This PowerPoint was presented at the Centre for Teaching and Learning Conference, May 5, 2010 at UBC Okanagan in Kelowna, British Columbia.

1. Open Access & cIRcle: Scholarly Publishing in Context Barbara Sobol, Learning Services Librarian (Research) & Hilde Colenbrander, cIRcle Coordinator Centre for Teaching and Learning Conference UBC Okanagan, May 5, 2010

3. Role of open access and cIRcle

4. Importance to teaching

6. How do we convey that there is often a “hierarchy” of information?

8. Evaluating information is a skill set Authority Bias (Political, Religious, Personal) Comprehensiveness Date Appropriateness Methodology Reliability of Sources Publisher – Status & Prestige Peer Reviewed Status and Prestige of Researcher/Author Affiliation(s) These are the kinds of criteria that students need to be taught. Many of these criteria are highly subjective and discipline specific.

10. Librarians can directly address these issues through course/discipline specific instruction

12. Digital information made available free-of-charge on the web

13. Refers particularly to peer reviewed research articles and their preprints

14. Not free to produce

15. OA started as a response to exponential journal price increases

16. OA is a response to growing demands for public accountability for tax dollars

18. Openly accessible to anyone: creators must be acknowledged and properly cited

19. Supports scholarship by enabling the easy sharing of research findings

20. Goal: To showcase UBC’s intellectual output

21. Pilot project launched spring 2007

22. Full service spring 2009

24. Australia: 57

25. Brazil: 70

26. Canada: 56

27. Germany: 116

28. India: 55

29. South Africa: 22

30. UK: 171

31. USA: 331http://roar.eprints.org/

33. Improved indexing and hence findability

34. Search engines: Google, Google Scholar, Yahoo, etc.

35. Content harvesters: oaister.org

36. Multidisciplinary inquiry

37. Serendipitous discovery and collaboration

38. Classroom teaching tool

39. Valuable recruiting tool

40. Stable URLs

41. Preservation and management of information assets

42. Open Access mandates, e.g. CIHRWith acknowledgements to SMARTech at Georgia Tech

44. Comparison of H1N1 and SARS outbreaks in terms of scientific response:

45. Rapidly improving communications technologies

46. Scientists’ changing attitudes: collaboration, open access to research results, open data sharing

48. Research papers: pre- or postprints, or published versions (depending on copyright)

49. Conference and workshop papers

50. Theses and dissertations

51. Outstanding student projects (selected by academic units)

52. Unpublished reports and working papers

53. Books, chapters and sections

54. Datasets

55. Learning Objects

56. Multimedia and audio-visual materials

58. cIRcle requires a non-exclusive license to distribute

59. Copyright owner retains copyright

60. If you are not the copyright owner, you need permission from the copyright owner/publisher to deposit your work in cIRcle

62. For governments – tax payer funded research is available to public

63. For institutions – demonstrates output/impact/reach of university

64. For researchers – funding agencies and/or institutions are increasingly mandating open access of scholarly outputSource: Shearer, Kathleen. 2010. A Review of Emerging Models in Canadian Academic Publishing. http://hdl.handle.net/2429/24008

66. Students develop an understanding of the information landscape – direct evaluative skills

67. Students begin to view themselves as creators – as having agency within academic publishing

70. Discussing open access and changes to traditional publishing models – cIRcle can be used as a tool in this discussion

72. Open Access as teaching tool Other Examples:Canadian Journal of Sociology ACME: International Journal for Critical Geographies DOAJ - Directory of Open Access Journals SSRN - Business RePEc – Working Papers in Economics arXiv.org – e-prints in Physics, Math, Computer Science

75. Would you discuss open access in your classes?

76. Would you prefer a librarian to discuss/introduce these topics with your classes?

77. Do you think that these topics could provide a bridge to addressing evaluative skills with students?

78. Questions about cIRcle?

79. What benefits do you see for your students if they deposit outstanding projects in cIRcle?