Increasing material and department diversity in the institutional repository: Outreach to art faculty and students

Institutional repositories began as and continue to be repositories designed to primarily support text-based materials. However, the importance of supporting diverse collections and of showcasing the wide range of materials, works, and outputs across an academic institution necessitates the inclusion of non-textual materials and the development of outreach techniques to researchers and faculty members who produce work that is often difficult to collect and catalog. The Art Department at Colby College, a small, private liberal arts college in Maine, only represents 2.8% of the total faculty and student materials in the repository systems at Colby College, which include Digital Commons and JSTOR Forum. However, many of the faculty members are exhibiting artists. Students who participate in the Studio Art and in the Art History program create and showcase materials during their Senior Capstone that have been so far been underrepresented in the institutional collections. In the Spring of 2021, a new position was created at Colby College for a Scholarly Communications Librarian to further develop Colby College Libraries’ digital collections and to support the research and intellectual work of Colby Students and faculty. As part of this work, the new Scholarly Communications Librarian started to work with both the studio capstone program and an art faculty member to better capture, describe, and showcase their work. This is part of a wider goal to increase both material and departmental representation in the Colby College repository spaces, assess the pressure points and growth opportunities for the current repository infrastructures, and to increase the visibility of open access initiatives on campus. This presentation will discuss the work that has been done so far, specifically highlighting copyright and digital rights management considerations when working with artists, the lessons learned, and will conclude with an open discussion of the goals for further developing this initiative

Afternoon Session Breakout

This is a summary of the notes taken during the afternoon breakout session. Attendees were asked to address three questions. Questions and major themes from the discussion are detailed in the document

Morning Session Breakout

This is a summary of the notes taken during the afternoon breakout session. Attendees were asked to address three questions. Questions and major themes from the discussion are detailed in the document

Pre-Symposium Survey Results

Infographic visualizing the pre-symposium survey results. Attendees were asked about their perceptions and experiences with Open Educational Resources (OER)

Transparent Practices for Open Access Journals

Over the last year, the Journal of Open Educational Resources in Higher Education team conceptualized, designed, and launched their new, diamond open access journal for higher education practitioners to feature, discuss, and share information related to open educational resources. JOERHE features open peer reviewed articles, editorially reviewed columns, and detailed reviews of published OER. The co-editors-in-chief also aim to practice a level of transparency in academic publishing with JOERHE that is not often seen in other scholarly journals. This panel features the three co-editors-in-chief and co-founders of the JOERHE and discussion about how they created JOERHE, why they wanted to ensure transparent publishing practices, and what they have learned along the way. Open peer review, for the purposes of this panel discussion, is defined as authors and reviewers knowing the identities of one another during the peer review phase of scholarly publishing. This panel will feature three individuals with varying viewpoints about open peer review. Sabrina Davis, Open Educational Resources Librarian at Texas Tech University, will moderate the panel

Hot Takes on Open Peer Review

Open peer review, for the purposes of this panel discussion, is defined as authors and reviewers knowing the identities of one another during the peer review phase of scholarly publishing. This panel will feature three individuals with varying viewpoints about open peer review. Kristina Clement, co-founder and co-editor-in-chief of the Journal of Open Educational Resources in Higher Education (JOERHE), will moderate the panel