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The first quarter of this year has been a good one for IUPUIScholarWorks. While upgrading our version of DSpace, we also rebuilt our community list on the home page. Currently, thirteen IUPUI schools have collections in ScholarWorks. (We hope that the few remaining schools will create collections before the end of the year.) While making improvements to the website, we were also busy posting new submissions to the repository. Here's what's new in IUPUIScholarWorks for the first quarter of 2014:
Scholarly Articles: 125
Gray Literature: 32
We're well on our way to providing open access to over 1,000 new items in the year 2014!
According to Google Analytics popular, recent (4/1/2013-3/31/2014) submissions include:
Last updated by jdodell on 04/04/2014
The staff of IUPUI University Library Center for Digital Scholarship spent a great deal of time (rightly so) toiling over: 1. Defining digital scholarship and, 2. What services we would focus on in connection with this definition. We struggled with describing digital scholarship similarly to others, wanting to ensure some cohesion with our national and international colleagues. We also wanted to create a mission and suite of services that was unique to and served our university. Creating a mission statement is precarious enough, add to this a yet solidly defined area of study and prepare to see a group of structure craving librarians squirm.
Last updated by klpalmer on 04/04/2014
A few years ago Dean Lewis implemented a fund to assist faculty who are interested in developing digital collections that will enhance and advance their research agenda. Faculty can use the fund to explore new modes of analysis, creation and dissemination where technology plays a significant role.
In 2011 I began working with Dr. Bob White to create an online and open-access collection that offers resources for students, teachers, and scholars that are interested in Irish History, Irish politics, social movements, political activism, and “terrorism.”
According to Dr. White, “The Irish Republican Movement Collection provides unique resources for the understanding the transformation of Provisional Irish Republicanism and for understanding those who opposed that transformation, including contemporary ‘dissident’ Irish Republicans."
The collection includes 4 Irish Newspapers and a streaming video created by Dr. White.
Last updated by jdodell on 04/03/2014
Admittedly, I spend more time thinking about project management than I would like, sometimes to the detriment of actually getting stuff done. On the other hand, I have realized that the processing through the organizational issues helps me to map out and articulate what it will take to complete a particular project. Since I've found the workflows and tools posts from other professionals helpful, I'll share my approach and hope that this helps someone else besides me.
I tend to take on too many projects, mostly of my own creation, so I try to inject a dose of realism into the scoping process. This helps me to figure out if I can actually accomplish what I want and helps to determine the timeframe. This sounds more formal than it really is. Basically, I try to sketch out the following on a single page:
Last updated by hcoates on 03/24/2014
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 lacym 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 lacym on 02/21/2014