Open Access Publishing: A Literature Review

Within the context of the Centre for Copyright and New Business Models in the Creative Economy (CREATe) research scope, this literature review investigates the current trends, advantages, disadvantages, problems and solutions, opportunities and barriers in Open Access Publishing (OAP), and in particular Open Access (OA) academic publishing. This study is intended to scope and evaluate current theory and practice concerning models for OAP and engage with intellectual, legal and economic perspectives on OAP. It is also aimed at mapping the field of academic publishing in the UK and abroad, drawing specifically upon the experiences of CREATe industry partners as well as other initiatives such as SSRN, open source software, and Creative Commons. As a final critical goal, this scoping study will identify any meaningful gaps in the relevant literature with a view to developing further research questions. The results of this scoping exercise will then be presented to relevant industry and academic partners at a workshop intended to assist in further developing the critical research questions pertinent to OAP

(Global) Hip Hop Studies Bibliography

This bibliography documents Hip Hop scholarship outside of America, including scholarly works that may be US centric, yet expands its analysis to other parts of the world. Hip Hop Studies outside the boundaries of the United States stretches as far and wide as Hip Hop itself. This scholarship started in 1984, and the amount of scholarship beyond American boundaries has continued to grow up through present day. The first wave, before Mitchell\u27s Global Noise (2001), includes a wider range of scholarly works such as conference presentations and books written by journalists, in addition to traditional academic sources such as books and journal articles. I included the variety of scholarly works in the first wave that I do not include in the second wave because the earlier works can function as primary sources and document how the field has grown

The Cambridge World Shakespeare Encyclopedia: An International Digital Resource for Study, Teaching, and Research

The Cambridge World Shakespeare Encyclopedia, an innovative digital reference source and workspace, is designed for collaboration among scholars, teachers, students and performers worldwide. This project addresses three challenges for the transnational humanities today. It aggregates a wealth of dispersed resources in an encyclopedic, rational and dynamic way, mapping paths of discovery. It proposes a public-private partnership that balances copyright constraints with open access to primary and secondary materials. It combines user-generated content with peer review, modeling new modes of publication for the field. An international team is developing core content, commissioned by Cambridge University Press, who will build and host the site, making it sustainable. The Center for Transformative Scholarship (USC) will support prototype design and planning. The International Shakespeare Association will partner on the project, advancing intellectual exchange among its global membership

Scholarly output: print and digital - in teaching and research

Purpose – The purpose of this paper is to report the outcomes of a Joint Information Systems Committee (JISC)-sponsored study to determine the current state and trends in different forms of scholarly output used in teaching and research; and the nature and extent of problems associated with their use. Design/methodology/approach – A total of 60 UK HE institutions were chosen at random and a selection of departments within these was contacted. An online questionnaire was distributed to the selected departments; resulting in responses from 304 academics across a broad range of subjects and institution types. Findings – The study showed that printed output was still the preferred option in both teaching and research, although electronic journals now have a well-established presence. Web-based material is increasingly provided in teaching and used in research but this includes primarily traditional tools such as reading lists and links to scholarly resources. Some content creation was evident. Use of web 2.0 was not extensive, although respondents were making use of Institutional Learning Environments. Academics were aware of Intellectual Property Rights (IPR) issues but not always clear about their responsibilities in this area. Research limitations/implications – The study revealed an essentially conservative approach to the developments in digital information. This may have been due to the sample size which was relatively small, and the age profile which clustered around the 45-65 years range. In the case of research the influence of the Research Assessment Exercise (RAE) was clear. Originality/value – No equivalent study has been reported on the transition between traditional and new forms of scholarly output used in teaching and research. In this fast developing area this research provides a benchmark for future studies

Changing anatomies of Information Literacy at the postgraduate level: refinements of models and shifts in assessment

In this paper fundamental principles that might inform an approach to Information Literacy (IL) on the postgraduate level will be identified. Those are based on following premises:the aims of postgraduate/doctoral studies are different in comparison to earlier educational levels and face specific challenges due to the heterogeneity of student populationsIL frameworks have  to acknowledge and address this challenge by  adjusting to specific needs of postgraduate students who operate in new information realmsnew modes of assessment are needed as a result of revolutionary changes in information landscapes and patterns of generation and use of scientific informationTeaching students in the scientific method and culture has long been recognized as the major focus of postgraduate education, an important precondition for research practices is the adequate performance in the realm of information handling and information management, i.e., information literacy. IL on postgraduate levels has a strong focus on the universe of scientific information, which itself went through tremendous changes in the last decade, particularly as a result of the appearance of the Web 2.0 (e.g. Science 2.0, Research 2.0). Such profound changes suggest renewed conceptions and focal points of IL at the postgraduate level which will take into account the fluid nature of current information environments. After discussing changes in information landscapes brought about the Web 2.0 and examining transformed premises of scientific work within such environments, the authors will plea for re-conceptualizations of IL on the postgraduate level and propose new principles of IL frameworks and modes of assessment that will recognize this transformation

‘Engage the World’: examining conflicts of engagement in public museums

Public engagement has become a central theme in the mission statements of many cultural institutions, and in scholarly research into museums and heritage. Engagement has emerged as the go-to-it-word for generating, improving or repairing relations between museums and society at large. But engagement is frequently an unexamined term that might embed assumptions and ignore power relationships. This article describes and examines the implications of conflicting and misleading uses of ‘engagement’ in relation to institutional dealings with contested questions about culture and heritage. It considers the development of an exhibition on the Dead Sea Scrolls by the Royal Ontario Museum, Toronto in 2009 within the new institutional goal to ‘Engage the World’. The chapter analyses the motivations, processes and decisions deployed by management and staff to ‘Engage the World’, and the degree to which the museum was able to re-think its strategies of public engagement, especially in relation to subjects,issues and publics that were more controversial in nature

Codes and Hypertext: the Intertextuality of International and Comparative Law

The field of information studies reveals gaps in the literature of international and comparative law as part of interdisciplinary and textual studies. To illustrate the kind of theoretical and text-based work that could be done, this essay provides an example of such a study. Religious law texts, civil law codes, treaties and constitutional texts may provide a means to reveal the nature of hypertext as the new format for commentary. Margins used to be used for commentary, and now this can be done with hypertext and links in footnotes. Scholarly communication in general is now intertextual, and texts derive value and meaning from being related to other texts. This paper draws upon examples chosen after observing relationships between text presentation and hypertext as well as detailing similar observations by scholars to date. However, this essay attempts to go beyond a descriptive level to argue that this intertextuality, and the hypertext nature of the web, bring together texts and traditions in a manner conducive to the study of legal systems and their points of convergence