INTRODUCTION Not enough is known about what faculty understand about predatory journals, how they learn about them, and how they feel about them, which has led to insufficient education and guidance on the phenomenon. METHODS A census survey was sent to all publishing university faculty at a mid-sized doctoral granting university and received 109 responses. The survey covered faculty professional history, departmental culture and environment, criteria for journal selection, and knowledge of and experiences with predatory journals. RESULTS Almost all faculty had at least heard of predatory publishing and believed it to be a problem. Faculty reported that, most of the time, they learned about it through colleagues and/or the literature in their field. Yet, faculty expressed uncertainty about the impact predatory journals have on their field and expressed hesitance in penalizing colleagues for publishing in them. DISCUSSION Faculty understanding of predatory journals—and fraudulent publishing overall—may be too basic for efficient application in complex situations such as exploring new publication opportunities and evaluating scholarship. This leads to incongruencies between faculty values and the courses of action they pursue. CONCLUSION It is important to form a fuller picture of faculty relationships with fraudulent publishing in order to respond appropriately to their needs. The results from this study inform how the University Libraries might work with colleges and other entities on campus to provide early and ongoing professional development.
{"title":"A Multidisciplinary Study of Faculty Knowledge and Attitudes Regarding Predatory Publishing","authors":"Nicole Webber, Stephanie Wiegand","doi":"10.31274/jlsc.13011","DOIUrl":"https://doi.org/10.31274/jlsc.13011","url":null,"abstract":"INTRODUCTION Not enough is known about what faculty understand about predatory journals, how they learn about them, and how they feel about them, which has led to insufficient education and guidance on the phenomenon. METHODS A census survey was sent to all publishing university faculty at a mid-sized doctoral granting university and received 109 responses. The survey covered faculty professional history, departmental culture and environment, criteria for journal selection, and knowledge of and experiences with predatory journals. RESULTS Almost all faculty had at least heard of predatory publishing and believed it to be a problem. Faculty reported that, most of the time, they learned about it through colleagues and/or the literature in their field. Yet, faculty expressed uncertainty about the impact predatory journals have on their field and expressed hesitance in penalizing colleagues for publishing in them. DISCUSSION Faculty understanding of predatory journals—and fraudulent publishing overall—may be too basic for efficient application in complex situations such as exploring new publication opportunities and evaluating scholarship. This leads to incongruencies between faculty values and the courses of action they pursue. CONCLUSION It is important to form a fuller picture of faculty relationships with fraudulent publishing in order to respond appropriately to their needs. The results from this study inform how the University Libraries might work with colleges and other entities on campus to provide early and ongoing professional development.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48982566","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":"Volume 9 Masthead","authors":"Jeffrey S. Moorad","doi":"10.31274/jlsc.13527","DOIUrl":"https://doi.org/10.31274/jlsc.13527","url":null,"abstract":"","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42965372","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}
This article discusses the changes to overall goals, direction, and services that were made to two library publishing programs at University A and University B when they were no longer able to grow their programs due to an inability to hire additional staff and COVID-19-instigated staff reassignments. Description of Programs University A's publishing program grew out of its institutional repository, and, at its peak, published 7 open access journals. In addition, University A's Libraries founded a University Press in 2016, which has published 6 books as of 2021. University B's publishing program began publishing open access journals in 2008, and it has grown to include over 20 journals. Lessons Learned Both University A and University B's publishing programs have faced scalability and sustainability issues, which were further exacerbated by COVID-19. The focus of our library publishing programs, as well as many others, has been on continual growth, which is not sustainable without the ability to hire additional staff or allocate staff time differently. We argue that standardizing services as well as creating a business plan can help ensure publishing programs are sustainable and scalable. Next Steps We hope to begin a conversation among library publishers about acknowledging limits and creating achievable definitions of success outside of continual growth.
{"title":"Library Publishing Programs at Capacity: Addressing Issues of Sustainability and Scalability","authors":"Johanna Meetz, Jason Boczar","doi":"10.31274/jlsc.12909","DOIUrl":"https://doi.org/10.31274/jlsc.12909","url":null,"abstract":"This article discusses the changes to overall goals, direction, and services that were made to two library publishing programs at University A and University B when they were no longer able to grow their programs due to an inability to hire additional staff and COVID-19-instigated staff reassignments. Description of Programs University A's publishing program grew out of its institutional repository, and, at its peak, published 7 open access journals. In addition, University A's Libraries founded a University Press in 2016, which has published 6 books as of 2021. University B's publishing program began publishing open access journals in 2008, and it has grown to include over 20 journals. Lessons Learned Both University A and University B's publishing programs have faced scalability and sustainability issues, which were further exacerbated by COVID-19. The focus of our library publishing programs, as well as many others, has been on continual growth, which is not sustainable without the ability to hire additional staff or allocate staff time differently. We argue that standardizing services as well as creating a business plan can help ensure publishing programs are sustainable and scalable. Next Steps We hope to begin a conversation among library publishers about acknowledging limits and creating achievable definitions of success outside of continual growth.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47270068","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}
Thea Atwood, E. Jerome, Ann Kardos, Steve McGinty, Melanie Radik, Rebecca Reznik-Zellen
Policy can articulate the scope of work. For repositories that house data, policy can help users manage expectations,especially for individuals who are new to data sharing, or where expectations for sharing data havechanged. We cover some of the current literature around the process for writing policy, specifically focusingon policy for data collections and repositories, factors that encouraged us to create a repository policy, ourcollaborative process for creating the policy, and lessons learned. We hope that others can use our processesto build their own policy that reflects the needs of their campuses and scholars and further moves the needletoward the “Library as Publisher” model.
{"title":"Cross-functional policy development for a Data Repository","authors":"Thea Atwood, E. Jerome, Ann Kardos, Steve McGinty, Melanie Radik, Rebecca Reznik-Zellen","doi":"10.31274/jlsc.12911","DOIUrl":"https://doi.org/10.31274/jlsc.12911","url":null,"abstract":"Policy can articulate the scope of work. For repositories that house data, policy can help users manage expectations,especially for individuals who are new to data sharing, or where expectations for sharing data havechanged. We cover some of the current literature around the process for writing policy, specifically focusingon policy for data collections and repositories, factors that encouraged us to create a repository policy, ourcollaborative process for creating the policy, and lessons learned. We hope that others can use our processesto build their own policy that reflects the needs of their campuses and scholars and further moves the needletoward the “Library as Publisher” model.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48374151","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}
In March 2021, the University of California and Elsevier announced a new transformative deal which included slightly-discounted article processing fees as UC's route to open access in Elsevier journals. Librarians and researchers expressed immediate concern that this deal upheld inequities in the research system. The UC/Elsevier transformative deal, however, is just one of many that include expensive pay-to-publish structures. This commentary proposes an alternative contract between libraries and publishers that would enable wider reading and lower costs, called Read & Let Read. The three main points of a Read & Let Read deal include a half-dollar valuation of individual journal articles, prepayment on a university’s estimated usage, and an equal payment made for usage outside of the university. If a Read & Let Read deal were implemented at UC, UC would pay a slightly higher amount of money to Elsevier than they are expected to at present, and would not flip any articles to open access. Instead, they would contribute toward a more equitably-distributed system of scholarly readership.
{"title":"How about this for a Big Deal? Read & Let Read","authors":"A. Boston","doi":"10.31274/jlsc.12908","DOIUrl":"https://doi.org/10.31274/jlsc.12908","url":null,"abstract":"In March 2021, the University of California and Elsevier announced a new transformative deal which included slightly-discounted article processing fees as UC's route to open access in Elsevier journals. Librarians and researchers expressed immediate concern that this deal upheld inequities in the research system. The UC/Elsevier transformative deal, however, is just one of many that include expensive pay-to-publish structures. This commentary proposes an alternative contract between libraries and publishers that would enable wider reading and lower costs, called Read & Let Read. The three main points of a Read & Let Read deal include a half-dollar valuation of individual journal articles, prepayment on a university’s estimated usage, and an equal payment made for usage outside of the university. If a Read & Let Read deal were implemented at UC, UC would pay a slightly higher amount of money to Elsevier than they are expected to at present, and would not flip any articles to open access. Instead, they would contribute toward a more equitably-distributed system of scholarly readership.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49632385","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}
Student employees are a critical component in the workforce of academic libraries. While more established library services have the benefit of attracting student employees specifically interested in their work, scholarly communication programs, and library publishing efforts in particular, have more difficulty describing and garnering interest in their work. This article describes the journey of the Digital Initiatives Unit at Utah State University Libraries as we navigated the particular trials that come with library publishing—specifically delving into the work of our institutional repository (IR) and the role of student employees in those efforts. The labor of our program is variable and largely project-based, which has presented a number of challenges related to our student employees: understanding the larger context of their work; retention of knowledge and skills alongside their ability to prioritize; and a struggle to transfer skills from one project to another. Addressing these problems involved more intentional gathering of student feedback, colleague brainstorming, and trial and error; through which process and results we are gaining a more developed understanding of the critical importance of the student experience. When student employees see their work as more than just a job, and recognize the skills they are learning, they come away with greater satisfaction and our unit benefits from improved outputs. Using what we have learned, we will be able to continue our efforts for a better student experience as well as creating future goals for our unit.
{"title":"The practical and the aspirational: Managing the student employee experience in library publishing efforts","authors":"Rebecca Nelson, B. Thoms","doi":"10.31274/JLSC.12913","DOIUrl":"https://doi.org/10.31274/JLSC.12913","url":null,"abstract":"Student employees are a critical component in the workforce of academic libraries. While more established library services have the benefit of attracting student employees specifically interested in their work, scholarly communication programs, and library publishing efforts in particular, have more difficulty describing and garnering interest in their work. This article describes the journey of the Digital Initiatives Unit at Utah State University Libraries as we navigated the particular trials that come with library publishing—specifically delving into the work of our institutional repository (IR) and the role of student employees in those efforts. The labor of our program is variable and largely project-based, which has presented a number of challenges related to our student employees: understanding the larger context of their work; retention of knowledge and skills alongside their ability to prioritize; and a struggle to transfer skills from one project to another. Addressing these problems involved more intentional gathering of student feedback, colleague brainstorming, and trial and error; through which process and results we are gaining a more developed understanding of the critical importance of the student experience. When student employees see their work as more than just a job, and recognize the skills they are learning, they come away with greater satisfaction and our unit benefits from improved outputs. Using what we have learned, we will be able to continue our efforts for a better student experience as well as creating future goals for our unit.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45939397","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}
This article reviews the book "Creative Commons for Educators and Librarians," a guide to the application of the Creative Commons system for open access licenses. In addition to providing an assessment of the book as an instructional text in critical skills of copyright and licensing applications among librarians and educators, it discusses pedagogical features of the text and gives a brief overview of its content.
{"title":"Review of Creative Commons for Educators and Librarians","authors":"Eric A. Robinson","doi":"10.31274/JLSC.12904","DOIUrl":"https://doi.org/10.31274/JLSC.12904","url":null,"abstract":"This article reviews the book \"Creative Commons for Educators and Librarians,\" a guide to the application of the Creative Commons system for open access licenses. In addition to providing an assessment of the book as an instructional text in critical skills of copyright and licensing applications among librarians and educators, it discusses pedagogical features of the text and gives a brief overview of its content.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46397558","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}
In The Bibliographic Scan of Digital Scholarly Communication Infrastructure, author David Lewis provides a useful and succinct overview of recent literature and trendsetters in digital infrastructure that supports the publishing cycle.
{"title":"Review of Mapping Scholarly Communication Infrastructure: A Bibliographic Scan of Digital Scholarly Communication Infrastructure","authors":"H. Saunders","doi":"10.31274/JLSC.12915","DOIUrl":"https://doi.org/10.31274/JLSC.12915","url":null,"abstract":"In The Bibliographic Scan of Digital Scholarly Communication Infrastructure, author David Lewis provides a useful and succinct overview of recent literature and trendsetters in digital infrastructure that supports the publishing cycle.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49216259","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}
A brief review of The No-nonsense Guide to Research Support and Scholarly Communication. It articulates the scope of the book, who is to benefit from it.
《研究支持与学术交流指南》简评。它阐明了这本书的范围，谁将从中受益。
{"title":"The No-nonsense Guide to Research Support and Scholarly Communication","authors":"Fotis Mystakopoulos","doi":"10.31274/JLSC.12907","DOIUrl":"https://doi.org/10.31274/JLSC.12907","url":null,"abstract":"A brief review of The No-nonsense Guide to Research Support and Scholarly Communication. It articulates the scope of the book, who is to benefit from it.","PeriodicalId":91322,"journal":{"name":"Journal of librarianship and scholarly communication","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49606609","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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