As Open Access Week comes to a close, it is a good time to consider how everyone can put this year’s them of “Open in Action” into practice year round. One of the easiest ways to do this is by offering content that you create under a Creative Commons license. Creative Commons licenses are become more popular all the time and if you’ve used Wikipedia or Flickr you’ve almost certainly encountered them before, but at first glance they can seem confusing since there are so many options. Despite all the possibilities, understanding and using Creative Commons is actually very straightforward.
Though there are six types of Creative Commons licenses, all of them share the same goal of allowing people to share their work with others in a way that both protects their rights and allows others to make use of this work. The differences between the licenses allow you to ensure that these future uses are acceptable to you without future users having to contact you and negotiate individual agreements. The six available Creative Commons licenses are:
- Creative Commons Attribution (also sometimes called CC BY) – This license allows for any use as long as the person using the item includes proper attribution, a link to the license, and an indication if the item has been modified.
- Creative Commons Attribution-ShareAlike (also sometimes called CC BY-SA) – This license is the same as the CC BY license with the addition that the person using the item must share their own work under a CC BY-SA license as well.
- Creative Commons Attribution-NonCommercial (also sometimes called CC BY-NC) – This license is the same as the CC BY license, but with the additional stipulation that the person using the work may not use it for commercial purposes. (It is worth noting that the meaning of “commercial purposes” has been disputed in some cases).
- Creative Commons Attribution-NoDerivatives (also sometimes called CC BY-ND) – This license is the same as the CC BY license, but with the addition that the person using the item may not distribute any version of the item that they have changed, remixed, or modified.
- Creative Commons Attribution-NonCommercial-ShareAlike (also sometimes called CC BY-NC-SA) – This license requires attribution, prohibits commercial use, and requires that any end product is shared under the same license.
- Creative Commons Attribution-NonCommercial-NoDerivatives (also sometimes called CC BY-NC-ND) – This license requires attribution, prohibits commercial use, and does not allow for the distribution of any version of the item that has been changed, remixed, or modified.
- Creative Commons 0 (also sometimes called CC0) – This license releases an item freely without any restrictions. This means it may be used by anyone, in any matter, for any purpose, and without attribution.
If this sounds interesting, CreativeCommons.org has more information about how to use licenses, including an easy-to-use tool that will help you select the right license for your work with just a few clicks. Or if you still want to learn more, check out the video below!
This week JSTOR announced that it will be adding open access monograph titles to its popular platform. In the initial round, 63 new open access titles from several academic publishers will be added to JSTOR and the announcement also noted that they “expect to add several hundred more Open Access titles over the next year.” These ebooks will be presented along with other content in search results, but will also have a green notice stating that they are open access. In all cases these items are offered under a Creative Commons license and DRM-free. Perhaps best of all, the announcement also notes that users will not have to register or log in to access these materials. In addition to the announcement, JSTOR also released additional information for librarians and a list of the 63 titles that will be available initially.
While the number of academic papers that are freely available through open access is continuously growing, they can still be difficult to find. Impactstory has just released a new tool to streamline this process. Called oaDOI, this new tools lets users search for the open access version of any paper by pasting the DOI of any paper into the search box. If an open access version of the paper is available, oaDOI will take you to it and, if it can’t find one, it will still take you to the paywall page for the paper.
oaDOI searches across many platforms and data sources, including the Directory of Open Access Journals and the BASE OA search engine, and it is under active development, meaning that improvements are on the way. If you have the DOI for a paper, this is a great tool for ensuring that you are finding and using the open access version of the paper where possible. You can read more about it on the Impactstory blog.
In an Open Access Q&A earlier this week, Peter Suber made the case that the Impact Factor is not a good way to assess research quality, particularly in the context of tenure and promotion decision making. He argued for those in the discipline to actually read the articles.
The San Francisco Declaration on Research Assessment includes a good explanation of the IF flaws and suggests abandonment of it as a measure of scholarship quality.
The Journal Impact Factor is frequently used as the primary parameter with which to compare the scientific output of individuals and institutions. The Journal Impact Factor, as calculated by Thomson Reuters, was originally created as a tool to help librarians identify journals to purchase, not as a measure of the scientific quality of research in an article. With that in mind, it is critical to understand that the Journal Impact Factor has a number of well-documented deficiencies as a tool for research assessment. These limitations include: A) citation distributions within journals are highly skewed [1–3]; B) the properties of the Journal Impact Factor are field-specific: it is a composite of multiple, highly diverse article types, including primary research papers and reviews [1, 4]; C) Journal Impact Factors can be manipulated (or “gamed”) by editorial policy ; and D) data used to calculate the Journal Impact Factors are neither transparent nor openly available to the public [4, 6, 7].
A number of themes run through these recommendations:
The need to eliminate the use of journal-based metrics, such as Journal Impact Factors, in funding, appointment, and promotion considerations;
The need to assess research on its own merits rather than on the basis of the journal in which the research is published; and
The need to capitalize on the opportunities provided by online publication (such as relaxing unnecessary limits on the number of words, figures, and references in articles, and exploring new indicators of significance and impact).
The Association of College & Research Libraries (ACRL) and the ACRL Research and Scholarly Environment Committee have released a revised and updated version of their Scholarly Communication Toolkit. Undertaken on behalf of ACRL by Christine Fruin, the scholarly communications librarian at the University of Florida, this new version not only updates and revises the information and resources in the Toolkit, but also represents a complete migration to the LibGuides platform.
Included in the Toolkit are resources on a range of scholarly communications topics, including publishing, Open Access, Open Educational Resources, copyright, repositories, digital humanities, data management, and accessibility. For each, there is a brief introduction to the topic that is perfect for those who are new to the topic or those with some limited exposure. In addition, the Toolkit includes a range of resources on each topic from model language to suggested publications and beyond. Overall, this is a great resource for anyone interested in or working in scholarly communications.
On September 27th 2016, Governor Gina Raimondo announced a statewide Open Textbook Initiative during a press conference at Rhode Island College (RIC).
The initiative challenged Rhode Island’s higher education institutions to reduce college costs by saving students $5 million over five years using open licensed textbooks. Seven higher education institutions have pledged to support the Governor’s challenge by working with faculty to identify open licensed textbooks that would fit their classes.
Inside Higher Ed reports that the FTC has filed a complaint against the OMICS Group, publisher of over 700 open access journals.
Ioana Rusu, a staff attorney with the FTC, said in an interview that the commission is responding to a growing number of calls from people in academe for some sort of action to be taken against publishers that take advantage of scholars wishing to publish in open-access journals.
OMICS, the commission alleges, does not adequately disclose that authors have to pay a publication fee, falsely claims that its journals are frequently cited and lists academic experts with no connection to the journals as editors.
Rusu stressed that the FTC is not passing judgment on open-access publishing in general. “We take no sides between the traditional subscription model and the open-access model,” she said. “We believe both of them can be done in a fair, open, clear and lawful way. What we have a problem with here is people who are trying to benefit from the open-access model to scam people.”
A new research report on faculty awareness, use and attitudes toward open textbooks is now available. Opening the Textbook: Educational Resources in Higher Education, 2015-2016.
Among other findings:
Most higher education faculty are unaware of open educational resources (OER) – but they are interested and some are willing to give it a try. Survey results, using
responses of over 3,000 U.S. faculty, show that OER is not a driving force in the selection of materials – with the most significant barrier being the effort required to find and evaluate such materials. Use of open resources is low overall, but somewhat higher for large enrollment introductory-level courses. …
The most common factor cited by faculty when selecting educational resources was the cost to the students. After cost, the next most common was the comprehensiveness of the resource, followed by how easy it was to find.
There is a serious disconnect between how many faculty include a factor in selecting educational resources and how satisfied they are with the state of that factor. For example, faculty are least satisfied with the cost of textbooks, yet that is the most commonly listed factor for resource selections.
Richard Poynder has a very informative post about the recent takeover of SSRN by Elsevier and the timely, concurrent launch of a new preprint server for the social sciences, SocArXiv. The new service is built on the Open Science Framework platform.
So what is SocArXiv? As the name suggests, it is modelled on the physics preprint server arXiv, and describes itself as a free, open access, open source archive for social science research. Authors are able to upload their preprints to the service and make them freely available to all. The papers will be provided with permanent identifiers to allow them to be linked to the latest version, or to versions published elsewhere. They can also be made available under Creative Commons licences, and analytics data will be provided to show how often papers have been accessed.
Learn more on SocOpen, the SocArXiv blog.
Among the many questions about the impact of Brexit: What will this mean for OA in the UK and what will the UK’s exit mean for OA in the EU?
Both the EU and the UK have been leaders in the Open Access shift for some time. In April the EU, currently led by the Netherlands, published a very ambitious plan (the Amsterdam Call to Action for Open Science) to shift all scientific publications to OA by 2020 and to make all publicly funded research data openly available.
Two blog posts look at the possible effects on OA progress of the budget pressures and the structural changes the Brexit will cause:
Open Access and Brexit
Brexit: Risks to the Knowledge Economy and the Money Scrum