Open Collections

Pr esent er : Kar l a Hahn,  Associ at i on of Resear ch Li br ar i es Combi ni ng Resear ch and Out r each t o Expl or e Cur r ent  Exampl es of  Di gi t al Schol ar l y Communi cat i on Why a st udy of  new model wor ks? Member shi p: 123 Resear ch Li br ar i es Uni t ed St at es and Canada 2007 ARL member s r epor t ed spendi ng on:   Li br ar y  mat er i al s :  $9. 6 mi l l i on medi an ( $1. 2  bi l l i on t ot al )   Ser i al s :   $6. 6 mi l l i on medi an ( $820 mi l l i on t ot al )   El ect r oni c r esour ces:  $4. 7 mi l l i on medi an ( $536 mi l l i on t ot al ) . 3 About  ARL ht t p: / / www. ar l . or g/ sc/ model s/    model - pubs/ pubst udy/ i ndex. sht ml The st udy: ARL Desi gned and f unded st udy Or gani zed f i el d st udy and dat a col l ect i on I t haka Fi el d st udy suppor t Tar get ed i nt er vi ews wi t h r esour ce devel oper s Repor t  by Nancy Mar on and Ki r by Smi t h For  mor e i nf or mat i on: ht t p: / / www. ar l . or g/ sc/ model s/ model - pubs/ pubst udy/ i ndex. sht ml St udy Goal s I dent i f y  r ange of  exampl es of  new model  wor ks, Hi gh l evel  over v i ew of  t he emer gi ng l andscape, Encour age l i br ar i ans and f acul t y member s t o shar e i nf or mat i on and per spect i ves about  t he cur r ent  ar r ay of  new model  wor ks, Suppor t  l i br ar i ans i n bui l di ng r el at i onshi ps and devel opi ng out r each pr ogr ams t hat  advance new ki nds of  schol ar l y  wor ks. 2008 St udy Ti mel i ne Febr uar y Fundi ng Mar ch Recr ui t ment  & Tr ai ni ng Mat er i al s Apr i l Launch of  Dat a Col l ect i on June 15 Cl ose of  Dat a Col l ect i on November  10 Repor t  Rel eased Rol e of  t he Fi el d Team: Dat a Gat her i ng Cont act  and conver sat i on wi t h f acul t y Gat her ed names of  possi bl e r esour ces f r om t he f acul t y  who use t hem Responsi bl e f or  vet t i ng t he r esour ces r ecommended by f acul t y , accor di ng t o cr i t er i a out l i ned by ARL Responsi bl e f or  ent er i ng t he names and i nf or mat i on about  t he r esour ces i nt o a cent r al  web- based dat abase Fi el d St udy Phase Key i ssues: Fr ami ng “ new model  publ i cat i ons” Launchi ng conver sat i ons Engagi ng vol unt eer s Par t i c i pat i on Li br ar i ans >300 i ndi v i dual s 46 i nst i t ut i ons US and Canada Li ber al  ar t s col l eges t o r esear ch i nst i t ut i ons Facul t y 8. 2 appr oached per  l i br ar i an 1. 75 i nt er v i ewed per  l i br ar i an I nst i t ut i onal par t i c i pat i on 3 Par t ner / Pi l ot  t est i ng i nst i t ut i ons 14 addi t i onal  i nst i t ut i ons The exper i ence of  t al k i ng wi t h f acul t y How par t i c i pant s i dent i f i ed t hei r  conver sat i on par t ner Someone I  knew f r om pr i or  wor k t oget her 69. 6% Someone I  want ed t o begi n a wor ki ng r el at i onshi p wi t h 21. 4% Someone I  knew was i nt er est ed i n new communi cat i on t echnol ogi es 37. 5% Someone I  knew was i nvol ved i n pr oduci ng t r adi t i onal  publ i cat i ons-  e. g. ,  an edi t or  or edi t or i al  boar d member . 25. 0% Someone I  knew was i nvol ved i n pr oduci ng new ki nds of  publ i cat i ons-  e. g. ,  e- j our nal s,  e- books 25. 0% Someone who owed me a f avor  because I  had hel ped her / hi m i n t he past . 16. 1% Someone who i s an opi ni on l eader  i n t he depar t ment 16. 1% Recommended t o me by someone el se 10. 7% A desi gnat ed f acul t y l i ai son t o t he l i br ar y or  had some ot her  f or mal  assi gnment  t o wor k wi t h t he l i br ar y. 5. 4% “ I t  wasn' t  unt i l  we had a f ai r l y unst r uct ur ed conver sat i on t hat  many f acul t y  r emember ed s i t es t hey use. I ni t i al l y  sever al  sai d t hey di dn' t use newer  modes of  schol ar l y communi cat i on,  when i n f act  t hey di d. ” St udy par t i c i pant What  was most  val uabl e?  “ Havi ng a f or mal  st r uct ur ed r eason t o begi n a conver sat i on t hat  encompassed some of t hese i ssues.  I  have been want i ng t o do t hi s f or  al most  a year ,  but  t hi s st udy gave me t he i mpet us t o act ual l y make meet i ngs and get  t hem done i n a shor t  per i od of t i me. ”  “ The conver sat i on as a whol e hel ped me t o gai n a bet t er  under st andi ng of  [ how]  t hi s f acul t y member  does r esear ch and how he expect s hi s st udent s t o do r esear ch. ”  “ Lear ni ng speci f i c  ways t hi s f acul t y member keeps cur r ent  i n her  f i el d. ”  “ Facul t y di scussi ng t he way t hey wor k, movi ng f r om l i t er at ur e t o l ab t o dat a anal ysi s t o publ i shi ng and di scussi on,  but not  al ways i n t hat  or der . ”  “ Lear ni ng about  bot h f acul t y member s' posi t i ve v i ews on el ect r oni c publ i cat i ons as ways t o shar e schol ar l y and pr of essi onal r esear ch/ i deas/ news.  Al t hough I  had pr evi ous conver sat i ons wi t h bot h f acul t y member s,  my di scussi ons wi t h t hem about  new model publ i cat i ons made me see t hem as advocat es f or  schol ar l y communi cat i on pr act i ces such as open access publ i shi ng. ” Rel at i onshi p bui l di ng  Agr ee St r engt hened my r el at i onshi p wi t h t he f acul t y member 67% Has made i t  mor e l i kel y t hat  I  wi l l cont act  t he f acul t y member  i n t he f ut ur e 62% Has made i t  mor e l i kel y t he f acul t y member  wi l l  cont act  me i n t he f ut ur e 60% Gave me a deeper  under st andi ng of  how communi cat i on pr act i ces ar e changi ng i n a di sci pl i ne 43% Gave me i deas f or  new ways I  can wor k wi t h her / hi s depar t ment 41% Chal l enged my assumpt i ons 30% Chal l enged t he f acul t y member ' s assumpt i ons 22% The new model s f acul t y i dent i f i ed Why f ocus on “ or i gi nal ”  and “ schol ar l y”  r esour ces? ARL want ed t o l ear n mor e about  t hose r esour ces t hat  wer e l i kel y t o be: New i n t hei r  appl i cat i ons of  t he capabi l i t i es of  a di gi t al  envi r onment Tuned t o needs of  schol ar s and r esear cher s Ai med pr i mar i l y at  advanci ng t he di ssemi nat i on of  new r esear ch and schol ar shi p Li mi t at i ons of  usi ng t hi s qual i t at i ve appr oach Nei t her  census nor  st at i s t i cal l y r epr esent at i ve sampl e. Di f f i cul t  t o cont r ol  condi t i ons under  whi ch quest i ons wer e posed t o f acul t y . Some dat a ( f or  exampl e,  on sust ai nabi l i t y  met hods used)  i s di f f i cul t  t o obt ai n and ver i f y  by di r ect  obser vat i on,  wi t hout  f ur t her det ai l ed quest i oni ng of  pr oj ect l eader s. What  t he appr oach pr ovi ded: Mechani sm f or  i dent i f y i ng a r easonabl y l ar ge number  of  exampl es f r om a wi de r ange of  di sc i pl i nes and f i el ds Abi l i t y  t o f ocus on r esour ces t hat have been “ adopt ed”  by some schol ar l y  communi t y Exampl es of  di gi t al  r esour ces f acul t y  consi der  i nnovat i ve Hypot heses about  t r ends r egar di ng t he t ypes of  di gi t al  r esour ces used i n di f f er ent  di sc i pl i nes By t he number s 355 ent r i es f or  r esour ces 240 ci t ed r esour ces we i dent i f i ed as bot h or i gi nal and schol ar l y 206 uni que schol ar l y or i gi nal  r esour ces Anal ysi s based on Assessment  of  r esour ce ent r i es i n dat abase Di r ect  obser vat i on of  s i t es named by f acul t y I n- dept h i nt er v i ews wi t h pr oj ect l eader s f r om 11 sampl e cases Text Placeholder 12 Types of  Di gi t al  Schol ar l y Resour ces ( n=206) E- onl y j our nal s Most  f r equent l y r epor t ed cont ent  t ype Repor t ed evenl y acr oss humani t i es, soci al  sci ences and STM f i el ds Most  ar e Open Access Some exampl es of  i nnovat i on,  t hough some f eat ur es ar e sl ow t o gai n wi de adopt i on At mospher i c Chemi st r y and Physi cs JoVE:  Jour nal  of  Vi sual i zed Exper i ment s Revi ews I nnovat e i n t er ms of  speed t o r el ease Benef i t  f r om l ack of  space r est r i c t i on Rapi d and f r equent  publ i cat i on encour ages user s t o v i s i t  t he s i t es f r equent l y  or  adopt  not i f i cat i on f unct i ons Br yn Mawr  Cl assi cal  Revi ew Pr epr i nt  and wor ki ng paper  ser ver s Pr ovi de qui ck access t o new wor k Lar gest  ser ver s ar e t he ol dest  ones and domi nant  i n t hei r  f i el ds:  ar Xi v and SSRN,  bot h c i t ed by mul t i pl e f acul t y  member s Facul t y  c i t ed f r equent  usage of t hese s i t es Si gni f i cance of  di sc i pl i nar y cul t ur e i n i nf l uenci ng st r ong gr owt h of t hese r esour ces Phi l Sci  Ar chi ve Encycl opedi as,  Di ct i onar i es and Annot at ed Cont ent Br oad- r angi ng pr oj ect s,  of t en mi x i ng pr i mar y document s and schol ar l y annot at i on Some r ef er ence wor ks benef i t  f r om a mor e decent r al i zed cr eat i on of cont ent St anf or d Encycl opedi a of Phi l osophy Dat a- based r esour ces 41 r esour ces named,  most l y  i n STM f i el ds Facul t y  c i t ed s i mi l ar  over al l  usage st r at egy:  “ i nt ensel y whi l e wor k i ng on a pr oj ect ,  r ar el y ot her wi se” Many ar e gr ant - suppor t ed,  some ent i r el y so Some l ar ge dynami c pr oj ect s based on user - cont r i but ed dat a eBi r d Bl ogs 15 bl ogs wer e c i t ed by f acul t y ,  and bl ogs appear ed as an el ement  i n 29 ot her  r esour ces as wel l Appear ed acr oss al l  di sc i pl i nar y gr oups Facul t y  mai nl y r epor t ed dai l y  or weekl y usage Not  j ust  f or  chat ,  but  r eal schol ar l y  di scussi on Most  bl ogs i n t hi s  sampl e di d not seem t o use any r evenue gener at i ng model ,  s i nce host i ng cost s t end t o be l ow PEA Soup Di scussi on l i s t s 21 r esour ces named wer e di scussi on l i s t s Thr ee- quar t er s of  t hese wer e t r adi t i onal  l i s t ser vs Four t een ar e i n t he humani t i es User s c i t ed t hem f or  al l owi ng t hem t o “ keep i n t ouch wi t h ever yone,  al l t he t i me” Not  at  al l  a cut t i ng- edge t echnol ogy,  but  st i l l  ver y popul ar H- Fr ance For um Pr of essi onal  and academi c hubs 34 r esour ces i n t he col l ect i on wer e c l ass i f i ed as hubs Lar ger  s i t es,  wi t h many cont ent  and communi cat i on f eat ur es,  wher e f acul t y  c i t ed t he benef i t  of  t he s i t e as bei ng a “ one- st op shop. ” Of t en suppor t ed by academi c soci et i es or  pr of essi onal associ at i ons Al zhei mer  Resear ch For um Pat t er ns and Tr ends Di sci pl i ne t r ends Pr esence i n near l y  al l  cat egor i es, f r om j our nal s,  t o dat a t o r ef er ence Mul t i medi a expands Exampl es of  al l  cont ent  t ypes showed up acr oss a wi de r ange of di sc i pl i nes,  t hough some t r ends emer ged I nnovat i on i n new and “ ol d” Evi dence of  ongoi ng exper i ment at i on wi t h r evenue model s f or  many pr oj ect s,  whi l e ot her s r el y al most ent i r el y  on vol unt eer  l abor  and cont r i but i ons i n k i nd Exper i ment at i on wi t h r evenue model s Ol der  pr oj ect s  show si gni f i cant i nnovat i on;  cr eat i ng l egi t i macy and bui l di ng audi ence t akes t i me St r ong i nf l uence of t r adi t i on Si gni f i cance of  di sc i pl i nar y nor ms Peer  r ev i ew st i l l  ext r emel y i mpor t ant Est abl i shi ng t r ust  and cr edi bi l i t y t hr ough r eput at i on and qual i t y  i s v i t al Evi dence of  some r el uct ance of  f acul t y t o adopt  some i nnovat i ve f eat ur es Sust ai nabi l i t y Many ar e gr ant  suppor t ed Or  ver y i nexpensi ve ( bl ogs,  di sc l i s t s)  i n t er ms of  di r ect  cost s Even bi g pl ayer s wi t h gr ant s f or  many year s ar e i nt er est ed i n ot her  means of  r el i abl e suppor t Today’ s envi r onment Li br ar i ans and f acul t y  ar e i nt er est ed i n shar i ng t hei r under st andi ngs of  new mechani sms f or r epor t i ng schol ar shi p and r esear ch and engagi ng i n schol ar l y  di scour se. Ther e ar e many k i nds of  wor ks out t her e and i n “ wi de use” . No di sc i pl i ne has got t en a l ock on i nnovat i on. Much r emai ns t o be l ear ned f r om and about  new model s. Kar l a Hahn   kar l a@ar l . or g ht t p: / / www. ar l . or g 48