Scholarly Communication Deparment Student Assistant Jenny Hoops Wins Award

Congratulations to Jenny Hoops, Scholarly Communication Department Student Assistant, on winning the IUB Libraries Student Employee Recognition Award! The purpose of the award is to recognize student employees who demonstrate outstanding performance and make exceptional contributions toward the achievement of the department’s goals and objectives.

photo of jenny hoops

In my nomination of Jenny, I wrote the following:

Jenny has exceeded the expectations for her position, furthering the IU Libraries strategic goals and enabling the Scholarly Communication Department to successfully operationalize several key services….Her creativity and ability to problem solve independently have been assets for our team and for the library.

We’re thankful for Jenny’s initiative and excellent work over the last year and we’re thrilled that her work has been recognized through this important award. Jenny and three other recipients of the award will receive certificates and $100 cash awards.

What’s the Scholarly Communication Department Working On?

This post was authored by Scholarly Communication Graduate Student Jenny Hoops.

This week, the Scholarly Communication Department has been hard at work preparing for the upgrade to our new publishing platform, Open Journals Systems 3 (OJS 3). Our priorities have included providing outreach for our journal editors and managers, integrating IU branding and accessibility information, and creating a consistent design for the overall website while allowing each journal to maintain a unique aesthetic.

The department offered three training sessions for journal managers and editors over the course of last week. These sessions highlighted the differences between the OJS 2 and OJS 3, emphasizing the streamlined process of submission management and the various technological improvements.

powerpoint slide

Attendees were also able to see OJS 3 in action for the first time, as the training included a demo of the editorial workflow and a general overview of settings and features. While one of these workshops was available via Zoom in order to access editors not able to travel to IU, the two in-person sessions will include a series of hands-on activities in a test space of OJS 3.

sarah presenting

For those editorial teams unable to attend one of the training sessions, the following resources will be of interest:

migration timeline

On April 5, we will be enacting a freeze on all of our journal content in order to facilitate final implementation of OJS 3. Users will be unable to submit new articles, engage in any editorial activity, or publish any issues during these four days, but articles will still be accessible for the general public. By April 9, OJS 3 will go live, and full functionality of both journal websites and the editorial workflow will be reinstated. If you have any questions about this timeline, training sessions, or OJS 3 generally, contact iusw@indiana.edu.

Open Education Week 2018 at IU: A Recap

On Thursday March 8, the Office of Scholarly Publishing and UITS partnered to hold a day-long Driving Student Success through Affordable Course Material Symposium. The symposium featured three experts from the University of Wisconsin-Madison. Each expert brought a unique  perspective and context to the conversation. Steel Wagstaff (Educational Technology Consultant), Kris Olds (Professor of Geography), and Carrie Nelson (Librarian and Director of Scholarly Communication) presented at morning workshops and participated in an afternoon panel.

Both faculty and staff attended with the symposium, with representatives from the Kelley School of Business, the School of Education, UITS, the Office of Financial Literacy, and the Office of the Vice President for Diversity, Equity, and Multicultural Affairs present. By the end of the day, at least one faculty member had switched from traditional course content to an affordable, digital eText! We’ve also already met with one faculty member interested in student-created OER and plan to have several follow up conversations in the coming months.

Participants chose one of two morning workshops: “Making Open Textbooks and Other Interactive Learning Activities with Pressbooks” with Steel Wagstaff or “Supporting Campus and Course-Level Adoption of Open Course Content” with Carrie Nelson and Kris Olds. These workshops were informative and informal, shaped by participants’ questions and centered on hands on application.

In Kris and Carrie’s session, we discussed the basics of open/ affordable and covered Creative Commons licensing, which then allowed us to have a more in-depth conversation about the process/ funding needed to create OER, governance and course material selection, student outreach, and the political economy of OER. Kris and Carrie also shared successful strategies for raising awareness about OER on their campus, which several participants felt was the most pressing barrier to more systematic adoption.

Robert McDonald, Associate Dean for Research and Technology Strategies, kicked off the afternoon panel with contextual information about the price of course materials at IUB and how these costs impact students. The panel then opened with an overview of current initiatives at IU Bloomington, presented by Michele Kelmer and Michael Regoli. The panel transitioned to  presentations from our UW-Madison guest experts. Each of the guest’s presentations demonstrated that UW-Madison is engaging in innovative work around Open Educational Resource (OER) creation and community building.

I was inspired by several parts of the panel, but there are two slides I’d like to highlight here as essential and foundational for shaping the Office of Scholarly Publishing’s outreach at IU Bloomington.

  • Steel’s guiding principles for his work:
    • Go anywhere
    • Talk to everyone
    • Say ‘yes… you can’
    • Find partners, champions, and enthusiasts
    • Build local capacity
  • Carrie’s argument that OER and affordable course material content work aligns with library values around:
    • Access
    • Confidentiality/Privacy
    • Democracy
    • Diversity
    • Education and Lifelong Learning
    • Intellectual Freedom
    • The Public Good
    • Preservation
    • Professionalism
    • Service
    • Social Responsibility

These points were both encouraging and motivating to me. The Scholarly Communication Department is invested in instructor agency and autonomy, student access, and building local expertise here at IUB. We hope to continue to find champions and enthusiasts that can partner with us to make these goals possible.

There were several goals for symposium: to build community around course material issues, to connect instructors and relevant staff from key offices on campus, to raise awareness about the spectrum of existing affordable course material work happening at IU Bloomington, and to guide the future of Office of Scholarly Publishing services. We know the conversation doesn’t end here! We look forward to continuing to work with instructors on affordable and open course material creation and adoption. We also hope to partner with librarians and instructors within the IU system, Big Ten Academic Alliance (BTAA), and Unizin.

Resources

IU Libraries Diversity Resident Program

IU Libraries are new members of the ACRL Diversity Alliance and have developed a Diversity Resident Program modeled on successful programs managed at other Diversity Alliance institutions. The IU program aims to increase the inclusion and diversity of librarians at our institution as evinced in our Diversity Strategic Plan and to further the growth and development of academic librarians at Indiana University. Read the full program description here.

 

Driving Student Success through Affordable Course Material Symposium To Be Held on March 8

Indiana University Bloomington undergraduate students are estimated to pay $1,034 for course materials each academic year. Said another way, students must work 142 hours at a minimum wage job to purchase their course materials each year. Thus, high course material costs directly impact first generation, food-insecure, and low-income students and their ability to do well in class.

IU student estimate for course material

Image created by IU Press

A national survey of over 2,000 students found that if students cannot afford course materials, 65% of them will avoid renting or buying texts even though they know it may possibly impact their overall success in a course. Almost half of the students surveyed said that the cost of textbooks also “impacted how many/ which classes they took each semester,” potentially affecting student course loads and degree progression (pg. 5).

Affordable and open course materials offer a potential solution to this issue. Affordable course materials are offered to students at a reduced price, often at a fraction of what they would normally pay. IU’s eText program has helped IU instructors integrate affordable course material into their classrooms since 2010. Students play a reduced, flat fee for their eTexts and they are guaranteed access on the first day of the semester, increasing engagement for the entire class. Students retain access to eTexts throughout their time as an IU student.

Similarly, Open Educational Resources (OER) are course materials that are shared under an intellectual property license that explicitly allows others to use and revise them freely. Examples of OER include textbooks, videos, activities, syllabi, and lectures shared under a Creative Commons license. In addition to cost savings, OER have been connected to student retention and completion. A study at Virginia State University found that students who took courses that utilized OER “tended to have higher grades and lower failing and withdrawal rates.” Thus, affordable and open course materials save students money while also helping instructors improve learning outcomes.

Still, many faculty do not know how to find, evaluate, or create affordable and open course material. The Office of Scholarly Publishing and UITS have partnered to hold a day-long Driving Student Success through Affordable Course Material Symposium on March 8, which will explore the connection between course material costs and student success, progression, and retention. The symposium will feature three experts on affordable course material from the University of Wisconsin-Madison. Steel Wagstaff (Educational Technology Consultant), Kris Olds (Professor of Geography), and Carrie Nelson (Librarian and Director of Scholarly Communication) will share their experience locating, creating, assessing, and integrating OER and affordable course material into courses in several disciplines.

Morning workshops will explore tools and repositories for finding and creating affordable course materials firsthand. The afternoon panel will provide an overview of current initiatives at IU and UW-Madison and address how course material costs impact students in more depth. The day will conclude with an informal reception, where attendees can meet one-on-one with IU experts to get started on adopting or creating affordable course material in their own courses.

All IU Bloomington instructors interested in course material creation, new forms of pedagogy, and tools for finding and evaluating affordable/ open content are welcome! Space is limited and registration is required by February 16, as lunch is provided.

Instructors interested in working with the Office of Scholarly Publishing to find or create either OER or eTexts can e-mail iusw@indiana.edu.

The Importance of Undergraduate Student Research at IU

This semester I had the privilege of teaching “Academic Editing and Publishing,” a one-credit hour course for the Indiana University Journal of Undergraduate Research (IUJUR) student editorial board. I co-taught the course with a current undergraduate student and the former editor-in-chief of IUJUR, Sonali Mali. The purpose of the course was twofold: to give students a practical skillset for publishing a multidisciplinary undergraduate scholarly journal at Indiana University while also informing students of larger conceptual academic publishing issues.

Striking a balance between practical fundamentals—for example, learning the ins and outs of our publishing platform and evaluating submissions using IUJUR-specific rubrics—with larger concepts was sometimes challenging. Overall, I think that students appreciated the authentic learning experiences that resulted from using an active journal as a tangible example throughout the course.

I learned a lot about myself as an instructor and the importance of librarian perspectives in undergraduate publishing education. Library publishers are experts in ethical publishing practices, open access funding, and various peer review models. Students were most passionate when we discussed the cost of information, open access publishing, and new publishing innovations, including post-publication peer review, data publishing, and including 3D and media in traditional journal publishing. I was excited to talk about these developments in the context of the work that IU Libraries is pursuing and several of the case studies we discussed in class were pulled from work that the Office of Scholarly Publishing (OSP) and IU Press is currently engaged in. 

The Importance of Undergraduate Research

Throughout the course, I learned about the importance of undergraduate research and the integral role that IUJUR editors play as ambassadors for undergraduate research at Indiana University. I kicked off the first session of our course with asking students to articulate why undergraduate research was important. Students shared that IUJUR gave IU students a voice and presence on a research-intensive campus. They explained that an institutional commitment to undergraduate research provided space for all students to ask their own research questions and share their perspectives. They also noted that IUJUR gives student editors and authors access to faculty advisors, tangible career preparation, and opportunities to refine their voice and collaboration skills. Here were a few of my favorite responses from this activity:
undergrad research primes a generation of future researchers

prepares students for grad school and beyond

gives students the ability to take a proactive role in shaping the research climate on campus

These responses align with the growing body of literature that discusses how impactful and effective undergraduate research is. The Council on Undergraduate Research supports institutions of all sizes and missions that provide some kind of undergraduate research opportunity for faculty and students to collaborate on. They have a variety of publications, many of which are freely available to access. Some of the benefits of intensive undergraduate research that CUR has identified include:

Enhances student learning through mentoring relationships with faculty

Increases retention

Increases enrollment in graduate education and provides effective career preparation

Develops critical thinking, creativity, problem solving and intellectual independence

Develops an understanding of research methodology

Promotes an innovation-oriented culture

Similarly, undergraduate research has been called a “high-impact practice” or HIP. George Kuh wrote a landmark paper for the Association of American Colleges and Universities (AACU) on high-impact educational practices in 2008. When researching why intensive undergraduate research, service learning, learning communities, and other learning opportunities were particularly effective, he found several similarities between HIPs (pgs. 14-17), including:

An extensive investment from students

Interaction and relationship building between peers and with faculty to solve “substantive” or real-world problems

Exposure to diverse perspectives and viewpoints

Consistent feedback to foster improvement and growth 

Kuh’s list applies to the intensive work that IUJUR authors and editors do to publish a multidisciplinary journal regularly.

Throughout the course I always tried to come back to our first session and the reasons that students identified for why undergraduate research is important. I can now articulate that the product–the final research output that others can read and cite–is only a piece of the puzzle. The process that IUJUR student editors and authors go through is just as fundamental. The process is where learning takes place. It’s where we train future researchers, scholars, and citizens to think critically about access to research and how we evaluate scholarship. It’s where we build relationships with students that transform their future career paths and broaden and enhance their existing interests. I am thankful to play a small part in the IUJUR student editors’ process and be part of a campus that prioritizes undergraduate research.

Additional resources:

Additional reading on undergraduate research journals:

  • Dawson, D. D., & Marken, L. (2017). Undergraduate Research Journals: Benefits and Good Practices of Involving Students in Content Creation and Other Scholarly Communication Activities. WILU 2017 Conference, University of Alberta. https://ecommons.usask.ca/handle/10388/7899
  • Riehle, C. F. (2014). Collaborators in Course Design: A Librarian and Publisher at the Intersection of Information Literacy and Scholarly Communication. In 2014 LOEX Conference Proceedings. http://docs.lib.purdue.edu/lib_fsdocs/119/
  • Weiner, S., & Watkinson, C. (2014). What do students learn from participation in an undergraduate research journal? Results of an assessment. Journal of Librarianship and Scholarly Communication, 2(2). http://doi.org/10.7710/2162-3309.1125

Our Year in Review

Last December, the Scholarly Communication Department carved time out of our annual retreat to reflect on our successes from 2017 and our goals for the coming year.

Greatest Accomplishments of 2017

Scholarly Communication Major Goals for 2018

  • Complete our implementation of the Open Access Policy to ensure that every IUB faculty member is able to effortlessly make open versions of their journal articles available. You can learn more about our implementation here.
  • Upgrade all the journals we host to the newest version of our publishing software, enabling more streamlined editorial processes and improved user interfaces.
  • Improve and expand website content to better meet user needs – including the development of video tutorials to demonstrate use of our services.
  • Work in collaboration with the OVPR to provide support for researchers publishing in Gold Open Access journals, which often charge article processing fees to authors.
  • Provide more robust support for campus’ data publishing needs
  • Continue to publish weekly blog posts and expand our engagement with the IU research community on social media platforms – starting in 2018 we are tweeting from @iulibraries
  • In partnership with UITS and the eText program, raise awareness about how course material costs affect students and encourage the adoption of affordable course materials

New Issue of International Journal of Designs for Learning (IJDL) Published

This post was authored by Scholarly Communication Department graduate assistant Jenny Hoops. 

The International Journal of Designs for Learning (IJDL) has published its second issue of 2017, continuing a long tradition of working with IU Libraries and IU Press in order to provide open access to a wide variety of content. IJDL has been publishing since 2010, but as a result of the collaboration between the Office of Scholarly Publishing and the journal’s team of editors, several key changes have improved the journal’s online presence. The journal has recently minted DOIs for their most recent articles as well as all the articles in their archive, ensuring easier discovery and identification of the journal’s content.

IJDL is dedicated to providing publishing opportunities for designers from all disciplines, recording various methodologies, debates, and materials dealing with the design process in an open access format. The journal aims to reach a broad audience of designers at every level of education, from complete novices and students to experienced teachers and designers. As a publication of the Association for Educational Communications and Technology, the improvement of education through technology remains a constant focus of the scholarship of the International Journal of Designs for Learning.

Articles from the newest issue such as “Designing Authentic and Engaging Personas for Open Education Resources Designers” highlight IJDL’s dedication to open scholarship and learning. This article helps inform readers on how to craft engaging, authentic, and useful personas for designers open education resources. Another article, “Confessions of Novice Designers and Their Instructor”, examines the multidisciplinary nature of design, utilizing a graduate-level message design course as a compelling case study. Students of the course completed small, client-based design projects as instructors worked to give them the most effective feedback possible, ultimately creating an honest and interesting dialogue for the reader to examine. This issue also features works from the Student Design Case SLAM, the results of an intensive one day workshop for graduate students at the 2016 Association for Educational Communications and Technology Convention in Las Vegas. These students worked to create a publishable design casing, acting as writer, designer, and editor for each other’s projects.

The most recent issue of IJDL is the journal’s eighth volume and this year’s final issue. The International Journal of Designs for Learning publishes semi-annually and is available in the Directory of Open Access Journals.

Leveraging the License: Part II

From 2015 to 2017, I served as co-chair of the Bloomington Faculty Council (BFC) Library Committee. The committee worked for two years to pass, by a unanimous vote of the BFC, the IU Bloomington Open Access Policy.

During my time as co-chair, I spoke with dozens of faculty members, including department chairs and administrators, about the policy. In addition to touting the benefits of Open Access, such as more exposure and potential impact for the scholarship of faculty authors achieved by means of free access and long-term preservation, I routinely described the Open Access as ‘symbolic’ and ‘heuristic’.

By symbolic, I wanted to suggest that adoption of the policy would add the moral authority of another large public research university, such as Indiana University – Bloomington, to the list of U.S. colleges and universities who have adopted such policies.

By heuristic, I meant to express my view that the policy would – and now does – provide an impetus for faculty to think about how they might like to be able to reuse their work in other ways that could be professionally beneficial to them, besides simply transferring their copyright to a journal publisher in return for publication of their scholarly articles. Such uses could include freely distributing their publications through their own professional website, via social media, by means of an institutional or discipline-specific Open Access repository, or simply making them available to students in their classes. The IUB Open Access Policy fosters this goal by providing an institutional mechanism for retaining at least some of a faculty member’s copyrights in their scholarly work.

The policy is not a mandate. Faculty are not required to make their work Open Access. Under the policy, each IUB faculty member grants for themselves, at their discretion, the non-exclusive license articulated by the policy, which permits the university to make their scholarly “articles freely and widely available in an open access repository, provided that the articles are not sold, and appropriate attribution is given to authors.” Because authors can only license their work to the university in keeping with the Open Access policy if they retain enough of their rights to do so, the prior license granted in the policy provides leverage for a faculty member to use when negotiating publishing agreements with journal publishers. This is why Open Access policies, like IUB’s, which are modeled on Harvard University’s policy, are also often referred to as rights-retention policies.

While many publishers now have self-archiving policies that are consistent with the requirements of institutional and government-mandated Open Access polices (see http://www.sherpa.ac.uk/romeo/index.php), it might still be necessary to negotiate with publishers to achieve those ends. If you choose to negotiate your copyright with your publisher, the following suggested statement can be used to begin the discussion:

“Journal acknowledges that Author retains the right to provide a copy of the final manuscript, upon acceptance for Journal publication or thereafter, for compliance with the Indiana University Open Access Policy and for public archiving in IUScholarWorks as soon as possible after publication by Journal.”

This language can be added to amend a journal publishing agreement. Alternatively, IU provides a suitable form of addendum used in copyright negotiations at Big 10 Academic Alliance (formerly CIC) institutions. SPARC, the Scholarly Publishing and Academic Resources Coalition, also offers an author addendum with supporting documentation. Whether you use one of these addenda or not, the license to IUB will have force, unless you complete the opt out process. For information about opting out or obtaining a waiver letter, visit https://openscholarship.indiana.edu/.

A faculty author could have legitimate reasons to elect to opt out of the Open Access policy. One of the most prevalent reasons is the inclusion of third-party intellectual property quoted or included in a scholarly article under license from a copyright owner. Some common examples include an image or a musical excerpt. Licensing such content can be prohibitively expensive if the article is to be published in an Open Access repository. And while it is possible to deposit a faculty author’s final edited version of a scholarly article without any third-party content that exceeds fair use or is covered by a licensing agreement, an author might legitimately be concerned that the value of their article would be undermined by doing so. If an author cannot secure a license to make third-party intellectual property included in their work available with their article in an Open Access repository, they should opt out of the policy when reporting their work in their annual review on DMAI.

For help with author addenda or other intellectual property issues related to the IUB Open Access policy, please refer to the policy FAQ, or email nazapant@indiana.edu.

 

Leveraging the License: Part I

The Scholarly Communication Department attended several orientations and events for new faculty over the last few weeks. During these events, I have had the privilege of chatting informally with a faculty members about IU Bloomington’s new Open Access Policy. Faculty have a lot of questions about how the policy works, what kinds of scholarship the policy applies to, and author processing charges (or APCs).

The question that has been most difficult to explain quickly and effectively in these informal conversations has been about how faculty can “leverage” or utilize the license established by the Open Access policy when negotiating with potential publishers. This post will explain in more detail what “leveraging the license” means and clarify when in the publishing process faculty should attempt to negotiate. This post on leveraging the OA policy license is part one of a two-part series. The second post will explore the OA policy license in more detail, particularly when it concerns utilizing third-party content.

Our new Open Scholarship website includes a detailed FAQ that answers common questions faculty have about the OA policy. One of the questions listed is, “Will I have to negotiate my copyright transfer with my journal publishers?” Our answer is no. The policy maintains faculty agency and empowers them to make the best decision for their research. Faculty can always embargo their article to comply with their selected journal’s policies or opt out of the OA policy for a specific article.

However, we note that in many cases, it is in the faculty member’s best interest to negotiate. Moreover, the license that IUB OA Policy establishes can support faculty efforts to retain their copyright. Under the question about negotiating copyright transfers we state, “The policy operates automatically to give IUScholarWorks a license in any scholarly articles faculty members complete after its adoption… communicate this policy to your publisher and add to any copyright license (or assignment for scholarly articles) an addendum stating that the agreement is subject to this prior license. That way, you will avoid agreeing to give the publisher rights that are inconsistent with the prior license to IUScholarWorks that permits open-access distribution.”

What does this mean in practice? How do you begin to start a conversation with a publisher that has a restrictive publishing agreement? When should you mention the IUB OA Policy and subsequent license? We have created a flowchart to answer these questions:

Open access policy workflow

Flowchart created by Jamie Wittenberg

After your manuscript is complete, you should identify a journal that offers the readership and audience that you are most interested in. If this is an open access journal, once your article is accepted and published you have complied with the OA policy! If this is a closed journal, you will need to determine if your publishing agreement allows self-archiving (or posting an open version of your article in a repository). The Scholarly Communication department is always happy to help faculty review their publishing agreements. If the publishing agreement allows you to share a version of your work, preferably the publisher’s final version (after peer review with typesetting), then you will submit that version to the institutional repository. Archiving the author’s final manuscript will nevertheless meet the OA policy’s requirement. If the journal does not allow self-archiving, it’s time to consider negotiating.

Negotiating with a publisher is both personal and contextual. Your decision to negotiate may be impacted by your level of comfort, goals, co-authors, and the importance of the publication venue. Is this the only venue that makes sense for your article? Does this journal have impressive metrics or important readership? Or are there other publication venues that might accept the article? Is it non-negotiable to you that others have access to your article, regardless of library affiliation or socio-economic status? Asking these questions can help you decide if publisher negotiation is in your best interest. In general, many publishers are familiar with open access policies so starting a conversation about the publishing agreement is not harmful and can help clarify how or if you should continue to negotiate.

After you have reviewed the publishing agreement and you’ve decided that you would like to negotiate, you can contact our Copyright Program Librarian and lawyer, Naz Pantaloni, for guidance. In addition to having expertise in copyright, Naz has worked with several scholars to retain their author rights and is familiar with strategies for negotiating with publishers. Naz will either assist you with preparing an addendum to present to the journal or help you construct a response that includes information about the IUB Open Access policy. One addendum template that Naz might help you utilize comes from the Big 10 Academic Alliance (formerly CIC). An example of a response to a publisher in order to start the negotiation process is found on our Open Scholarship Q&A:

“[Journal] acknowledges that [Author] retains the right to provide a copy of the final manuscript, upon acceptance for [Journal] publication or thereafter, for compliance with the Indiana University Open Access Policy and for public archiving in IUScholarWorks as soon as possible after publication by [Journal].”

If you cannot come to an understanding with your publisher and need to sign over the exclusive rights to your work, you must complete the opt out process.

In a previous post, I wrote about the spectrum of openness that exists and the Scholarly Communication Department’s goal of supporting all manifestations of open. It is worth stating that the IUB Open Access policy is about making content open and available to readers everywhere. But it is also true the OA policy is about author rights. When authors retain their rights, including the right to reproduce, distribute, display, and make derivative works of their scholarship, they retain the life of their work. I have consulted with many faculty members (and graduate students) that need to interlibrary loan their own work because they don’t have access to it. I’ve worked with numerous faculty that wish they would have retained at least some of their rights so that they could make their work available to their students or share it more broadly. In addition to resources like our copyright program and publishing resources, the OA policy provides a mechanism for faculty to find their seat at the negotiation table. I’m excited for what this means for the research profile of IU Bloomington.