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Innovation in Open Scholarship : A UBC Library Round-up Fields, Erin; Thornberry, Evan; Savage, Stephanie; Crema, Leonora; McCauley, Aleha Mar 7, 2019

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Innovation in Open ScholarshipA UBC Library Round-upOpen Scholarship Sub-Committee of TLAC and RESCDevelop an Open Scholarship yearly event plan and framework. https://wiki.ubc.ca/Library:Open_Scholarship_Sub-CommitteeGuest SpeakersLeonora Crema & Stephanie Savage – Pressbooks TLEFAleha McCauley – Downtown Eastside ProjectStephanie Savage – OARS Collections Group & Tri-agency Compliance ResearchErin Fields – Open Advocacy and Research Fellowship Research & CARL VPOEvan Thornberry  – GIS Federated Search Grant● 10 Minute Presentation ● 5 Minutes for Questions ● Open Textbooks and OERsREPORT ON A TLEF PILOT PROJECTLEONORA CREMA & STEPHANIE SAVAGEOPEN SCHOLARSHIP ROUND-UP | MARCH 2019What  guided us in this project?• Growing importance of OERs• Faculty needs for customized, up-to-date materials• High cost of textbooks for students• Alignment with UBC TLEF priorities• Accessibility of new publishing platformsMainly, we wanted to explore the Library’s capacities and prospect for new roles and partnerships in these areas.How did we resource our work?$38,868 allocated via a TLEF grant for 2018-19From which ❑ ~$16,000 disbursed as sub-grants to incentivize faculty. Mainly this was students hired to help faculty create or update content.❑ We also hired 2 GAAs reporting to the Library, to support the project centrally.TLEF is a major source of innovation funding at UBC, and we’re fortunate it exists.❑ Library should actively pursue TLEF grants to sponsorteaching and learning innovations.And, of course, we put in our own time planning & overseeing the project.InfrastructurePressbooks is a commercial publishing package based on WordPress, widely used in e-publishing.Enables formatting of text, images and videos in a book-like format readable:• on the web• on e-reader or mobile devicesExportable to common e-book formats (EPUB, Mobi) or PDF/E-PDF  and printable via SFU Document SolutionsWe are fortunate to have such robust open textbook publishing infrastructure in BC.  Other such efforts include Open Textbook Network, Rebus, Openstax.ProjectOverviewFaculty Subgrants• Adjudicated by committeeDevelopment Meetings• Library project team & facultyWork underway on 10 projects Access and ArchivingProject Roll-up• Assessment• Reports:  TLEF and internalMarch-April 2018 April-MayMay –winter sessionMarch –April 2019May-June 2019Outcomes Key OutcomesOpenTextbooksandOERs developedin full or in part withsupport from this projectWhat we learned:  OpportunitiesWe can make a difference in textbook affordability▪ through even modest support, faculty gain capacity to adopt or adapt a text.Library has much to offer, especially in areas such as metadata, content hosting & preservation, copyright and CC licensing.Given current platforms, textbook-book productions are relatively easy entry.• assuming one receives proofed final content, requiring no copyediting, indexing or artwork,production is a matter of days not weeks.Lots of expertise to draw on: CTLT-LT Hub, BCcampus,Open Textbook Network, Library Publishing Coalition.Strong partnerships forged with faculty, who are unaware of but interested in this role for libraries.➢ These capacities have many applications if we think holistically:  e.g., helping faculty with their teaching innovations; scholarly studies of special collections; local histories & donor-commissioned projects; user education and self-publishing tools; and more.…and challengesTime and space needed by faculty to create a new work▪ including effort that goes into revisions and re-versioningLibraries have not yet gained prestige and marketing capacity of presses-publishersTrend toward more interactive, experiential and simulation-type pedagogiesPlatform proliferation:  we quickly learned that Pressbooks was not the sole solution for open textbooks.  With OERs, if you can imagine it, someone is out there creating it. What’s next?▪ Formal project assessment▪ Report for TLEF & presentations at campus showcase▪ Preconference session with KPU colleagues at Library Publishing Forum  May 8th ▪ Report to UBC Library on project implications and future viability.  ➢ Again: we should not view this project in isolation, but as part of a broader direction toward openness and knowledge creation partnerships on campus.Thank You! QUESTIONSLeonora.crema@ubc.ca                 @leonoracrema            0000-0003-2065-5509Stephanie.savage@ubc.ca            @savbrarianMAKING RESEARCH ACCESSIBLE INITIATIVE Vancouver Downtown Eastside Infohub ProjectOpen Scholarship TalksMarch 2019CollaborationsUniversity-Community ExchangeUBC’s Learning Exchange in DTESIKBLC – UBC Libraryhttps://learningexchange.ubc.ca/community-based-research/dtes-information-hub/ Tensions in knowledge productione: aleha.mccauley@ubc.ca | t:7-3906Thank you!Tracking Tri-Agency OA Compliance at UBCStephanie SavageThe Context● May 2015 - the Harmonized Tri-Agency Policy on Open Access Publications comes into force ● The Policy does not directly implicate institutions in any way - compliance is left up to recipients● Non-compliance is not monitored, not does it have an impact on further grant eligibility● The Tri-Agencies allows researchers to direct funds towards OA costs**The Question(s)Are UBC Researchers complying with the Tri-Agency Open Access Policy?● What is the rate of compliance?● Are there disciplinary trends?● Have individual researchers modified their publishing practices?● What method of compliance are researchers choosing (Gold vs. Green)?● What is the best way to track compliance?● How much time does it take?● How can this work direct outreach efforts/increase compliance?The PlanRecruit student help● Worked with Maddy Walter and Rachel McRory as professional experience students via ischool course LIBR 596Identify UBC Tri-Agency Grant recipients from May 2015-2016Develop the tracking workflowApply tracking methodology to identified grant recipientsDetermine UBC compliance based on data gatheredThe RealityIdentifying UBC grant holders was straightforward (yay!)Deciding on a method of analysis was more difficult than anticipated-we piloted two methods - backwards and forwards but ultimately when with the forward method as it allowed us to answer more of our research questionsMetadata issues - award dates, lack of consistency around supplying grant number (and inability to cross-reference it) Accepting the subjective nature of the data collectionInitial Findings**The analysis has not been completed for all three Agencies - NSERC remainsFocus on SSHRC● According to a recent study by Lariviere and Sugimoto, SSHRC compliance hovers at around 20%● Our preliminary results find a compliance rate of ~40% (up to 52% if papers protected by embargo are included)● This rate aligns with data we received from SSHRC’s researcher exit survey where researchers self-reported a 54% OA compliance rate● Likely our “forward” method resulted in our ability to better capture SSHRC complianceOpen Advocacy & Research FellowshipCARL VPO Open EducationErin Fields1-year Open Education Advocacy and Research Fellowships Help raise awareness of open educational practices through advocacy and will conduct, present, and publish research on open educational practices (including, for example, the adoption of open textbooks) at B.C. institutions.BCcampus Fellowshiphttps://open.bccampus.ca/call-for-proposals/faculty-fellows/Research QuestionHow are open pedagogy and critical literacy related? How are they unique?How can the combination of open pedagogy and critical literacy enabled classrooms address the principles of each? ●  Literature Review  ●  Content Analysis  ●  Application  ●  Open Pedagogy or Open Practice or …“... the pedagogical value of openness is that it can create dialogue, and can deconstruct the teacher-student binary, by increasing access and bringing together at one disparate learning spaces. Openness can function as a form of resistance both within and outside the walls of institutions …”(Stommel and Morris, 2014, para 2)Critical Information Literacy - Defined“.... literacy is inevitably culturally situated and that library instruction must acknowledge and facilitate the exploration of the political dimensions of information in order to be relevant to a learner, even if this means a disruption to the status quo.”   (Fields & Harper, Draft Paper, 2019)CIL & Open Pedagogy - Complementary● Focus on fluencies related to current information systems● Breaking down barriers related to expert hierarchies● Enacting change through openness● Supporting access points to publishing beyond expert hierarchies Open Pedagogy & CIL  - DissimilarityDe-centering Authority VS Recognition of AuthorityCommunity Engagement VS Personal Critical ReflectionRestructuring Education VS Information Literate SocietyFNIS 220 ApplicationInformation Becomes Knowledge● Traditional publishing processes and access pointsOpen Technologies as DisruptionWikipedia Gap Analysis ● Point of View● Proof● VisibilityWhere We Are Nowhttp://bit.ly/2EzDyJOVisiting Program Officer 2019▫ Support and provision CARL role in OE and OER efforts in institutions▫ Capacity for involvement in OER at institutional, regional, and national levels▫ Strengthen national community of practice▫ Develop leadership skills within the librarian OER community▫ Create distributed model and program for foundational training▫ Establish hub for international communication and advocacy GEODISYGEOSPATIAL + DISCOVERYCANADIAN RESEARCH DATAFUNDED BY CANARIE (RDM-059)EVAN THORNBERRY, GEOGRAPHIC INFORMATION SYSTEMS LIBRARIAN UBC LIBRARY38GEODISY: GEOSPATIAL DISCOVERYRESOURCES CAN BE SEARCHED, FILTERED, AND BROWSED USING GEOGRAPHIC LOCATIONS AS WELL AS WITH TEXT. ● Search results are driven by an interactive map.● Location is the primary search facet, linking resources from a similar area.● Relies less on textual searching, which is not ideal for spatial data.39GEODISY: GEOSPATIAL DISCOVERYGEOSPATIAL DISCOVERY IS POSSIBLE USING LOCATION DESCRIPTIONS AND METADATA● Geospatial Data = machine readable using a GIS.● Non-Geospatial Data = discovery comes from descriptive metadata.● Bounding Boxes = rectangles representing the spatial extent of a data set*To generate bounding boxes from non-geospatial we plan to use geonames.org40GEODISY: GEOSPATIAL DISCOVERYGEODISY RE-USES 3 OPEN-SOURCE SOFTWARE COMPONENTSDataverse: Research data repository. +GeoServer: Server for publishing and distributing geospatial data.+GeoBlacklight: Geospatial discovery layer.*Geodisy source code and documentation will be made available in an open GitHub repository.41GEODISY: GEOSPATIAL DISCOVERYPROJECT DESCRIPTION1. Software will query datasets from the Canadian Dataverse repositories (Scholars Portal, UBC, UofA, Dal, UNB, UofM) to determine which have geospatial information.2. Software will harvest metadata from relevant non-geospatial datasets.3. Software will harvest metadata and data files from geospatial datasets.4. Software will transform metadata to ISO 19115 and add bounding boxes if needed.5. Software will deposit geospatial data and “geo”metadata into GeoServer.6. Metadata will be harvested by GeoBlacklight for discovery.7. GeoBlacklight will be customized to the needs of FRDR, providing a unified map-based search interface for research data in Canada.42GEODISY: GEOSPATIAL DISCOVERYIcons by Mani Cheng from the Noun Project43GEODISY: GEOSPATIAL DISCOVERYThanks!

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