This short course provides training materials about how to create a set of publication data, gather additional information about the data through an API (Application Programming Interface), clean the data, and analyze the data in various ways. Developing these skills will assist academic librarians who are:

Negotiating a renewal of a journal package or an open access publishing agreement,
Interested in which journals the institution's authors published in or which repositories the institution’s authors shared their works in,
Looking to identify publications that could be added to your repository,
Searching for authors who do or do not publish OA for designing outreach programs, or
Tracking how open access choices have changed over time.
After completing the lessons, the user will be able to gain an understanding of an institution’s publishing output, such as number of publications per year, open access status of the publications, major funders of the research, estimates of how much funding might be spent towards article processing charges (APCs), and more. The user will also be better prepared to think critically about institutional publishing data to make sustainable and values-driven scholarly communications decisions.

The course is presented in two sections. Section 1 describes how to build a dataset. Section 2 describes a free, open source tool for working with data. Examples of how to do analyses both in OpenRefine and Microsoft Excel are provided.

This short course was created for the Scholarly Communication Notebook. The file "Analyzing Institutional Publishing Output-A Short Course.docx" serves as a table of contents for the materials.

Some research funders have a mandate for data resulting from their funded research to be shared. This presentation provides a general definition of data sharing and how scholars can identify and follow data sharing mandates.

Presentation given at D-e2009, JISC RSC West Midlands event, May 19, 2009. About Digital Repositories, their landscape in Higher and Further Education and more specifically about learning and teaching repositories. Download is Powerpoint.

Open access has been identified as a way to support diversity, equity and inclusion in new publishing models, compared to inequities in traditional publishing models.Despite the open movement being decades old, there is still a gap in research on Black, Indigenous, and faculty of color (BIPOC) in the context of open access. Understanding the motivations for and barriers against Open Access (OA) publishing (and the relationships between them) among BIPOC faculty helps LIS practitioners and Open advocates design incentives to increase participation and decrease lack of knowledge and stigma around OA.

In 2020, Camille Thomas served as co-PI on a research team that designed an original qualitative study (Perceptions of Open Access Publishing among Black, Indigenous, and people of color Faculty, forthcoming College & Research Libraries) that uncovers ways in which pre-tenure and tenured BIPOC perceive attitudes towards the legitimacy of open access publishing, especially as it relates to their own tenure and promotion processes. This study illuminates how their perceptions motivate or diminish their own interest in and adoption of open access as well as their level of advocacy for open access in their field, campus, and department, et al.

To foster practical application of outreach needs based on responses from the study, this resource includes:
- Readings
- Discussion questions
- Sample Scenarios, Events and Initiatives
- Assignments

Assignments were specifically created for developing strategic initiatives and outreach to support marginalized scholars. While these materials do not seek to solve systemic issues in academic research, they will encourage building equitable open infrastructure and an inclusive culture when discussing open access at institutions. This resource provides hands-on assignments to integrate inclusive practices in outreach and technical work. It will prepare students for practical experience with open advocacy and encourage deliberate outreach planning, execution and assessment as scholarly communication continues to evolve.

Learning Objectives
To understand diverse needs of researchers and scholars based on their positionality and intersectionality (student, post-doc, research topics, discipline and departmental culture, identities)
To identify when encouraging open may harm researchers or communities
To develop messaging that highlights social justice through open access’ benefits of transparency, access and non-traditional formats
To develop strategic initiatives that address the unique needs of an institution and its surrounding community
To develop advocacy, leadership and management skills by planning, executing and assessing strategic initiatives

Ethical and Policy Considerations for Digitizing Traditional Knowledge is a comprehensive instructional resource designed to introduce library professionals to the ethical and policy issues which accompany the digitization of traditional knowledge collections. This instructional resource includes a lesson plan, a slide deck, a case study with accompanying worksheet, and an annotated bibliography. Instructors will lead students through a lesson plan which includes identification of prior knowledge, direct instruction, guided practice and independent practice. Through this “I do, we do, you do” approach, students will learn about the definition of traditional knowledge, how and why it might be preserved, ethical considerations when preserving it, and examples of traditional knowledge collections. The resource also includes an opportunity for students to work through an authentic case study from a library which digitized a traditional knowledge collection. Using a worksheet that includes guided criteria, students can review the case study to determine how the community was considered within each stage of the digital content lifecycle. The resource also includes background reading on digitizing and preserving traditional knowledge with brief annotations for both instructors and students.

Ethical and Policy Considerations for Digitizing Traditional Knowledge is a comprehensive instructional resource designed to introduce library professionals to the ethical and policy issues which accompany the digitization of traditional knowledge collections. This instructional resource includes a lesson plan, a slide deck, a case study with accompanying worksheet, and an annotated bibliography. Instructors will lead students through a lesson plan which includes identification of prior knowledge, direct instruction, guided practice and independent practice. Through this “I do, we do, you do” approach, students will learn about the definition of traditional knowledge, how and why it might be preserved, ethical considerations when preserving it, and examples of traditional knowledge collections. The resource also includes an opportunity for students to work through an authentic case study from a library which digitized a traditional knowledge collection. Using a worksheet that includes guided criteria, students can review the case study to determine how the community was considered within each stage of the digital content lifecycle. The resource also includes background reading on digitizing and preserving traditional knowledge with brief annotations for both instructors and students.

Figshare is a repository where users can make all of their research outputs available in a citable, shareable and discoverable manner. Figshare allows users to upload any file format to be previewed in the browser so that any research output from posters and presentations to datasets and code, can be disseminated in a way that the current scholarly publishing model does not allow.

A presentation on Institutional Repositories and Open Access Movement by Rupesh Kumar A, Assistant Professor, Department of Studies and Research in Library and Information Science, Tumkur University, Tumakuru, Karnataka, India.

Quickly following what many expected to be a wholesale revolution in library practices, institutional repositories encountered unforeseen problems and a surprising lack of impact. Clunky or cumbersome interfaces, lack of perceived value and use by scholars, fear of copyright infringement, and the like tended to dampen excitement and adoption. This collection of essays, arranged in five thematic sections, is intended to take the pulse of institutional repositories—to see how they have matured and what can be expected from them, as well as introduce what may be the future role of the institutional repository.

This book is a self-paced, open access training in peer review. In eight modules it asks readers to engage in a variety of activities to learn the who, what, why, and how of peer review. It is geared toward library professionals, library school students, or other academic professionals who must understand and/or engage with the peer-review process.

Project:

This project involves the experimental use of open pedagogy to teach the Scholarly Communication course in a graduate-level library and information science (LIS) program. Open pedagogy is variously defined, but generally understood as a framework that requires students to be active creators of course content rather than passive consumers of it. Proponents view this as a form of experiential learning in which students demonstrate greater understanding of content by virtue of creating it.

Students in this course learn by doing; that is, they learn about scholarly communication by participating in the process. Each student is required to develop a chapter—on a scholarly communication topic of their choosing—to be included in an open access monograph. Following the semester, the text is published under a Creative Commons license on the University at Buffalo’s institutional repository as an open educational resource (OER), allowing for reuse or repurposing in future sections of the course or in similar courses in LIS programs at other institutions. To date, students have created the following open monographs: Perspectives on Scholarly Communication, Volume 1 (2019), Perspectives on Scholarly Communication, Volume 2 (2020); and Perspectives on Scholarly Communication, Volume 3 (2021). Support for the development and production of the third volume was provided by way of the following grant:

Scholarly Communication Notebook (https://lisoer.wordpress.ncsu.edu/notebook/); Institute of Museum and Library Services (https://www.imls.gov/grants/awarded/lg-36-19-0021-19. Investigators: Will Cross (wmcross@ncsu.edu); Josh Bolick (jbolick@ku.edu); and Maria Bonn (mbonn@illinois.edu).

Outcomes:

Immediate outcomes of the “learn by doing” aspect are clear. The experience of publishing engages students in the applied side of concepts they are introduced to by way of lectures, readings, and other class activities. This experience is invaluable for those entering the field academic librarianship, and particularly for those who will have scholarly communication responsibilities.

Immediate outcomes of the open pedagogy aspect are compelling. Research shows that students ascribe a positive learning experience to the implementation of this framework, and they hold for its continued use in future sections of the course. Students are enthusiastic in their embrace of creating renewable versus disposable coursework. They express great satisfaction with contributing to the professional literature, building the discipline’s nascent OER record, and having a publication to feature in their curricular and professional dossiers. The experience also resonates with students on a philosophical level; LIS students are particularly inclined to support activities that align with the field’s abiding ethic of “free to all”.

Long-term outcomes for the course are emerging. Select chapters from these volumes are used as required readings. In this way, students are contributing to professional discourse and to the ongoing development of LIS curricula. A roadmap for this ongoing experiment is given by way of the syllabus, assignments, lectures, rubrics, and other related materials in this Open Science Framework project.

In ScholCom 202X, you'll take on the role of a new scholarly communication librarian at a small public university somewhere in the US in the "distant future" of the year 202X.

You'll be given a number of scenarios derived from activities and questions a real scholarly communication librarian might expect to receive. These scenarios fall into four general areas: copyright; publishing; institutional repositories; and open access.

The game has two versions, an interactive fiction format written in Ink (located in the "Ink source" and "playable" folders) and a static PDF version (in "printables").

In the interactive fiction version, after reading each scenario you'll be given a chance to consult your "augment," a smartphone-like device which contains a very brief annotated list of some relevant sources and a calendar that tracks how busy you are. In the PDF/print version, these sources are listed below the scenario text, and are open access whenever possible.

After you've read the scenario text and consulted these sources (or not), put yourself in the place of the librarian in the game and think about how you would respond. Would you try to help just the person you're currently talking to, or would you rather build resources and develop strategies that could make the question easier to answer the next time it comes up, and potentially even reach and educate people who don't know the questions to ask in the first place?

As you think through each scenario, ask yourself how you would balance the desire to do a good job against the threat of overwork. You're welcome to write out what you would do, or just think about it. The PDF versions of the scenarios can also be used to role play in a classroom setting, with one student taking on the role of the librarian and another the role of the person who needs their help.

Playable version at https://people.wou.edu/~bakersc/ScholCom202X/index.html. Additional background available at https://lisoer.wordpress.ncsu.edu/2021/05/18/new-to-the-scn-scholcom-202x-an-interactive-fiction-game/.

This is the last Module of the course on Open Access for researchers. So far you have studied about Open Access, its history, advantages, initiatives, copyrights and licensing, evaluation matrix for research – all in the context of scholarly communication. In this Module with just two units, we would like to help you share your work in Open Access though repositories and journals. At the end of this module, you are expected to be able to:
- Understand the publication process involved in dissemination of scholarly works;
- Choose appropriate Open Access journals and repositories for sharing research results;
- Use social media to promote personal research work and build reputation.
In Unit 1, we discuss the research publication process at five stages – planning stage, preparing stage, pre-publication stage, publication stage and postpublication stage. We emphasize the importance of social media in sharing and making your work visible to the target groups.
In Unit 2, we focus on sharing your research through OA repositories and Journals. First we discussed the different types of repositories to select and highlighted the steps that you may consider including deposit in your own institutional repositories or in global open repositories. We then discuss the sources of finding and deciding on OA journals. This unit also provides guidance on choosing the right OA journals, as the quality of OA journals is often questioned.
This is Module Five of the UNESCO's Open Access Curriculum for Researchers.
Full-Text is available at http://unesdoc.unesco.org/images/0023/002322/232211E.pdf

Websites for scholarly publications and digital scholarship are expected to be stable for long-term access, citation, and archiving. Static websites provide a durable and low-cost solution for making and distributing scholarly works. In library and academic contexts, static websites have been used for conference websites, digitization projects, archival metadata, academic journals, edited monographs, and open textbooks. The resources presented here introduce this powerful technology for scholarly communications librarianship.

Contents include: a lesson plan for learning about static web publishing for digital scholarship projects; an annotated bibliography of articles, tutorials, and podcasts about static websites in academic contexts; a quick demonstration of GitHub as a static website hosting platform; an introduction to static site generators tutorial.

This lesson plan provides an assortment of learning modules for teaching static web technologies for digital scholarship and scholarly communications librarianship. Each topic includes a learning objective and recommended readings, viewings, or tutorials for use in workshops or seminars.