Student-Led Publishing: Experiential Learning at Dartmouth

Co-Editor-in-Chief Freya Jamison '17 shares World Outlook magazine at the Student Publishing Fair in Baker Main Lobby. (Photo: Stephen Angell)

Co-Editor-in-Chief Freya Jamison ’17 shares World Outlook magazine at the Student Publishing Fair in Baker Main Lobby. (Photo: Stephen Angell)

by Elli Goudzwaard, Learning Initiatives Program Manager

Spirituality, business, fiction, opinion, world politics, art, comedy, science…whatever your interest, it seems, there is a Dartmouth student-led publication for you. This great variety, and the students behind it, were on hand in Baker Main Hall [January 11] at the Student Publishing Fair, an event hosted by the Dartmouth College Library.

The publishing fair is one of several components of the Library’s experiential learning project, “Preparing students to be arbiters of new scholarship: Editing, reviewing, and publishing in the 21st century,” which received support through DCAL’s Experiential Learning Grant. The project is coordinated by Barbara DeFelice, Program Director for Scholarly Communication, Copyright, and Publishing and Laura Barrett, Director of Education & Outreach in the Dartmouth Library.

continue reading….

OpenCon: Early Career Researchers Pave the Way

OpenCon 2015 graphicPosted on behalf of Rachel Obbard, Assistant Professor of Engineering
Thayer School of Engineering at Dartmouth

Part 2 of 2 on what I learned at OpenCon 2015: Background and Open Access
(Read Part 1: Making Opportunities for Scholarship More Open: Open Access, Open Data, and Open Education)

Open Data

This is the second part of a two-part blog on the ideas I took away from OpenCon 2015. OpenCon is an annual conference where attendees work towards developing a more open system for sharing the world’s information — from scholarly and scientific research, to educational materials, to digital data.

A major topic of OpenCon 2015 in November was the difficult area of open data.

Data is open when it is publicly available and structured so that it is fully accessible and usable. In the U.S. (and in many European nations) there is a federal governmental push toward open data practices. Here, the White House Open Government Initiative has already trickled down into agency initiatives (for example, see http://www.nsf.gov/data/), grant requirements, and proposal guidelines. The deliberate structuring of data to be discoverable and usable is as important as the accessibility of the data itself. Agencies, repositories, and scientific communities are all working on developing common metadata terms so that users can more efficiently find data.  If you are hosting datasets yourself, you may be interested in a service of the Dartmouth Library to enable you to have DOIs for your datasets, an important aspect of making a dataset public and citable.  Having well-documented open data is a major path towards making it easier for you to get credit for your research, too.

Some of the challenges of Open Data include:

  • The sheer volume and increasing rate of data being produced
  • The lack of infrastructure and funding, not only for collecting, processing, and archiving data, but for maintaining those archives
  • The difficulty of data discovery across different repositories/registries, platforms, and data sets. Data discovery systems are still overly simplistic and catalog/registry-based OR very heavy weight and top-down
  • Development of data access systems is divergent in terms of infrastructure, data standards and conventions, and format
  • The long tail of data. Some data is open, managed, and usable. Even more is open but poorly managed or requiring the original authors’ assistance to use, but the vast majority is not openly accessible, not managed. It is still in individuals’ notebooks, hard drives, and thumb drives!

Practical (and sometimes required) Steps

  1. What can we do? As individual scholars, we can make a point of uploading our data to our institutional repositories, as well as to discipline-specific ones.  Most of these are members of world data centers or network data centers, umbrella bodies representing groups of data stewardship organizations with search services across multiple repositories. Figuring out which repository to use can be daunting to new researchers, but a librarian can help you.
  1. If you are applying for funding from government agencies or private foundations, you will probably be required to describe how you will make data publicly available in a data management plan. At Dartmouth, the Library, the Office of Sponsored Projects, and ITS have collaborated on implementing the Data Management Plan Tool. This is a very useful resource for those of us writing research proposals, as it provides not only data management plan formats for many agencies, but actual sample data management plans as well.
  1. Familiarize yourself with and use Creative Commons designations, so the right to use and republish your data is unambiguous and users know how to do the right thing. For guidelines see https://creativecommons.org/. To embed Creative Commons licenses directly into Word, PowerPoint, and Excel documents, see CC Word Add-in.
  1. Help spread the word. Many scholars are resistant to sharing data because of fears that they will be scooped, or that their data will be used without attribution or even misused. I can’t say this won’t happen; I’ve seen it. But chances are that the benefits to society of sharing your data will outweigh the disadvantages. You know your data far better than other people. Even with good annotation, it is difficult to use someone else’s data. If other scholars find something you missed, then you probably weren’t going to see it anyway. What’s more, they may have a way of using it that is completely orthogonal to your purpose and will generate new knowledge.
  1. Institutions and agencies can also proactively make data archiving and metadata creation easier for scientists, improve sharing and collaboration infrastructure, and provide funding for data curation.

Open Educational Resources

We all know how expensive textbooks can be! At community colleges, the books often cost students more than tuition. Many students cannot afford textbooks, or choose not to buy them, even when forgoing textbook purchases affects their learning. Student groups on some campuses (e.g., the University of British Columbia) are fighting back, pushing for open educational resources to be used wherever possible, and working with their administration, professors, and even their bookstores to make it happen.

Practical Steps

Professors can work with their subject area librarians to identify open access resources for their students, or even consider writing an open access textbook. Like open access journal publication, this is an idea waiting for proven economic models. My own informal survey at the recent American Geophysical Union conference turned up a range of responses from publishers, ranging from, “Yes! We offer this” (http://www.frontiersin.org/) to “We are waiting to see what others do” to “What is open access?”

Of course, providing open educational resources is just the beginning. What we really want is to develop communities of open practice. We want students learning to work in (and to create and contribute to) an open environment. Students need to be shown how to identify, and find value in, good open resources. Some ways for teachers to promote open practices in the classroom include:

  1. Explain and model a philosophy toward open educational resources and open access publishing
  2. Find and use Creative Commons licensed materials and license your own materials that way
  3. Try to design your class without a required textbook purchase. Use an open access textbook (I like http://www.motionmountain.net/project.html) or resources available online. Ask your subject area librarian for suggestions. See
    1. CCOER – lists of open textbooks in various fields
    2. OpenStax – publisher of open source textbooks
    3. BC Open Textbooks Project – mostly social sciences subjects
    4. OER Commons – open educational resources
  4. Use peer review and annotation as a teaching tool. Have students critique one another’s work (using Canvas or social networking tools such as WordPress, Tumblr, or Blogspot) for participation grades
  5. Have students create content for Wikipedia or put their work on Wikibooks for an assignment or a final project

Wondering how to navigate the copyright waters when planning your syllabus or assigning research papers?  Ask a librarian!  Attend a copyright workshop, invite a librarian to your class to discuss this with your students, and advise on their specific projects.

Making Opportunities for Scholarship More Open: Open Access, Open Data, and Open Education

OpenCon 2015 graphicPosted on behalf of Rachel Obbard, Assistant Professor of Engineering
Thayer School of Engineering at Dartmouth

Part 1 of 2 on what I learned at OpenCon 2015: Background and Open Access
(Read Part 2: OpenCon: Early Career Researchers Pave the Way)

Background

There is something extraordinary happening.  Lots of extraordinary things, actually, all benefits of the internet – improvements in our understanding and appreciation of other cultures, support for marginalized segments of the population, new economic models, international collaboration, alternatives to traditional schooling – the list goes on and on.  One of the most powerful of these in the scholarly context is the Open Movement, the trend towards more open sharing of data, scientific publications, and educational resources.

In November, I had the good fortune to attend OpenCon 2015, an annual conference where attendees work toward developing a more open system for sharing the world’s information — from scholarly and scientific research, to educational materials, to digital data. OpenCon is more than a conference series; it is a community that aims to advance Open Access, Open Education, and Open Data. Once a year, its members come together from across the world to learn about the issues, develop critical skills, and return home ready to catalyze action.

Thanks to a travel scholarship provided by Dartmouth College Library, I was able to attend two days of talks, panels, and project presentations in Brussels, Belgium (November 14-16, 2015), and take part in workshops on specific problems, strategies, and tools of the Open Movement*, including Creating Open Content, Advocating Open Access on Campus, The Role of Open Content in the Classroom, and What can Funders Do to Incentivize Open Science?  I came away with ideas, resources, and contacts to a vibrant OpenCon community. I describe in two blog posts the key messages I took home from the conference, and some practical steps for students and educators who want to support the movement.

*Although the Open Movement is a distributed effort, there are a few influential individuals, such as Michael Eisen, early Open pioneer and Founder and Editor of PLOS, and some organizations, the biggest of which is SPARC® (the Scholarly Publishing and Academic Resources Coalition) and its the Right to Research Coalition project, an international alliance of student organizations that advocate for and educate students about open methods of scholarly publishing (see http://www.sparc.arl.org/).  At Dartmouth, the Library’s Open Dartmouth Working Group provides educational programming and consulting for the Dartmouth community on these issues.

Open Access and Public Access

Open Access refers to making scholarly work available to everyone, not just those who can afford it or those who have the good fortune to work for institutions that can. In theory, the greater the access, the greater our collective productivity. The devil in the details here lies in developing economic models for open access journals. Someone needs to pay for the editorial staff and infrastructure required to compile, publish, and curate quality work. Currently many open access journals require paper processing fees, which shift the cost from reader to author but may simply replace one barrier with another. Within the Open Movement there is a growing sentiment that “We need to abandon [traditional] scientific journals, not reform them” (quote from an OpenCon speaker). There were even stickers putting down a popular, and notoriously heavy-handed, publisher.

I came away from OpenCon with ideas for things I could do in each of the Open focus areas. I include them here as suggestions for action.

Practical Steps

  1. Sign the Open Pledge (http://www.openaccesspledge.com/) and post it on your webpage.
    “I pledge to devote most of my reviewing and editing efforts to manuscripts destined for open access. For other manuscripts, I will restrict myself to one review by me for each review obtained for me by an outlet that is not open access. Here, manuscripts destined for open access mean those that the authors or journal post on institutional or university repositories, or those that are made open access by the publisher within 12 months. Because I believe that access to publicly funded research should be free, I will also support open access in other ways.”
  1. Publish more. Publish openly. Make your past publications accessible wherever possible.
    1. Publish pre-prints on your web pages when you can. Talk to the librarians in the Scholarly Communication, Copyright and Publishing Program about what you can post where. Publishing pre-prints is often permitted even by traditional journals. For guidelines on what is allowed, see the SHERPA/RoMEO database of publishers’ policies on copyright and self-archiving. You will be encouraged to deposit these in the Dartmouth Academic Commons, Dartmouth’s institutional repository,  as that develops.
    2. Publish negative data (data that doesn’t support your hypothesis, or is simply not being used).
    3. Be active on your scholarly or scientific journal editorial boards to effect change to a more open system in your field.
  2. The Directory of Open Access Journals is an online directory that indexes and provides access to high quality, open access, peer-reviewed journals. Dartmouth librarians can also help authors identify open access journals for their next papers.
  3. Apply for the Dartmouth Open Access Fund to cover article processing fees.
  4. On the institutional level, open access publishing could be enabled by changes in promotion and tenure guidelines that encourage open access publication. Many institutions are considering using this metric as well as impact factor or citations as proxies for impact, as open access publishing can lead to broader impact.

Author Rights: What are Yours?

Simbolo_CAuthors who want to share the results of their research and scholarship with a wide audience may find it odd that we’re addressing “author rights” in this blog.  Many authors think that once they write something and publish it, they can share it with whomever they please. But due to a long tradition of copyright transfer or license for works to publishers, this is often not the case.

Most authors don’t begin their research and writing with a consideration of what rights they would like to retain once the work is published.  In fact, after spending months or years researching and writing an article or book, submitting it to a journal, waiting for a response, and celebrating a publication acceptance, the publisher’s required copyright agreement may feel like an afterthought. In many cases, authors forget that the rights to their published work are theirs until they give them away (via a copyright agreement).  Often, the agreement is quickly signed, the work gets published, and the author is satisfied — until they think of a way that they’d like to reuse their work in subsequent months or years.  If this happens, librarians in the Scholarly Communication program are available to help authors understand the agreement they signed and provide advice on how authors can communicate with their publishers about rights.  There are also resources that we can recommend to assist authors in the early stages of the publishing process.

Ideally, an author would consider where to submit their work for publication based on what rights they’d like to retain.  If you are interested in exploring that for books and book chapters, we can help you modify your contract, based on prior experiences.  If you are interested in exploring that for journals, a great starting place is SHERPA/RoMEO, an easy-to-use, free, online resource that helps authors understand key points within a publisher’s copyright agreement.

Please don’t hesitate to contact us if you have questions:
Barbara DeFelice, Program Director for Scholarly Communication, Copyright, and Publishing
Jen Green, Digital Scholarship Librarian
http://www.dartmouth.edu/~library/schcomm/

Dartmouth Open Access Publishing Fund

The Dartmouth Open Access Publishing Fund covers the processing fees for publishing scholarly and scientific articles in peer reviewed open access journals. These journals make the articles available to all readers worldwide regardless of ability to pay for these articles through subscriptions or individually. This increases the visibility and impact of the results of Dartmouth research and scholarship. It also helps fulfill the public access requirements of funding agencies.

Recently funded articles include:

Batsis, J., Zbehlik, A., Pidgeon, D. & Bartels, S. (2015). Dynapenic obesity and the effect on long-term physical function and quality of life: data from the osteoarthritis initiative. BMC Geriatrics. DOI: 10.1186/s12877-015-0118-9

Melin, A. D., & Dominy, N. J. (2015).
Do oxygen isotope values in collagen reflect the ecology and physiology of neotropical mammals? Frontiers in Ecology and Evolution: Paleoecology. DOI: 10.3389/fevo.2015.00127

Micieli, J. & Tsui, E. (2015). Ophthalmology on social networking sites: an observational study of Facebook, Twitter, and LinkedIn. Clinical Ophthalmology. DOI: 10.2147/OPTH.S79032

How do I apply for funding?

If you would like to publish your scholarly work in an open access journal, ask about the Dartmouth Open Access Fund for the journal(s) you are considering. Please contact us:

Barbara DeFelice, Program Director for Scholarly Communication, Copyright, and Publishing
Jen Green, Digital Scholarship Librarian
http://www.dartmouth.edu/~library/schcomm/

You may also visit the Dartmouth Open Access Publishing Fund webpage to access the application and more information.

Peter Carini publishes on teaching with primary source materials

Peter Carini, College ArchivistWe are pleased to announce that Peter Carini, College Archivist, has published an article in portal: Libraries and the Academy. The article, “Information Literacy for Archives and Special Collections: Defining Outcomes,” builds off of work that Peter has been doing over the past several years to create a framework for teaching with primary source materials. You can read it at: https://www.press.jhu.edu/journals/portal_libraries_and_the_academy/portal_pre_print/articles/16.1carini.pdf

“Almost Human” is Open Access: OA Publishing Provides Rapid & Broad Dissemination of Key Discovery

F9.mediumThe 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.

elife-identity-header The articles in eLife are:

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.

Dartmouth College Library Publishes Special Issue of Journal of e-Media Studies

e-media_logo-2  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.

Open Dartmouth Exhibit during Open Access Week 2015

Open_Access_logo_PLoS_white.svg“Open for Collaboration” is the Open Access Week 2015 theme. Starting on October 19th, find an “Open Dartmouth: Research, Data, Code and Ideas” exhibit near you to learn why Dartmouth researchers share their work!

 

  • This exhibit features posters of faculty who share their teaching and research openly and includes their individual insights into the ways broader access to their work impacts their research communities, their students, and the world.
  • The exhibit is located in a variety of places on campus and online too:
    • Baker-Berry Library, Main Street
    • Fairchild Physical Sciences Center, Lobby
    • MacLean Engineering Sciences Center, Atrium
    • Online at the ARTstor Shared Shelf Commons
  • See Open Dartmouth: Research, Data, Code, Ideas, a slideshow presentation
    • This presentation will run continuously throughout the day in all of the above-listed locations. It highlights Dartmouth faculty as well as how and where they choose to publish their work openly.
  • Pick up materials about ways to more broadly share your work!

More questions about Open Access Week and what’s happening at Dartmouth?

If you are publishing or sharing your work openly and would like to be included in our Open Dartmouth Exhibit, please contact either Barbara DeFelice or Jen Green within the Scholarly Communication, Copyright, and Publishing program.

The Scholarly Communication, Copyright & Publishing Program at Dartmouth

While scholarly communication and academic publishing have long been topics of interest and conversations at Dartmouth, the Library’s Scholarly Communication, Copyright, and Publishing Program is a relatively new initiative.  To get to know us, let’s start by answering some of the questions we have heard so far.

“What do you mean by scholarly communication?”

Typically, we’ve thought of scholarly communication as the complex system through which scholars share their research findings and ideas with the world, and which includes creation, evaluation, dissemination and preservation of those findings.  At Dartmouth, the Program is focused on developing a deeper knowledge of options for sharing the results of research and teaching.  New options include open access articles and scholarly monographs, openly available educational resources, and pathways to open data.  With the rise of digital communication, the definition of scholarly communication now incorporates everything from formal journal articles and books to listservs, blogs, all kinds of social media, and digital publishing activities.

Quite simply, “open” means available to everybody, without restriction due to the ability to pay.  However, copyright and scholarly norms of citation are still important.  Look for more about open access during Open Access Week 2015, October 19-23.

“What is the Scholarly Communication, Copyright, and Publishing Program?”

We are a new department that currently focuses on consulting with and reaching out to Dartmouth scholars to provide information and educational resources on open access, public access requirements from funding agencies, copyright, data management, open educational resources, and new models of publishing.  Each of these issues will be covered in future posts, so let’s focus for now on the broad and general ideas.  If you have questions about any of the issues, we are a great place to start!

“Who are you and what do you do?”

The Program has two full time librarians, but we work with many librarians, metadata specialists, information technology professionals, administrators, and scholars.

Barbara DeFelice, Program Director for Scholarly Communication, Copyright & Publishing
Barbara leads and coordinates the Library’s scholarly communication, copyright, and publishing program activities across campus. This is collaborative work with faculty, students, administrators, and staff, and involves developing education programs, consulting services, initiatives, and new approaches to topics such as open access, copyright and authors’ rights.  These include, but are not limited to, funding for open access initiatives, the Dartmouth Academic Commons, and the Library Publishing Program.

Jen Green, Digital Scholarship Librarian
Jen works on a wide range of initiatives, including the implementation of the Faculty Open Access policy, the planning, development, and management of eventual Dartmouth Academic Commons, and managing the Open Access Fund.  She coordinates and implements programs around initiatives that provide the faculty, students, and staff with current information, education, and tools for the dissemination of the results of research, scholarship, teaching, and learning.

“Where are you located?”

Our offices are located in Berry 180, which is on the main level of Baker-Berry Library near the reference and circulation desks.   Because we travel around campus as we host educational events and work directly with scholars, we are in and out of our offices.  If you have more questions about the Scholarly Communication Program or think you have a project we can help you with, please email us to schedule an appointment.

“Why is the Scholarly Communication Program important to me?”

The importance of making scholarly communication available openly impacts us all significantly, and it has been written and spoken about by many reputable individuals and organizations.  This particular statement from the Scholarly Publishing and Academic Resources Coalition (SPARC) sums up the importance of this work nicely:

“We engage and invest in research in order to accelerate the pace of scientific discovery, encourage innovation, enrich education, and stimulate the economy – to improve the public good.  Communication of the results of research is an essential component of the research process; research can only advance by sharing the results, and the value of an investment in research is only maximized through wide use of its results.”

For more information, contact us!  We are happy to speak with anyone who wants to learn more about the work we do and our goals for Dartmouth. You can also peruse our guide on scholarly communication, copyright, publishing, and open access issues.