IFLA’s 2018 “Statement on Copyright Education and Copyright Literacy” highlights the need for librarians to be copyright literate and for library associations to support the copyright education for library professionals. Nonetheless, while the role of library associations in supporting copyright education is foregrounded, little research has investigated the copyright initiatives of library associations. This study addresses that gap, documenting the current copyright training activities of library associations and providing recommendations for how IFLA might address copyright education needs of library workers. The research for this study took place in two phases, beginning with case studies of six library associations, followed by a multinational survey with respondents representing twenty-eight library associations from twenty-five countries. This study reveals that associations struggle to provide the full extent of copyright education resources they would like to, due to a lack of funding and lack of copyright expertise among other issues. Based on survey responses, IFLA has an opportunity to directly address a global need in the library association community and overcome the barriers to developing and delivering copyright education, beginning by providing a website with basic copyright information and resources, training for association members on how to develop and deliver their own copyright education training, or guidelines on a copyright education curriculum.
{"title":"Copyright Education and the Role of Library Associations: Current Practices and Needed Support","authors":"L. Hinchliffe, K. None, Jayde Rose","doi":"10.31274/jlsc.14455","DOIUrl":"https://doi.org/10.31274/jlsc.14455","url":null,"abstract":"IFLA’s 2018 “Statement on Copyright Education and Copyright Literacy” highlights the need for librarians to be copyright literate and for library associations to support the copyright education for library professionals. Nonetheless, while the role of library associations in supporting copyright education is foregrounded, little research has investigated the copyright initiatives of library associations. This study addresses that gap, documenting the current copyright training activities of library associations and providing recommendations for how IFLA might address copyright education needs of library workers. The research for this study took place in two phases, beginning with case studies of six library associations, followed by a multinational survey with respondents representing twenty-eight library associations from twenty-five countries. This study reveals that associations struggle to provide the full extent of copyright education resources they would like to, due to a lack of funding and lack of copyright expertise among other issues. Based on survey responses, IFLA has an opportunity to directly address a global need in the library association community and overcome the barriers to developing and delivering copyright education, beginning by providing a website with basic copyright information and resources, training for association members on how to develop and deliver their own copyright education training, or guidelines on a copyright education curriculum.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41687483","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}
INTRODUCTION This study offers insight into open access (OA) culture at Canadian university libraries by detailing the degree to which librarians working at Canada’s U15 make their research OA, as well as exploring the depth and reach of any OA mandates these institutions have. METHODS This study uses a combination of bibliometric analysis and review of institutional OA policies, beginning with an examination of a five-year span (2014-2019) of librarian-authored publications, searching four key LIS databases, followed by a systematic search for a university-wide or library OA statement, policy, or mandate on each of the U15 websites. RESULTS & DISCUSSION The data suggests that Canadian academic librarians are personally motivated to self-archive and make their research open. The high rate of publication in Gold OA journals combined with the fact that several of the key LIS journals for Canadian librarians are already OA, points to the importance of OA publishing for librarians as a community, as does the high number of expressions of commitment to OA publishing. Given the lack of variance comparatively between schools with an expression and without, the authors cannot comment on whether the expressions of support correlate to higher proportions of OA articles. CONCLUSION This article provides a snapshot of a positive OA publishing culture at 15 Canadian university libraries by presenting data that shows most libraries have an expression of commitment to OA principles and most Canadian academic librarians working at U15 schools ensure their research is open access.
{"title":"How green is the U15? The open access publishing landscape at Canadian academic libraries","authors":"Nikki Tummon, R. Desmeules","doi":"10.31274/jlsc.13831","DOIUrl":"https://doi.org/10.31274/jlsc.13831","url":null,"abstract":"INTRODUCTION This study offers insight into open access (OA) culture at Canadian university libraries by detailing the degree to which librarians working at Canada’s U15 make their research OA, as well as exploring the depth and reach of any OA mandates these institutions have. METHODS This study uses a combination of bibliometric analysis and review of institutional OA policies, beginning with an examination of a five-year span (2014-2019) of librarian-authored publications, searching four key LIS databases, followed by a systematic search for a university-wide or library OA statement, policy, or mandate on each of the U15 websites. RESULTS & DISCUSSION The data suggests that Canadian academic librarians are personally motivated to self-archive and make their research open. The high rate of publication in Gold OA journals combined with the fact that several of the key LIS journals for Canadian librarians are already OA, points to the importance of OA publishing for librarians as a community, as does the high number of expressions of commitment to OA publishing. Given the lack of variance comparatively between schools with an expression and without, the authors cannot comment on whether the expressions of support correlate to higher proportions of OA articles. CONCLUSION This article provides a snapshot of a positive OA publishing culture at 15 Canadian university libraries by presenting data that shows most libraries have an expression of commitment to OA principles and most Canadian academic librarians working at U15 schools ensure their research is open access.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42931623","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}
INTRODUCTION This research explores institutional and library open access policies at Carnegie Classification Doctoral Universities:Very High Research (R1) and High Research (R2) in the United States. METHODS This mixed methods study surveyed R1 and R2 universities and colleges to gather information about whether they have a formal Open Access (OA) Policy or Statement applying to the entire campus, and/or one that specifically applies to the institution's Library. An anonymous survey was followed up by interviews with a set of volunteer participants. RESULTS & DISCUSSION Variation in campus culture and governance structure meant the path from creation to adoption to implementation of a campus and/or library OA policy was similarly varied. The research reveals librarians’ motivations for and contributions to advancement of OA on their campuses, and sometimes also within their libraries.CONCLUSION: Many of the rationales driving adoption of campus OA policies similarly drive adoption of library-specific OA policies. Those surveyed whose institutions did have library-based OA policies referenced both alignment with institutional mission and values and the importance of leading by example.
{"title":"The Challenging State of University Campus and Library Open Access Policies","authors":"Paula C. Johnson, E. Dubinsky","doi":"10.31274/jlsc.13049","DOIUrl":"https://doi.org/10.31274/jlsc.13049","url":null,"abstract":"INTRODUCTION This research explores institutional and library open access policies at Carnegie Classification Doctoral Universities:Very High Research (R1) and High Research (R2) in the United States. METHODS This mixed methods study surveyed R1 and R2 universities and colleges to gather information about whether they have a formal Open Access (OA) Policy or Statement applying to the entire campus, and/or one that specifically applies to the institution's Library. An anonymous survey was followed up by interviews with a set of volunteer participants. RESULTS & DISCUSSION Variation in campus culture and governance structure meant the path from creation to adoption to implementation of a campus and/or library OA policy was similarly varied. The research reveals librarians’ motivations for and contributions to advancement of OA on their campuses, and sometimes also within their libraries.CONCLUSION: Many of the rationales driving adoption of campus OA policies similarly drive adoption of library-specific OA policies. Those surveyed whose institutions did have library-based OA policies referenced both alignment with institutional mission and values and the importance of leading by example.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45200467","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}
Purpose: The present scoping review examines RDM best practices and empirical studies in academic libraries between 2010 and 2021. Method: The current study developed systematic database searches to locate potential articles for inclusion and designed a detailed and systematic coding scheme to examine the substantive features of RDM and characteristics of RDM practice, with an emphasis on RDM training. Results and Discussion: The results from the current study demonstrated that there is great demand for RDM training after 2011. Furthermore, research about RDM training spread across North America, Europe, Asia Pacific, and elsewhere. The findings also proved that RDM training is essential for both STEM and non-STEM subjects, but simultaneously indicated that non-STEM subjects such as the social sciences in particular lack RDM training. Results from the current literature also found that a large number of RDM training programs focused on the introduction of RDM or an RDM overview, without in-depth and discipline-based curriculum for researchers across domains. Additionally, this study identified a lack of quantitative research, especially statistical analysis, on the effect of RDM interventions.Conclusions: This study contributes to our comprehensive understanding of some essential elements associated with RDM training, with the primary finding that future practitioners in the RDM field would benefit from stronger collaboration with faculty or researchers to develop more discipline-based curriculums for RDM and more application-based approaches for teaching RDM.
{"title":"Research Data Management Training in Academic Libraries: A Scoping Review","authors":"Zhihong Xu","doi":"10.31274/jlsc.13700","DOIUrl":"https://doi.org/10.31274/jlsc.13700","url":null,"abstract":"Purpose: The present scoping review examines RDM best practices and empirical studies in academic libraries between 2010 and 2021. Method: The current study developed systematic database searches to locate potential articles for inclusion and designed a detailed and systematic coding scheme to examine the substantive features of RDM and characteristics of RDM practice, with an emphasis on RDM training. Results and Discussion: The results from the current study demonstrated that there is great demand for RDM training after 2011. Furthermore, research about RDM training spread across North America, Europe, Asia Pacific, and elsewhere. The findings also proved that RDM training is essential for both STEM and non-STEM subjects, but simultaneously indicated that non-STEM subjects such as the social sciences in particular lack RDM training. Results from the current literature also found that a large number of RDM training programs focused on the introduction of RDM or an RDM overview, without in-depth and discipline-based curriculum for researchers across domains. Additionally, this study identified a lack of quantitative research, especially statistical analysis, on the effect of RDM interventions.Conclusions: This study contributes to our comprehensive understanding of some essential elements associated with RDM training, with the primary finding that future practitioners in the RDM field would benefit from stronger collaboration with faculty or researchers to develop more discipline-based curriculums for RDM and more application-based approaches for teaching RDM. ","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44087439","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}
Introduction: Since 2014, Boise State University’s institutional repository (IR) has included artwork from Bachelor of Fine Arts (BFA) exhibitions. This paper explores how the experience of viewing artwork at an in-person BFA exhibition differs from that of viewing an online representation of it, makes recommendations to increase viewer engagement with online representations of artwork, and suggests ways that online exhibitions can enhance in-person viewing. Method: The authors conducted two surveys, one of in-person exhibition attendees and one of online exhibition viewers. Fixed-answer results were analyzed quantitatively, whereas an inductive qualitative coding process was used to analyze survey comments. Results: In-person participants were more likely to view all the artwork, spend more time at the exhibition, and view individual artwork for longer. Online participants were more likely to view artists’ statements. Online survey participants who attended the in-person exhibition preferred the in-person exhibition. Discussion: Results point toward a need to increase online viewers’ engagement with exhibition artwork, many of them centered around improving the usability of the IR interface. Finally, several benefits of the online environment are noted. Conclusion: Although the online representation of the art exhibition in the IR is not a complete replacement for the in-person exhibition, it is a representation that the authors believe can positively influence a viewer’s experience of the BFA exhibition, whether they have viewed the in-person exhibition or not. Respondents’ comments in both surveys provided suggestions for improving the two exhibitions, as well as insights into how IR exhibitions enhance the in-person exhibition experience.
{"title":"Impact of an Institutional Repository on Viewers’ Experiences of a Student Art Exhibition","authors":"Elaine J. Watson, Ellie Dworak","doi":"10.31274/jlsc.12910","DOIUrl":"https://doi.org/10.31274/jlsc.12910","url":null,"abstract":"Introduction: Since 2014, Boise State University’s institutional repository (IR) has included artwork from Bachelor of Fine Arts (BFA) exhibitions. This paper explores how the experience of viewing artwork at an in-person BFA exhibition differs from that of viewing an online representation of it, makes recommendations to increase viewer engagement with online representations of artwork, and suggests ways that online exhibitions can enhance in-person viewing. Method: The authors conducted two surveys, one of in-person exhibition attendees and one of online exhibition viewers. Fixed-answer results were analyzed quantitatively, whereas an inductive qualitative coding process was used to analyze survey comments. Results: In-person participants were more likely to view all the artwork, spend more time at the exhibition, and view individual artwork for longer. Online participants were more likely to view artists’ statements. Online survey participants who attended the in-person exhibition preferred the in-person exhibition. Discussion: Results point toward a need to increase online viewers’ engagement with exhibition artwork, many of them centered around improving the usability of the IR interface. Finally, several benefits of the online environment are noted. Conclusion: Although the online representation of the art exhibition in the IR is not a complete replacement for the in-person exhibition, it is a representation that the authors believe can positively influence a viewer’s experience of the BFA exhibition, whether they have viewed the in-person exhibition or not. Respondents’ comments in both surveys provided suggestions for improving the two exhibitions, as well as insights into how IR exhibitions enhance the in-person exhibition experience.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41470987","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}
M. E. Hunter, L. Dunne, Camille Thomas, Laura Miller, Devin Soper
Introduction: This article reports results from a survey of faculty members with editorial responsibilities. The survey explored what publishing services and platform functionalities respondents found most valuable in their work as editors, how satisfied they were with the services provided by commercial publishers, and to what extent they were aware of alternative publishing practices. Method: The authors used data collected from a survey instrument that was distributed to a sample (n = 515) of faculty members with editorial responsibilities at their institution. Results: Collected data suggest that faculty editors value specific publishing services (e.g., coordination of peer review and copyediting) and platform functionality (e.g., submission and peer-review management) more than others, recognize several challenges facing academic publishing in their disciplines (including the transition to open access publishing models), and are mostly aware of common forms of open access research dissemination such as open access journals and institutional repositories. Discussion: The survey results may be helpful to library publishers in making decisions about what publishing services and platform functionalities to prioritize in the development of their publishing programs. In addition to utilizing the survey data to assess the needs of editors, the authors also identified a number of expanded uses of the survey related to marketing and outreach. Conclusion: Insofar as faculty editors are key stakeholders that library publishers seek to build partnerships with, it is important to understand their needs and preferences as editors. This article provides some insight into these questions that may prove helpful to library publishers.
{"title":"Ask the Editors: Assessing the Publishing Needs of Faculty Editors","authors":"M. E. Hunter, L. Dunne, Camille Thomas, Laura Miller, Devin Soper","doi":"10.31274/jlsc.12912","DOIUrl":"https://doi.org/10.31274/jlsc.12912","url":null,"abstract":"Introduction: This article reports results from a survey of faculty members with editorial responsibilities. The survey explored what publishing services and platform functionalities respondents found most valuable in their work as editors, how satisfied they were with the services provided by commercial publishers, and to what extent they were aware of alternative publishing practices. Method: The authors used data collected from a survey instrument that was distributed to a sample (n = 515) of faculty members with editorial responsibilities at their institution. Results: Collected data suggest that faculty editors value specific publishing services (e.g., coordination of peer review and copyediting) and platform functionality (e.g., submission and peer-review management) more than others, recognize several challenges facing academic publishing in their disciplines (including the transition to open access publishing models), and are mostly aware of common forms of open access research dissemination such as open access journals and institutional repositories. Discussion: The survey results may be helpful to library publishers in making decisions about what publishing services and platform functionalities to prioritize in the development of their publishing programs. In addition to utilizing the survey data to assess the needs of editors, the authors also identified a number of expanded uses of the survey related to marketing and outreach. Conclusion: Insofar as faculty editors are key stakeholders that library publishers seek to build partnerships with, it is important to understand their needs and preferences as editors. This article provides some insight into these questions that may prove helpful to library publishers.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42228384","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":"Review of Along Came Google: A History of Library Digitization by Deanna Marcum and Roger C. Schonfeld","authors":"J. Adkins","doi":"10.31274/jlsc.13927","DOIUrl":"https://doi.org/10.31274/jlsc.13927","url":null,"abstract":"","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46311044","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}
Introduction: Pacific University Libraries has had an institutional repository since 2009, when it selected Digital Commons to host a collection of theses and dissertations. Since then, the scope of the services has grown to include publishing open access journals as well as housing the books published by Pacific University Press—a library-born, hybrid, open access press. As our needs have changed, and with Elsevier’s acquisition of bepress in 2017, the University migrated from bepress’ Digital Commons platform to an open source Hyku platform hosted by Ubiquity Repositories. Description of Program: As the first academic institution working with Ubiquity Repositories on migration and implementation, we were involved in the process of data extraction, normalization, mapping, ingest, and validation. Lessons Learned: We learned the importance of having a mutual understanding of a platform’s goals, data structure and mapping, and standards in implementation decisions. Next Steps: As higher education continues to adapt to the changes brought by COVID-19, it has never seemed more important to utilize platforms that share the values of libraries worldwide. We hope that migrating to an open source platform will be a step toward more open scholarship, despite the current challenges and resource scarcity brought about by the pandemic.
{"title":"Digital Commons to Hyku: An Institutional Repository Migration at a Small Liberal Arts University","authors":"L. Baird, Johanna Meetz","doi":"10.31274/jlsc.12916","DOIUrl":"https://doi.org/10.31274/jlsc.12916","url":null,"abstract":"Introduction: Pacific University Libraries has had an institutional repository since 2009, when it selected Digital Commons to host a collection of theses and dissertations. Since then, the scope of the services has grown to include publishing open access journals as well as housing the books published by Pacific University Press—a library-born, hybrid, open access press. As our needs have changed, and with Elsevier’s acquisition of bepress in 2017, the University migrated from bepress’ Digital Commons platform to an open source Hyku platform hosted by Ubiquity Repositories. Description of Program: As the first academic institution working with Ubiquity Repositories on migration and implementation, we were involved in the process of data extraction, normalization, mapping, ingest, and validation. Lessons Learned: We learned the importance of having a mutual understanding of a platform’s goals, data structure and mapping, and standards in implementation decisions. Next Steps: As higher education continues to adapt to the changes brought by COVID-19, it has never seemed more important to utilize platforms that share the values of libraries worldwide. We hope that migrating to an open source platform will be a step toward more open scholarship, despite the current challenges and resource scarcity brought about by the pandemic.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48612961","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}
INTRODUCTION Assessment plays a significant role in managing a successful institutional repository (IR). This study combined the results of a faculty survey that measured faculty awareness of and participation in the IR at a single state master’s granting institution with information regarding content-type and downloads to draw conclusions regarding the composition and usage of the IR at this institution. METHODS A survey was sent to 856 faculty members at Fort Hays State University that asked questions regarding awareness of the IR and participation in the IR demonstrated through deposit and access of materials. Statistics regarding content type and full-text downloads were collected from the repository platform. Collected data was compared with previous studies at other similar institutions to determine similitude or difference between this IR and other IRs at master’s granting and baccalaureate institutions (MBIs). RESULTS & DISCUSSION Faculty awareness and participation in the IR at FHSU is higher than that of other institutions in previous surveys even though overall faculty participation remains low. Content within the IR is largely consistent with other similar institutions. CONCLUSION The faculty survey combined with information regarding repository usage demonstrates that the FHSU Scholars Repository serves a different purpose for both faculty and users than designers envisioned. Efforts to force the IR to resemble that of a research institution may be misplaced. Further research on the content makeup of IRs at MBIs is needed to establish commonalities among smaller institutions.
评估在管理一个成功的机构存储库(IR)中起着重要的作用。本研究结合了一项教师调查的结果，该调查测量了单个州硕士学位授予机构的教师对IR的认识和参与情况，并结合了有关内容类型和下载的信息，得出了有关该机构IR的组成和使用情况的结论。研究人员向海斯堡州立大学(Fort Hays State University)的856名教职员工发送了一份调查问卷，询问他们对IR的认识以及通过材料的存放和获取表现出来的IR参与情况。关于内容类型和全文下载的统计数据是从存储库平台收集的。将收集的数据与其他类似机构的先前研究进行比较，以确定该IR与硕士学位授予机构和学士学位机构(mbi)的其他IR之间的相似或差异。结果与讨论在之前的调查中，尽管教师的总体参与度仍然很低，但FHSU的教师对IR的认识和参与程度高于其他机构。国际关系研究所的内容与其他类似机构基本一致。教师调查结合存储库使用的信息表明，FHSU学者存储库为教师和用户提供了不同的目的，而不是设计者所设想的。强迫IR与研究机构相似的努力可能是错误的。需要进一步研究工商管理学院内部报告的内容构成，以确定小型机构之间的共性。
{"title":"Faculty Awareness and Use of an Institutional Repository at a Master’s Granting University","authors":"M. Turner, J. Sauer","doi":"10.31274/jlsc.13875","DOIUrl":"https://doi.org/10.31274/jlsc.13875","url":null,"abstract":"INTRODUCTION Assessment plays a significant role in managing a successful institutional repository (IR). This study combined the results of a faculty survey that measured faculty awareness of and participation in the IR at a single state master’s granting institution with information regarding content-type and downloads to draw conclusions regarding the composition and usage of the IR at this institution. METHODS A survey was sent to 856 faculty members at Fort Hays State University that asked questions regarding awareness of the IR and participation in the IR demonstrated through deposit and access of materials. Statistics regarding content type and full-text downloads were collected from the repository platform. Collected data was compared with previous studies at other similar institutions to determine similitude or difference between this IR and other IRs at master’s granting and baccalaureate institutions (MBIs). RESULTS & DISCUSSION Faculty awareness and participation in the IR at FHSU is higher than that of other institutions in previous surveys even though overall faculty participation remains low. Content within the IR is largely consistent with other similar institutions. CONCLUSION The faculty survey combined with information regarding repository usage demonstrates that the FHSU Scholars Repository serves a different purpose for both faculty and users than designers envisioned. Efforts to force the IR to resemble that of a research institution may be misplaced. Further research on the content makeup of IRs at MBIs is needed to establish commonalities among smaller institutions.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44838037","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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