 Again, my name is Jeff Belliston as this slide says I'm the Assistant University Librarian for Scholarly Communication Assessment and Personnel at Bremen Young University and I'm joined by my colleague Elizabeth Smart who is our Scholarly Communications Librarian. This is just a brief outline of our presentation. I'm going to do a little in setting the overall context, talk about current efforts in the Herald Navy Library at BYU. Elizabeth will touch on the results of a recent survey she and the colleague conducted and then we'll both talk a little about opportunities for the future and certainly hope to leave some time for questions at the end. Last week, some of you may have participated in the EDUCOS 2011 conference that took place in Philadelphia. I participated in the virtual conference and one of the sessions I attended was given by Malcolm Reed who is the Executive Secretary of the Joint Information Systems Committee in the UK and this is a slide directly from his presentation. Reed says many effective examples of openness in the Scholarly and Academic Environment listed four. Open Access, Open Data, Open Source and OER and several others. Another slide of his presentation had several others listed. He said all of these have been pursued by enthusiasts either individual enthusiasts or a group of faculty perhaps in a discipline who've been enthusiastic about one or the others of these things but institutions as a whole have rarely recognized the value, the strategic value of openness in all of these various forms speaking very frankly librarians were enthusiastic, became very enthusiastic about open access that particular part of the openness agenda more than a decade ago and I'm grateful to say that I feel like librarianship is moving more in this strategic direction of recognizing the value of openness in all of its manifestations. I hope that you sense that in this presentation. You'll see I'm actually going to go from the bottom. Forces for change in the library arena relative to openness have included the Scholarly Publishing and Academic Resources Coalition or SPARC, the Association of College and Research Libraries which is a division of the American Library Association and the Association of Research Libraries SPARC's entire strategic agenda is built around openness and particularly open access and both for ACRL and ARL a key plank of their strategic plans for the next several years is centered around the scholarly publishing arena and what we can do to do that. Libraries recognized there are a lot of imbalances in the scholarly publishing arena and we need to do something to correct those imbalances. Financially that imbalance had its worst manifestation in what was called the Serial Crisis largely or hugely increasing prices and profits for commercial publishers particularly in STEM fields as opposed to stable at best and shrinking library budgets at worst which meant that libraries could acquire less and less of the scholarly resources that their faculties and students needed in the intellectual property rights signing over all of the rights to the publishers and leaving nothing in the hands of the scholars who are actually doing the research to the point that in some cases they were denied the right to use the materials that they had authored in their own classrooms for their own students and the quality mechanism spoken of here at least in the developed world there hasn't been, we heard today, India would like to open 50,000 universities there's no such movement in the United States or any other developed country that i'm aware of so the stable of potential peer reviewers or the stable was the wrong word i was like to say the number of potential peer reviewers for scholarly materials has been relatively stable while the number of journals and things to be reviewed has been going up. Peer review if you if you listen to Clifford Lynch at some of the presentation that he's made peer review is a broken system we have we work with an editor on our campus it takes four invitations to get a single peer reviewer for every article in the journal that he edits so what are we doing in the Harold Beebe library where Elizabeth and I were in the openness arena we sponsor an open digital an open access digital repository called scholars archive and you see some of the varieties of material we have there electronic theses and dissertations research papers whether that is something that is pre peer review or post peer review or final publication formatted as it would be for the journal all of those varieties are there poster sessions presentations made at conferences we have two fairly interesting we're calling them research collections images from our historical clothing collection theater and media arts professor who curates this collection imaged all of those materials and we're finding good uptake from costume designers people who are planning productions and and wanting to know what what things look like we also are in conjunction with the curator of the Stanley L. Welsh Herbarian in our life science museum they've begun digitizing the plant specimens that they have there and if we got all of them digitized we have close to half a million images it's a very larger barrier we're also using public knowledge projects open journal system software in our scholarly periodical center and are currently hosting 12 titles either produced at BYU or edited by a member of the faculty at BYU so it doesn't have to be a BYU publication for us to support that open access we are have been digitizing for a number of years materials from our special collections and they are widely all of them openly available on the web one of the most interesting things we've done in the last year is begun partnering with the internet archive we have what's called an internet archive scanner actually we have three of them in the library and we are digitizing materials from our collection so far only those things that are in the public domain but scanning as of yesterday 9,440 complete books and putting them up on archive.org not to be confused with the other archive which is the ARXIV.org and that's the the high-energy physics and repository for those kinds of materials I'll turn the time over to Elizabeth now to talk about what's next in her survey so within this framework of multiple repositories for multiple formats and then we also have quite a solid commitment of resources we have three full-time employees who work in scholarly communication and then some additional student employees within this framework we thought we questioned where to make our next improvements Jeff mentioned that we well we adopted open journal system I think it was probably 18 months ago or two years ago now and that was a significant improvement for our readers in terms of in terms of function and then also for our faculty as a great faculty service in terms of the editorial component we thought what's the next big upgrade that we could make from the perspective of teaching faculty how could we focus our efforts that would improve scholarly communication in an open way and so we opted to ask broadly and we did this through a survey of 2300 faculty on campus we we had about 43 questions we had 510 responses from all colleges across campus the respondents were pretty much evenly divided between assistant associate and full professor but we had some additional adjunct faculty respond as well as some folks from department and college administration the topics that we covered in the survey were really publishing support you can see those they're open access repositories data management digital reformatting and open access journal hosting all focus my comments today on the publishing support open access repositories and open open access journal hosting so we began the survey with a series of pretty straightforward questions about publishing when asked 60 percent of respondents said they were aware of open access journals in their field you can see those numbers there roughly half are publishing or interested in publishing in open access journals about 53 percent are aware of their rights to their published work about 46 percent are aware that some publishers accept alternative publishing agreements but only nine percent have submitted one of these alternative publishing agreements we received several comments in this in this section with and I go back with the people expressing concern about open access outnumbering the positive comments about two to one but continuing with questions about author rights 67 percent are interested in learning more about this topic but only 29 percent have used our principal campus resource that's the BYU copyright and licensing office website to to learn more 22 percent are familiar with creative commons licenses but just over seven percent have ever used creative commons license and we had several comments requesting additional information about about about open access about creative commons licenses and that's something that we plan to add to our scholarly communication website sort of in a frequently asked question section or in a myths kind of dispelling myths section we also asked about potential content for and features of open access repositories when asked what types of items faculty would like to add in an open repository they said that published articles conference presentations they really received the most interest and then video image collections and unpublished academic work kind of more in that second tier when asked what features were most important not surprisingly they said that web visibility was really the was their most important feature that they'd like in an open access repository with digital preservation coming in second place now we I think in the library see that easy access through a learning management system at BYU we have a new system called BYU learning suite that that's something that in the library we would see as a priority because it's a place where we can garner content as faculty put materials maybe their own materials or other open materials make that accessible to classes through the learning management system that we could potentially harvest that and put that into our digital repository we also asked about posting open access journals and when it comes to hosting journals online our faculty are primarily interested in making professional journals available with some support for student publications and department publications but when it comes to the nuts and bolts of taking a print journal and creating an online instance there seems to be some reluctance to to paying for these services you can see that only 30 people straight up said yes I'd be willing to pay for some of some of the services that would take to create that online instance and and for us it's not the challenge of digitizing it's the challenge of creating metadata that really makes these materials discoverable it's easy to make them accessible in an online environment but how do you make them discoverable and that's what costs us at least $9 an hour for a student several students working on that at a time in terms of future services when we ask respondents indicated a preference for a digital preservation repository for online book publishing and are becoming more interested in in print on demand so you can see there I've highlighted those three that the faculty are most interested in making it but again from the library perspective we're also interested in support for assigning persistent digital object identifiers and this really becomes a dual opportunity for us one opportunity is in providing that service and then the second opportunity is in educating faculty about why that service is important again in the spirit of making materials not just available online but discoverable so from this portion you've seen that some results of the survey from this portion of the survey where are our opportunities our priorities to impact open access and we talk a lot in academic libraries about information literacy it's one of our goals to make sure that students know how to find select and analyze information and I think with our faculty we have the same opportunity to just create a a greater literacy about open access and open content you can see from some of these comments that people really really don't know about some of these issues and that is a baseline opportunity for us and you can see from that third bullet someone who said I really don't care about my publishing rights journals can have them for all I care we might be able to provide an alternative perspective for this person just to maybe round out round out an idea of why his rights to his work are important and then also in terms of open repositories well open access isn't main but with this you can see this comment here I'm going to find my notes we have an opportunity to dispel skepticism about open access by supporting open repositories our goal is not to quit paying for journal subscriptions we had a few comments that were very very concerned that we were going to cancel all of our subscriptions but our goal is to provide as much access as possible to the scholarly and creative output of our faculty and our goal is to complement traditional publishing we can also correct the misunderstanding that open access and peer review are mutually exclusive the directory of open access journals lists thousands of journals that require quality peer review or editorial control and now I'm going to turn it back to Jeff just following up one thing that she said it is important for faculty to understand that if we don't bring some rationality as a scholarly publishing system we will end up not being able to pay for subscription journals we there simply isn't enough money out there for any library to do that so we need to to educate the faculty on that oh whoops the order advanced to my slide as you saw on one of elizabeth's slides faculty are concerned about the visibility of materials what they put into our open access digital repository and we're concerned about it as well we're using a system that we're not completely happy with and we are doing what we can to investigate how do we make it more visible ultimately we may end up having to change the platform we're on but if we have those digital object identifiers for these kinds of things we'll be able to do that and faculty's material will continue to be well will continue to be at least as visible and hopefully more visible we're participating right now bullet number two here in an institute sponsored by the association of research libraries and the digital library federation on e-research or e-science about data open data is one of those things there's Malcolm Reed in his presentation said if people if researchers don't have to create all of the data they gather some data but they can marry it with data that's been gathered by others there's more that can come out of that too frequently today data is sitting in an excel spreadsheet on somebody's external hard drive on their flash drive on five and a quarter inch floppies and it's being lost we want to and libraries have a place in this space to help preserve that they also saw on Elizabeth's slide they're interested in digital preservation they don't want to have to care for those things on their drive but wouldn't would like them not to be lost as well so we're investigating what role we can play and how the open access repository can bring that about one of the problems you already heard it mentioned in the keynote with mr. Shelton that standards are a very big part here if we don't have interoperable interoperability between repositories we don't have standards for description of these materials it will be hard to locate materials that might be irrelevant to your study and that gets right down to bullet number three that budgeting for metadata right now as elizabeth pointed out that's where our costs come in doing these kinds of things we don't have good technological tools yet to be able to take large volumes of material and make sense of them and accurately describe them using some standard control vocabulary or ontology it's a pretty much a human endeavor I think we will get there but in the meantime we have to budget in order to describe the materials that we're putting up I'm happy to say that BYU is rolling out this new learning management system we've been using a commercial product off the shelf for more than 10 years now and faculty have said this isn't working for us it's not doing the things we need it to do so our office of information technology has basically worked with the faculty to design and write a system modularized that will do the things that they want it to do we're building in the next phase or one of the next two phases enhancements for the service hosted by the library for audio and video streaming of materials that we already licensed so they can be used in the LMS also a copyright subsystem is being written into that so if faculty want to use material that is in copyright they can go out and identify and say no you don't have any right to put that up or yes you can one of the ways libraries have been helping and we have been trying very much to educate our faculty we license millions of dollars of resources in subscription databases one of the as as Jim Shelton said if we just say free and not better we're not doing what we need to do but free is still important a student shouldn't have to pay any extra for something that's already being paid for our library licenses 356 databases at the cost of millions of dollars most of those materials are in licenses that allow us to to put links in the learning management system that will direct the student back to those materials they should not have to be paid for again we've had faculty who pay the copyright clearance center to put it into a course pack when they don't need to do that and we're trying to get that education out say for that we're we're helping financially both the students and the faculty lowering the costs and paying only once for that kind of academic content we've had a meeting last week with the administration of our College of Family Home and Social Sciences and one of the associate deans was responding to a question what's the take up of textbooks he said there really isn't a lot of take up of e-text books in our college particularly in our upper division courses there's a take up of textbooks at all most of our faculty are tailoring their curriculum they're they're going out and getting articles that speak specifically to the topics they want to cover and that's all they're putting together learning management system our licenses put that all in the hands of the faculty and the students and they wouldn't have to pay we think that's a great thing to be doing um that concludes our presentation Elizabeth will come and join me and we're happy to take your questions yes hi um Joe Robertson from Jessica Sears um you've talked quite a bit about open access and the university academic world in supporting access to water effectively research materials and do you have any thoughts about the university's world in supporting educational content supporting thank you supporting academics in managing sharing teaching materials we when we when we speak with faculty across campus we don't distinguish between what kind of content we would welcome in our open repository the scholars archive we encourage them to put any kind of content that they'd like to in there including teaching materials it could be course materials it's a very lightly curated collection we really leave it up to the faculty to to let us know to give us the content so we encourage them to and so we don't put any restrictions on that we encourage them to put their research materials academic materials or their teaching materials and maybe that's something that we could hit a little harder in collaboration with the school of education the posters are synonymous with research and materials not teaching and learning materials like the OAI standard all these things have been about the institutional archiving of research and publications not teaching and learning materials so are you actually finding out people putting the teaching materials I wouldn't say any great uptake now right but we don't we don't predict that I would add a little bit to that from the administrative perspective I can tell you that some of our librarians are concerned about Elizabeth's stance and my stance that it is a lightly curated repository traditionally libraries have been in the business or librarians have been in the business of selecting from content not being able to buy everything but select good content that will support things and saying gee we're not going to have any any control mechanisms on what can or can't be put in this repository the administration's view has been faculty aren't going to want to put up things that don't have any value or that they consider to be dumb or they wouldn't want to be seen and that's where our lightly curated but she's absolutely right that we haven't seen a lot of uptake there there is no restriction on them doing putting in learning objects or any of the kinds of things that you're talking yes follow up comment under slightly related comment one one thing I said with that approach is you're assuming faculty will come to you and ask them to give you the aspect ask you to manage that so my my challenge would be what are you doing to go to faculty and say here's good practice and on a I did some survey work for this last year and I just tweeted a link to a survey that a colleague of mine is currently doing but we're on libraries so that's something we're going to add to that. We try to be as active as we can be in reaching out to faculty we we certainly work with our subject librarians our subject librarians are really the ones who have those the closest liaison relationships with faculty and departments and we routinely let our subject librarians know about the range of services that we offer we let faculty know that we are very welcome we we welcome them to send us our CDs but sorry their CDs their publication lists will review those publication lists and perhaps what we could add to that request is you know send us your teaching materials we can make that more overt a more overt request so we I don't think we think of it as a you know we've built it and certainly people will come we recognize that it's our responsibility to go out and let teaching faculty know the services that we have the repositories that we have and how they might benefit them and that's Jeff had mentioned in our new learning management system called Learning Suite we'd love to build more connections from that learning suite into the repository so that makes it so faculty just have to go one place and then by going that one place we could potentially grab some of that content so we're aware that that is our responsibility to to spread the message and we try to do that directly through direct contact from contact from the scholarly communications employees or especially working with subject librarians and then we also have an advisory group to the library with the representative from each college on campus and we make sure that they are aware of these resources too so we hope to catch in multiple trickle down ways that the interest of teaching faculty. We're also speaking to that as we did last week as we've met with the administration in the College of Family Home and Social Sciences it is one of those processes of continuous repetition and the the elevator speeches and those kinds of things sir. I am a teacher at a community college in California I teach English but I'm also the accreditation officer for the college and I find myself spending more time with accreditation than virtually anything else. I was kind of curious to know particularly with online issues and digital issues as well what kinds of challenges or problems you deal with from an accreditation standpoint meeting accreditation standards in these areas or is it from the library perspective? We have not I've only been in administration for a little less than two years now so I really haven't dealt with this we're coming we're at the beginning stages of our next accreditation process but I've never been informed that there were accreditation problems related to any of these kinds of things that we've been and speaking about. Any from any other institutions are you aware of issues related to that? I think sometimes from a faculty perspective it's a different mode of communication to students and there's a concern about equal access from the materials the quality of the materials presented those kinds of things privacy issues and so on and so forth. Haven't had any of that raised. We're out of time thank you very much for coming.