Secret et libre accès: le cas des thèses numériques

The open access (OA) principle requires that scientific information be made widely and readily available to society. Defined in 2003 as a “comprehensive source of human knowledge and cultural heritage that has been approved by the scientific community”, open access implies that content be openly accessible and this needs the active commitment of each and every individual producer of scientific knowledge. Today, the success of the open access initiative cannot be denied. Yet, in spite of the growing success of the open access initiative, a significant part of scientific and technical information remains unavailable on the web or circulates with restrictions. Even in institutional repositories (IR) created to provide access to the scientific output of an academic institution and central vector of the so-called green road to open access, more or less important sectors of the scientific production are missing. This is because of lack of awareness, embargo, deposit of metadata without full text, confidential content etc. This problem concerns in particular electronic theses and dissertations (ETDs) that are disseminated with different statuses – some are freely available, others are under embargo, confidential, restricted to campus access (encrypted or not) or not available at all. While other papers may be available through alternative channels (journals, monographs etc.), ETDs most often are not. Our paper describes a new and unexpected effect of the development of digital libraries and open access, as a paradoxical practice of hiding information from the scientific community and society, partly while sharing it with a restricted population (campus). We try to explain these different shades of grey literature in terms of different degrees of secrecy related to intellectual property, legitimate interests, expected exploitation and trade secrets, and suggest some ways of increasing availability of ETDs in an open environment (inter-lending loan and document supply, alternative format etc.). The study builds on a review of recent papers on ETDs in institutional repositories and provides empirical evidence on this reality. The study also includes an overview of the thesis mandate policies of IR as mentioned in the ROARMAP directory and an evaluation of the availability of ETDs in a small panel of European and American academic IR, networks and institutions

Free Culture and the Digital Library Symposium Proceedings 2005: Proceedings of a Symposium held on October 14, 2005 at Emory University, Atlanta, Georgia.

Outlines the themes and contributions of the Free Culture and the Digital Library Symposium.The article provides a summary of the conflict of interests between those who seek to preserve ashared commons of information for society and those who seek to commodify information. Iintroduce a theoretical framework called Transmediation to help explain the changes in mediathat society is currently experiencing

Reconceptualizing Open Access to Theses and Dissertations

Theses and dissertations (TD) are academic research projects that are conducted by graduate students to acquire a high academic degree, such as a PhD. The perception of the written TD has evolved over the years, following changes concerning the purpose of advanced academic studies. Today, these academic fruits should meet a high standard of academic innovation, which is understood broadly as encompassing not only knowledge concerning basic science but also the knowledge that generates social and economic value for society. The modern perception of TD has generated a call for their greater accessibility, as part of the Open Science movement. Nevertheless, in many countries around the world TD are not published in an open access format. While the normative basis for open access approach to publicly funded academic research is extensively discussed in the literature, there is a lack of legal and normative discussion concerning the special case of TD. The present study aims at filling this gap. We argue that the essence of TD as unique outputs of academic research merits a special stance compelling the publication of these studies in open access format, subject to certain exceptions. This stance is underpinned by several arguments, which we develop in our study, based on historic and normative analysis. Moreover, we propose to establish a mandatory global policy and standardization regarding the publication of TD in designated repositories, open to the public, that would generate together an open world wide web of TD. Such a global framework will facilitate the progress of science and promote the public good worldwide

Making Institutional Repositories Work

Making Institutional Repositories Work takes novices as well as seasoned practitioners through the practical and conceptual steps necessary to develop a functioning institutional repository, customized to the needs and culture of the home institution. The first section covers all aspects of system platforms, including hosted and open-source options, big data capabilities and integration, and issues related to discoverability. The second section addresses policy issues, from the basics to open-source and deposit mandates. The third section focuses on recruiting and even creating content. Authors in this section will address the ways that different disciplines tend to have different motivations for deposit, as well as the various ways that institutional repositories can serve as publishing platforms. The fourth section covers assessment and success measures for all involved—librarians, deans, and administrators. The theory and practice of traditional metrics, alt metrics, and peer review receive chapter-length treatment. The fifth section provides case studies that include a boots-on-the-ground perspective of issues raised in the first four sections. By noting trends and potentialities, this final section, authored by Executive Director of SPARC Heather Joseph, makes future predictions and helps managers position institutional repositories to be responsive to change and even shape the evolution of scholarly communication.https://docs.lib.purdue.edu/purduepress_ebooks/1040/thumbnail.jp

Research students and the Loughborough institutional repository

This dissertation investigated the potential role for research students in a new institutional repository at Loughborough University. The project began with an extensive search for information concerning stakeholders’ attitudes towards open access publishing and institutional repositories. It was apparent from this review that no previous research had focused on the needs and potential contribution of research students in this area. Two studies were therefore carried out. The first, an email survey of managers of existing institutional repositories, investigated student use of their repositories, advocacy undertaken, and attitudes toward research student content. Responses were received from 35 universities in the UK and abroad. The second study comprised face-to-face interviews with 34 research students at Loughborough University. Using a mixture of closed and open questions, the interviews explored the students’ experiences and opinions of publishing, open access and the proposed Loughborough repository. Repository managers were overwhelmingly in favour of permitting the deposit of research student work, albeit under specified conditions. One half of the respondents mentioned allowing, or even encouraging, the deposit of theses and dissertations. The relative newness of many repositories meant that advocacy to student authors was limited, although a number of managers were including the repository in routine research training sessions. The interviews with research students established that, as readers, they wanted to find many more types of material in the repository than, as authors, they were willing to deposit. However, complete theses, postprints and conference papers were acceptable to both groups. The ability to disseminate their work and receive feedback and commentary were the most important motivators to students depositing work, closely followed by the principle of open access. The greatest deterrents were the risk of being unable to publish elsewhere later, the ownership of copyright, and plagiarism. Based on the findings of the literature review and the two studies, appropriate recommendations were made for the Loughborough repositor

Reconceptualizing Open Access to Theses and Dissertations

The global COVID-19 crisis has turned public attention to the special need for accessing those cutting-edge studies that are needed for further scientific innovation. Theses and dissertations (TDs) are prominent examples of such studies. TDs are academic research projects conducted by graduate students to acquire a high academic degree, such as a PhD. They encompass not only knowledge about basic science but also knowledge that generates social and economic value for society. Therefore, access to TDs is imperative for promoting science and innovation. Open access to scientific publications has been in the focus of public policy discourse for two decades, but progress toward this end has been limited. As part of this discourse, there has been no systematic discussion of the special case of TDs and of the justification for adopting an open access publication policy toward them. The present study aims to fill this gap. We argue that the essence of TDs as unique outputs of academic research merits a special policy mandating the publication of these studies in open access format, subject to certain exceptions. This policy is underpinned by several arguments, which we develop in our study, based on historic and normative analysis. These considerations support reconceiving access to TDs using an open access approach designated particularly for them. To better understand current open access policies toward TDs, we conducted a limited semi-empirical investigation to collect information. Our findings confirm that–despite the growing awareness of the importance of an open access TDs policy–no standard policy exists. Therefore, we propose to establish a mandatory global policy and standardization regarding the publication of TDs in designated repositories, open to the public, that would generate together an “open world wide web of TDs.” Such a global framework would facilitate the progress of science and promote the public good worldwide. In the aftermath of the global COVID-19 crisis, it seems that the time is ripe for such a move at both international and national levels

Accessing and understanding research in education

Introductory comments This chapter describes the range of evidence that exists relevant to educational studies, and discusses how to locate, read, and use such evidence. The evidence exists in publicly available datasets as well as in the writings of others. The chapter introduces some generic methods of assessing the quality and usefulness of evidence, including a key quality control principle. The chapter ends by outlining some ideas for future research

Institutional Repositories in the Indonesian Higher Education Sector: Current State and Future Prospect

This research aims to provide the first detailed survey of various aspects of institutional repositories serving Indonesia’s higher education sector. This includes establishing the current state of implementation of repositories and their major characteristics, and assessing their future potential. The study adopts a mixed-methods research strategy. Methods employed are: 1) a longitudinal content analysis of university repository websites; 2) an online survey of Indonesian academics; and 3) interviews with stakeholders in three Indonesian universities