Today hefty paywalls prevent research published in most scholarly journals from being read online by audiences that many academics often most want to reach—policy makers and elected officials, industry leaders, non-profits, educators, the general public, and even faculty from smaller teaching colleges and community colleges. The University of Iowa Libraries has signed an institutional agreement with Cogitatio Press to support Open Access publishing by faculty, students and staff in their journals. According to SPARC, “Open Access is the free, immediate, online availability of research articles coupled with the rights to use these articles fully in the digital environment.” Instead of paywalls, Open Access is often supported by article processing fees (APC), that are often the responsibilities of the authors (or their institutions). The agreement with Cogitatio means the APCs are paid for as part of a 3-year membership by the university. This means that the scholarly research produced by University of Iowa faculty and students can be viewed in full text online and shared widely.
In Political Science, Professor Caroline Tolbert and graduate students Scott LaCombe and Courtney Juelich each have had articles accepted for publication in a special issue of Politics and Governancededicated to understanding state ballot measures (initiatives and referenda) after completing a rigorous peer-review process. Professor Tolbert is excited about the prospect of having coauthored work published in an Open Access journal that is rigorously peer-reviewed. “There are not yet many options for Open Access in Political Science, and this model of publication is one model for the future for scholarly writing. We need to expand our readers beyond just other academics and engage in conversations with policymakers and the general public. I also found Cogitation’s peer-review process very thorough. Politics and Governance is a high quality journal. Some scholars worry that Open Access is not as prestigious, but I encourage my colleagues to take a look.”
The Libraries’ Scholarly Publishing guides for “What Faculty Can Do” and “Open Access Models” provide additional information on Open Access at the University of Iowa.
by Jenay Solomon, Undergraduate Engagement Librarian, UI Libraries
Celebrating student accomplishments and getting to showcase all the amazing services and resources the UI libraries provide for students is always a great thing to do. Even on a Saturday!
Earlier this spring on a beautiful sunny Saturday, I spent the day at the 2nd Annual “I’m the First” First-Generation Summit celebrating the experiences and accomplishments of first-generation college students at Iowa. The Summit is entirely student-led and coordinated by the UI Student Government, who also provide the majority of funding. UISG did an amazing job at making the entire event very student-focused, while also encouraging networking and conversation among students, staff, and faculty.
The day began with a panel of first-generation students moderated by Dr. Melissa Shivers, VP for Student Life, who is herself first-generation, where they discussed challenges of being first-gen at Iowa, while also reminding attendees of the many strengths and talents being first-gen also brings. The day continued with breakout sessions, and two fabulous keynote speakers who spoke about their own experiences being a first-gen and a continuing college student.
During the afternoon “task force town-hall” session, I had the opportunity to sit on a panel with six other staff across campus in the departments of Academic Support & Retention, Academic Advising, TRiO Student Support Services, English as a Second Language, and University Counseling Service. Each of us discussed our roles in our departments and the different ways we reach out to first-gen students. It was interesting and informative listening to the others discuss their services and the various ways they reach out to students and first-gen in particular. Though we each came from different backgrounds and had distinct roles on campus, we all had commonalities when it came to caring about student success and empowering students to reach their potential.
When it came time for me to speak, I decided to showcase all the ways the Libraries provide support for students, through instruction, research consultations, our collections, and spaces. As the Undergraduate Engagement librarian, I shamelessly promoted services in The SEAM, spoke about the importance of offering flexible late night and drop-in research help for students who have different needs, crazy schedules, and who no longer fit the “traditional” mold of what a first-year student looks like. I stressed the importance of the how we all, as library staff, work hard to create a safe, comfortable, and judgment-free zone at the Libraries, whether that’s through our collections, our physical spaces, or our public outreach. I also took the opportunity to remind the students it’s our job to answer questions and help them find the information they need – so don’t be shy!
I’m hopeful we can continue being a part of the First-Generation Summit and I would encourage anyone, whatever role you’re in, to attend or present in next year’s 3rd annual summit. As librarians and library staff, we always relish the chance to promote the services we provide and remind students of the importance of their Libraries as part of their success story at Iowa. Simply attending the Summit and being a part of the program was a great opportunity to do just that.
The University of Iowa Libraries announces OpenHawks, a campus-wide grant program that funds faculty efforts to adopt or develop Open Educational Resources (OER) for enhanced student success.
What are OER?
OER (such as textbooks, videos, assessment tools, lab books, research methods, or interactive course modules) are free for students and carry legal permission for open use. The open licenses under which these items are released allow users to create, reuse, and redistribute copies of the resources.
Why use OER?
Removing cost barriers to course materials opens student access and positively impacts learning. OER provide further benefit when faculty fully integrate free resources into their curricula by “remixing” or tailoring materials to enhance specific learning objectives.
Acknowledging the rising costs of educational resources and increasing financial pressures on students, the UI Libraries works to provide creative solutions in partnership with other campus units. As a result of this collaborative work, OpenHawks grants support faculty efforts to use OER at any level: adopting or remixing existing materials, developing open access assessment and learning tools, redesigning courses, or creating an original OER to share under an open license.
How to apply
The UI Libraries will issue a formal Call for Proposals in March 2019. The award levels outlined below provide guidance for grant applicants on the amount of funding that may be approved for different types of proposals. UI instructors can apply for awards at any of these levels.
Award Type
Award Range
Requirements
Adoption
$500-$1,000
Use an existing open textbook for a course with no editing and minimal course adaptation required.
Remixing
$750-$2,000
Adapt, update, combine, or improve existing OER to replace a currently used textbook. Use of library-licensed materials may also be considered.
Support Materials
$1,000-$3,000
Develop test bank questions, teaching support materials, quizzes, interactive learning aids, or other support materials for existing OER.
Course Redesign
Up to $5,000
Redesign a course around the use of OER.
OER Creation
Up to $10,000
Create an original Open Educational Resource to be used in a course and shared under an open license.
OpenHawks grants are funded by the Office of the Provost and UI Student Government (UISG) and administered by the UI Libraries with support from the Office of Teaching, Learning & Technology (OTLT), University College, and the College of Liberal Arts and Sciences (CLAS).
Faculty and instructors interesting in applying for OpenHawks funding can direct questions to Scholarly Communications Librarian Mahrya Burnett at mahrya-burnett@uiowa.edu.
The University of Iowa is now an institutional member of QDR (Qualitative Data Repository) . The QDR membership gives faculty and other researchers a platform to store and share their qualitative data and enhances campus efforts for providing Research Data Services.
“QDR is a dedicated archive for storing and sharing digital data (and accompanying documentation) generated or collected through qualitative and multi-method research in the social sciences,” according to the Syracuse University based organization. “QDR provides search tools to facilitate the discovery of data, and also serves as a portal to material beyond its own holdings, with links to U.S. and international archives.”
“The main benefit of membership is curation and preservation of data projects deposited by affiliates – faculty, students, and research staff – of member institutions”.
Most data repositories focus on quantitative data. QDR offers an advantage for curating qualitative data. Alternatives include having researchers manage data on their own, which would mean more time and expense.
QDR is being funded at the University of Iowa by the University Libraries and the Iowa Social Science Research Center. The University of Iowa Libraries has been working closely with the Office of the Vice President of Research and Economic Development, Information Technology Services, and campus offices to support data management. Brett Cloyd (brett-cloyd@uiowa.edu | (319)335-5743) from the UI Libraries is the QDR Institutional Representative and serves as liaison with QDR. Please contact Brett with questions for help in getting started. More information is available at the UI Libraries’ QDR Guide.
Photo Credit: Center for the Study of the Public Domain
For the first time in 20 years, artistic works copyrighted in the U.S. will enter the public domain, opening up a trove of material published during 1923 to be freely digitized, read, and used as the basis for new works. But why is this happening now? After all, shouldn’t copyrights expire and works enter into the public domain every year? One would think so, but since the late 1970s, U.S. copyright law has been subject to a series of extensions and retroactive patches that have tied up and confused the status of copyrighted works produced during the mid-20th century. (Duke’s Center for the Study of the Public Domain has an excellent breakdown of recent copyright history here. The Atlantic also published a comprehensive article on this issue, which can be found here.) The result has been that nothing has entered the public domain since 1998. But January 1, 2019 marks a pause in the era of the shrinking public domain. If no legislative action is taken to the contrary, each year, we will now have a new set of books, recordings, movies, and other creative works to enjoy freely.
Here are some places to check out the creative works of 1923:
Public Domain Review – This journal specializes in mining the public domain. Here are their international picks for this year.
Interested in finding out more about U.S. copyright law and how to determine a work’s copyright status? As part of the library’s new Scholarly Impact Department, part of my job is to help faculty work through complex copyright issues, such as what can be used in the classroom, how to retain your rights as an author, and how to apply Creative Commons licensing. Feel free to send me an email at mahrya-burnett@uiowa.edu to set up a consultation. You might also try these excellent copyright resources:
Digital Copyright Slider – This Flash-based slider provides copyright status for works, depending on when they were published and whether copyright was renewed.
UI Libraries Copyright Guide – This guide provides the basics on copyright issues, such as Fair Use, seeking permissions, author rights, and licensing
How will I afford my textbooks this semester? Can I pass this course even though I don’t have the book? Is it illegal to download this PDF of the book that I found online?
These are the kinds of questions students ask at the beginning of the semester. The solutions they find are creative. Sometimes a whole group of roommates will share a book. In other cases, they will find a dubious copy for free online. Other times, they skip textbooks entirely. For some students, it’s a matter of buying food or buying books.
UI Libraries and UI Student Government are easing some of this burden with a collaborative project called the Textbook Affordability Pilot (TAP). Under TAP, a committee of library staff and student government representatives collect donated textbooks and purchase new ones for “high impact courses.” These are classes for which the cost of books is high and more than 100 students are enrolled in the course. These books are placed on course reserves in Main Library and the branch libraries for students to use free of charge.
Plans for TAP began in the summer of 2017, when student government approached the Libraries with questions about making textbooks more affordable. The UI Libraries encourages faculty to bypass traditional textbooks where possible by using books from the Libraries’ collection and using open educational resources. The Libraries also keeps copies of some textbooks on course reserve. Despite these efforts, librarians and students realized more could be done.
UISG Director of Academic Affairs, Tristan Schmidt, and Scholarly Communications Librarian, Mahrya Burnett, along with interested colleagues, began to explore the idea of purchasing textbooks and collecting donated copies. There was broad interest on both ends. Eventually, UISG and UI Libraries both allocated funds, totaling $17,000 for the one-year pilot. The committee drafted a set of criteria for books to be included in TAP and identified objectives for success. Then they started buying and collecting books.
As TAP began accepting donations last spring, the response from students was overwhelming. They donated hundreds of books, filling the UISG offices at the IMU. The committee is now working with faculty, students, and librarians to finalize its purchase list in order to get new books processed and on the shelves. TAP aims to have 100 books available for student use through course reserves at the Main Library and several other campus libraries by spring semester 2019. Their hope is to see the program grow over time so that more and more books are available for the students who need them.
TAP information for students Can I access my textbooks for free? One easy way to find out whether your textbook is on Course Reserves is to use this simple search tool. Search by course name, instructor, or book title.
TAP information for faculty, instructors, and TAs Do the textbooks for my course qualify for TAP? Faculty can email LIB-TAP@uiowa.edu to see if their textbooks are TAP eligible.
All theses and dissertations in Iowa Research Online have now been assigned DOIs. DOIs, or Digital Object Identifiers, are unique and persistent IDs for electronically published documents. DOIs will be used by publications citing your thesis/dissertation, so that there will be better information about where your work has been cited. Using a DOI also allows less formal usage to be tracked as well, such as tweets, links in Wikipedia, blog posts, etc. and will be included in alternative metrics (altmetrics).
A DOI looks like this: 10.17077/etd.g638o927 and a DOI link looks like this: https://doi.org/10.17077/etd.g638o927. Clicking on the DOI link will take you to the current URL for the publication. URLs can change, but DOIs don’t. If the URL for your thesis or dissertation changes, due to a service migration or other updates, the DOI link will direct traffic to the correct URL. That’s why it’s important to include DOIs or DOI links in your citations, so your readers can follow your work back to the references you cited.
To find the DOI for your thesis or dissertation, go to the IRO theses and dissertation series or your favorite search engine and search for your name and your thesis or dissertation title. Click on the title of your thesis or dissertation, and the DOI will be listed in the first field in the record. If you have any questions, or if you are not receiving monthly download counts and would like to, please contact lib-ir@uiowa.edu.
Eight Big Ten universities, a federal funding agency, and private companies come together to fund the development of Collaborative Archive Data Research Environment (CADRE)
Students, faculty, and researchers across the Midwest and beyond will gain crucial access to large research datasets through a secure, cloud-based platform called CADRE (Collaborative Archive Data Research Environment). CADRE will be developed through a large-scale partnership led by the Indiana University Libraries and the Indiana University Network Science Institute.
The University of Iowa Libraries will collaborate with IU Libraries and other partners from the Big Ten Academic Alliance (BTAA) to develop a cloud-based platform that will allow library users direct, hands-on access to bibliometric, patent, and other large databases.
Other BTAA partners are Michigan State University, University of Michigan, University of Minnesota, The Ohio State University, Pennsylvania State University, Purdue University, and Rutgers University.
“We firmly support this project because this type of shared secure data mining service is badly needed by research libraries, and importantly, by sharing the costs of enhancing, maintaining, and updating the platform across libraries, the costs become very affordable,” says John Culshaw, the Jack B. King university librarian at the UI Libraries. He says that without collaborative partners, the University of Iowa would not be able to “parse, secure, and host such enormous repositories of data, let alone develop the Graphical User Interfaces necessary to facilitate patron-driven queries.”
“This project exemplifies the role of libraries in the information age,” says Jamie Wittenberg, research data management librarian and head of scholarly communication at Indiana University Libraries, who will direct the project. “Our mission is to efficiently and effectively connect researchers with the materials they need to advance innovation and discovery. CADRE will open up the power of data mining to everyone, not only people with specialized expertise.”
Bibliometric research is the “science of science” The ability to deeply analyze connections between these texts will support bibliometric research, a growing field that plumbs the world’s increasingly large and complex databases to reveal the underlying structural forces that affect the production of scientific knowledge. This work—often called the “science of science”—has shed light on a wide range of subjects. For example, bibliometric analysis has helped reveal the depth of women’s historical contributions to science and the influence of large-scale historical events on research activity.
CADRE will provide a user-friendly “front door” through which the partner institution members can request bibliometric analysis of available data. The project will automate many complex and time-consuming tasks that were previously required to conduct this research.
Product developers seeking input. To build user interfaces that will be of the highest utility for you, CADRE seeks your input. Potential users in all disciplines (faculty, staff, and students) are encouraged to provide input through user stories. To share your user story, please complete this form. All responses, no matter how abstract or seemingly trivial, are very helpful for us and will be given serious consideration as we plan for the development of CADRE.
Another important feature of the system is the power to share data. Individuals who use the platform will not only be able to share the results of their analyses, but also the software code, algorithms, workflows, methods, and the specific software versions and configurations used to run their analyses. This is critical for making the work reproducible, as well as helping the original researchers refine their methods for other projects.
The first new materials to be accessed via CADRE are records of the U.S. Patent and Trademark Office, which contains data on publicly-available patents and intellectual property, and the Microsoft Academic Graph, a public database of 160 million scientific records.
This year’s International Open Access Week is emphasizing equitable foundations for open knowledge. Across the sciences, social sciences, and humanities there is a growing recognition of the importance of open access to research data. The FAIR (Findable, Accessible, Interoperable, and Reusable) data principles encompass a set of technical/ computational characteristics that enable data discovery and reuse. Data sharing can advance the rate of research discovery, provide the basis for new forms of computational and multi-disciplinary research, and on a personal level, may lead to increased citations of the related articles.
To bring this to a more personal level of application, here are just a few ways in which you can start supporting open access to your own research data.
1. Use open, non-proprietary file formats whenever they are available and appropriate for your research. By using these formats you enable others to view and use your data without the need for specialty software, and provide some assurance that when software changes, or disappears, your data will still be usable by others (and yourself).
Data repositories, research funding organizations, and some publishers provide guidelines and suggested formats for data. The UK Data Services recommended formats cover more common file types. Your research domain may have specific standards, such as those for earth sciences, medical imaging, and chemistry.
Sometimes data will need to be converted to an open format, and it’s important to be aware of the considerations about what might happen to the data, or embedded information, during this process. The UK Data Services website and other sources outline these issues, and you can also contact us for assistance.
2. Deposit in repositories that will provide long-term, open access to and preservation of the data. Do not rely on supplemental files with articles that may be locked behind a paywall. Instead, seek out repositories that are sustainably funded, and provide open access to at least the metadata via a Digital Object Identifier (DOI) or other persistent identifier. Some funding organizations list their preferred data repositories with their data management planning guidelines, and you can also contact us for assistance.
In addition to external data repositories, the UI provides a data repository in which you can deposit your research data, and we can assist you with this as well.
3. When you deposit your data, insure that it is well-documented so that others can find it, understand it and know about any restrictions on its use. Most repositories provide standardized fields for you to submit this information. Document the collection/generation process, analysis, and any other computational workflow that would be necessary to understand or reproduce the data. You may also want to deposit a readme file for additional information, if the repository allows.
These are a few basic steps that you can take when you are ready to share your research data. With some time and effort, your data will be accessible and enable you to have a broader impact through sharing these products of your research.
