- Learn about student-led publishing at Dartmouth past and present
- Find out how you can get involved
- Get expert help with digital publishing tools like InDesign and the Dartmouth Digital Commons publishing system
- Enjoy refreshments over conversations about student publishing
The Dartmouth College Library and the University Press of New England (UPNE) are collaborating on open access monograph publishing for Dartmouth scholars, as well as for the back list of selected UPNE books. As part of that collaboration, we recently offered a seminar on “The Open Book: New Directions in Monograph Publishing” with a focus on “Monograph Publishing Options”. Topics included opportunities for broadening distribution and readership, as well as a realistic assessment of the costs of producing a scholarly monograph in light of budgetary constraints on purchasing such works.
The benefits of reducing cost barriers for readers are compelling, but the benefits of reducing access barriers for those with different abilities was a key reason Dartmouth professor of Music William Cheng sought funding for immediate open access for his book Just Vibrations: The Purpose of Sounding Good, published in print and digital formats by the University of Michigan Press in August 2016. At Dartmouth, financial support for publishing often comes from the departments and Dean of the Faculty areas, to cover the subventions that are often required by publishers. Cheng sought and received funding from several additional sources, including the Dartmouth Open Access Fund, to ensure his book would be readable by all, and expresses why in this statement:
“I have chosen to publish my book, Just Vibrations: The Purpose of Sounding Good (University of Michigan Press, 2016), both in print and Open Access so that it can reach as many readers as possible, especially those who might otherwise be unable to afford or access this text. By harmonizing the medium and message of the book (which advocates for care, compassion, and outreach in academia and beyond), Open Access offers a downloadable file that accommodates quick searches, text-to-voice dictation, and transportability via e-readers.”
In November, it was announced that the American Musicological Society selected professor Cheng’s book for their Philip Brett Award for 2016.
For question about open access options for your scholarly monograph, contact the Dartmouth College Library’s Digital Publishing Program
Kevin Warstadt, Edward Connery Lathem ’51 Digital Library Fellow at the Dartmouth College Library, muses on his experiences with television, inspired by articles in the latest issue of the Journal of E-Media Studies.
In the recent special issue (vol. 5, 2016) of the Journal of E-Media Studies published by the Dartmouth College Library, contributors explore the early history of television from a number of different angles, promoting a comprehensive view of the medium and its societal impact.
I can only inadequately express the impact of television on my own life. How many nights I spent camped out, snacks in hand, mesmerized by those flickering images on the wall, I can’t say. Though often taken for granted, television was a persistent presence in my life. It entertained and informed, provided continuity and structure.
Beyond my personal interactions with television, it was also a social thing. I remember when my family would gather around the screen weekly to watch the latest big show. It became a ritual, a time to think about people and morality. It became a kind of instant mythology that gave meaning to a world which often seemed frightening and inconsistent. When I grew older I watched “The Sopranos” with my father, one of the few things we were able to bond over. And it left the home as well. We spoke about the goings-on of our favorite shows over the water cooler. We saw horrors and beauty. It was hatred and fear and love and hope, everything art should be. We felt pride when we saw men walk on the moon. We felt the terror as the twin towers fell. We had these visceral, unifying experiences, all because of television.
Elihu Katz discusses this unifying effect of television in his interview with Doron Galili. “…television truly lived up to its promise—the occasions of uniting a whole nation, allowing everybody to feel part of some great national event, burying differences for the moment, feeling a thrill of simultaneity—of actually being there.” He also makes note of the formation of hegemony, the drawback of such a powerful force. As the founding director of Israeli television, Katz can speak to that power as much as anyone.
Whereas Katz covers the social influence of television, Åhlén writes about the medium as a tool for cultural education. In the case of the Swedish program, Multikonst, television proved an innovative means of spreading appreciation of modern art. However, the creators of Multikonst saw television as only this; a tool. Åhlén writes, “Television was thought to be able to become an important part in the contact-making but never to actually substitute this contact; it could provide information about art, bolster engagement for and create interest in art, but it could never actually be art, because art was chiefly considered a product of an artist’s work.” They can hardly be blamed for failing to recognize the potential of the fairly young medium, but to the contemporary eye it’s clear that television can be art in its own right.
It seems that the devotees of the high arts are quick to dismiss television. I must admit that when I talk about its influence on my own development I do so with a hint of shame. Even the word itself, television, seems disconnected from the old, artisanal world. It’s a product of mechanization, of industry, and it’s easy, especially with the advent of ubiquitous reality television and product placement, to dismiss it as a kind of opiate of the masses. But it’s so much more than that.
It is surreal to look through the images of old TV sets on McVoy’s website for the Museum of Early Television, and see the art deco style of them. They have the whisper of optimism, straight lines going up up up to the skies, suggesting infinite possibilities. There is magic in those old boxes, that made living rooms, homes, and neighborhoods center around them. Even in photos they possess an inexplicable weight, and in their dim glow is the specter of a past wonder that was lost in the trudge through postmodernism.
It is enchanting to peruse Koszarski and Galili’s filmography and watch the dancing ghosts of Georges Méliès and Fritz Lang. The figures within seem alive with their explosive movements and exaggerated facial expressions, and yet, in silence, they seem so far away, trapped in the past.
And there they remain. As visual media advances they’ll grow farther away, moving ever nearer the first shadows on the wall. But they’re not lost. The studies of early television presented within this edition of the Journal of e-Media Studies and others like them allow us to hold on to the optimism of the past. And like those artists who dreamt of a technological age, we can use that past to look in new ways ever toward the future.
About the author:
Kevin Patrick Warstadt holds the Edward Connery Lathem ’51 Digital Library Fellowship for 2016-2017 at the Dartmouth College Library. He studied film and history at the Georgia Institute of Technology, and holds a BA in Science, Technology, and Culture. He is a student in the Master of Arts in Liberal Studies Program at Dartmouth, and is completing his thesis on Theodore Roosevelt and American Expansion in the late nineteenth and early twentieth centuries. Recent publications include the short story “In the Desert” and the poem “Response to Xanadu,” both published in The MALS Journal.
In his work as Digital Library Fellow, Kevin handled the mark-up for each of the articles in this issue, and this article was inspired by that deep work with the texts!
About the Dartmouth College Library Publishing Program:
The Dartmouth College Library’s Digital Publishing Program focuses on providing open access, online publishing of scholarly publications that are created by Dartmouth faculty or students, or are published by Dartmouth.
The United Nations Conference on Climate Change, known as COP21, brought world leaders and climate change scientists and activists from around the world together in Paris from 30 November to 11 December 2015. To forward the goals of broad engagement in this complex suite of issues, it is crucial that access to peer reviewed research, reviews of topics that are grounded in that research, and reliable background texts are all available broadly and openly. This second of 3 posts about access to information that informs citizens, policy makers, government officials and scientists alike highlights some useful texts that were made freely available in light of the significant meeting.
- Climate Intervention, a 2 volume set, is available for free download from the National Academies Press (NAP). The volumes are: Climate Intervention: Carbon Dioxide Removal and Reliable Sequestration and Climate Intervention: Reflecting Sunlight to Cool Earth. One of the first publishers to provide free PDF of the print books that are sold to cover costs, the NAP provides materials that connect science to policy.
- Knowledge Unlatched is an innovative open access book publishing model, where libraries contribute the to costs of production by academic presses and therefore make selected books openly available. Key titles relating to global climate change issues are Understanding the Global Energy Crisis, by Eugene D. Coyle and Richard A. Simmons, and published by Purdue University Press, and On Global Citizenship, by James Tully, published by Bloomsbury Academic Press.
- Climate Change Research from the publisher Routledge is a freely available book that includes sections from books that from the series Advances in Climate Change Research.
- Elsevier is making a “virtual special issues” of the Current Opinion in Environmental Sustainability freely available, which includes 29 selected articles with commentary from the editors-in-chief.
- Many reports leading up to COP21 are freely available and licensed with a Creative Commons license, which retains usual copyright and attribution but allows for distribution and reuse. The “Paris Agreement” , the shorthand name for the United Nations Framework Convention on Climate Change, Paris 2015, itself is freely available. Other related reports include those from the UNFCC Ad Hoc Working Group on the Durban Platform for Enhanced Action (ADP) and from other organizations such as the Green Alliance’s Paris 2015: Getting a Global Agreement on Climate Change.
- Groups like the Union of Concerned Scientists gathered experts together to weigh in on the issues in light of the U.S. presidential campaign underway, and sent a letter to the candidates urging consideration of the science.
These are just a sampling of the current materials freely available relating to this historic Climate Change Summit.
The United Nations Conference on Climate Change, known as COP21, due to the full title of 21st Conference of the Parties to the United Nations Framework Convention on Climate Change, brings world leaders and climate change scientists and activists from around the world together in Paris from 30 November to 11 December 2015. With an emphasis on civic engagement and empowerment at all levels, it is crucial that access to peer reviewed research, reviews of topics that are grounded in that research, and reliable data are all available broadly and openly. This first of 3 posts about access to information that informs citizens, policy makers, government officials and scientists alike highlights a couple of data sources.
The World Bank declared that the results of research, which includes articles, reports and data, be made open access. To that end, the World Bank’s Climate Change site offers reports and data free to download and reuse. See the Open Data in 60 Seconds toolkit to help with accessing and using World Bank Open Data. To more easily interact with the relevant data, particularly C02 and the Human Development Index, download the World Bank Climate Change DataFinder 2.5 free app.
Carbon emissions data can be overwhelming, and the concept of limiting global warming to an increase of 2°C difficult to conceptualize. This interactive map, Carbon Risk by Novethic, helps you visualize carbon emissions over time and space, and includes current objectives to meet that 2°C.
Public access to data is becoming a requirement of U.S. federal funding agencies, so we expect more open data on climate change to be available in the future. The National Center for Atmospheric Research, NCAR, has an open access policy for the results of research, including data as well as articles. Although geared more towards the expert, the NCAR/UCAR Climate Data Guide is source for key datasets.
U.S. federal government data is publicly available; see the GIS Data Finding Guide for sources.
The Dartmouth College Library and Dartmouth’s Office of Sponsored Projects collaborate on supporting the public access requirements of funding agencies though consultation on data management plans and options for data archiving. Start with the Data Management and Resources Sharing Plans site and the Library Research Guide on Data Management Plans.
The subject librarians can help you find sources of data, and please share your favorite sites for open data on climate change!
The fascinating discovery presented by Professor Lee Berger at Dartmouth on November 16th, “Almost Human—the Discovery of Homo naledi”, is truly remarkable for many reasons. The significant new discovery of the Homo naledi skeletons in the Rising Star Cave, and the complex collaboration that brought this discovery to light, make a gripping story of exploration, bravery, and science. But this is also a story of a transformation in thinking about scholarly publishing that is needed to forward understanding of a new species. As noted in National Geographic, “In paleoanthropology, specimens are traditionally held close to the vest until they can be carefully analyzed and the results published, with full access to them granted only to the discoverer’s closest collaborators. By this protocol, answering the central mystery of the Rising Star find—What is it?—could take years, even decades. Berger wanted the work done and published by the end of the year. In his view everyone in the field should have access to important new information as quickly as possible.”
To this end, two of the scientific research papers resulting from this discovery have been published in the open access journal eLife. A new journal, eLife provides open peer review and rapid publishing services on a state of the art platform. It provides researchers with high quality publishing that reaches a broad audience, and is supported by a collaboration of funders and researchers from the Howard Hughes Medical Institute, the Max Planck Society, and the Wellcome Trust.
The lead researcher, Lee Berger, and the others on this project, including Dartmouth’s Associate Professor of Anthropology Jeremy DeSilva, knew the skeletons in the Rising Star Cave constituted a very important discovery and wanted the work broadly available and published in the best journals. Through the open access eLife articles and public access to the specimen files on MorphoSource, anyone with a 3D printer can make and study the fossils! The two eLife papers have already been cited in the published literature, and the metrics for usage provided by the platform give insight into the rapid spread of knowledge of these papers through social media as well.
Homo naledi, a new species of the genus Homo from the Dinaledi Chamber, South Africa, by Lee Berger et al DOI: http://dx.doi.org/10.7554/eLife.09560 Published September 10, 2015 Cite as eLife 2015;4:e09560
Geological and taphonomic context for the new hominin species Homo naledi from the Dinaledi Chamber, South Africa, by Paul HGM Dirks et al DOI: http://dx.doi.org/10.7554/eLife.09561 Published September 10, 2015 Cite as eLife 2015;4:e09561
John Hawks, in his piece “Homo naledi fossil discovery a triumph for open access and education” in The Conversation September 28th 2015, describes why the open access approach is so important to education.
“Not only the public benefits from scientific open access; science itself benefits. Showing the process of science in action, we create better tools for educators to equip students with the scientific method.”
For information about support for open access, public access, and open education, see Dartmouth College Library’s Scholarly Publishing and Communication Research Guide.
A special issue of the Journal of e-Media Studies has just been published by the Dartmouth College Library’s Digital Publishing Program. Issue editors are Mary Desjardins, Associate Professor and Chair of Dartmouth’s Film and Media Studies Department, and Mary Beth Haralovich, Professor of Theatre, Film and Television at the University of Arizona.
The editors describe the scope of this special issue in the Introduction, “Reconsidering Gender, Genre, and Race in Broadcast Radio and Television.” They emphasize that “This special issue of Journal of e-Media Studies is focused on historical trends, shifts, and transformations in past and present broadcast television and radio, as understood through the categories of genre, gender, and race.”
The issue includes papers such as “Haphazard Archive: The Epistemological, Aesthetic, and Political Contradictions of Television” by Professor Lynne Joyrich of Brown University. As the editors note, “Employing a variety of archival sources and entries into history, these essays shift the field’s recent angles of inquiry and illustrate the importance of a continual re-consideration of broadcast media history.”
The Journal of e-Media Studies is a fully open access journal, so all of the materials in this issue are broadly accessible.
Dartmouth continues its support for broader access to educational materials and the results of research by providing a travel scholarship for an early career researcher to attend OpenCon 2014: The Student and Early Career Researcher Conference on Open Access, Open Education and Open Data. This commitment builds on initiatives such as the Open Access Publishing Equity Fund, the open access journal Elementa: Science of the Anthropocene, the faculty open access resolution under discussion across campus, and the creation of DartmouthX courses. Early career researchers and teachers will shape the future of their fields, blending use of digital information tools with the importance of broad access to information, data, and education. OpenCon offers an opportunity for participants from around the world to build that future.
Brett Anderson, a graduate student in the Department of Physics & Astronomy, and Dr. Kes Schroer, a postdoctoral fellow in the Neukom Institute & Department of Anthropology, are representing Dartmouth at OpenCon 2014. Brett is the recipient of the Dartmouth travel scholarship to OpenCon and Kes is attending as part of her invitation to speak at George Washington University on ”Pathways to Open Science”. Says Brett, “Science is definitely moving in an Open direction, from governmental agencies requiring open publication of results of taxpayer funded research to scientists simply wanting to make their data public and their methods transparent. While the goals are laudable and seem clear, the path towards achieving ‘Open Science’ is complex. We are attending OpenCon 2014 to learn and collaborate with scientists from around the world and to blaze this new trail together.” Kes shared her insights into how OpenCon 2014 will help early career researchers forward science. “Open Science is about establishing fair, rapid, and reproducible research in an era of international and transdisciplinary exploration. Attending OpenCon gives us the chance to learn and develop best practices for putting Open Science into action.”
Brett and Kes will deepen the campus conversation about open access, open education, and open data when they return, so look for programs and talks on these topics!
Open Educational Resources, or OERs, include full works like textbooks, as well as smaller units of content that can be repurposed as needed for the learning goals of a course. These are key resources for new approaches to course design and delivery, particularly but not limited to, Massive Open Online Courses (MOOCS). The creation and discovery of OERs has been forwarded by initiatives involving librarians, computing experts, instructional designers, and faculty. They are enabled by licensing provided by Creative Commons. Here are a few notable examples of technology platforms that make it easier to create OERs, initiatives to support that creation, and discovery services specifically for OERs:
- Rice University’s Connexions provides a platform including a content management system, an XML structure, and content on which to build, which they call “modules” and “collections”. Connexions provides tools for writing and assembling content, and content on which to build, licensed for that purpose.
- Lumen Learning, founded by David Wiley, BYU Business School, offers support for faculty to work with and develop OER content, and provides consulting services for institutions to help plan for incorporating OERs. David Wiley explains why in his TED talk: http://www.youtube.com/embed/Rb0syrgsH6M
- The Open Education Initiative at UMass Amherst, started in 2011, provides funding for competitive grants to faculty to develop content. Faculty can use a variety of platforms to develop content, but first learn about resources for finding existing content, and about licensing to make the material reusable.
- Open Textbook publishing at Oregon State University involves the Library, the OSU Press, and the OSU Extended Campus Open Education Resources Unit, and provides funding for competitive grants to faculty to create open textbooks. See OSU Request for proposals for details on the program.
- The Open Textbook Library is the result of a new project at the University of Minnesota focused on enhancing discoverability and peer review of OERs, including open textbooks. David Ernst, University of Minnesota Chief Information Officer in the College of Education and Human Resources, and Executive Director of the Open Academics Textbook Initiative discusses this in his TEDx talk: http://www.youtube.com/watch?v=eA9Tv-OvoZU
- Flat World Knowledge includes a catalog of resources, and an online editor so faculty can customize materials; it still offers affordable options but no longer completely free access.
For more catalogs, lists and platforms for OERs, see the guide from UMass: OER For Educators
An interesting question for librarians is whether we should select these kinds of resources for inclusion in our key discovery tools, such as the Catalog and Summon, and if so which ones.
You may notice this CrossMark symbol on the PDF of a recent journal article you have downloaded. The icon is linked to information about this journal article, and keeps you updated with any changes even though you have downloaded the PDF to your own computer, as long as you are connected to the internet. You may also see it on the HTML of an article. The CrossMark icon link will most likely tell you that the version of the journal article you are viewing is current, but it will also warn you if there have been updates to the article, then link to those updates.
The DOI (digital object identifier) registration service CrossRef has developed the CrossMark service for use by publishers who use CrossRef DOIs. See CrossMark examples implemented by a variety of publishers.