All 3 entries tagged Open Access
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November 22, 2007
Writing about web page http://opcit.eprints.org/oacitation-biblio.html
Does OA self-archiving of articles that are later published in peer-reviewed scholarly journals actually increase citation of these articles? Definitely yes and the body of evidence keeps growing and increasing in sophistication.
Steve Hitchcock rightly notes “citation analysis is specialised and difficult”. However, the “simple example” he then provides actually shows this is an understatement!
As the field of scientometrics develops and bibliometric studies become more specialised, it may also become more difficult for the non-statistician to understand the research conducted. This is why it is perhaps not a bad idea to keep referring to earlier studies if they are more digestible for the lay person.
A good starter would be this poster presentation (Brody et al., 2004) accompanied with this article (Harnad & Brody, 2004) and with this paper (Hajjem, Harnad, & Gingras, 2005) as the main course. Thankfully all these remain on the menu in Steve Hitchcock’s bibliography (Hitchcock 2004).
Brody, T., Stamerjohanns, H., Vallières, F., Harnad, S., Gingras, Y., and Oppenheim, C. (2004). The effect of Open Access on citation impact. Paper presented at the National Policies on Open Access (OA) Provision for University Research Output: an International meeting. Southampton, 19 February 2004
Hajjem, C., Harnad, S., and Gingras, Y. (2005). Ten-Year Cross-Disciplinary Comparison of the Growth of Open Access and How it Increases Research Citation Impact. Bulletin of the Technical Committee on Data Engineering, 28(4), 39-46.
Harnad, S., and Brody, T. (2004). Comparing the Impact of Open Access (OA) vs. Non-OA Articles in the Same Journals. D-Lib Magazine, 10(6).
Hitchcock, S. (first posted 15 September 2004). The effect of open access and downloads (‘hits’) on citation impact: a bibliography of studies
November 05, 2007
Writing about web page http://www.arl.org/bm~doc/spec300web.pdf
It would make sense for libraries to make promotion of OA resources to teaching staff a priority, but most (75%) of the respondent libraries are not promoting OA resources any differently than other resources, with several respondents saying they promote paid resources more than OA resources. According to the summary, “OA resources have a lower priority in general and libraries have a hard enough time getting patrons to use paid resources”.
Why this focus on promoting paid-for resources? If resources are not used, their subscription cannot be justified and the library’s budget could be reduced accordingly, would be the obvious answer. Nevertheless this defensive rationale could be short-sighted.
The more OA resources that libraries can provide for researchers in addition to any paid subscriptions, the richer the library’s resource provision in support of research and therefore, the more added value the library is providing to the research mission of the institution. This ARL survey does a good job of describing the library work associated with providing such added value through OA resources.
Let us now speculate that the more popular OA resources become among academics, both as authors and readers, the greater the proportion of OA journals in their recommended readings for students, and therefore the less the pressure on library budgets to keep up with escalating journal subscription prices and the more money left to buy print monographs for researchers and text books for students.
In the UK at least, a large proportion of the library budget typically goes into buying multiple copies of undergraduate key-text books, copies which are never enough to satiate students’ assumptions about their library’s stock.
Why not make consultation with faculty about particular OA resources a priority of liaison?
If libraries are caught in a vicious circle of promoting paid-for resources to academics, the academics then including these resources in reading lists, and then the library not being able to afford resourcing those reading lists, whose fault is it?
April 03, 2007
Writing about web page http://www.sherpa.ac.uk/guidance/authors.html#whatoa
Open Access (OA) is about researchers getting maximum exposure for their research. What better way than to make research freely accessible to everybody?
Publishing in OA electronic journals is one way to do this. There are reputed OA journals with a high citation impact, but not every research paper is necessarily going to find a place in a suitable OA journal.
Self-archiving in a repository is another way of getting exposure. There are of course subject repositories, for subject-relevant research produced in any institution, and there are institutional repositories as well, for any research produced in the researcher’s institution.
Not all subjects will have a decent repository somewhere. So, the easiest way for researchers to get exposure for their research and therefore maximise the chances of it getting read and cited is to use the institutional repository (IR) of their employing institution.
Yes, it is as simple as that. The IR manager takes care that the repository data about the paper is optimised in such a way that makes it discoverable by those searching around the topic.
Or is it not so simple? Authors should not have to sign off their right to self-archive their research for the sake of getting published by a particular journal. The RoMEO directory allows authors to compare the copyright policies of different journals or publishers and then check directly the most updated version of the policy by linking directly to their sites.
Funding bodies are increasingly mandating self-archiving of the research they fund. A list of these is kept on the JULIET pages, besides the information of RoMEO.
Many academic researchers will also be doing some teaching. There are initiatives to provide open access to course materials.
One such initiative has coined the term Open CourseWare. An example of an institution going Open on its teaching materials is MIT: http://www.iwr.co.uk/information-world-review/news/2184062/mit-puts-entire-curriculum