Evolution of a species: science journals published on the Internet

An excellent overview of the current state of electronic science journals, including where they have come from and where they may be headed. Although focused entirely on science journals, many of the observations are also appropriate for journals in other disciplines. Clement includes a number of pointers to key electronic journal resources. Sidebars include a list of current or planned electronic science journals, and informative case studies of specific titles (Review by Roy Tennant, Current Cites 5(11), Nov 1994

Using the Research of Others Responsibly: An Overview of Attribution, Copyright, and Authorship Ethics

[no abstrac

Scholarly Publishing Education for Academic Authors: Reframing the Library’s Instruction Role

Scholarly publishing has made great strides in fulfilling the vision of open access, with more journals and papers now freely available to read and reference on the Internet. Yet that achievement falls short of a truly global open, trusted, and reuseable scholarly record. What are the next steps in openness and the pain points in providing completely open scholarship? Education about the publishing process is still developing, particularly when the publishing infrastructure includes the same colonial systems and biases in academic research and publishing that persist throughout academia. These biases influence what gets published, who gets tenure, what research gets funded, and what scholarship and knowledge is prioritized in the world. The University of San Francisco has an explicitly social justice mission, and addresses its scholarly communication efforts directly at the intersection of social justice and scholarly communication. To address this intersection, librarians can work to help researchers build new competencies to understand and evaluate the diversity of innovative authoring and publishing choices and requirements; choose those that best meet their needs; and implement the changes required in other parts of their work. At Caltech, efforts are made to make research more transparent, reusable, and repeatable through the Author Carpentry program, a campus researcher training initiative focusing on 21st century authoring and publishing skills, practices and tools. Adapted from the highly successful and globally-engaging Software and Data Carpentry researcher training program, Author Carpentry develops, maintains, and delivers high-quality lessons and training sessions for researchers that offer high impact, interactive learning opportunities for researchers at all career stages

Copyright and Attribution Considerations for the Classroom

Instructors and students frequently reuse and redistribute other people’s work in their own presentations, lectures, assignments, and other projects. When is this okay and when does this require permission? Is there a difference in using copyrighted materials vs. those distributed under Creative Commons licenses? What is Fair Use and when does it apply in teaching? This session covers the most common misconceptions about copyright in the classroom and provides tips and tools for reusing others’ works effectively and appropriately

FINAL REPORT: Integration of ORCID Research identifiers into the scholarly contributions of new

PDF file, 50 pages. Financial summary included in final report for funders omitted from Repository copy.This is the final report submitted to ORCID/Sloan for the grant they awarded to Texas A&M through the ORICD Adoption & Integration Program in 2013-2014. The report comprises: I/ Executive Summary indicating that the objectives of the proposed project were met; II/Description of deliverables for each project objective; III/Assessment of Project Outputs; IV/Assessment of Project Impacts. Appended to the report are the four use cases developed for ORCID A&I program and submitted for the ORCID website: Vireo ETD submission and management; LDAP/Directory; VIVO; Creation of ORCID iDs for graduate students.ORCID; Sloan Foundatio

FUSE Blog

24 postings dated from December 1, 2012 to July 23, 2014. All postings have been archived individually in PDF format.This series represents the archived postings of the Free US ETDs weblog (blog), which was published from December 2012 to July 2014

Copyright Uncertainty in the Geoscience Community: Part I, What's Free for the Taking?

Published in the Proceedings of the Geoscience Information Society - 201

Copyright Literacy Standards for Graduate Education: A Call to Action!

Slide set representing the invited presentation delivered at the US Electronic Theses and Dissertations Association (USETD), May 19, 2011, Orlando, Florid

Open Access Publishing of ETD’s: Requirements and Implications of complying with Budapest, Bethesda and Berlin

Paper presented at the ETD2012 Conference, Lima, Peru, September 12-14, 2012[Introduction] Open access publishing appears to be an important value for the worldwide ETD community. The term ‘Open Access’ has been a prominent theme of most every international ETD conference since 2004, and appears in the titles of numerous presentations and papers shared at these conferences. The importance of open access ETD’s has been discussed in numerous threads on the international ETD-L list, and touted on the web pages of the Networked Digital Library of Theses and Dissertations (NDLTD). The opening lines of the NDLTD website (2012) state “We support electronic publishing and open access to scholarship in order to enhance the sharing of knowledge worldwide.” Moreover, the ETD Guide produced by NDLTD leaders states in its “Why ETD’s” section: “The main goals of the ETD initiative are “…for universities and graduate students to more effectively engage in open access electronic scholarly communications” (NDLTD, 2011). It remains to be seen, however, whether the widely-held community value for open access ETD’s has actually translated into practice. Has the period governed by the ETD movement (1998-current) seen an increasing trend toward OA-published ETD’s? Little research has yet been conducted to answer this question. To address that gap in knowledge, the author is assessing the state of open access publishing for ETD’s. The current paper reports on a preliminary study to measure the extent to which North American theses and dissertations are being published via open access as defined by the Budapest, Bethesda, and Berlin Open Access declarations (Suber, 2006a). The findings of this early, small-scale study begin to shed light on the larger question of Open Access ETD publishing, with clear data reflecting very low uptake of BBB-compliant OA publishing in North American ETD’s. The reasons for this trend, and some strategies for addressing it, are provided at the end of this paper