Good Research Data Management (RDM) practices make it easier for researchers to conduct their research and ensure their data is preserved and stored securely for the long-term. Archiving is one of the last stages of Research Data Lifecycle and deals with depositing and preserving datasets at the end of a project in a suitable storage location (repositories, local server, or hard drive). Students may not find data management topic as interesting as their core course topics. This can result in lack of students’ knowledge of the importance and benefits of good data management practices for their studies. At Warwick, I design and deliver Research Data Management & Planning (RDM&P) case study sessions to PhD students. Students learn different elements of RDM and importance of RDM for long-term preservation. Students work in groups to develop and present Data Management Plan (DMP) and put RDM&P learning into practice. In this presentation, I briefly introduce the above case study, feedbacks received from students across different disciplines and further steps.
{"title":"Teaching the Best Research Data Management Practices to PhD Students","authors":"Ishwar Kapoor","doi":"10.2218/eor.2023.8109","DOIUrl":"https://doi.org/10.2218/eor.2023.8109","url":null,"abstract":"Good Research Data Management (RDM) practices make it easier for researchers to conduct their research and ensure their data is preserved and stored securely for the long-term. Archiving is one of the last stages of Research Data Lifecycle and deals with depositing and preserving datasets at the end of a project in a suitable storage location (repositories, local server, or hard drive).\u0000Students may not find data management topic as interesting as their core course topics. This can result in lack of students’ knowledge of the importance and benefits of good data management practices for their studies. At Warwick, I design and deliver Research Data Management & Planning (RDM&P) case study sessions to PhD students. Students learn different elements of RDM and importance of RDM for long-term preservation. Students work in groups to develop and present Data Management Plan (DMP) and put RDM&P learning into practice.\u0000In this presentation, I briefly introduce the above case study, feedbacks received from students across different disciplines and further steps.","PeriodicalId":244254,"journal":{"name":"Edinburgh Open Research","volume":"191 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122116683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Data 4 Climate Action Edinburgh is a group of volunteers, donating our time and skills with data to support climate action and biodiversity in and around Edinburgh. The formation of the group was the idea of Pauline Ward, inspired on hearing discussions about the how climate action groups could be supported, and how they could help each other, through regional networks. Discussions with the Edinburgh Voluntary Organisations Council and the Scottish Secretariat for Climate Action Networks identified a role for D4CAE as part of such a network in Edinburgh. The Scottish Government has been working on a programme of support for such regional networks, the first being North East Scotland Climate Action Network. Specifically, there appeared to be great potential in facilitating the making of connections between local climate groups and prospective volunteers from among the staff and students of the University of Edinburgh. With practical support and dialogue with the University of Edinburgh Sustainability team and Community Engagement team, D4CAE carried out a survey of members of the public at the Edinburgh Climate Festival 2022. Underneath the University gazebo, individuals volunteered to help and talked with us about what areas of work would be most worthwhile in their view. The participants indicated their choices by placing chips into paper cups labelled with the options ‘mapping’, ‘sharing’ etc. The top result was ‘storytelling with data’. Volunteers asked us to create a mailing list so they could keep in touch and help. Climate activists told us they wanted help with presenting data about their activities for inclusion in funding bids, and mapping. We now have a facebook page, website and a github repository. We use free tools from Google for email and file sharing (Drive, Sheets, Docs). We hold a monthly online drop-in on Zoom. We’re working on building links into the university, and working with data. Biggest challenges – Many of our contacts who want to help are doing so in a professional capacity, and therefore mostly available during office hours, while the volunteer effort happens outside of working hours. Meanwhile, making the local groups aware of our offer is an area we need to work on, in partnership with the climate action network which is evolving and taking shape. Looking ahead – hoping to organise a datathon event near or at the university in the near future. Delivering skills – we’re in the business of sharing skills, and building our own skills with data along the way. We have fielded requests for help with non-climate data, both from professional life science researchers looking for help with data visualisation, and others through the community engagement network. The experience suggests there may be potential for a platform and other work to build more links for voluntary organisations to find help with specialised skills among the staff and students of the university.
{"title":"Data 4 Climate Action Edinburgh","authors":"Pauline Ward","doi":"10.2218/eor.2023.8088","DOIUrl":"https://doi.org/10.2218/eor.2023.8088","url":null,"abstract":"Data 4 Climate Action Edinburgh is a group of volunteers, donating our time and skills with data to support climate action and biodiversity in and around Edinburgh.\u0000The formation of the group was the idea of Pauline Ward, inspired on hearing discussions about the how climate action groups could be supported, and how they could help each other, through regional networks. Discussions with the Edinburgh Voluntary Organisations Council and the Scottish Secretariat for Climate Action Networks identified a role for D4CAE as part of such a network in Edinburgh. The Scottish Government has been working on a programme of support for such regional networks, the first being North East Scotland Climate Action Network. Specifically, there appeared to be great potential in facilitating the making of connections between local climate groups and prospective volunteers from among the staff and students of the University of Edinburgh. With practical support and dialogue with the University of Edinburgh Sustainability team and Community Engagement team, D4CAE carried out a survey of members of the public at the Edinburgh Climate Festival 2022. Underneath the University gazebo, individuals volunteered to help and talked with us about what areas of work would be most worthwhile in their view. The participants indicated their choices by placing chips into paper cups labelled with the options ‘mapping’, ‘sharing’ etc. The top result was ‘storytelling with data’. Volunteers asked us to create a mailing list so they could keep in touch and help. Climate activists told us they wanted help with presenting data about their activities for inclusion in funding bids, and mapping.\u0000We now have a facebook page, website and a github repository. We use free tools from Google for email and file sharing (Drive, Sheets, Docs). We hold a monthly online drop-in on Zoom. We’re working on building links into the university, and working with data.\u0000Biggest challenges – Many of our contacts who want to help are doing so in a professional capacity, and therefore mostly available during office hours, while the volunteer effort happens outside of working hours. Meanwhile, making the local groups aware of our offer is an area we need to work on, in partnership with the climate action network which is evolving and taking shape.\u0000Looking ahead – hoping to organise a datathon event near or at the university in the near future.\u0000Delivering skills – we’re in the business of sharing skills, and building our own skills with data along the way. We have fielded requests for help with non-climate data, both from professional life science researchers looking for help with data visualisation, and others through the community engagement network. The experience suggests there may be potential for a platform and other work to build more links for voluntary organisations to find help with specialised skills among the staff and students of the university.","PeriodicalId":244254,"journal":{"name":"Edinburgh Open Research","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129741055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Join Sam Haynes as he introduces us to Open Life Science; a community-oriented non-profit organisation that promotes open, inclusive and equitable research. Sam discusses what capacity building in open science looks like by presenting OLS's 16-week mentoring and training program, shares the current practices OLS developed to address inequities and increase sustainability, and shares a call for more people to join the OLS community.
{"title":"OLS: Capacity Building in Open Science with a Peer-Led, Global, and Diverse Community","authors":"Sam W. Haynes","doi":"10.2218/eor.2023.8120","DOIUrl":"https://doi.org/10.2218/eor.2023.8120","url":null,"abstract":"Join Sam Haynes as he introduces us to Open Life Science; a community-oriented non-profit organisation that promotes open, inclusive and equitable research. Sam discusses what capacity building in open science looks like by presenting OLS's 16-week mentoring and training program, shares the current practices OLS developed to address inequities and increase sustainability, and shares a call for more people to join the OLS community.","PeriodicalId":244254,"journal":{"name":"Edinburgh Open Research","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125288458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mandy Wigdorowitz, Barbara McGillivray, Marton Ribary
The open research movement and initiatives like the FAIR principles have been critical in establishing the importance of data in research, particularly within the sciences. Alongside the sciences, attention to openly available data in Humanities and Social Sciences (HSS) research has gradually grown. This growth is largely attributed to the increased availability of digital collections, the development of new data-intensive methods, an increasingly solid infrastructure, increased pressure from funders, the requirement of data management plans for preservation purposes, and the involvement of research libraries in data curation. In this context, attention to how data is produced, how it is openly and transparently shared, and how it can be reused has generated great interest, accompanied by an inevitable need for reputable data sharing outlets. One such outlet is the data paper – a peer-reviewed publication that focuses on describing a curated dataset. Data papers can be shared in traditional research journals as one subtype of article publication, or, more recently, in data journals which are dedicated to the publication of data papers. This presentation focuses on the work done by the open access Journal of Open Humanities (JOHD) in promoting the practice of publishing data papers with their accompanying open access datasets. JOHD was established with Ubiquity Press in 2015 to promote awareness, use, and reuse of humanities data. JOHD data papers promote the comprehensive description of how a dataset was assembled, where it may be accessed, and any crucial context including the research questions that framed the data gathering, including limitations to the original methods or scope of sources included. JOHD data papers suggest potential future reuses of data, which recent analytics seem to suggest has helped increase the visibility of datasets, and therefore their research impact (Marongiu et al., forthcoming; McGillivray et al., 2022). In addition, an overview of the three key elements (the “golden triangle”) that assess the impact of open research efforts as represented by different research outputs (datasets, data papers and research papers) will be presented, along with proposed initiatives for linking these. In doing so, we aim to (a) find a programmatic way to identify these links by extracting information from available metadata of datasets and verifying their accuracy, and (b) create a “ground truth” in a manual and/or machine-assisted way which would enable the training of more sophisticated NLP-based methods as a next step. We hope to illustrate the importance of including data papers into the research conversation given that they present a unique contribution to addressing global challenges within the open research arena.
开放研究运动和FAIR原则等倡议对于确立数据在研究中的重要性至关重要，尤其是在科学领域。除了科学之外，对人文社会科学(HSS)研究中公开可用数据的关注也在逐渐增长。这一增长在很大程度上归因于数字馆藏的可用性增加、新的数据密集型方法的发展、基础设施的日益稳固、来自资助者的压力增加、以保存为目的的数据管理计划的要求以及研究型图书馆参与数据管理。在这种背景下，对数据如何产生、如何公开透明地共享以及如何重用的关注引起了极大的兴趣，同时也不可避免地需要有信誉的数据共享渠道。其中一个渠道是数据论文——一种同行评审的出版物，专注于描述一个精心策划的数据集。数据论文可以作为文章发表的一个子类型在传统的研究期刊上共享，或者最近在专门发表数据论文的数据期刊上共享。本次演讲的重点是开放人文期刊(JOHD)在促进数据论文及其附带的开放获取数据集的出版实践方面所做的工作。JOHD与Ubiquity Press于2015年成立，旨在促进人文数据的认识、使用和再利用。JOHD数据论文促进对数据集如何组装、可访问的位置以及包括构成数据收集框架的研究问题在内的任何关键背景的全面描述，包括对原始方法或包括的来源范围的限制。JOHD的数据论文提出了数据的潜在未来重用，最近的分析似乎表明，这有助于提高数据集的可见性，从而提高它们的研究影响(Marongiu等人，即将出版;McGillivray et al.， 2022)。此外，还将概述三个关键要素(“金三角”)，以评估不同研究成果(数据集、数据论文和研究论文)所代表的开放研究工作的影响，并提出将这些因素联系起来的建议。在此过程中，我们的目标是(a)通过从数据集的可用元数据中提取信息并验证其准确性，找到一种可编程的方法来识别这些链接，以及(b)以手动和/或机器辅助的方式创建“基本事实”，这将使更复杂的基于nlp的方法的培训成为下一步。我们希望说明将数据论文纳入研究对话的重要性，因为它们为解决开放研究领域的全球挑战做出了独特的贡献。
{"title":"How Data Papers Present a Unique Contribution To Open Research In The Humanities And Social Sciences","authors":"Mandy Wigdorowitz, Barbara McGillivray, Marton Ribary","doi":"10.2218/eor.2023.8116","DOIUrl":"https://doi.org/10.2218/eor.2023.8116","url":null,"abstract":"The open research movement and initiatives like the FAIR principles have been critical in establishing the importance of data in research, particularly within the sciences. Alongside the sciences, attention to openly available data in Humanities and Social Sciences (HSS) research has gradually grown. This growth is largely attributed to the increased availability of digital collections, the development of new data-intensive methods, an increasingly solid infrastructure, increased pressure from funders, the requirement of data management plans for preservation purposes, and the involvement of research libraries in data curation. In this context, attention to how data is produced, how it is openly and transparently shared, and how it can be reused has generated great interest, accompanied by an inevitable need for reputable data sharing outlets. One such outlet is the data paper – a peer-reviewed publication that focuses on describing a curated dataset. Data papers can be shared in traditional research journals as one subtype of article publication, or, more recently, in data journals which are dedicated to the publication of data papers. This presentation focuses on the work done by the open access Journal of Open Humanities (JOHD) in promoting the practice of publishing data papers with their accompanying open access datasets. JOHD was established with Ubiquity Press in 2015 to promote awareness, use, and reuse of humanities data. JOHD data papers promote the comprehensive description of how a dataset was assembled, where it may be accessed, and any crucial context including the research questions that framed the data gathering, including limitations to the original methods or scope of sources included. JOHD data papers suggest potential future reuses of data, which recent analytics seem to suggest has helped increase the visibility of datasets, and therefore their research impact (Marongiu et al., forthcoming; McGillivray et al., 2022). In addition, an overview of the three key elements (the “golden triangle”) that assess the impact of open research efforts as represented by different research outputs (datasets, data papers and research papers) will be presented, along with proposed initiatives for linking these. In doing so, we aim to (a) find a programmatic way to identify these links by extracting information from available metadata of datasets and verifying their accuracy, and (b) create a “ground truth” in a manual and/or machine-assisted way which would enable the training of more sophisticated NLP-based methods as a next step. We hope to illustrate the importance of including data papers into the research conversation given that they present a unique contribution to addressing global challenges within the open research arena.","PeriodicalId":244254,"journal":{"name":"Edinburgh Open Research","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125712418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Drawing parallels between the Open Research (OR) movement and traditional for-profit business strategies provides useful insight to those who are championing OR practices. Adopters of OR practices are akin to a customer base, and the common focus is to expand. Roger’s Diffusion of Innovation curve provides a market segmentation according to the number of consumers/adopters. Rogers provides descriptors of these ideal types (2003, 282-285). Cross-tabulating the ideal types with the initial constructs in the Unified Theory of Acceptance and Use of Technology (Venkatesh, et al. 2023), provides inspiration to craft targeted messages for different types of adopters, which will hopefully lead to behavioural intention and ultimately undertaking an OR practice. These initial constructs are performance expectancy (what kind of expectation the adopter will have of the practice), effort expectancy (how much effort the adopter is willing to put into making a new practice work for them) and social influence (how they are likely to be influenced by others).
将开放研究(OR)运动与传统的以营利为目的的商业策略进行比较，可以为那些支持开放研究实践的人提供有用的见解。OR实践的采用者类似于客户群，共同的关注点是扩展。罗杰的创新扩散曲线根据消费者/采用者的数量提供了一个市场细分。罗杰斯提供了这些理想类型的描述符(2003,282 -285)。将理想类型与技术接受与使用统一理论(Venkatesh, et al. 2023)中的初始结构交叉制表，为不同类型的采用者制作有针对性的信息提供了灵感，这有望导致行为意图并最终进行OR实践。这些最初的结构是性能期望(采用者对实践有什么样的期望)，工作期望(采用者愿意投入多少努力来使新的实践为他们工作)和社会影响(他们如何可能受到他人的影响)。
{"title":"Crafting Open Research Advocacy Messages Using Diffusion of Innovation Theory","authors":"L. Skelly, Cristina Rusu","doi":"10.2218/eor.2023.8107","DOIUrl":"https://doi.org/10.2218/eor.2023.8107","url":null,"abstract":"Drawing parallels between the Open Research (OR) movement and traditional for-profit business strategies provides useful insight to those who are championing OR practices. Adopters of OR practices are akin to a customer base, and the common focus is to expand.\u0000Roger’s Diffusion of Innovation curve provides a market segmentation according to the number of consumers/adopters. Rogers provides descriptors of these ideal types (2003, 282-285). Cross-tabulating the ideal types with the initial constructs in the Unified Theory of Acceptance and Use of Technology (Venkatesh, et al. 2023), provides inspiration to craft targeted messages for different types of adopters, which will hopefully lead to behavioural intention and ultimately undertaking an OR practice. These initial constructs are performance expectancy (what kind of expectation the adopter will have of the practice), effort expectancy (how much effort the adopter is willing to put into making a new practice work for them) and social influence (how they are likely to be influenced by others).","PeriodicalId":244254,"journal":{"name":"Edinburgh Open Research","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129434231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Love to Read Programme Oxley, E; Ricketts, J; Shapiro, L & McGeown, S. Collaborative research practices, which involve children, young people, teachers and/or stakeholders partnering in research, draws upon the distinct, yet complementary knowledge, expertise and experience of each. Collaborative research approaches have potential to narrow the gap between educational research and practice (NFER, 2017) and position the needs and experiences of stakeholders at the centre of the research (Calderón López & Theriault, 2017). This poster describes the Love to Read project, which aims to increase children’s reading motivation and engagement by synthesising relevant theory and research, with children’s ideas and experiences, and teachers' pedagogical expertise. In Phase 1, (Phase 1 preregistration: https://osf.io/5ztjk), 59 demographically diverse children from across the UK, with different reading attitudes and experiences, participated in online or in-person interviews. An inductive data-driven approach to thematic analysis was used (Braun & Clarke, 2006) to understand the diversity of children’s book reading experiences and children’s ideas for practices to promote reading motivation and engagement. In Phase 2, children’s insights were shared with teachers, as the research team and teachers collaborated to co-design a professional development programme aimed at increasing reading motivation and engagement in children (Phase 2 preregistration:https://osf.io/xsjhc). The final part of Phase 2 aims to evaluate the co-design process, from participating teachers’ and researchers’ perspectives. While pre-registration has recently gained momentum in qualitative research, especially experimental studies, open science practices are used considerably less in qualitative research. The Love to Read project has pre-registered all qualitative methods for Phases 1 and 2, including interview schedules and data analysis protocols. Traditionally, preregistration is a tool used to distinguish exploratory and confirmatory research. Qualitative research, however, is exploratory by nature. For example, using data-driven thematic analysis meant hypotheses could not be drawn in advance, as this could have created bias in our analysis. Furthermore, interview schedules can change or adapt depending on the responses from the interviewee. Therefore, strict compliance to methods such as those which would take place for quantitative data collection are not wholly possible. Nonetheless, using pre-registration should still be encouraged for qualitative researchers to add credibility and transparency of their research. This project uses co-design, with children, teachers and other professionals, creating a unique opportunity to develop a professional learning programme which is likely to be engaging and relevant to children, and acceptable and feasible to teachers, maximising the likelihood of uptake, and successful and sustained implementation. The project completi
{"title":"The Love to Read Programme","authors":"Emily Oxley","doi":"10.2218/eor.2022.7074","DOIUrl":"https://doi.org/10.2218/eor.2022.7074","url":null,"abstract":"The Love to Read Programme \u0000Oxley, E; Ricketts, J; Shapiro, L & McGeown, S. \u0000 \u0000Collaborative research practices, which involve children, young people, teachers and/or stakeholders partnering in research, draws upon the distinct, yet complementary knowledge, expertise and experience of each. Collaborative research approaches have potential to narrow the gap between educational research and practice (NFER, 2017) and position the needs and experiences of stakeholders at the centre of the research (Calderón López & Theriault, 2017). \u0000 \u0000This poster describes the Love to Read project, which aims to increase children’s reading motivation and engagement by synthesising relevant theory and research, with children’s ideas and experiences, and teachers' pedagogical expertise. In Phase 1, (Phase 1 preregistration: https://osf.io/5ztjk), 59 demographically diverse children from across the UK, with different reading attitudes and experiences, participated in online or in-person interviews. An inductive data-driven approach to thematic analysis was used (Braun & Clarke, 2006) to understand the diversity of children’s book reading experiences and children’s ideas for practices to promote reading motivation and engagement. In Phase 2, children’s insights were shared with teachers, as the research team and teachers collaborated to co-design a professional development programme aimed at increasing reading motivation and engagement in children (Phase 2 preregistration:https://osf.io/xsjhc). The final part of Phase 2 aims to evaluate the co-design process, from participating teachers’ and researchers’ perspectives. \u0000While pre-registration has recently gained momentum in qualitative research, especially experimental studies, open science practices are used considerably less in qualitative research. The Love to Read project has pre-registered all qualitative methods for Phases 1 and 2, including interview schedules and data analysis protocols. Traditionally, preregistration is a tool used to distinguish exploratory and confirmatory research. Qualitative research, however, is exploratory by nature. For example, using data-driven thematic analysis meant hypotheses could not be drawn in advance, as this could have created bias in our analysis. Furthermore, interview schedules can change or adapt depending on the responses from the interviewee. Therefore, strict compliance to methods such as those which would take place for quantitative data collection are not wholly possible. Nonetheless, using pre-registration should still be encouraged for qualitative researchers to add credibility and transparency of their research. \u0000This project uses co-design, with children, teachers and other professionals, creating a unique opportunity to develop a professional learning programme which is likely to be engaging and relevant to children, and acceptable and feasible to teachers, maximising the likelihood of uptake, and successful and sustained implementation. The project completi","PeriodicalId":244254,"journal":{"name":"Edinburgh Open Research","volume":"17 5-6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127431099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With developing guidance and policies around Open Access publishing, and with relatively high article and book processing charges from publishers, it is more important than ever for libraries to engage with Open Access publishing to provide support for their academics and students. It is even more important to be transparent about the process, so that we can foster an open community between libraries, providing viable alternative publishing solutions for the research community. Library publishing is a growing area, with more and more institutions now seeking ways to disrupt traditional publishing and support their staff and students through the power of Open Access. Edinburgh University Library has offered a Diamond Open Access journal hosting service for ten years, and recently launched a complimentary book hosting platform, bringing both services under the rebranded name of Edinburgh Diamond. Edinburgh Diamond is free of charge to Edinburgh staff and students, and enables them to publish journals, textbooks, monographs and edited collections with full library support in the areas of hosting (via open source software OJS & OMP), technical support, indexing, policy development, best-practice guidance, reporting and workflow training. Our service has grown and strengthened during the pandemic, with even more researchers looking online while physical libraries were closed. This growth hasn’t slowed now spaces are opening up again, and we are now actively growing our output. The rebranded service launched in October 2021 and we are keen to document and share our journey with the library community throughout the world.
{"title":"Diamond Open Access Publishing in the Library","authors":"Rebecca Wojturska","doi":"10.2218/eorc.2022.6953","DOIUrl":"https://doi.org/10.2218/eorc.2022.6953","url":null,"abstract":"With developing guidance and policies around Open Access publishing, and with relatively high article and book processing charges from publishers, it is more important than ever for libraries to engage with Open Access publishing to provide support for their academics and students. It is even more important to be transparent about the process, so that we can foster an open community between libraries, providing viable alternative publishing solutions for the research community. \u0000Library publishing is a growing area, with more and more institutions now seeking ways to disrupt traditional publishing and support their staff and students through the power of Open Access. Edinburgh University Library has offered a Diamond Open Access journal hosting service for ten years, and recently launched a complimentary book hosting platform, bringing both services under the rebranded name of Edinburgh Diamond. Edinburgh Diamond is free of charge to Edinburgh staff and students, and enables them to publish journals, textbooks, monographs and edited collections with full library support in the areas of hosting (via open source software OJS & OMP), technical support, indexing, policy development, best-practice guidance, reporting and workflow training. Our service has grown and strengthened during the pandemic, with even more researchers looking online while physical libraries were closed. This growth hasn’t slowed now spaces are opening up again, and we are now actively growing our output. The rebranded service launched in October 2021 and we are keen to document and share our journey with the library community throughout the world.","PeriodicalId":244254,"journal":{"name":"Edinburgh Open Research","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125197933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Augmented Reality (AR) books offer new opportunities for interaction and engagement, and additional features provide potential to support children’s reading comprehension, yet there is currently very little research in this area. This project aims to capture and understand children’s (aged 7-10) experiences with AR books, specifically focusing on whether there are benefits to reading engagement and comprehension. A particular focus will be on understanding whether, to what extent, and how, AR books have potential to support and engage struggling readers. This poster describes the protocol for study 1 of the project (pre-registration here https://osf.io/9q678) Opportunity sampling will be used to recruit up to four primary school teachers and 30 children (aged 7-10) from 3-4 classrooms from 1-2 Scottish primary schools. Twelve groups of students from different year groups (with 1-3 children in each group) will be observed participating in an AR reading session. Students will be observed interacting naturally with the AR book (printed book, with tablet affording AR features), with the support of an adult (if required) and will be audio recorded and observed during this time. During the observation written (anonymized) notes will also be made in relation to key points (e.g., usability, enjoyment, engagement, discussion etc). Following this, children will be interviewed by the researcher and asked about their engagement and comprehension of the AR book and their perceptions of the similarities and differences (positive and negative) between AR books and traditional print books. In addition, all class teachers (n = ~4) will be interviewed to explore their perceptions of AR books in terms of supporting reading engagement and comprehension and their perceptions regarding usability of AR books in the classroom. Thematic analysis will be used to identify and report themes related to child readers interaction, experiences and perceptions (engagement and comprehension) of AR books, and teachers’ perceptions of AR books. The six phases outlined in Braun & Clarke (2006) will be applied. Pre-registration has been used for this project as it facilitates a shared understanding of my project, as a PhD researcher, with my supervisors and the wider research community. It ensures I clearly articulate my research questions and related methods prior to conducting the research. Furthermore, it prompts me to consider credibility strategies prior to starting data collection or analysis. Finally, it provides readers with an opportunity to learn about my research at any early stage and understand how research evolves across the different phases.
{"title":"The Impact of Augmented Reality (AR) Books on the Reading Engagement and Comprehension of Child Readers.","authors":"K. Alhamad, A. Manches, Sarah McGeown","doi":"10.2218/eorc.2022.7054","DOIUrl":"https://doi.org/10.2218/eorc.2022.7054","url":null,"abstract":"Augmented Reality (AR) books offer new opportunities for interaction and engagement, and additional features provide potential to support children’s reading comprehension, yet there is currently very little research in this area. This project aims to capture and understand children’s (aged 7-10) experiences with AR books, specifically focusing on whether there are benefits to reading engagement and comprehension. A particular focus will be on understanding whether, to what extent, and how, AR books have potential to support and engage struggling readers. This poster describes the protocol for study 1 of the project (pre-registration here https://osf.io/9q678) \u0000Opportunity sampling will be used to recruit up to four primary school teachers and 30 children (aged 7-10) from 3-4 classrooms from 1-2 Scottish primary schools. Twelve groups of students from different year groups (with 1-3 children in each group) will be observed participating in an AR reading session. Students will be observed interacting naturally with the AR book (printed book, with tablet affording AR features), with the support of an adult (if required) and will be audio recorded and observed during this time. During the observation written (anonymized) notes will also be made in relation to key points (e.g., usability, enjoyment, engagement, discussion etc). \u0000Following this, children will be interviewed by the researcher and asked about their engagement and comprehension of the AR book and their perceptions of the similarities and differences (positive and negative) between AR books and traditional print books. In addition, all class teachers (n = ~4) will be interviewed to explore their perceptions of AR books in terms of supporting reading engagement and comprehension and their perceptions regarding usability of AR books in the classroom. \u0000Thematic analysis will be used to identify and report themes related to child readers interaction, experiences and perceptions (engagement and comprehension) of AR books, and teachers’ perceptions of AR books. The six phases outlined in Braun & Clarke (2006) will be applied. \u0000Pre-registration has been used for this project as it facilitates a shared understanding of my project, as a PhD researcher, with my supervisors and the wider research community. It ensures I clearly articulate my research questions and related methods prior to conducting the research. Furthermore, it prompts me to consider credibility strategies prior to starting data collection or analysis. Finally, it provides readers with an opportunity to learn about my research at any early stage and understand how research evolves across the different phases.","PeriodicalId":244254,"journal":{"name":"Edinburgh Open Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125559780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Edinburgh Open Research Roadmap will steer the university towards embedding Open Research as the “new normal”.
爱丁堡开放研究路线图将引导大学将开放研究作为“新常态”。
{"title":"The Edinburgh Open Research Roadmap","authors":"D. Tate","doi":"10.2218/eorc.2022.7119","DOIUrl":"https://doi.org/10.2218/eorc.2022.7119","url":null,"abstract":"The Edinburgh Open Research Roadmap will steer the university towards embedding Open Research as the “new normal”.","PeriodicalId":244254,"journal":{"name":"Edinburgh Open Research","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134535658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The assumption that research and science can be made open and accessible just by taking action from the inside has been shown to be erroneous for some time now. Regulatory and policy instruments to promote openness, or increased awareness on the side of those traditionally associated with producing research and knowledge, are part of the equation only. To a significant extent, the meaning and value of scientific research arises from those who use it, for what purposes and for whose benefit. It has also become clear in recent years that the untapped contributory potential of the citizen can usefully be harnessed in creative ways for the benefit of scientific research. Citizen science is (or has been), mostly, about this: harnessing the skills of those usually labelled the lay people into systems of data gathering, processing or analysis. But using citizens in this way is not enough. Open research can constitute an opportunity for citizen expertise and citizen participation to be conceived of in more meaningful ways. Basically, the question we, as researchers, will have to address is: to whom do we want science and research to be open? Perhaps, as the ultimate users, citizens will have an active role in the process, one that promotes and sees them as co-creators in defining aims, scope, outcomes of research initiatives. One that values the multiplicity of ways of knowing available. There are quite a few initiatives wanting to ‘open-up’ scientific processes to citizens in a co-learning spirit – a democratic spirit. Some of them are taking shape at this University. What I want to propose at this conference and to all the researchers and others taking part is that all of those come together, that experiences are shared and learning carries on. We all know that citizens can have an active role in scientific research and knowledge production. Let’s connect the dots to link the agendas of citizen engagement/citizen (social) science with the call for open and accessible research.
{"title":"Open Research in the Making – Or a Call for Co-creators","authors":"E. Rodrigues","doi":"10.2218/eorc.2022.7014","DOIUrl":"https://doi.org/10.2218/eorc.2022.7014","url":null,"abstract":"The assumption that research and science can be made open and accessible just by taking action from the inside has been shown to be erroneous for some time now. Regulatory and policy instruments to promote openness, or increased awareness on the side of those traditionally associated with producing research and knowledge, are part of the equation only. To a significant extent, the meaning and value of scientific research arises from those who use it, for what purposes and for whose benefit. It has also become clear in recent years that the untapped contributory potential of the citizen can usefully be harnessed in creative ways for the benefit of scientific research. Citizen science is (or has been), mostly, about this: harnessing the skills of those usually labelled the lay people into systems of data gathering, processing or analysis. But using citizens in this way is not enough. Open research can constitute an opportunity for citizen expertise and citizen participation to be conceived of in more meaningful ways. Basically, the question we, as researchers, will have to address is: to whom do we want science and research to be open? Perhaps, as the ultimate users, citizens will have an active role in the process, one that promotes and sees them as co-creators in defining aims, scope, outcomes of research initiatives. One that values the multiplicity of ways of knowing available. There are quite a few initiatives wanting to ‘open-up’ scientific processes to citizens in a co-learning spirit – a democratic spirit. Some of them are taking shape at this University. What I want to propose at this conference and to all the researchers and others taking part is that all of those come together, that experiences are shared and learning carries on. We all know that citizens can have an active role in scientific research and knowledge production. Let’s connect the dots to link the agendas of citizen engagement/citizen (social) science with the call for open and accessible research.","PeriodicalId":244254,"journal":{"name":"Edinburgh Open Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129006011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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