utilize digital tools in order to help students become content creators, rather than simply rejecting technology as something that distracts from or changes the nature of content creation. Angela T. Maitner and others’ “The impact of culture and identity on emotional reactions to insults”  explores the ways in which people from different ethnic backgrounds react to insults related to an aspect of their cultural or religious identity, specifically in relationship to cultures that are rooted in concepts of honor and dignity. Kelly M. Moench and Cara L. Wellman examined the manner and speed of dendrite rebuilding in mice, particularly females, after periods of prolonged, chronic stress. The goal of the experiment was to determine the impact of stress on both male and female brains and it was concluded that the long-term effects of continued stress, rather than acute stress, were more likely to lead to detrimental outcomes in women. Each of these articles pose questions that are relevant to advancing their respective fields, and the interdisciplinary nature of IUScholarWorks Open allows all of these research outputs to exist in the same space.

In the last two years, IUB’s open access policy has helped to highlight faculty research and create critical discussions surrounding open access and the opportunities that it provides for academic scholarship. As an example, an Open Access Article Publishing Fund was recently established by the IU Libraries and the Office of the Vice Provost for Research to subsidize the cost of publishing gold open access. IUScholarWorks Open will inevitably grow as time goes on and faculty work continues to be processed. We hope that knowledge of the policy and IUSW Open, and ongoing educational efforts as to what exactly it means to make academic work open access, will increase faculty engagement on this important issue.

IU South Bend Passes Open Access Policy

This blog post was authored by Craig Finlay, Scholarly Communications Librarian at IU South Bend.

We are very pleased to announce that on Friday, January 18, 2019, the Indiana University South Bend Faculty Senate unanimously approved an Open Access policy, making us the third IU campus to do so.  We join IU Bloomington and IUPUI in working to promote OA and in so doing increase the accessibility, reach and impact of our faculty scholarship.

The policy itself can be found here.  While based on the Harvard Policy, our policy differs in that it contains no language requiring faculty to provide copies of their research.  The small size of our campus and the comparatively smaller research output (Compared to large universities like IUB and IUPUI) affords us the luxury of relieving faculty of that requirement.  The Office of Research – Academic Affairs produces an annual publication list gleaned from the faculty annual reports (now Digital Measures). The number of publications makes it feasible for us to grab them ourselves and check for copyright permissibility.  This could be an important point to remember for smaller universities looking to pass an OA policy.  Often faculty objections to a policy stem from resentment over requirements of self-deposit.

Over the past few years I pounded the pavement visiting department meetings and giving presentations aimed at highlighting traffic to publications already placed into our IU ScholarWorks community. I generally did not spend much time talking about the altruistic aspects of OA, having found that this approach is greeted more with polite affirmation than anything else.  More effective is convincing faculty that OA publishing will drive attention and citations to their publications.

This strategy was strongly influenced by a pair of talks by Jere Odell, Scholarly Communication Librarian at IUPUI, at the Michiana Scholarly Communication Librarianship Conference at IU South Bend in 2014 and 2016. Jere was also a continual source of advice and wisdom in my journey, the value of which I cannot overstate.

While it may seem tempting to focus heavily on the potential of OA to reach underserved communities, the fact is self-interest seems to grab people’s attention much more readily. Given limited presentation times at departmental meetings, time is of the essence.  After some time demonstrating usage statistics and talking about the potential citation boost, I started pitching the OA policy itself.

First, I approached faculty allies who had already taken initiative to contact me regarding depositing their scholarship, hoping to get them to help spread the message.  I also sought and received endorsements from the Office of Research, the Library Affairs Committee and the head of the newly-established Center for Excellence in Research and Scholarship (CERES). I repeatedly emphasized the unique aspect of our proposed policy, that it would require no extra work on the part of faculty.  It was the LAC that brought the policy before the senate, which, being from a committee, meant the policy was already seconded when it was announced.

Ultimately, the policy passed unanimously.  Given seven minutes to explain the policy to the senate, I discussed the traffic to existing publications in the IR and the fact that our policy asked nothing of faculty save consent of deposit. I owe a great debt to the colleagues, campus departments and faculty allies who aided in getting our policy passed.  If I had to give one bit of advice to a librarian at a small campus such as IU South Bend trying pass a policy while balancing myriad other job responsibilities it would be to identify and cultivate such sources of support and advice.  There’s no point in trying to do it alone.

Publishing Your Dissertation Open Access

IUScholarWorks is our repository, intended for anyone affiliated with IU to share their research openly so that it’s available for anyone in the world to read. It’s important to remember that this includes graduate students! Graduate students can share papers, data, posters, and even their dissertation in IUScholarWorks.

Sharing a dissertation in IUScholarWorks (sometimes called IUSW) has many benefits for authors, including:

  • increased discoverability of the dissertation, as it will become indexed in Google Scholar
  • long-term preservation, ensuring scholars can access it in several decades and beyond
  • the agency to decide how the dissertation should be licensed. Authors can choose one of several Creative Commons licenses based on how they would like others to use their work (this is optional)
  • the ability to embargo (or limit access) to the dissertation for up to five years
  • a free mechanism for sharing–there is never an additional cost for authors

Sharing Your Dissertation

When a dissertation or thesis has reached its final stage, all graduate students must submit an electronic version of their thesis or dissertation to ProQuest via the Graduate School Website instructions.

ProQuest provides multiple services and options for publishing a dissertation. Traditional publication with ProQuest means that the dissertation will be included in the ProQuest Dissertation and Theses database. This option is free for the author but in order to access the thesis or dissertation, readers will either need to be affiliated with a library or pay a fee. The 25 most-accessed ProQuest theses and dissertations for last month cost around $38 each to download for those not affiliated with a library or organization with access. However, this model does provide authors with other other add-on services, including the ability to print a physical copy and the option of copyright registration for a $55 fee. 

ProQuest offers an additional option: authors can publish their dissertation or thesis open access in their database PQDT Open for an additional fee, shifting the cost from the reader to the author. Making a dissertation open gives anyone, regardless of affiliation or socioeconomic status the ability to access it. There are a few important considerations for authors interested in this option.  ProQuest charges authors a $95 fee for this option, which might be a challenge for some authors. Additionally, while PQDT Open dissertations are free for all to read, it’s unclear if authors can select a Creative Commons License for their work, which enables authors to explicitly tell others how they can use the dissertation or thesis.

The University of Chicago has a useful summary of the difference between traditional ProQuest dissertation publication, PQDT Open publishing, and publishing in a repository (like IUScholarWorks).

Will making my work open access mean I can’t rework it into an article or book?

Some students worry that publishers will not publish a book or article that is based on a dissertation. First and foremost, you should consult with publishers (or published authors/ mentors) in your field if you have ideas about developing your work further and are concerned about this.

It’s important to remember that when a dissertation goes through the publication process, a lot of the information changes in some shape or form. In other words, it’s unlikely that a dissertation can be republished without major edits.  Dee Mortensen, Senior Sponsoring Editor at the IU Press, compares the relationship between a dissertation and a book to that of a chrysalis and a butterfly.

Because of the substantial alteration involved in the transformation of book to dissertation, it is often not an issue to make the original dissertation available. The study “Do Open Access Electronic Theses and Dissertations Diminish Publishing Opportunities in the Social Sciences and Humanities?” supports this claim, finding that most publishers (93% of university presses) do not consider a dissertation a prior publication that would disqualify the revised version from publication.

If you’re still concerned, remember that you can embargo your dissertation for up to five years in IUScholarWorks. An embargo would mean that readers can find information (sometimes called metadata) about your dissertation on the web but they would not be able to read the full-text of the work until a specified date.

IUSW staff are happy to discuss this option with you in more detail if you’re interested. Staff can also consult with authors about Creative Commons licensing and selecting the best license based on your goals for your work.

You can submit your thesis or dissertation  to IUSW here. A staff member will deposit it and respond to you with the link–it’s that simple!

You can also view all of this information in detail in a handy slide deck by our very own Sarah Hare (PDF link). If you are an advisor or faculty member and would like us to come to your class or event to talk to your students about dissertations, please e-mail us at iusw@indiana.edu. 

Two New Graduate Students Join the Scholarly Communication Department

The Scholarly Communication Department is happy to introduce our two newest team members, Daphne Scott and Margaret McLaughlin. Daphne and Margaret are both master’s students in the Information and Library Science (ILS) Program in the School of Informatics, Computing, and Engineering.

Daphne Scott photo

Daphne Scott recently graduated from Ball State University with a Bachelor of Arts in Sociology, and is now pursuing a Masters in Library Science with a concentration in data science. As the current graduate assistant for the Scholarship of Teaching and Learning at the Center for Innovative Teaching and Learning, she is working to create a digital archive dedicated to the history of the SoTL program at IUB.  Her current research interest focuses on the recreational reading habits of traditional undergraduate students.

MargaretMcLaughlin photo

Margaret received her Bachelor of Arts in Art History and Classics from the University of Wisconsin-Madison in 2016. After two years in Northwestern University’s Art History PhD program, Margaret decided to instead pursue a Masters in Library Science in order to focus on her interests in digital humanities, information literacy, and open pedagogy. She has instruction experience at the Art Institute of Chicago, Northwestern University, and Indiana University Bloomington, where she is currently an Associate Instructor for the department of Comparative Literature. Margaret also works as a Research Assistant in the Learning Commons and is pursuing her dual masters in Comparative Literature.

We are excited to see Daphne and Margaret bring their unique perspectives and expertise to our department. Please join us in welcoming them to our team!

IU Bloomington Open Access Article Publishing Fund

Are you interested in publishing a manuscript in an open access journal, but concerned about securing funds to pay the article processing charge (APC)? The IU Libraries and Office of the Vice Provost for Research have collaborated to establish a new Open Access Article Publishing Fund for faculty on the IU Bloomington campus. Faculty may apply for up to $2,000 to cover the article processing charges associated with eligible journal articles.

break through publishing barriersFund FAQ

Eligibility

Who is eligible for the Open Access Article Publishing Fund?

IU Bloomington tenured, tenure-eligible, and non-tenure-track faculty, research scientists, research scholars, research center directors, and librarians are eligible.

What kinds of publications are eligible for funding?

Peer-reviewed journal articles in journals that meet the following criteria are eligible:

  • The journal is fully open access (ie, the journal provides immediate, unfettered access to all articles)
  • The journal is either: listed in the Directory of Open Access Journals, a member of the Open Access Scholarly Publishers Association or adheres to its code of conduct, or a publisher that Indiana University Bloomington believes is taking a sustainable and affordable approach to open access publishing

How do I find out if my journal is eligible?

Contact the Scholarly Communication Department.


Co-authorship

What if I have non-IU Bloomington co-authors on the manuscript?

In the case of an article with multiple non-IU co-authors, each author is responsible for a prorated portion of any publishing fees. For example, for an article with three authors that is to appear in a journal with a $3,000 publication fee, each author is responsible for $1,000 of that fee.

What if I have IU Bloomington faculty co-authors on the manuscript?

In the case of an article with multiple IU Bloomington authors, each author is responsible for a prorated portion of any publishing fees. For example, for an article with two authors that is to appear in a journal with a $2,000 publication fee, each IU Bloomington author may apply for up to $1,000

What if I have IUPUI co-authors on the manuscript?

IUPUI has its own IUPUI Open Access Fund. Applicants with IU Bloomington/ IUPUI co-authored manuscripts are encouraged to contact the Scholarly Communication Department to coordinate joint applications.

What if I have student co-authors on the manuscript?

The fund will not count student authors when splitting APC responsibility among co-authors. For example, in the case of a manuscript with one IU Bloomington faculty author, one IU Bloomington graduate student, and one non-IU Bloomington faculty author with an APC of $2,000, each faculty author would be responsible for 50% of the APC, and the IU Bloomington faculty author could apply for up to $1,000 in funding to cover the cost of 50% of the APC.


Payment

If my application is accepted, how will the APC be paid?

The Open Access Article Publishing Fund will pay publisher invoices directly – reimbursement is not possible and authors with approved applications will not pay for APCs from personal or research funds. More details will be sent upon approval.

Are there strings attached?

We do ask that all fund recipients deposit their published article in our institutional repository and complete a brief survey, but there are no additional requirements.


Application

How do I apply for the fund?

To read more about the fund and to apply, visit the OVPR internal funding opportunity page here: https://research.iu.edu/funding-proposals/funding/opportunities/open-access-journal-fund/index.html

Who can I contact with questions?

Questions may be directed to the IU Libraries (iusw @ indiana.edu ) or the OVPR (ovprgrnt @ indiana.edu).