United Kingdom

In the absence of funds for &#39;gold&#39; open access, publishers may allow universities to share the author&#39;s accepted manuscript on a &#39;green&#39; basis, with or without an embargo. The former means the work can be openly accessed typically after a period of 12-24 months. Such time gives publishers opportunity to build revenue, but creates inequalities. Firstly, there is a division between those who can afford a fee or can access a library subscription to benefit from the research and those who cannot; but there is also a divide between universities that have funds to pay publishing charges and less research-intensive institutions that have no such fund. 

This case study considers journal articles published by Edge Hill University in 2019. Originally a teacher training college, the University received taught degree-awarding powers its university title in 2006, followed by Research Degree Awarding Powers in 2008. A key finding is that embargoes mean certain kinds of research articles can be &#39;locked down&#39; for longer. For instance, educational research articles were found to be held back from public access for more than twice the time when compared with health research. This divide is driven by disseminating research through publishers which make extensive use of embargoes.

As a result, the consumers of Edge Hill&#39;s education research (e.g. schools, teachers) may need to wait longer to use it. This can potentially affect their ability to use research to innovate, enhance practice, or respond to societal challenges.

UKSG Annual Conference 2021

Pay now or wait a year: Embargoes as a selective barrier to access)

edge hill university

embargoes

green open access

open access

publishing

The UKSG Annual Conference and Exhibition 2021 will be held online for the first time. The event is a major event in the scholarly communications calendar which attracts a large number of delegates each year from around the world - librarians, publishers, content providers, consultants and intermediaries. The conference combines high-quality plenary presentations, lightning talks and breakout sessions with virtual social events and a major online trade exhibition.



 UKSG Annual Conference is a major event in the scholarly communications calendar which attracts a large number of delegates each year from around the world - librarians, publishers, content providers, consultants and intermediaries. 

In the absence of funds for 'gold' open access, publishers may allow universities to share the author's accepted manuscript on a 'green' basis, with or without an embargo. The former means the work can be openly accessed typically after a period of 12-24 months. Such time gives publishers opportunity to build revenue, but creates inequalities. Firstly, there is a division between those who can afford a fee or can access a library subscription to benefit from the research and those who cannot; but there is also a divide between universities that have funds to pay publishing charges and less research-intensive institutions that have no such fund. 

This case study considers journal articles published by Edge Hill University in 2019. Originally a teacher training college, the University received taught degree-awarding powers its university title in 2006, followed by Research Degree Awarding Powers in 2008. A key finding is that embargoes mean certain kinds of research articles can be 'locked down' for longer. For instance, educational research articles were found to be held back from public access for more than twice the time when compared with health research. This divide is driven by disseminating research through publishers which make extensive use of embargoes.

As a result, the consumers of Edge Hill's education research (e.g. schools, teachers) may need to wait longer to use it. This can potentially affect their ability to use research to innovate, enhance practice, or respond to societal challenges.

technical paper

Transitional deals have changed the way academic libraries manage their subscription and open access processes, budgets, communications, as well as how they make decisions on big deals. At the University of Liverpool, the Open Access and Subscriptions teams are working in a new way to manage all aspects of transitional deals. 

Our presentation will share our approach to evaluating deals, including an outline of a set of principles that has been developed to guide our evaluation and decision-making processes. We will also share how we communicate about deals internally to the library and externally to researchers, and how we manage them financially between two traditionally separate budgets as 'read' fees decrease and 'publish' fees increase. The presentation will include template examples of documentation developed in-house to support newly developed processes as we transition to this new and collaborative way of working.

Evaluation and Collaboration: Moving to a new decision-making approach in the transitional deals landscape

This presentation revolves around the Bibsam Consortiums work in improving the transformative agreements.

It will cover the topics of author journeys, administration agreements, Open access uptake, and future price models.

Working with transformative agreements at the Bibsam Consortia

Publication by publication, university libraries are pivotal to making open access (OA) happen. They are hubs of expertise within their institutions, managing repositories and gold OA funds and offering untiring advocacy and training. However, libraries are service providers. Their researcher clients may not be as immersed in the web of OA options and policy and tools, but librarians have to serve their scholarly communications enterprise, not vice versa. OA cannot flourish as a crusade just of libraries. 

This paper uses UKRI’s 2020 policy consultation as a lens to examine the relationship between library and research communities in a Russell Group university choosing between future OA trajectories. The choice to take a researcher-led approach revealed the current reality of OA in the institution. Few academic authors can avoid OA altogether now, but many still limit their attention to overcoming local obstacles to publishing specific outputs. How to distil legitimate and coherent feedback when researcher voices diverge, or manifest surface-level or one-sided engagement with a tangle of intricate challenges? What agency should opinions of library staff exert in this process? Should our institution lead or follow, and who decides?

Who speaks for the University on open access?

The COVID19 pandemic accelerated the move of many aspects of library provision online across the UK (and elsewhere). Libraries already offered a high proportion of resources in digital formats and both took advantage of free access to ebooks, as well as investing in increased digital content through a variety of packages and solutions. Many individual libraries explored large scale eTextbook provision (with the support of Jisc and SCONUL who sought feedback on the acceptability of publisher and aggregator models). In this session I will reflect on large scale etextbook provision (based on my experience at two institutions which have run this type of scheme) with consideration to questions of: 
- student and academic staff perspectives and the use of analytics 
- relevance of textbook for all subjects and alternatives 
- changing models of pricing and provision 
- emerging issues and potential future directions

Learning from eTextbooks: looking back and thinking forwards

A case study is presented of efforts to coordinate a university-wide approach to etextbooks including library guidance for academics, a tool for keeping track of etextbooks in use across the university and some examples of best practise. These include working with procurement, academic support unit managers and other key stakeholders to ensure that a joined-up approach is taken, etextbook value for money is properly assessed and alternatives to etextbook provision are given due consideration.

Etextbooks: coordinating a university-wide approach with no additional budget

In 2019 the University of Leicester library developed a new leisure reading collection. It was important to collection was representative of the incredible range of diverse voices of students, staff and the local population. In order to include more works by underrepresented voices, the library launched the ‘Represent’ campaign and asked users to recommend titles from underrepresented voices for the library to purchase and add to their collections. The ‘Represent’ campaign has since developed to work with student volunteers to look at diversity within subject reading lists as well as creating opportunities to discuss issues around representation more broadly.

Represent: Building diverse library collections in collaboration with library users

This presentation will reflect on how we managed library services at the University of York during the covid-19 pandemic. It will focus on how our culture and approach enabled us to not only survive but thrive during this time and go on to discuss four areas of strategic focus and positioning before finally sharing some thoughts as to what the future might hold.


Surviving (and thriving) during and after a pandemic

Throughout 2020 instructors had to redesign courses to fit online as well as in-person environments. Libraries are a central hub for resources and support in this endeavour. Using real-world examples, this talk examines one area where this partnership is essential: teaching using historical documents. An activity that often happens in the classroom and archive is particularly challenging to move online, but digitised primary source collections offer the opportunity to include archival documents in newly formatted classes and assignments. We will see how traditional humanities scholarship and innovative pedagogical approaches can come together through integrating digitised primary sources into undergraduate teaching.

Teaching with primary sources in the virtual classroom

Over the last 20 years or so, universities have made considerable investments in library centric discovery services. Nevertheless, for some students, especially undergraduates, discovery has become largely irrelevant. They simply log on to their learning management system to find ready prepared links to the print and electronic resources they need that week for their course or module. This is typically because the learning system is linked to a library managed reading/resource list solution. Reading/resource list solutions are essentially ‘curation’ tools. By curation I mean selecting, refining and arranging to add value. The content of a reading list is curated primarily by academics who select the best resources and list them.

The next step is helping students engage with the content. This has become increasingly important in a ‘flipped classroom’ environment where COVID has accelerated the trend to an online learning environment. We are now seeing the rise of specific solutions to better enable engagement with content. They typically encourage group ‘community’ interaction with students who are asked to analyse the content and engage with the reading itself.

This UKSG presentation will describe and analyse this important trend towards the better curation of, and engagement with content. It will encourage librarians to work more closely with university teaching and learning staff and technologists to adopt approaches and solutions that help students better engage with content which, in turn will lead to better learning outcomes

Farewell discovery, hello curation and engagement

"Lancaster University is a global university with an innovative approach to digital transformation. At the heart of the discussions in early 2020 were what it meant to be a truly global research intensive university while maintaining the campus experience that Lancaster is know for. Allied to this, the Library, following the recruitment of a new Library Director, was in the process of creating a new library vision to support the university in its endeavours to ensure it worked as partner not just service provider. Then the pandemic hit.

Led by Professor Simon Guy, Pro-Vice-Chancellor Global and by Andrew Barker, Library Director, this session will present a portrait of our ambitions for the future of the Lancaster University and its library post-pandemic, how we ensure that we have a transformative impact in the communities in which we operate while being a truly global research intensive university ."

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Next from UKSG Annual Conference 2021

Evaluation and Collaboration: Moving to a new decision-making approach in the transitional deals landscape

Similar lecture

The accidental publisher: the highs and lows of running an open journals service single-handedly

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