Embargoing theses and dissertations from open access for up to 6 years = “muddle-headed” idea

From Kevin Smith’s latest post over at his blog, “Scholarly Communications @ Duke”:

I wanted to be done with the American Historical Association and their muddle-headed statement about embargoing theses and dissertations for up to six years from open access in order to protect publishing opportunities.  I had hoped that the statement would receive the scorn that it deserves and we could all move on to discussing more serious matters.  And it has received a good deal of that well-deserved incredulity and disparagement, but there is still a bit of a debate going on — evidenced by this story in the New York Times — so I want to make a couple of additional points.

Read the entire post here: http://blogs.library.duke.edu/scholcomm/2013/07/29/more-on-the-aha-etds-and-libraries/

“Journal’s Editorial Board Resigns in Protest of Publisher’s Policy Toward Authors”

From a March 26, 2013, article in The Chronicle of Higher Education:

The editor and the entire editorial board of the Journal of Library Administration have resigned in response to a conflict with the journal’s publisher over an author agreement that they say is “too restrictive and out of step with the expectations of authors.”

The licensing terms set by the publisher, Taylor & Francis Group, were scaring away potential authors, the editor who resigned, Damon Jaggars, told The Chronicle.

You can read the entire article here: http://chronicle.com/blogs/wiredcampus/journals-editorial-board-resigns-in-protest-of-publishers-policy-toward-authors/43149. Read more about open access and what you can do as an author and teacher: http://research.marygrove.edu/for-faculty/open-access.

White House increases public access to the results of scientific research

In May 2012, the Marygrove Library encouraged its blog readers to sign a White House petition requiring free access over the Internet to scientific articles arising from taxpayer-funded research. Yesterday that petition received a response from Dr. John Holdren, Assistant to the President for Science and Technology and Director of the White House Office of Science and Technology Policy. In his official response he writes:

I have issued a memorandum today (.pdf) to Federal agencies that directs those with more than $100 million in research and development expenditures to develop plans to make the results of federally-funded research publically available free of charge within 12 months after original publication. As you pointed out, the public access policy adopted by the National Institutes of Health has been a great success. And while this new policy call does not insist that every agency copy the NIH approach exactly, it does ensure that similar policies will appear across government.

You can read Dr. Holdren’s complete response here: https://petitions.whitehouse.gov/response/increasing-public-access-results-scientific-research.

“For New Ideas in Scholarly Publishing, Look to the Library,” via Chronicle of Higher Ed

From a February 4, 2013, online article from The Chronicle of HIgher Education:

Can a small college library fix what’s wrong with scholarly publishing? Bryn Geffert, librarian of Amherst College, wants to find out.

Mr. Geffert is starting a new publishing operation overseen by the library and committed to open access, called the Amherst College Press. It will produce a handful of edited, peer-reviewed, digital-first books on “a very small number of subjects,” the librarian says. “We want to do a few things well, not overextend.” Amherst’s president and Board of Trustees approved the plan late last year.

Modest in scope, Amherst’s new press won’t transform the business of scholarly communication overnight. The prices of monographs and journals won’t plummet; library budgets won’t suddenly be flush with the kind of cash that used to line the pockets of for-profit publishers. Still, the venture is yet another sign of how active academic libraries have become in the publishing arena. And it gives a boost to the growing effort to escape the traditional, revenue-driven models of scholarly publishing.

You can read the entire article here: https://chronicle.com/article/Hot-Off-the-Library-Press/136973/.

Meet our newbie knitter and former Chicago resident

Rebecca Karlis is the Marygrove College Library’s newest librarian. She began working with us in June 2012 and hit the ground running as our Reference & Instructional Services librarian. She helps students and faculty during the research process, she teaches information literacy sessions in the library’s e-classroom, and she’s the liaison to the art, dance, music, and psychology departments.

In 2005, Rebecca received her Bachelor of Arts in Sociology and her Bachelor of Arts in Advertising from Michigan State University. In 2011 she graduated with her Master of Library and Information Science from Wayne State University. Her professional interests include information literacy, open access, educational technology, and information and communications technologies. During her free time she likes to bike and do yoga, and she’s a “newbie at knitting.” Here’s more, in her own words:

I followed a strange path into libraries.  After my undergraduate degree I was determined to work for the advertising agency Leo Burnett in Chicago, so determined that I packed up and moved to Chicago to pursue the dream.  After a year of working retail and interning at a non-profit I ended up finding a lead that helped me get hired at the media-purchasing company owned by Leo Burnett.  In reality the position turned out to not be a good fit and after a brief stint I left to find work that had more inherent meaning.  I first really fell in love with libraries during that move to Chicago because when I first moved there I spent a lot of time at the Harold Washington Branch orienting myself to the city, but I chose to switch careers to librarianship while volunteering at the Rochester Public Library in Michigan.

Stop by and visit Rebecca when you get a chance – she’s a gem! We’ll leave you to contemplate two of her favorite library quotes:

“Knowledge is of two kinds. We know a subject ourselves, or we know where we can find information about it.”
Samuel Johnson

“I discovered me in the library. I went to find me in the library. Before I fell in love with libraries, I was just a six-year-old boy. The library fueled all of my curiosities, from dinosaurs to ancient Egypt. When I graduated from high school in 1938, I began going to the library three nights a week. I did this every week for almost ten years and finally, in 1947, around the time I got married, I figured I was done. So I graduated from the library when I was twenty-seven. I discovered that the library is the real school.”
Ray Bradbury

Working on an Emily Dickinson assignment? Check out this fantastic resource

Are you writing a paper about Emily Dickinson? Are you curious to know how often particular words appear in her work, and in which poems? If so, then you’ll want to visit the online (and free!) Emily Dickinson Lexicon:

Emily Dickinson (1830-1886) wrote approximately 1,789 lyric poems in nineteenth-century American English. The Emily Dickinson Lexicon (EDL) is a comprehensive dictionary of over 9,275 words and variants found in the collected poems. Visitors to the website may search the lexicon to view alphabetical entries that consist of a headword with its inflected forms, part of speech, etymology, webplay, and definitions. Users who register by reading the site license and sign-in on the website have further access to citation examples and poem numbers from the Johnson and Franklin editions of Dickinson’s poems. There is no charge for registration because the website is not for profit.

Visit the Emily Dickinson Lexicon at http://edl.byu.edu/index.php. Here’s a little more about it:

The Emily Dickinson Lexicon is a dictionary of alphabetized headword entries for all of the words in Emily Dickinson’s collected poems (Johnson 1955 and Franklin 1998 editions). The scope of the Dickinson lexicon is comprehensive. A team of lexicographers and reviewers has examined almost 100,000 individual word occurrences to create approximately 9,275 headword entries. The EDL includes proper nouns, person names, and place names that are not usually listed in general dictionaries of the English language. Because high-frequency function words such as a, of, and the are important for Dickinson studies, the EDL includes basic definitions for 168 words that were omitted from Rosenbaum’s concordance (xi) with their 38,235 occurrences. Words from Dickinson’s collected letters are not included in the EDL at this time.

Expand Your Learning with OER


Student Tech Talk

Reblogged from Marygrove ETS News:

Has your acting class made you want to learn about playwriting? Did you do “OK” in College Geometry but still don’t feel you’ve really mastered proofs? Could some additional translation exercises help you in your Spanish course? If you need a little extra something to improve your academic performance, or you simply want to expand on what you’ve already learned, the world of open educational resources (OER) is definitely worth checking out. These resources – which range from lecture notes to multimedia content to full courses – are high quality, numerous, and FREE.

Image courtesy of opensource.com

Of course the Internet has always been full of stuff you could potentially learn from, but the OER movement has led to the online publication of materials, known as digital learning objects, produced by college and university instructors from some of the nation’s top institutions. One of the first major projects came a decade ago when the Massachusetts Institute of Technology published materials for fifty of its courses on the school’s website. A year later, in October 2003, MIT officially launched OpenCourseWare and released materials for 500 academic courses. Since then, many more online resources have joined the OER movement, providing a wide variety of learning objects to be used by students and educators alike:

MIT OpenCourseWare  The first and still one of the best, MIT OCW now offers over 2000 courses in a vast range of subject areas. You can download activities and homework assignments, read from textbooks written by MIT faculty, and view full lectures on iTunes.

Khan Academy  This site contains some 3300 videos, primarily in the disciplines of math, science, and economics. The focus here is on self-paced, customized learning for your specific needs.

Connexions  Calling itself a “dynamic digital educational ecosystem,” Connexions is, among other things, an open access repository of 17,000 learning objects, or modules, that are tied together to create collections. All materials, including textbooks, assignments, and journal articles, can be downloaded as PDF files.

MERLOT  The Multimedia Educational Resource for Learning and Online Teaching is an immense array of peer-reviewed tutorials, assignments, case studies, open license (free-to-reproduce) textbooks, and online courses covering topics of interest to college students, faculty, and librarians.

iTunes U  With the launch of the iTunes U app earlier this year, the world’s most valuable company put the world’s most extensive collection of free educational resources – and the ease of organizing those resources – at the fingertips of anyone with an iPad or iPhone. The free materials include videos, course lectures, and books provided by institutions such as Yale, Stanford, and Oxford; the Museum of Modern Art and the New York Public Library.