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Last week, I helped lead a workshop for humanities faculty on campus who were looking for ways to document their impact for P&T purposes. While the workshop mostly focused on documenting traditional forms of scholarship (journal articles, books, etc.), I encouraged faculty to consider documenting their teaching impact as well. By openly sharing learning objects – syllabi, assignments, classroom activities – or teaching materials (e.g., textbooks, online tutorials, presentations), faculty can transform teaching in their field. Imagine if there were a peer-reviewed open introductory textbook to writing. Imagine, if it were well done, how much it would be used and shared.
Last updated by on 03/18/2014
Many scholars and librarians support public access to research publications funded by U.S. taxpayers. It's hard to argue with the idea that the people who paid for this research have a right to read the results without having to pay a third party (often a commercial publisher) for access. But, in making the case for open access to research published by faculty working at a public university, I sometimes meet supporters of public access that assume the access problem has been solved by federal policy. Reader, we have a problem.
Last updated by jdodell on 03/14/2014
A couple of interesting developments have occurred in the world of open access scientific publishing in the last few weeks. Two major scientific societies, the American Association for the Advancement of Science (AAAS) and the Royal Society, have both announced plans to publish open access journals. The AAAS plans to debut their new open access journal, Science Advances, in 2015 while the Royal Society‘s new open access journal, Royal Society Open Science, is due to begin this year.
Last updated by esnajdr on 03/04/2014
Creating Cultural Heritage and Faculty Research Digital Collections: Less about process and more about human interaction
The evolution of creating a digital project includes various steps moving from project idea to digital collection. While the idea to digitize is simple in theory, there are different ways to approach the digitization process. The creation of a massive digitization project is markedly different than that of a cultural heritage institution collection or faculty research project. The goal of mass digitization is not to create collections but to digitize everything, or in this case, every book every printed (Colye, 2006). The creation of digital collections for cultural heritage institutions and faculty research projects is less about the methodology of digitization and more about the human interaction between the partnering institutions. The interaction becomes a personal journey of selection and description of materials that strives to capture and provide online access to the history of the institution.
Last updated by jdodell on 02/26/2014
Like most academics, I have too much digital stuff – a personal library of resources related to my work, files for various projects in progress, files for completed projects, and miscellaneous files accumulated through service activities, university/campus/school initiatives, not to mention the personal files I have at home.
Last updated by hcoates on 02/25/2014
Information literacy—the ability to recognize when information is needed and find, evaluate, and use the needed information—is essential to our higher education goals. We want our students to leave college with the ability to direct their own learning and teach themselves, especially since it will be impossible for them to learn everything about their discipline in four years.
Information literacy outcomes addressed in the classroom often focus on where to find information and how to evaluate it. In other words, information literacy skills, when they are taught, usually position the student as an information consumer. But students are also content creators—they write papers, create poster presentations, compose works of art. But, rarely are they told the story of how knowledge is shared in their discipline and why. And rarely do they recognize themselves as creators of new knowledge. Thus, it is our job as educators to make sure they feel invited into the conversation.
Last updated by on 02/21/2014
In Spring 2013 a survey was sent to organizations in Indiana that were known to already be creating digital collections related to Indiana history. Responding were libraries, museums, historical societies, and archives. The overwhelming feedback indicates that Indiana cultural heritage institutions are highly interested in continuing to talk about a Digital Public Library of America Service Hub in Indiana.
What is DPLA?
Last updated by klpalmer on 02/14/2014
Recently I've noticed a tendency in my prose to capitalize the words "Open Access." Somehow my mind turned a concept into a brand. I had some help, of course. For a shorthand, many that write about open access use the initialism "OA." It's easy to see how that might introduce capitalization when it comes time to spell out both words--so, "open access" becomes "OA" which is reborn as "Open Access." And, then, many fine OA advocates have worked to make Open Access a brand. With manifestos, conferences, books, and the ever present icon, Open Access is a brand--and that's a good thing too. Without all of this attention (scholarly articles, library flyers, t-shirts, and Internet marketing) many would fail to consider the benefits of open access practices; many more would assume that OA is merely something offered by big name publishers at the steep price tag of $3,000 per article. (Yes, even the subscription publishers are cashing in on the Open Access brand.)
Last updated by jdodell on 02/13/2014
The new Web of Science interface has a feature that allows one to refine search results by the category of “Open Access”. This opens up some interesting possibilities for analysis for researchers as well as for librarians. For example, a quick search can help shed light on general trends in open access publishing by subject area. Searching the topic of bird migration in the Web of Science (1987-present) yields approximately 5,500 records, of which about 300 (or 5%) were published in an open access resource. Looking at the last 15 years in 5-year increments reveals an upward trend in open access for this subject area. In years 1999-2003, just about 1% of the records in Web of Science on this topic were published in open access sources. In the next 5-year period, 2004-2008, 5% were open access. In years 2009-2013, 10% of the search results came from open access sources. It will be interesting to replicate this search in 5 more years to see where the numbers fall.
Last updated by esnajdr on 02/07/2014
IUPUIScholarWorks serves as the institutional repository for open access to works by IUPUI's faculty, students and community. If you're at IUPUI and you have something you want to post, join, look us up or send us a note.
Now that six months have passed since the end of the 2012/2013 school year, I thought it would be fun to see what we made available last year and how people are using it. Last year (July 1, 2012 - June 30, 2013) IUPUIScholarWorks collected 513 articles, theses, dissertations, posters, learning objects, reports and historical items. During that year, the repository received 57,995 unique visitors and 198,031 pageviews. The hottest submissions for the year currently include, by unique pageviews (PVs):
Last updated by jdodell on 12/13/2013