{"title":"Publishers, funders and institutions: who is supporting UKRI-funded\u0000 researchers to share data?","authors":"Beth Montague-Hellen, Kate Montague-Hellen","doi":"10.1629/uksg.602","DOIUrl":"https://doi.org/10.1629/uksg.602","url":null,"abstract":"","PeriodicalId":44531,"journal":{"name":"Insights-The UKSG Journal","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88919002","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}
Helen Moore, David Curtis, Alison Hazelaar, Maria Mawson, Simon Robinson
Interest in open educational resources (OER) has grown recently due to many external factors, including the restrictive, unsustainable and expensive business models for teaching materials that are being used by some publishers. In February 2021, the libraries of the UK White Rose University Consortium (White Rose Libraries) initiated a research project to explore the potential of OER and to create guidance in the form of an OER toolkit that could be used across all three institutions, and more widely. The project also aimed to seek improvements in the discovery of OER in the Ex Libris Primo discovery service which is used by all three libraries. This article outlines the methodology used to ascertain the needs of the libraries’ user groups to inform the development of the toolkit. A survey of academic staff across all three institutions was conducted, followed by user experience interviews. The survey findings established that more than half of respondents knew little or nothing about OER, and over half also said that they would be likely or extremely likely to consider using or adapting OER, clearly demonstrating the need for more awareness raising and guidance. The survey interview findings were then used to develop and refine the toolkit.
由于许多外部因素，包括一些出版商正在使用的教学材料的限制性、不可持续和昂贵的商业模式，对开放教育资源(OER)的兴趣最近有所增长。2021年2月，英国白玫瑰大学联盟(White Rose libraries)的图书馆发起了一项研究项目，探索开放式教育资源的潜力，并以开放式教育资源工具包的形式创建指导方针，该工具包可以在所有三个机构中使用，甚至更广泛。该项目还旨在改进所有三个图书馆都在使用的Ex Libris Primo发现服务中的OER发现。本文概述了用于确定图书馆需求的方法。用户组，以通知工具包的开发。对这三所大学的学术人员进行了调查，随后进行了用户体验访谈。调查结果表明，超过一半的受访者对OER知之甚少或一无所知，超过一半的受访者还表示，他们很可能或极有可能考虑使用或调整OER，这清楚地表明需要更多的意识提高和指导。然后使用调查访谈结果来开发和完善工具包。
{"title":"Collaborating to support the use and development of open educational resources: a White Rose Libraries research project","authors":"Helen Moore, David Curtis, Alison Hazelaar, Maria Mawson, Simon Robinson","doi":"10.1629/uksg.622","DOIUrl":"https://doi.org/10.1629/uksg.622","url":null,"abstract":"Interest in open educational resources (OER) has grown recently due to many external factors, including the restrictive, unsustainable and expensive business models for teaching materials that are being used by some publishers. In February 2021, the libraries of the UK White Rose University Consortium (White Rose Libraries) initiated a research project to explore the potential of OER and to create guidance in the form of an OER toolkit that could be used across all three institutions, and more widely. The project also aimed to seek improvements in the discovery of OER in the Ex Libris Primo discovery service which is used by all three libraries. This article outlines the methodology used to ascertain the needs of the libraries’ user groups to inform the development of the toolkit. A survey of academic staff across all three institutions was conducted, followed by user experience interviews. The survey findings established that more than half of respondents knew little or nothing about OER, and over half also said that they would be likely or extremely likely to consider using or adapting OER, clearly demonstrating the need for more awareness raising and guidance. The survey interview findings were then used to develop and refine the toolkit.","PeriodicalId":44531,"journal":{"name":"Insights-The UKSG Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135556335","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}
{"title":"Transformative agreements and their practical impact: a librarian perspective","authors":"Sara Parmhed, Johanna Säll","doi":"10.1629/uksg.612","DOIUrl":"https://doi.org/10.1629/uksg.612","url":null,"abstract":"","PeriodicalId":44531,"journal":{"name":"Insights-The UKSG Journal","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87683876","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}
Many students pursuing STEM fields in the United States leave these subjects early on in their undergraduate studies, and this is especially true for under-represented groups of students. STEM retention is a multifaceted problem, and one emerging factor is research anxiety. Research anxiety produces negative feelings associated with scientific research, and these feelings can lead students to change their subjects of study, creating a smaller and less diverse pool of STEM graduates. Unpreparedness is a strong indicator of whether a student will experience research anxiety, so, theoretically, research anxiety may be combated by preparing students to partake in research early in their academic careers by strengthening their information literacy and library-related skills. Librarians are uniquely positioned to help alleviate this problem by providing programs centered on preparing students to partake in research-intensive assignments. However, in order to do so, research anxiety needs to be widely recognized, and librarian-led intervention needs to be specifically targeted towards this significant issue.
{"title":"Opportunities for libraries to address research anxiety in undergraduate students in STEM fields","authors":"Emily Henderson","doi":"10.1629/uksg.626","DOIUrl":"https://doi.org/10.1629/uksg.626","url":null,"abstract":"Many students pursuing STEM fields in the United States leave these subjects early on in their undergraduate studies, and this is especially true for under-represented groups of students. STEM retention is a multifaceted problem, and one emerging factor is research anxiety. Research anxiety produces negative feelings associated with scientific research, and these feelings can lead students to change their subjects of study, creating a smaller and less diverse pool of STEM graduates. Unpreparedness is a strong indicator of whether a student will experience research anxiety, so, theoretically, research anxiety may be combated by preparing students to partake in research early in their academic careers by strengthening their information literacy and library-related skills. Librarians are uniquely positioned to help alleviate this problem by providing programs centered on preparing students to partake in research-intensive assignments. However, in order to do so, research anxiety needs to be widely recognized, and librarian-led intervention needs to be specifically targeted towards this significant issue.","PeriodicalId":44531,"journal":{"name":"Insights-The UKSG Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135750821","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}
Indigenous or traditional knowledge (IK) holders face a lack of respect and appreciation for such knowledge. Respect for culture means following protocols, accepting diversity and recognizing indigenous cultures as living and continuously evolving. This is a ‘hot topic’, and the central goal of this article is to advance understandings to allow cultural memory institutions (libraries, archives and museums) to respect, affirm and recognize indigenous ownership of their traditional and living indigenous knowledges and to respect the protocols for their use. The various ways of managing and preserving indigenous knowledge, especially using new technologies in the digital era, will be explored and ideas on how to respect the indigenous culture, even in the process of documenting or preserving in academic libraries, will be outlined. Libraries involved in IK preservation will be encouraged to develop protocols by collaborating with each other and engaging the community, to preserve each unique culture in a respectful manner. Intellectual property rights of knowledge holders, respect for these rights and procedures to adopt will be described. Activities undertaken to preserve indigenous knowledge are assessed and suggestions made on how library and information science professionals could more efficiently handle indigenous knowledge preservation as respect for culture.
{"title":"Indigenous knowledge preservation as a sign of respect for culture: concerns of libraries, archives and museums","authors":"Adetoun A. Oyelude","doi":"10.1629/uksg.628","DOIUrl":"https://doi.org/10.1629/uksg.628","url":null,"abstract":"Indigenous or traditional knowledge (IK) holders face a lack of respect and appreciation for such knowledge. Respect for culture means following protocols, accepting diversity and recognizing indigenous cultures as living and continuously evolving. This is a ‘hot topic’, and the central goal of this article is to advance understandings to allow cultural memory institutions (libraries, archives and museums) to respect, affirm and recognize indigenous ownership of their traditional and living indigenous knowledges and to respect the protocols for their use. The various ways of managing and preserving indigenous knowledge, especially using new technologies in the digital era, will be explored and ideas on how to respect the indigenous culture, even in the process of documenting or preserving in academic libraries, will be outlined. Libraries involved in IK preservation will be encouraged to develop protocols by collaborating with each other and engaging the community, to preserve each unique culture in a respectful manner. Intellectual property rights of knowledge holders, respect for these rights and procedures to adopt will be described. Activities undertaken to preserve indigenous knowledge are assessed and suggestions made on how library and information science professionals could more efficiently handle indigenous knowledge preservation as respect for culture.","PeriodicalId":44531,"journal":{"name":"Insights-The UKSG Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135263183","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}
D. Agyei, M. Sangare, F. Anyiam, Pasipanodya Ian Machingura Ruredzo, J. Warnasekara, RichardF. Heller
{"title":"Open access publication of public health research in African journals","authors":"D. Agyei, M. Sangare, F. Anyiam, Pasipanodya Ian Machingura Ruredzo, J. Warnasekara, RichardF. Heller","doi":"10.1629/uksg.605","DOIUrl":"https://doi.org/10.1629/uksg.605","url":null,"abstract":"","PeriodicalId":44531,"journal":{"name":"Insights-The UKSG Journal","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85879450","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}
{"title":"Ethical acquisitions in academic libraries: a simple idea without a simple solution","authors":"Peter Barr","doi":"10.1629/uksg.600","DOIUrl":"https://doi.org/10.1629/uksg.600","url":null,"abstract":"","PeriodicalId":44531,"journal":{"name":"Insights-The UKSG Journal","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90580157","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：