University Library of Columbus Scholarship

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    Authors' Rights to Share Scholarship: A Survey of IUPUI Faculty Attitudes
    (2014-04-11) Odell, Jere D.; Dill, Emily; Palmer, Kristi L.
    Faculty who take an active role in the dissemination of their research are more likely to make an impact on a field of scholarship. Online, full text archiving is a key component of being a self-advocate and for building a scholarly reputation. In fact, posting a version of a published article in an open access repository, such as IUPUI ScholarWorks, increases an author’s citation rate. Most journal publishers (72%) permit authors to upload a version of their article to IUPUI ScholarWorks; however, faculty may be unsure of how to exercise this right. Do IUPUI faculty self-archive their articles? Do they examine or negotiate the terms of their copyright transfer agreements? Would IUPUI faculty consider implementing a campus policy to maximize their rights as authors? To explore attitudes related to these questions, we conducted a campus-wide survey of IUPUI faculty in the Fall semester of 2013. The survey adapted an instrument used in similar campus-wide research conducted in 2006 at the University of California and in 2010 at the University of Toronto. This broad survey addressed attitudes regarding many factors relevant to publishing, peer review and scholarly communications. Here we report preliminary results pertaining to author’s rights, self-archiving practices and open access policies. Results: Complete responses (n=248); Partial responses (n=90). Author’s Rights: Most faculty (54%) consider the right to self-archive as a factor in selecting a journal for publication. A few have refused to sign a copyright transfer agreement (n=16) and a few have modified contracts (n=10). Most (68%) support a campus discussion of copyright management. Likewise, faculty would appreciate instructions and models for copyright negotiations (65%) as well as more formal institutional support for retaining rights (61%). Self-Archiving: Although nearly half had heard of IUPUI ScholarWorks (45%), only 25% of the respondents reported submitting a work to an institutional repository. Faculty were most influenced to self-archive by the motivation to support the dissemination of academic research in general (n=151), by increased exposure (n=149), and by the norms of their academic unit (n=102). Open Access Policies: The majority of faculty (72%) were unfamiliar with institutional open access policies such as those at Harvard, MIT, Duke and Kansas. When asked, however, if IUPUI should consider implementing a similar policy, 52% were unsure, 39% were supportive and only 9% disagreed.
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    Author’s Rights to Share Scholarship: A Survey of Faculty Attitudes and Actions
    (Indiana Library Federation Annual Conference, 2014-11-19) Odell, Jere D.; Dill, Emily; Palmer, Kristi L.
    Online, full text archiving is a key component of being a self-advocate for building a scholarly reputation. Posting a version of a published article in an open access repository increases an author's citation rate. To explore attitudes and actions related to self-archiving a survey of IUPUI faculty was conducted and the results compared to similar surveys conducted at University of California and University of Toronto. The results are useful in guiding education and outreach efforts at university libraries interested in promoting change in scholarly communication, open access, and institutional repositories.
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    Cobarde Mil Veces
    (Aerie Records/ California State University, Los Angeles, 2015) Hoyos, Concepcion
    The Afro Latin Ensemble under the direction of Dr. Paul De Castro, the Cal State LA Afro Latin ensemble provides graduate and undergraduate students the opportunity to study and perform music from the rich traditions of Salsa and Afro latin music. This CD is the culmination of years of hard work and features students and alumni of the Master of Music in Afro latin Music at California State University, Los Angeles. Special guests on this recording include Calixto Oviedo (percussion), Madelyn Washington (vocals) and Josiel Perez (trumpet).
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    Describiendo Objetos de Información Digital en la Diáspora
    (2014-02-24) Washington, Madelyn
    El ambiente actual de información global ha aumentado la competencia en lugares como bibliotecas, donde tradicionalmente han acudido para tener acceso a información. Como resultado de esta competencia, es esencial que los administradores de grandes colecciones de información como conservadores, bibliotecarios/as y archivistas faciliten la búsqueda y el encuentro de información. Las Bibliotecas que buscan tener mas relevancia para los usuarios conocedores del Web han encontrado que la forma mas común para dar un sentido especifico entre las paginas Web es usando el Resource Description Framework(RDF) {Marco de Descripción de Recursos(MDR)},una parte importante en la publicación de Linked Data (Datos Enlazados) en la Semántica Web. Linked Data se construye directamente sobre la arquitectura del Internet y aplica un enfoque democrático y descentralizado a la tarea de compartir datos a nivel global. Este documento ofrece una introducción a Linked Data (Data Enlazados) y se presenta como el proyecto Variaciones / FRBR en la Universidad de Indiana utilizó el Resource Description Framework (Marco de Descripción de Recursos(MDR)) para mejorar los servicios de localización basados en la web para los estudiantes de música de la Jacobs School of Music de Indiana University.
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    Describing Diasporan Digital Information Objects
    (http://afrolatinoproject.org/2013/04/26/describing-diasporan-digital-information-objects/ http://afrolatinoproject.org/2013/04/26/describiendo-objetos-de-informacion-digital-en-la-diaspora/, 2013-04) Washington, Madelyn
    The current global information environment has increased competition in places, such as libraries, where people have traditionally turned to for access to information. As a result of this competition, it is crucial for managers of large bodies of information—curators, librarians and archivists–to make the “search and find” process seamless. Libraries aiming to appeal to web-savvy users have found that a common way to specify meaning among webpages is by utilizing the Resource Description Framework (RDF), an essential part of publishing Linked Data in the Semantic Web. Linked Data builds directly on the architecture of the internet and applies a democratic, decentralized approach to the task of sharing data on a global scale. This paper provides an introduction to Linked Data and presents how the Variations/FRBR project at Indiana University utilized the Resource Description Framework to enhance web-based discovery services for music students at the Jacobs School of Music.
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    Do Clickers Improve Library Instruction? Lock in your Answers Now.
    (Elsevier, 2008-10-09T17:08:01Z) Dill, Emily
    This study assesses the effect of clickers on retention of library instruction material. A comparison of quiz results of students who utilized clickers during instruction versus students who did not showed no gain in retention. Libraries are encouraged to consider pedagogical implications before applying novel technologies to instruction programs.
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    Evaluating Peers in Cyberspace: The Impact of Anonymity
    (2016) Christie, Charlene; Dill, Emily
    This research examined the question of whether the anonymity found in most types of computer-mediated communication (CMC) impacted individual reactions to people who agreed or disagreed with their own opinions. Participants (N = 256) evaluated other respondents who voiced an attitude that was either similar or dissimilar to the one they endorsed. The social identity model of deindividuation effects (SIDE; Reicher, Spears, & Postmes, 1995), suggests that anonymous group members will experience a heightened sense of social identity and show an increased likelihood of protecting that group by disparaging those who disagree with their beliefs. However, in the absence of a salient ingroup, we fail to find support for this. In contrast, we provide evidence that the impact of anonymity on interpersonal evaluations of peers is moderated by individual difference factors. Only those participants with high self-esteem, low levels of social anxiousness, or an elevated sense of autonomy evaluated targets more negatively when anonymous rather than identifiable. The current research suggests that any models used to understand anonymity's effects in CMC situations will need to carefully consider both social and personal identity characteristics.
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    Faculty Attitudes toward Open Access and Scholarly Communications: Disciplinary Differences on an Urban and Health Science Campus
    (2017-11-07) Odell, Jere D.; Palmer, Kristi L.; Dill, Emily; University Library
    The Journal of Librarianship and Scholarly Communication seeks to share useful innovations, both in thought and in practice, with the aim of encouraging scholarly exchange and the subsequent benefits that are borne of scrutiny, experimentation and debate. As modes of scholarly communication, the technologies and economics of publishing and the roles of libraries evolve, it is our hope that the work shared in the journal will inform practices that strengthen librarianship and that increase access to the "common Stock of Knowledge."JLSC is particularly interested in the intersection of librarianship and publishing and the resulting role of libraries in both content dissemination and content creation. Related areas of interest include new methods for the dissemination of information and information exchange; the theory and practice of the organization, use and curation of information; and issues related to the review, credentialing, reputation and impact of scholarly work.
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    The Indiana Librarian Leadership Academy: Perspectives of Four Academic Librarians
    (Indiana Library Federation, 2015-11-28) Bishop, Chanitra; Kwong, Vinnci; Reel, Brad; Washington, Madelyn
    The Indiana Library Leadership Academy (InLLA) was established in 2012 by the Professional Development Committee of the Indiana State Library (ISL). Modeled after the American Library Association (ALA) Emerging Leaders program, the InLLA brings together librarians accepted into the program from public, school, academic, and special libraries throughout Indiana. A new cohort of librarians is invited each year to a week-long workshop in July, where participants are divided into teams to work on a year-long capstone project and facilitate InLLA group meetings via webinar. This paper chronicles experiences of four academic librarians from the 2013 cohort of the InLLA. It will highlight four different capstone projects for which each of the academic librarians contributed, respectively, with their fellow group members. This paper will identify the greatest challenges each respective group faced during their year-long collaboration, as well as the learning experiences of each author’s participation in InLLA.