Pathways to Open Access: Choices and Opportunities

This piece is cross-posted on the University of California Office of Scholarly Communication blog.

Birds-eye view of intersecting highways surrounded by trees
“Overpasses from above,” Edouard Ki, Unsplash

A Call to Action

On June 21, the University of California’s Systemwide Library and Scholarly Information Advisory Committee (SLASIAC) issued a Call to Action in which they announced their intent to embark on a new phase of activity in journal negotiations focused on open access (OA) to research. The Call to Action appeared alongside discussion of another recently-released University of California document, the Declaration of Rights and Principles to Transform Scholarly Communication, put forth by our system-wide faculty senate library committee (UCOLASC) and intended to guide our libraries toward OA when negotiating with publishers.

There are twin challenges underlying SLASIAC’s Call to Action, and UCOLASC’s Declaration of Rights and Principles: On the one hand, determining how to maintain subscriptions to scholarly journals in a context of escalating subscription costs and shrinking collections budgets, and on the other, pursuing the moral imperative of achieving a truly open scholarly communication system in which the UC’s vast research output is available and accessible to the world. The UC libraries have been working to address these dual needs, and we wish to highlight here some of the efforts our libraries have undertaken in this regard — particularly those in which we are working in concert.

UC Libraries’ Pathways to Open Access

In February 2018, through the release of the Pathways to Open Access toolkit (“Pathways”), UC Libraries identified and analyzed the panoply of possible strategies for directing funds away from paywalled subscription models and toward OA publishing. Pathways takes an impartial approach to analyzing the menu of strategies in order to help each individual campus evaluate which option(s) best serve their goals as they work to shift funds away from subscriptions. It also considers implications for cooperative investment in the various strategies it sets forth.

The possible next steps suggested in Pathways are manifold, including:

  • Identifying and engaging with disciplines for flipping their journals to OA
  • Exploring memberships and crowd-funding
  • Examining opportunities to leverage eScholarship as a publishing platform
  • Exploring commitment to open scholarly publishing infrastructure
  • Pursuing transitional offsetting agreements, in which current subscription spends help cover open article processing charges for hybrid journals—and potentially backing up offsetting negotiations with cancellations for publishers who refuse to engage

We have already announced intentions to pursue at least one collaborative experiment: to undertake a limited number of offsetting pilots—a transitional strategy to OA that caps institutional spending on a publisher’s subscription package while centrally administering and subsidizing the cost of hybrid article processing charges against a total agreed-upon spend—such that the net effect transitions spending away from subscriptions and toward OA article publication, without higher institutional costs.

Notably, the University of California libraries are aligned around common goals and approaches to achieving a transition to Open Access, but also are responsive to campus-specific needs and priorities. No matter which individual strategies our campuses pursue, we remain committed to the shared goal of collectively redirecting our funds away from subscriptions and toward open access publishing.

Taking the Pathways Journey

The University of California is not alone in the choices it faces with respect to accelerating a transition to open access. In ways both similar to and distinct from what we are experiencing, institutions and scholarly communities around the world are wrestling with their own questions and options as they envision what their pathways to OA might entail. North America has a particularly crucial role to play in the worldwide transition effort, given the size of its publishing output and amount of subscription revenue that it contributes. We do not believe any single actionable OA strategy would suit all North American institutions, let alone all author communities. Instead, we hope to leverage the Pathways toolkit to help authors, research libraries, and organizations make their own choices based on their own communities’ needs.

In acknowledgment of both the great potential for collaborative transformation, and the great divergence of perspectives and requirements for achieving such a transformation, the University of California Libraries are organizing a working forum to provide a dedicated time and space for North American library leaders and key academic stakeholders to use Pathways as a foundation to discuss and design what their own next steps toward open access might look like.

October’s working forum, aptly titled Choosing Pathways to Open Access, will be based on a design thinking model to cultivate discourse and a solutions-based approach. The goal is to facilitate participants’ abilities to understand and assess which OA strategies might be appropriate for repurposing spends at their own institutions, to engage participants in exploring insights shared by others about the implications of implementing those strategies, and to support participants in outlining or developing their own action plans for their institution or author community.

The forum, free of charge to attend, will not include presentations in the traditional sense, but instead will engage facilitators to help guide discussions on given OA publishing strategies. This overall information-sharing and discussion-centered format strives to achieve a balance between deeper engagement with OA strategies and meaningful opportunities to determine next steps—including through alignment or partnership with similarly-interested institutions or communities.

Choosing Pathways to OA aims to give voice to strategies within all OA approaches, with the understanding that each institution or author group might wish to support a range of strategies and approaches as appropriate for their communities and in alignment with their respective goals. While institutions and communities may settle on different investment strategies, the reflection and decision-making process are both crucial and timely.

Learn more


Announcements regarding open access & journal negotiations

I wanted to share this announcement from the UC systemwide Office of Scholarly Communication: https://osc.universityofcalifornia.edu/2018/06/championing-change-in-journal-negotiations/

The announcement speaks to work that the University of California’s Systemwide Library and Scholarly Information Advisory Committee (SLASIAC) has been doing in partnership with our university libraries and the systemwide academic senate’s Committee on Library and Scholarly Communication (UCOLASC). These groups have been considering the twin challenges of journal affordability and what they recognize as the moral imperative of achieving a truly open scholarly communication system.

Please feel free to e-mail schol-comm@berkeley.edu with any questions.


Opening UC History and Success to the World

photograph of author
Photograph of Jud King

150 years following its founding in 1869, the University of California is regarded by many as the most successful and highly-respected public research university in the world. In his new book, Judson King, former Berkeley and University of California Provost and former CSHE director, explores the most important factors for this academic success, and what makes UC tick. What’s more, he’s made his insightful analysis available to the world by publishing his book open access.

Please join Judson King, Chancellor Carol T. Christ, University Librarian Jeff MacKie-Mason, and CSHE administration for a special event and reception delving into the academic history of the University of California, and examining how best it can be shared to inspire global institutional development.

 

Event Details:

  • Discussion of The University of California: Creating, Nurturing, and Maintaining Academic Quality in a Public University Setting
  • February 28, 2018, at the Morrison Library from 5:00 p.m. – 6:30 p.m.
  • Refreshments and hors d’oeuvres will be served
  • RSVP required

This event is co-sponsored by the Library’s Office of Scholarly Communication Services and the Center for Studies in Higher Education. It is also offered in connection with Berkeley’s celebration of 150 Years of Light.

Berkeley 150_Logo

 


New Workshop: DIY Digital Publishing with Pressbooks

Person holding an open hardcover book in front of face

Publish Digital Books and Open Textbooks with Pressbooks

Tuesday, Feb. 20, 1:10 – 2:30 p.m. | Academic Innovation Studio, Dwinelle Hall 117 (Level D)

Register http://bit.ly/0220pressbooks

The workshop is open to all students, faculty, and staff. Feel free to come with a project idea in mind, and please bring a laptop if possible.


On February 20, the Office of Scholarly Communication Services is offering a hands-on workshop to introduce students, faculty, and staff to Pressbooks, a free, easy, and elegant self-publishing platform that anyone can use to create a digital book (or any other online resource) in minutes. This workshop is offered as part of the Library’s ongoing efforts to support and promote the creation and use of open and affordable course materials on campus (read more about our course affordability pilot programs, events, and workshops).

Do you have material you’ve been wanting to publish online, but aren’t sure how to get started or what tool to use? Come to our workshop to see Pressbooks in action and start working on your own project. By the end of the workshop, you can have a beautiful book published online! Working on a non-book project? You can also use Pressbooks to publish a chapter, white paper, toolkit, or other online resource.

Pressbooks is simple to use and infinitely flexible for a variety of projects, from creating a course textbook to publishing your own chapter- or module-length work. Quickly becoming the preferred tool for educators and writers publishing open books and other content, Pressbooks offers numerous features to support open access and accessibility.

Here are some highlights of what we like about Pressbooks and why we think the platform will be an exciting tool for students, faculty, and staff working on digital projects:

  • Easy to use. No design or developer skills required. If you’ve ever used WordPress, you’ll feel right at home.
  • Professional design. Choose from dozens of templates and themes that create professional-looking and customizable digital books.
  • Immediate and continuous publishing. Publish in minutes, and make changes or edits easily as you go.
  • Flexible licensing. License your work with any number of Creative Commons options. You can use the same license for the whole work or apply different licenses for different chapters or sections.
  • Accessibility. Pressbooks features and outputs are designed to support accessibility. Pressbooks is committed to making its code and user interface comply with WCAG 2.0 (level AA) standards within 2018, and it is developing tools to help authors maximize the accessibility of published work.
  • Collaboration. Give a co-author access to your project, and use Hypothes.is to add or enable annotations.
  • Free! Anyone can create an account at no charge.

Come to the workshop on February 20 to try out this innovative platform and kickstart your digital project. In the meantime, if you’re curious about what Pressbooks publications look like, or what else the platform can do, check out how other institutions are using Pressbooks, browse the book examples created at eCampusOntario, and see an open module recently published at UC Berkeley. The Library will also soon have a campus portal just for UC Berkeley-affiliated books, where you can showcase your work and view others’ projects.

For more information, email schol-comm@berkeley.edu.


Teaching Free: Instructor Insights on Making Course Content Affordable and Accessible

Teaching Free:  Instructor Insights on Making Course Content Affordable and Accessible

By, Rachael G. Samberg (Scholarly Communication Officer, Library) & Richard Freishtat (Director, Center for Teaching & Learning)

October 27, 2017 Instructor Affordability Panel / photo courtesy Rachael G. Samberg
October 27, 2017 Instructor Affordability Panel / photo courtesy Rachael G. Samberg

Note:  This commentary is being cross-posted on the Center for Teaching & Learning’s blog.

 

On October 27, 2017, UC Berkeley faculty and lecturers convened to share how they are making textbooks available for free to students—and how they are designing more accessible and transformative learning materials in the process.

In this post, we pass along key takeaways from the stories they shared, in the hope that you may consider implementing similar cost-saving options for students. We also consider why the UC Berkeley campus has come together at this critical moment to address such issues.

This is the first of a series of posts we’ll be doing this semester to dig into the “how” of improving students’ quality of living through affordable and accessible course content.

Students Can’t Afford Class

Before we dive into the lessons gleaned at the October event, campus context behind faculty members’ efforts might help.

Textbook prices have risen 88 percent in the past decade, as detailed in a 2016 Bureau of Labor Statistics report. With UC Berkeley undergrads expected to pay at least $900 (a low estimate) on books and materials each academic year, students are financially encumbered to obtain required readings. The campus is conducting a survey to understand the true impact of these expenses for students—including how textbook costs affect whether students take, remain in, and succeed in their classes.

One way to alleviate financial burden for students is by offering them free, digital versions of their assigned readings that can be accessed online or downloaded to electronic devices. For course readers, this might mean uploading materials to the class bCourse site under fair use principles, and for textbooks, this might mean switching to “open textbooks.” Open textbooks (also called “open educational resources” or OERs) are entirely free for anyone to access, read, and download, and are typically licensed for reuse by others to encourage further downstream adaptation and development. Many instructors and students prefer hard copies, and so open textbooks can often be ordered as “print on demand” for a nominal printing fee, or students can print them out themselves.

In the studies to date on open textbook impact, students who have been given access to open textbooks perform at least as well, and often better, than those without open textbooks. This is likely because the playing field is leveled: Everyone in class has access to the readings from day one, and they’re not beyond anyone’s financial reach.

There are several other key advantages to offering parallel access to digital books: Digital native texts are inherently more accessible to students with disabilities. Screen readers and assistive technologies fare much better working with born digital materials rather than print copies that have been scanned in and converted into optical text (not to mention the potential access delay involved in remediating print content). Digital materials are generally also text searchable, so that students can easily find concepts or passages within their readings.

Seeking to address both affordability and accessibility concerns, in 2017, the Office of the Vice Chancellor for Undergraduate Education (VCUE) charged a campus-wide Course Content Affordability & Accessibility Committee (CCAAC) to identify strategies to educate the campus about the costs of course content, and encourage practices that lower costs for students while also making materials more accessible. CCAAC’s report and recommendations are forthcoming in Spring 2018.

Piloting Innovation

An analogous campus partnership has also been very busy: The University Library, Center for Teaching and Learning (CTL), and Educational Technology Services (ETS) teamed up and obtained a VCUE and Library-endorsed charter to test services aimed at students course content burdens. Through our Affordable Course Content Pilot program, we have incentivized both adoption and creation of open textbooks. Our idea was simple: What if we offered $2000-$5000 grants for faculty and lecturers to switch to an open textbook, or create their own? We would provide the needed digital publishing and programmatic support to facilitate the transition, and the instructors would use or create something new that was open—and free—to all.

We did not expect to get many takers for the pilot, since designing and writing a textbook requires an incredible amount of work. Yet, we underestimated the earnest commitment on this campus for truly making a difference in students’ lives and academic success. In Fall 2017, five faculty members committed to creating their own open textbooks, and two more are on board for Spring 2018. Fall participants included:

  • Brad DeLong and Martha Olney, for Economic Theory – Macroeconomics (ECON 101B)
  • Evan Variano, for Elementary Fluid Mechanics (CE100)
  • John Wallace, for Dynamics of Romantic Core Values in East Asian Premodern Literature and Contemporary Film (EA LANG 105)
  • Jonathan Zwicker, for Seminar in Classical Japanese Texts (JAPAN 240)

Most of their books will be unveiled and implemented in their classrooms beginning this semester. In a future blog post, we will explore their creation of these open books, touching on everything from mechanical issues related to the digital platforms and tools being used, publishing mechanics, and how students have received them. (Sneak preview: You do not need to be a technological wizard to create a digital textbook! And, we can help.)

Now, however, we’d like to consider the salient lessons discerned from these faculty members’ experiences in creating open textbooks for the pilot.

Lessons from the Trenches

On October 27, 2017 pilot program participants Brad DeLong and John Wallace were joined by Ani Adhikari (whose Data 8 open textbook has already been in use for several years) in speaking to a rapt crowd about why they chose to create open textbooks, and what they have learned in the process. We have taken the liberty of distilling their guidance.

1.  If you create an open textbook, you have tremendous flexibility and complete control over what your students see, and when they see it.

Wallace observed that, although his book on East Asian literature and film will be deployed in Spring 2018, it will remain a work in progress. The beauty of writing and managing one’s own digital material is that changes (and typo fixes!) can be made in real time, without having to wait until your publisher decides to release a new edition. Wallace is utilizing Pressbooks.com to administer his material, and he can log in and change whatever he wants, whenever he wants—sharing his creative product in stages or in full, at his election.

This level of control also offers topical benefits. DeLong and Olney are converting their Macroeconomics print textbook into an open textbook, with interactive data for students to play with as they experiment with formulae and economic theories. To provide meaningful, real world information, DeLong and Olney need to be able to update and adjust content regularly. Because they are in complete command over the Jupyter Notebook which they use to manage their content, they can incorporate current economic events and statistics in real time, or keep it current on a semester-by-semester basis.

2.  Creating your own open book allows you to choose your voice and write to connect with your studentsand in so doing, capitalize on intellectual freedom as you forge and sculpt your discipline. As you branch off into new knowledge areas, disciplines can be redeveloped into what you make them.

Writing your own open textbook is a tremendous amount of work, but it can also offer tremendous intellectual freedom. Wallace, DeLong, and Adhikari each exclaimed the benefits of being able to write in a tone and on issues directed to their students—using language and content that may not have survived traditional textbook editing processes. The value is that the written material has the potential for resonating more meaningfully with students.

Adhikari discussed some foundational examples in the Data Science 8 textbook, in which she writes vibrantly about a water pump in Victorian London. The lesson frames for students one of the first ways that data was used to establish causality (in this case, mapping cholera outbreaks to a water pump). Here is a brief excerpt:

One of the earliest examples of astute observation eventually leading to the establishment of causality dates back more than 150 years. To get your mind into the right timeframe, try to imagine London in the 1850’s. It was the world’s wealthiest city but many of its people were desperately poor. Charles Dickens, then at the height of his fame, was writing about their plight. Disease was rife in the poorer parts of the city, and cholera was among the most feared. It was not yet known that germs cause disease; the leading theory was that “miasmas” were the main culprit. Miasmas manifested themselves as bad smells, and were thought to be invisible poisonous particles arising out of decaying matter. Parts of London did smell very bad, especially in hot weather. To protect themselves against infection, those who could afford to held sweet-smelling things to their noses.

From reading even just this brief excerpt, it is hard to imagine traditional textbooks so compellingly establishing an argument, or traditional textbook authors maintaining enough editorial control over their work to ensure that these points are included exactly as intended.

3.  Digital editions provide valuable portability for students, while preserving print on demand options.

Adhikari and DeLong also addressed portability benefits of open textbooks. UC Berkeley students are incredibly engaged academically, and as a result, under considerable competing demands on their time. It is not uncommon to see students working on portable devices on public transportation or at the gym, just to make the most of any spare moments they have.

In survey responses by students whose classes participated in our pilot program, students near universally described how having online access to, or being able to digitally download, their reading materials improved their learning experience. Not only could they take their readings everywhere (and we mean everywhere!), but also they did not have to lug around numerous heavy books. Many also remarked that they valued not having to “waste paper” and harm the environment. Students knew that printing out the materials was an option, though few reported having chosen to do so—actually preferring the electronic format.

4.  You can create an open module or two to fill in the gaps, rather than requiring students to purchase an entire textbook just for a few sections.

Let’s say you have found the perfect textbook for about 80% of your course, but it lacks two or three topics that you cover in class, and for which you assign a separate book entirely. There may be no need to reinvent the wheel in designing an entire textbook from scratch, but perhaps you could create just what you need to fill in the gaps rather than recommending a second book for purchase.

This is precisely what Horst Rademacher of the Berkeley Seismology Lab, did for EPS20 (Earthquakes in Your Backyard). As part of the pilot program, Rademacher created on open module through Pressbooks.com to address one topic: The Hayward Fault at the UC Berkeley campus. Doing so was not only a more reasonable time investment, but also a very efficient way of making sure students had tailor-made access to the specific content they would need for class.

5. If you collocate all digital readings and assignment submissions, it can be easier for graduate student instructors to complete grading, and focus more on pedagogy.

Generating efficiencies in one area necessarily creates opportunities in another. In this case, GSI’s, and instructors alike, can more easily move between and through grading of student work (particularly if coupled with other campus-licensed tools like GradeScope). The ability to centrally locate, quickly navigate, and reliably assess student work can considerably reduce time spent on the logistical aspects of grading. The extra time that was once necessary for grading logistics, can now be better utilized in service of pedagogy and student learning. Faculty discussed greater time available to improve their course materials, implement new pedagogies, or even supplement learning through more formative approaches that were very challenging previously due to time constraints.

6.  Open textbooks have the potential to save UC Berkeley students hundreds of thousands of dollars a year, while making access to higher education learning materials more equitable in your class and beyond.

In DeLong’s own words, his forthcoming Macroeconomics textbook can “go big or go home,” and he’s banking on “big.” There are four sections of macroeconomics are taught each year on our campus, with approximately 1000 students. If each of the class sections adopted the DeLong-Olney open textbook rather than the $200 print equivalent, UC Berkeley macroeconomics students could save up to $200,000 each year. Of course, macroeconomics is a staple at institutions across the nation and world. DeLong and Olney are enabling thousands upon thousands of students globally to have access to extremely high quality instructional materials—potentially saving students millions every year. The financial impact that open textbooks can have is quantifiable, and it’s huge.

Financial impact is but one piece of the equitability puzzle. Both DeLong and Adhikari discussed open textbooks’ ability to promote social justice in the classroom, and the sense of obligation they feel as faculty members in doing as much as they can to ensure that all of their students have equal opportunities to succeed.

Get Involved

If you would like to explore the possibility of adopting or creating an open textbook for your class, we would love to meet with you! Limited numbers of $2000-$5000 grants remain available. Please contact schol-comm@berkeley.edu, or visit the Scholarly Communication Website (lib.berkeley.edu/scholcomm) to learn more.

And if you are interested in CCAAC and the pilot team’s report and findings about course content affordability at the UC Berkeley campus, please stay tuned to posts distributed through the Center for Teaching and Learning and the Library’s Scholarly Communication program’s Twitter account, @UCB_scholcomm.

 


Discover Affordable Course Content and Open Textbook Options in Workshop Series

Highlighted TextbookConcerned about the impact of high textbook and course reader costs on students? Interested in discovering pedagogically rich and innovative solutions? Consider attending the below workshops to understand the landscape for rising course content expenses, and what you can do to both lower students’ expenditures and improve their educational experience. If you have any questions, please feel free to contact schol-comm@berkeley.edu. We hope to see you there!

 

Friday, Oct. 27

Making Textbooks and Course Readers Affordable

11 a.m.-12:30 p.m. | Wurster Hall, Environmental Design Library

Register http://bit.ly/1027ACC

Do you wonder how to make your assigned readings more affordable, and how much time and effort you’d need to invest? The University Library and Center for Teaching and Learning have partnered in an innovative pilot program to reduce course content expenses and incentivize the creation of high quality, free, and open course materials. In this panel event, you’ll hear from participating faculty and lecturers who will discuss their experiences and provide practical tips from the leading edge of course content affordability. Refreshments will be provided.

 

Friday, Dec. 8

Open Textbook Workshop – Faculty & Lecturers

9:30 a.m. – 11:30 a.m. | Academic Innovation Studio, 127 Dwinelle Hall

Apply http://bit.ly/facultyOpenTextwkshp

Are you an instructor who is concerned about the impact of high textbook costs on your students?  Do you want to adopt or create innovative pedagogical materials?  Explore possible open textbook solutions by attending a two hour workshop and writing a short textbook review. The Library will provide you with a $200 stipend for your efforts! Space is limited, so please submit a very brief application form: http://bit.ly/facultyOpenTextwkshp

 

Friday, Dec. 8

Open Textbook Workshop – Staff & Campus Partners

12:45 p.m. – 2:45 p.m. | Academic Innovation Studio, 127 Dwinelle Hall

Register http://bit.ly/openwkshpcampuspartners

Are you a UC Berkeley staff or affiliate who is concerned about the impact of high textbook costs on students, or you are working with a faculty member who is? Do you want to support the adoption or creation of innovative pedagogical materials? Learn the landscape, opportunities, and challenges for adopting and creating open textbooks, and how to discuss whether open textbooks are a good fit.

 

Tuesday, Feb. 20

Publish Digital Books and Open Textbooks with Pressbooks

1:10-2:30 p.m. | Academic Innovation Studio, Dwinelle Hall 117 (Level D)

Register http://bit.ly/0220pressbooks

If you’re looking to self-publish work of any length and want an easy-to-use tool that offers a high degree of customization, allows flexibility with publishing formats (EPUB, MOBI, PDF), and provides web-hosting options, Pressbooks may be great for you. Pressbooks is often the tool of choice for academics creating digital books, open textbooks, and open educational resources, since you can license your materials for reuse however you desire. Learn why and how to use Pressbooks for publishing your original books or course materials. You’ll leave the workshop with a project already under way!

 


Event: Workshops for faculty and graduate students

The Library is excited to share news and registration info for a full slate of informative and practical workshops and panels during Open Access Week, Oct. 23-27.  The events are intended to help attendees enhance their scholarly publishing skill sets and knowledge, by covering topics related to dissertation and book publishing, copyright, peer review, scholarly impact, and more.  You can read more in this blog post: http://update.lib.berkeley.edu/2017/09/28/boost-your-scholarly-publishing-skills-during-open-access-week-oct-23-27/

 

Monday, Oct. 23
Copyright and Your Dissertation
1-2:30 p.m. | 309 Sproul Hall
From the beginning of the writing process to submitting and publishing your dissertation or thesis, we will walk you through a useful workflow for addressing copyright and other legal considerations.

 

Tuesday, Oct. 24
Publishing Your Dissertation
2-3:30 p.m. | 309 Sproul Hall
Hear from expert panelists about what happens once you submit your dissertation, how to shape your dissertation’s impact, and how to go about publishing your first book.

 

 Wednesday, Oct. 25
Increasing and Monitoring Scholarly Impact
10-11:30 a.m. | 309 Sproul Hall
Discover strategies and tips for preparing and promoting your scholarship, and the best ways to monitor and increase your citations and success. You’ll also learn how to: understand metrics, select and use scholarly networking tools, choose reputable open access journals and publishing options, and participate in open access article and book funding opportunities.

 

Thursday, Oct. 26
Understanding the (Changing) Realm of Peer Review 
1-2:30 p.m. | 309 Sproul Hall
Are you publishing an article or reviewing someone else’s work? Panelists demystify the peer review process, what’s expected of you and what you’ll experience, and how the world of peer review is evolving with new models that foster transparency and impact.

 

Friday, Oct. 27
Making Textbooks and Course Readers Affordable
11 a.m.-12:30 p.m. | Wurster Hall, Environmental Design Library
Do you wonder how to make your assigned readings more affordable, and how much time and effort you’d need to invest? The University Library and Center for Teaching and Learning have partnered in an innovative pilot program to reduce course content expenses and incentivize the creation of high quality, free, and open course materials. In this panel event, you’ll hear from participating faculty and lecturers who will discuss their experiences and provide practical tips from the leading edge of course content affordability.

Boost Your Scholarly Publishing Skills During Open Access Week, Oct. 23-27

Open Access Connects - OA Week logo

 

Open Access connects your scholarship to the world, and helps you gain global readership. For the week of Oct. 23-27, the UC Berkeley Library is highlighting these connections.

You can attend five exciting workshops and panels that bridge real-world scholarly publishing skills with the connectedness that open access offers.

 

What’s Open Access?

Open Access (OA) is the free, immediate, online availability of scholarship. Often, OA scholarship is also free of accompanying copyright or licensing reuse restrictions, promoting further innovation. OA removes barriers between readers and scholarly publications—connecting readers to information, and scholars to emerging scholarship and other authors with whom they can collaborate, or whose work they can test, innovate with, and expand upon.

 

Open Access Week @ UC Berkeley

OA Week 2017 is a global effort to bring attention to the connections that OA makes possible. At UC Berkeley, the University Library—with participation from partners like the Graduate DivisionCalifornia Digital LibraryCenter for Teaching & Learning and more—has put together engaging programming demonstrating OA’s connections in action. We hope to see you at the events, where you can continue to build your scholarly publishing skills.

 

Schedule

Refreshments provided at all events, and attendance enters you into raffle for prizes! To find out more about each event, please visit our Scholarly Communication Events page.

 

Monday, Oct. 23
Copyright and Your Dissertation
1-2:30 p.m. | 309 Sproul Hall
Register http://bit.ly/1023copyright
From the beginning of the writing process to submitting and publishing your dissertation or thesis, we will walk you through a useful workflow for addressing copyright and other legal considerations.

 

Tuesday, Oct. 24
First Books & Publishing Your Dissertation

2-3:30 p.m. | 309 Sproul Hall
Register http://bit.ly/1024publishing
Hear from expert panelists about what happens once you submit your dissertation, how to shape your dissertation’s impact, and how to go about publishing your first book.

 

Wednesday, Oct. 25
Increasing and Monitoring Scholarly Impact

10-11:30 a.m. | 309 Sproul Hall
Register http://bit.ly/1025impact
Discover strategies and tips for preparing and promoting your scholarship, and the best ways to monitor and increase your citations and success. You’ll also learn how to: understand metrics, select and use scholarly networking tools, choose reputable open access journals and publishing options, and participate in open access article and book funding opportunities.

 

Thursday, Oct. 26
Understanding the (Changing) Realm of Peer Review

1-2:30 p.m. | 309 Sproul Hall
Register http://bit.ly/1026understandpeer
Are you publishing an article or reviewing someone else’s work? Panelists demystify the peer review process, what’s expected of you and what you’ll experience, and how the world of peer review is evolving with new models that foster transparency and impact.

 

Friday, Oct. 27
Making Textbooks and Course Readers Affordable

11 a.m.-12:30 p.m. | Wurster Hall, Environmental Design Library
Register http://bit.ly/1027ACC
Do you wonder how to make your assigned readings more affordable, and how much time and effort you’d need to invest? The University Library and Center for Teaching and Learning have partnered in an innovative pilot program to reduce course content expenses and incentivize the creation of high quality, free, and open course materials. In this panel event, you’ll hear from participating faculty and lecturers who will discuss their experiences and provide practical tips from the leading edge of course content affordability.

 

We hope to see you there!

Questions? E-mail schol-comm@berkeley.edu, or check out our Scholarly Communication Services website.

 


Academic Council Affirms Commitment to Open Access Efforts like OA2020

By letter to University of California President Janet Napolitano, the Academic Council has enthusiastically endorsed and affirmed university-wide commitments to make UC research and scholarship as freely and openly available as possible.

The letter of the Academic Council, which advises the UC President on behalf of the Assembly, updates President Napolitano on various campus efforts to fulfill the University’s mission of providing long-term societal benefits through transmitting advanced knowledge. As the Council notes, one way that the University has been working to achieve its mission is through implementation of the 2013 Open Access policy, pursuant to which UC scholars widely disseminate their scholarship by making copies available open access (OA). OA promotes free, immediate access to research articles and the rights to use these articles to advance knowledge worldwide.

“As the nation’s largest public research institution and a source of two percent of the world’s research literature,” explains Jim Chalfant, Academic Council Chair, “the University of California is uniquely positioned to further this goal for the benefit of people all over the world who currently do not have access to the vast majority of scholarly research articles.”

Indeed, since the adoption of the 2013 OA policy, the ten UC campuses have made important progress toward increasing both the dissemination and impact of UC scholarship while reducing barriers to readership.

One way in which the Berkeley campus has contributed to a more open scholarly landscape is by engaging in open access initiatives such as OA2020, noted in particular in the Council’s letter. OA2020 is an international movement, led by the Max Planck Digital Library in Munich, to convert the entire corpus of scholarly journal literature to open access by the year 2020. The OA2020 movement intends to accomplish this “flipping” by encouraging institutions to convert resources currently spent on journal subscriptions into funds that support sustainable OA business models. Berkeley signed the OA2020 Expression of Interest in March 2017 along with UC Davis and UCSF.

In affirming UC Berkeley, UC Davis, and UCSF’s participation in OA2020 and similar initiatives, the Academic Council avows OA2020’s alignment with both the 2013 OA policy and the UC’s mission to conduct research in the public interest and serve society. Accordingly, both the Council and the Academic Senate’s Committee on Library and Scholarly Communication “support all efforts by UC campuses to promote open access to scholarly research, both in the service of the University’s Open Access mission and in the service of similarly-oriented global missions such as OA2020.”

To learn more about why UC Berkeley, UC Davis, and UCSF signed the OA2020 Expression of interest, please see our joint statement, Why OA2020? (attached as Appendix C to the Academic Council’s letter), or our website, OA2020.us.

To discover more about the many initiatives in which the UC Berkeley Library engages to advance progress toward sustainable open access publishing, please see our Scholarly Communication Services page about our Open Access Initiatives.

We warmly welcome opportunities to talk more about these efforts, so please feel free to reach out to us: schol-comm@berkeley.edu.


Participate in an Affordable Course Content Pilot Program!

Participation Invitation for Affordable Course Content Pilot Programs
Participate in Fall 2017 pilot programs

Dear UC Berkeley faculty and lecturers,

We can help you make your assigned readings and textbooks more affordable to students. The Library and the Center for Teaching & Learning have launched two pilot programs for Fall 2017, for which your participation can save students potentially hundreds of dollars each.

  • The first pilot service aims to reduce the cost of your print course packs through Library-assisted syllabus processing. We will locate copies of open, free, or Library-licensed versions of your assigned readings so the overall price of the print course pack or course reader is reduced.

  • The second service provides you with grants to either use, adapt, or develop open or library-licensed electronic textbooks and course materials. This can help save students the cost of purchasing expensive textbooks.

Please fill out this brief form if you are interested in participating in one or both pilots (described more fully below), and we will contact you soon with details.

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Pilot 1 (Course Packs):  Do you assign your students a print course pack for purchase?  We can help reduce the cost of that print course pack.

With the first piloted service, the Library will process your syllabus for you and search for your required readings to locate copies of open, free, or Library-licensed versions of assigned readings.

  • If open, free, or Library-licensed versions are available, we will give you links or PDFs to post to bCourses at no cost to your students, reducing any remaining readings that a student would have purchased as part of a print course pack.

  • We will also provide guidance to you for making fair use decisions–further reducing the cost of course packs, because we can help you limit instances in which a third party copy center would need to secure copyright clearance for assigned readings.

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Pilot 2 (Grants):  If you assign textbooks or other books, will you let us pay you from $500 up to $5,000 to switch to an electronic version of that book or to an equivalent eBook or combination of books?  Or will you let us help you in adopting, adapting, or designing your own open and electronic course materials?

The Library and the Center for Teaching and Learning are offering grants and programmatic support to instructors to enable you to link to open or Library-licensed electronic textbooks or other eBooks–or even to design your own.

  • The grants range in value from $500 (e.g. for switching one required print book to a Library-licensed electronic book that can be linked to in bCourses) all the way up to $5,000 to receive programmatic support to design your own open & electronic course materials for students so they don’t have to purchase expensive textbooks.

  • The Center for Teaching & Learning and the Library can also help you find campus support to update any other attendant PowerPoints, assignments, or materials that need alteration following a change in assigned books or textbooks.

If you have any questions, please contact the Library’s Scholarly Communication Officer, Rachael Samberg: rsamberg@berkeley.edu. You can also find out more about affordable course content in our Guide to Open, Free, & Affordable Course Materials.