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In their own words: working in scholarly communication

Last month we put out a call for people working in scholarly communication to record and send us their views on what it takes to work in this area. After a slow start we now have a few uploaded.

As a head’s up, here’s the combined responses from four Jisc sessions held over summer to the question:

Which personal attributes do you think are most valuable in scholarly communications roles?

With words like ‘persistence’, ‘communication’, approachability’ and ‘negotiation’, this word cloud starts to reflect some of the advice we published recently for new starters in open access. But it’s not all scary – some of it is even fun! Take it from those who are walking the talk.

On this last day of Open Access Week we are pleased to showcase some of the first responses. So far we have received four contributions and these have started to demonstrate the broad range of roles available in this exciting area. Below you will hear from colleagues working in data management, librarianship and training roles as they discuss their daily jobs, the challenges they face and the skills they need.

We hope that you can use them to think about how you could make your own career in scholarly communication. If you would like to contribute your own interview (either in video or text format) the submission form can be found here. We hope to bring you more interviews over the next few months, building up into a useful bank of information for anyone wanting to work in scholarly communication and research support.

(With huge thanks to our contributors – Clair Castle, Natasha Feiner, Kate O’Neill, Claire Sewell and Sarah Stewart)

Clair Castle – Working in RDM

Claire Castle, Chemistry Librarian and Research Data Coordinator at the University of Cambridge discusses her role supporting researchers with their data management:

Natasha Feiner – Working in Research Support

Natasha Feiner, Senior Library Assistant at the University of Reading, talks about what her role involves and the importance of paying attention to detail:

What are the core tasks of your job?

Day to day I spend a lot of my time checking and updating records in the university’s institutional repository, CentAUR. This often involves talking to researchers and publishers about things like copyright agreements and sharing policies. On an intermittent basis I carry out ‘health checks’ on the records in CentAUR, for accuracy and REF compliance. At the moment I am undertaking an ‘in-press’ check to identify newly-published books and articles in the repository. Beyond CentAUR, I provide administrative support for open access events and training at the University of Reading. I am currently assisting with the organisation of a conference planned for 2019 that will focus on open research and publishing. I am also an active member of the university library. I provide liaison support for the Arts and Humanities team, and am involved with user services for the Business and Social Sciences team.

What are the skills you need to do this job well?

For the CentAUR side of things, attention to detail is really important. Minor mistakes could have serious implications for REF compliance. More generally, I think that a willingness to learn is essential for anyone involved in supporting research in a university setting. Policies and requirements are always evolving – especially in relation to open access – so it is important to be able to adapt quickly. A good memory for acronyms is also useful!

Kate O’Neill – Working in Research Support

Kate O’Neill, Research Services Librarian at the University of Sheffield, discusses managing an institutional repository and supporting academics to engage with Open Access:

Claire Sewell – Working in Training

Claire Sewell, Research Support Skills Coordinator at the University of Cambridge, discusses her role training Cambridge library Staff:

What are the core tasks of your job?

It varies from day to day but essentially I’m providing training to Cambridge University library staff (across one hundred plus libraries) in the area of research support and scholarly communication. Cambridge is a very research intensive university and so no matter which library you work in or what your role is, you are supporting these researchers in some way. My role involves making sure that library staff are equipped with the knowledge they need to support the research community they serve. This involves a lot of topics from basic introductions to data management and open access through to hands-on workshops on text and data mining and presentation skills. I offer a lot of face to face training but recently I’ve been expanding this to include more online training and resources for those who can’t attend training sessions. 

What do you need to do this job that you didn’t learn at library school?

I qualified a few years ago now so there wasn’t much concrete information about scholarly communication on my course which meant that I had to develop my knowledge on this area pretty fast. I also needed to develop my communication skills in a variety of ways. I had done some presenting before but I needed to look at adapting my message to different audiences and their particular needs. I also needed to learn a lot about being patient. For some people this area is a big change and not one they want to accept easily so I have to practice my diplomacy a lot more than I thought I would have to!

What is the best part of your role?

I think the best part (and the thing that I enjoy the most) is that I’m getting paid to learn. I’ve always been enthusiastic about professional development and tried a lot of different things over the years to develop my knowledge, from online courses to job shadowing. I was by no means an expert when I took on my current role and I’m still not so my role involves doing a lot of learning. When I see a need or when I’m asked to provide some training on something I do a lot of research to make sure I know I’m talking about. This often involves looking outside the box at different viewpoints and applications so I can offer a balanced training session or resource. In this way I’m constantly learning about new things in the world of scholarly communication and getting paid for doing what I enjoy!

Sarah Stewart – Working in Data Services

Sarah Stewart, Data Services Specialist at the British Library, discusses her role working with data at a large institution.

Lucinda May – Working in Scholarly Communication

Lucinda May, Scholarly Communications Librarian at the University of Manchester, talks about the skills she needs for her role:

What are the skills you need to do this job well?

A lot of the skills required to do this job effectively are transferable: you need to be very organised, able to juggle competing tasks and prioritise your workload, manage your time to work to challenging deadlines, and have strong attention to detail – whilst working at speed!

I’m part of a relatively large team at Manchester and it’s essential to be able to work well with colleagues, sharing your different responsibilities as you work towards common goals. I’ve worked hard to build a solid understanding of numerous complex policies and their implications, and over the last year or so I’ve developed my skill-set to be able to translate this knowledge into implementing user-friendly processes, including considering service resource requirements and the user experience of our services. One of the most important skills to be an effective Scholarly Comms librarian is being able to explain complex information clearly to busy and sometimes stressed researchers. It’s essential that I have confidence in the expertise I’ve worked to build up whilst doing this job, as I need to be comfortable being asked for a view on issues or options by academics.

It’s not essential to have deep sector knowledge when starting this job, but you need to be committed to building a solid base of knowledge to draw on in conversations with researchers, and ensure you’re up to date on developments. I’ve always been encouraged to find and cultivate my own authentic voice – to explain things in my own words, and be authentic to my personality when communicating with stakeholders, as this contributes to building collegial, respectful relationships and partnerships with our colleagues across the University. I’m always aware that when I’m speaking to researchers or at an event, I’m representing Manchester, so it’s essential that I understand and am able to channel the culture of my organisation.

Resilience is another essential skill – both in terms of handling repetitive tasks and enquiries, and in terms of being challenged by people whose personal experiences of scholarly communication may result in alternative views on issues we’re discussing. I think to be successful in this role you need to have passion and enthusiasm. For me, my passion is sparked by understanding the real-world impact that effective scholarly communication can have – the research I help to disseminate can change the world. My enthusiasm comes from appreciating how important it is that we get things right, as there are real, serious implications for getting things wrong. I’m driven to develop our services and support, and always do better myself.

How did you develop these skills?

A Scholarly Comms librarian post isn’t an entry-level job: to hit the ground running I think you need to have experience of things like organisation, complex customer communication, and working under pressure. I moved into this role from an assistant-level role in the team. However I would like people to know that in my experience, sector knowledge isn’t an absolute necessity, at least to joining a team in an assistant role with a view to progressing to a librarian role. Before joining Manchester’s Research Services team I’d worked primarily with students in customer services roles, and before that in a public library, after a few years in the private sector – I had no previous experience of academic research, and issues relating to scholarly communication weren’t touched in during my library qualification. Of course I had to swot up on research support considerations for my interview, but from that base I’ve done all my learning on the job.

It’s essential to always listen to and watch your peers and senior colleagues – how do they approach tasks, explain things to academics, handle challenges? You need to be open to learning from things which don’t go well, and be receptive to feedback to improve. Working in a busy, demanding environment meant I encountered a lot of practice examples I could learn from. My manager has always supported my development by offering constructive feedback, and by encouraging me to observe things before having a go myself, and building my confidence, for example, by suggesting I deliver training sessions to postgraduate research students before moving to academic staff, and attending meetings at “friendly” Schools before progressing to more “challenging” Schools!

Working at a large institution like Manchester means we have loads of opportunities to get involved with projects outside our core responsibilities, and by doing so, to observe and learn from other colleagues in different teams – my sector knowledge has benefited hugely from collaboration with our Library copyright lead, and I’ve learned about negotiation and influencing by observing our Library subscriptions lead in meetings with publishers. There’s a lot of developmental support available in our Library, and I’ve been very lucky to be able to learn about leadership through involvement in our Leadership Development Network and exposure to members of our Leadership Team, including mentoring with our previous Head Librarian, Jan Wilkinson.

I absolutely love my job and feel proud to be part of the scholarly communications ecosystem. I would strongly encourage people to consider scholarly communication roles as it’s such an exciting and growing area for libraries and Higher Education institutions, there’s loads of scope to develop and make an important contribution.

Mary Donaldson – Working in Data Services

Mary Donaldson, Information Officer at the University of Glasgow, discusses her experiences of working in thus dynamic role.

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Keep an eye on the blog for more interviews coming soon. Videos can be found on our playlist here.

Published 26 October 2018
Compiled by members of the OSC team
Creative Commons License

Where are we now? Cambridge theses deposits one year in

As the nights draw in and the academic year 2018/19 begins, we are preparing to enter our second year of compulsory e-theses deposits. Our university repository, Apollo, is close to holding 6000 digital PhD theses and it is the intention of the University that this valuable research asset continues to grow into the future. The Apollo repository will play a large part in making this happen. Until recently only hardbound copies of theses were collected and catalogued by the University Library. Users could read theses on-site in Cambridge or order a digitisation of the thesis, but the introduction of e-thesis deposit to Apollo has meant that University of Cambridge theses are more accessible than ever before. It’s been an incredibly busy year and we have made some great steps forward in our management of theses in Cambridge.

e-theses at Cambridge – the background

The e-theses deposit story at Cambridge started in October 2016, when the Office of Scholarly Communication upgraded Apollo to allow the deposit of theses and began a digital thesis pilot for the academic year 2016/17. 11 departments in the University participated in the pilot, asking their PhD students to deposit an e-thesis alongside a hardcopy thesis. Theses deposited in Apollo during the pilot could either be made open access on request of the author or were treated as historical theses had been up until that point, whereby hardbound copies were held in the University Library and requestors could sign a declaration stating they wish to consult a thesis for private study or non-commercial research. Following the success of the pilot, the Board of Graduate Studies, at its meeting on 4 July 2017, made the decision that from 1 October 2017 all PhD students would be required to deposit both a hard copy and an electronic copy of their thesis to the University Library.

What we learnt during the academic year 2017/18

The experience of depositing theses during the pilot had highlighted some issues that needed addressing. We had to make decisions on how to deal with third party copyright, sensitive material, library copy and supply rules, and the alignment of access levels for hardbound and electronic theses. In response to this, we decided that we should think through each of the different ways in which a thesis could be deposited in the repository, and consider the range of contentious material that could be contained within a thesis.

How do theses enter the repository?

Whilst students that are depositing in order to graduate do this directly, we also have the capacity to scan theses on request here in the library, and these scanned theses are subsequently deposited in Apollo. In addition to this, we led a drive to digitise University of Cambridge theses held by the British Library on microfilm and gave alumni the option to digitise their thesis and make it open access at no cost to them.

British Library theses

This year the OSC has made a bulk deposit of theses scanned by the British Library, which significantly augments the number of theses stored in the repository. In the culmination of a two-year project, nearly 1300 additional Cambridge PhD theses are now available on request in the Apollo repository.

Prior to being made available in the repository, these Cambridge theses were held on microfilm at the British Library. They date from the 1960s through to 2008, when digitisation took over from microfilm as a means of document storage. The British Library holds 14,000 Cambridge PhD theses on microfilm; in 2016 they embarked on a project with the OSC to digitise ten percent of the collection at low cost – read more about this in an earlier post, Choosing from a cornucopia: a digitisation project.

You can explore the collection in Apollo: Historical Digital Theses: British Library collection.  The theses are under controlled access, which means they are available on request for non-commercial research purposes, subject to a £15 admin fee.

Establishing access levels

We established that the level of access we could allow to the thesis could be determined by the route a thesis entered the repository, its content, or in some cases the author’s wish to publish. To address all of the potential issues, we decided to define a set of access levels which would determine what we, as managers of the repository, were able to do with a thesis and the way in which it could be accessed by a requestor.

The access levels were put in action in spring 2018 and this was followed by a survey of Degree Committees, conducted by the e-theses working group consisting of members of the University Library and Student Registry. The survey asked for feedback on the suitability of the access levels for research outputs for all departments in the University; the outcome confirmed that the access levels were working and covered the options well, although a few tweaks were needed. In light of the feedback, a set of recommendations was put to the Board of Graduate Studies by the e-theses working group, and these recommendations were considered and accepted at their meeting on 3 July 2018, ready to be put in place for the 2018/19 academic year.

eSales for theses under controlled access

At the same time as we were establishing our access levels, we were also working on devising an eSales process to facilitate the supply of theses under controlled access. Controlled access replicates the way that historical, hardbound theses were managed in the library, with the addition of an electronic version of the thesis being held in the repository, and follows the library copy and supply rules for unpublished works under copyright law. A thesis scanned by the library would be deposited under controlled access so it remains unpublished, but this access level is also available to students depositing their thesis directly. The eSales process we devised went live in July 2018 and this meant a large number of theses held in the repository were made more accessible, including those digitised by the British Library. As of 18 October, we have supplied 14 theses via the eSales route and the requests keep coming in at a steady pace.

Looking forward to the 2018/19 academic year

As we begin the 2018/19 academic year, our theses management is looking in good shape but we will continue to improve and refine our internal and external services. In consultation with the University’s Student Registry we are making the final changes to our deposit forms, access levels and communications and we endeavour to make this academic year the smoothest yet for e-theses management. University of Cambridge theses are more accessible than they have ever been. The collection will grow as more students deposit each year, and the valuable research of PhD students will continue to be disseminated.

Published 25 October 2018
Written by Zoë Walker-Fagg
Creative Commons License

What do you want, and why do you want it? An update on Request a Copy

 As part of Open Access Week 2018, the Office of Scholarly Communication is publishing a series of blog posts on open access and open research. In this post Dr Mélodie Garnier provides some new insights into our Request a Copy service.

4,416. This is the number of requests for copies of material in our repository we’ve received over the past 12 months. Daunting, isn’t it? And definitely on the rise, with a 33% increase from the previous year. Two years and a half after its implementation in June 2016, our Request a Copy service is now more popular than ever. Our institutional repository Apollo hosts thousands of freely available research outputs, but also many that are under embargo.  People from all over the world and from all walks of life are keen to access them. But what exactly do requesters want? And why do they want it?

What do people want?

Our repository hosts a whole range of research outputs, but theses and journal articles are by far the most popular. Interestingly, the relative proportion of requested theses vs requested articles has shifted this year. From October 2016 to October 2017, requests for journal articles made up 56% of the total number of requests, and requests for theses made up 39%. Since last October, requests for journal articles have accounted for 38% of the total while theses have accounted for 59%.

Looking at the raw figures, the number of requests for journal articles has actually gone up (from 1,647 to 1,689), though only slightly. But the number of thesis requests has more than doubled, going from 1,145 to 2,586. This is partly explained by the University of Cambridge’s requirement for PhD students to upload their theses from 1st October 2017, leading to 1,279 new theses uploads. On top of these, we have added around 1,300 historical British Library theses and around 200 scanned historical theses from the Digital Content Unit. So between 2,500 and 3,000 theses have been added to Apollo this year alone (more on this tomorrow for #ThesisThursday).

Most wanted

Most items requested this year were only requested once, but 28 items were requested 10 times or more. Of the 20 most requested items, four are journal articles and 16 are PhD theses. Here’s our top 5:

Aside from the gold medal winner, all the other works were published this year and have only been available in Apollo for a few months. So it is striking to see how popular some of them have become in quite a short period of time. A case in point is the zoology article, which was deposited in Apollo only last month and first published shortly afterwards.

Word of mouth

Though it is sometimes unclear why particular outputs suddenly attract a lot of requests, Altmetric Attention scores can be telling – see the one below for the zoology article I’ve just mentioned:

Another interesting example (not included in the top 5) is a PhD thesis deposited in Apollo at the end of August. From 18 in September, the Apollo record has gone up to an astounding number of 911 visits in October (and counting), with a surge of requests. What happened in between? The author publicised her thesis on a Facebook society page, pointing to the repository record link for access.

We only became aware of this as requesters explicitly referred to that page, but it’s possible that similar things happen a lot of the time. So aside from traditional media outlets, the influence of social media on number of requests received can be quite dramatic, and probably greater than we could ever capture.

Tell us about yourself

When requesting a copy of an embargoed article or thesis, people are prompted to leave a message alongside contact details. This is so they can introduce themselves and explain why they are interested in accessing the work, mainly so that authors can make informed decisions on whether to accept or reject requests. Quite often these messages have little to no useful information, but some can be informative in a number of ways.

Through them we can get a glimpse of the range of people accessing the repository – their geographical provenance, background and professional occupation. We can also get a sense of the range of interests that people have (which may appear very specialised, if not a little obscure). And crucially they tell us what people want to do with the research – whether use it as reference, apply it in their professional sphere or simply read it for pleasure.

Why do people request work?

Broadly speaking, people request work in Apollo for the following purposes: reference/citation, personal interest/leisure, replication of results for research purposes, and need to inform professional practice. But those broad categories can include several sub-categories, for example personal interest can stem from hearing about the research in the media or knowing the author.

Getting the full detailed account of why people request work from our repository would require going through messages individually, and perhaps some degree of subjective judgement. Since launching the Request a Copy service we’ve had over 8,000 requests – so even if uninformative messages were excluded, the analysis could be fairly time-consuming. But certainly worth exploring, so watch this space.

Just a snippet…

What better way to advocate for Open Access than to show concrete examples of how research can impact on individual lives? Our Open Access team sees evidence of this every day through Request a Copy messages. So until we can offer a full-blown analysis of the output, let’s conclude this blog post with a selection of favourites:

  • “Our daughter is being investigated for Beckwith Wiedemann Syndrome. We would like as much information as possible about this area”
  • “I’m a pediatric radiation oncologist and this paper is a “practice changer” one!”
  • “My task is to convince policy makers in Sri Lanka to switch to circular economy. I am looking for all possible information to do this”
  • “I work in FE/HE and have a number of students experiencing/ or diagnosed with psychosis, I am very interested in intervention research and programmes for psychosis that can be implemented within our college environment”
  • “I would like a copy of this material for inspiring my high school students of physics”
  • “I hope to learn more about the potential risks of my decision to donate a kidney”

Although there is a definite cost to running Request a Copy in terms of staff time, it is clear how popular and valuable a service it has become. As its popularity increases so does the need for process efficiency, however. This is currently a big priority for us and something we’ll have to keep working on, but we think the benefits for researchers and the wider community are worth it.

Published 24 October 2018
Written by Dr Mélodie Garnier
Creative Commons License

Text and data mining services: an update

Text and Data Mining (TDM) is the process of digitally querying large collections of machine-readable material, extracting specific information and, by analysis, discovering new information about a topic.

In February 2017, a group University of Cambridge staff met to discuss “Text and Data Mining Services: What can Cambridge libraries offer?”  It was agreed that a future library Text and Data Mining (TDM) support service could include:

  • Access to data from our own collections
  • Advice on legal issues, what publishers allow, what data sets and tools are available
  • Registers on data provided for mining and TDM projects
  • Fostering agreements with publishers.

This blog reports on some of the activities, events and initiatives, involving libraries at the University of Cambridge, that have taken place or are in progress since this meeting (also summarised in these slides).  Raising awareness, educating, and teasing out the issues around the low uptake of this research process have been the main drivers for these activities.

March 2017: RLUK 2017 Conference Workshop

The Office of Scholarly Communication (OSC) and Jisc ran a workshop at the Research Libraries UK 2017 conference to discuss Research Libraries and TDM.  Issues raised included licencing, copyright, data management, perceived lack of demand, where to go for advice within an institution or publisher, policy and procedural development for handling TDM-related requests (and scaling this up across an institution) and the risk of lock-out from publishers’ content, as well as the time it can take for a TDM contract to be finalised between an institution and publisher.  The group concluded that it is important to build mechanisms into TDM-specific licencing agreements between institutions and publishers where certain behaviours are expected.  For example, if suspicious activity is detected by a publisher’s website, it would be better not to automatically block the originating institution from accessing content, but investigate this first (although this may depend on systems in place), or if lock-out happens and the activity is legal, participants suggested that institutions should explore compensation for the time that access is lost if significant.

July 2017: University of Cambridge Text and Data Mining Libguide

Developed by the eResources Team, this LibGuide explains about Text and Data Mining (TDM): what it is, what the legal issues are, what you can do and what you should not try to do. It also provides a list of online journals under license for TDM at the University of Cambridge and a list of digital archives for text mining that can be supplied to the University researchers on a disc copy. Any questions our researchers may have about a TDM project, not answered through the LibGuide, can be submitted to the eResources Team via an enquiry form.

July 2017: TDM Symposium

The OSC hosted this symposium to provide as much information as possible to the attendees regarding TDM.  Internal and external speakers, experienced in the field, spoke about what TDM is and what the issues are; research projects in which TDM was used; TDM tools; how a particular publisher supports TDM; and how librarians can support TDM.

At the end of the day a whole-group discussion drew out issues around why more TDM is not happening in the UK and it was agreed that there was a need for more visibility on what TDM looks like (e.g. a need for some hands-on sessions) and increased stakeholder communication: i.e. between publishers, librarians and researchers.

November 2017: Stakeholder communication and the TDM Test Kitchen

This pilot project involves a publisher, librarians and researchers. It is providing practical insight into the issues arising for each of the stakeholders: e.g. researchers providing training on TDM methods and analysis tools, library support managing content accessibility and funding for this, and content licencing and agreements for the publisher. We’ll take a more in-depth look at this pilot in an upcoming blog on TDM – watch this space.

January 2018: Cambridge University Library Deputy Director visits Yale

The Yale University Library Digital Humanities Laboratory provides physical space, resources and a community within the Library for Yale researchers who are working with digital methods for humanities research and teaching. In January this year Dr Danny Kingsley visited the facility to discuss approaches to providing TDM services to help planning here. The Yale DH Lab staff help out with projects in a variety of ways, one example being to help researchers get to grips with digital tools and methods.  Researchers wanting to carry out TDM on particular collections can visit the lab to do their TDM: off-line discs containing published material for mining can be used in-situ. In 2018, the libraries at Cambridge have begun building up a collection of offline discs of specific collections for the same purpose.

June 2018: Text and Data Mining online course

The OSC collaborated with the EU OpenMinTeD project on this Foster online course: Introduction to Text and Data Mining.  The course helps a learner understand the key concepts around TDM, explores how Research Support staff can help with TDM and there are some practical activities that even allow those with non-technical skills try out some mining concepts for themselves.  By following these activities, you can find out a bit more about sentence segmentation, tokenization, stemming and other processing techniques.

October 2018: Gale Digital Scholar Lab

The University of Cambridge has trial access to this platform until the end of December: it provides TDM tools at a front end to digital archives from Gale Cengage.  You can find out more about this trial in this ejournals@cambridge blog.

In summary…

Following the initial meeting to discuss research support services for TDM, there have been efforts and achievements to raise awareness of TDM and the possibilities it can bring to the research process as well as to explore the issues around the low usage of TDM in the research community at large.  This is an on-going task, with the goal of increased researcher engagement with TDM.

Published 23 October 2018
Written by Dr Debbie Hansen
Creative Commons License

Cambridge Open Access spend 2013-2018

Since 2013, the Open Access Team has been helping Cambridge researchers, funded by Research Councils UK (RCUK) and the consortium of biomedical funders which make up the Charity Open Access Fund (COAF), to meet their Open Access obligations. Both RCUK (now part of UKRI) and COAF have Open Access policies which have a preference for ‘gold’, i.e. the published work should be Open Access immediately at the time of publication. Implementing these policies has come at a significant cost. In this time, Cambridge has been awarded just over £10 million from RCUK and COAF to implement their Open Access policies, and the Open Access Team has diligently used this funding to maximum effect.

Figure 1. Comparison of combined RCUK/COAF grant spend and available funds, April 2013 – March 2018.

Initially, expenditure was slow which allowed the Open Access Team to maintain a healthy balance that could guarantee funding for almost any paper which met a few basic requirements. However, since January 2016 expenditure has gradually been catching up on the available funds which has made funding decisions more difficult (specifically Open Access deals tied to multi-year publisher subscriptions). In the first three months of 2018 average monthly expenditure on the RCUK block grant alone exceeded £160,000. We are quickly reaching the point where expenditure will outstrip the available grants.

One technical change which has particularly affected our management of the block grants was RCUK’s decision last year to move away from a direct cash award (which could be rolled over year to year) to a more tightly managed research grant. In the past, carrying over underspend has given us some flexibility in the management of the RCUK funds, whereas the more restrictive style of research grant will mean that any underspend will need to be returned at the end of the grant period, while any overspend cannot be deferred into the next grant period. As we are now dealing with a fixed budget, the Open Access Team will need to ensure that expenditure is kept within the limits of the grant. This is difficult when we have no control over where or when our researchers publish.

Funding from COAF (which is also managed as though it is a research grant) has generally matched our total annual spend quite closely, but the strict grant management rules have caused some problems, especially in the transition period between one grant and another. However, unlike RCUK, the Wellcome Trust will provide supplementary funding in addition to the main COAF award if it is exhausted, and the other COAF partners have similar procedures in place to manage Open Access payments beyond the end of the grant.

Where does it all go?

Most of our expenditure (91%) goes on article processing charges (APCs), as perhaps one might expect, but the block grants are also used to support the staff of the Open Access Team (3%), helpdesk and repository systems (2%), page and colour charges (2%), and publisher memberships (1%) (where this results in a reduced APC). The majority of APCs we’ve paid go towards hybrid journals, which represent approximately 80% of total APC spend.

So let’s take a look at which publishers have received the most funds. We’ve tried to match as much of our raw financial information we have to specific papers, although some of our data is either incomplete or we can’t easily link a payment back to a specific article, particularly if we look back to 2013-2015 when our processes were still developing. Nonetheless, the average APC paid over the last 5 years was £2,291 (inc. 20% VAT), but as can be seen from Table 1, average APCs have been rising year on year at a rate of 7% p.a., significantly higher than inflation. Price increases at this rate are not sustainable in the long term – by 2022 we could be paying on average £3000 per article.

Table 1. Average APC by publication year of article (where known).

Year of publication Average APC paid (£)
2013  £1,794
2014  £1,935
2015  £2,044
2017  £2,187
2018  £2,336

Elsevier has been by far the largest recipient of block grant funds, receiving 29.4% of all APC expenditure from the RCUK and COAF awards (over £2.5 million), though only accounting for 25.5% of articles. In the same time SpringerNature also received in excess of £1 million (which as we’ll see below has mostly been spent on two titles). With such a substantial set of data we can now begin to explore the relative value that each publisher offers. Take for example Taylor & Francis (£107,778 for 120 articles) compared to Wolters Kluwer (£119,551 for 35 articles). Both publishers operate mostly hybrid OA journals and yet the relative value is significantly different. What is so fundamentally different between publishers that such extreme examples as this should exist?

Table 2. Top 20 publishers by combined total RCUK/COAF APC spend 2013-2018.

Value of APCs paid Number of APCs paid Avg. APC paid
Publisher £ % N % £
Elsevier £2,559,736 29.4% 971 25.5% £2,636
SpringerNature £1,050,774 12.1% 402 10.6% £2,614
Wiley £808,847 9.3% 279 7.3% £2,899
American Chemical Society £411,027 4.7% 251 6.6% £1,638
Oxford University Press £379,647 4.4% 169 4.4% £2,246
PLOS £267,940 3.1% 168 4.4% £1,595
BioMed Central £245,006 2.8% 153 4.0% £1,601
Institute of Physics £189,434 2.2% 98 2.6% £1,933
Royal Society of Chemistry £156,018 1.8% 106 2.8% £1,472
BMJ Publishing £144,001 1.7% 68 1.8% £2,118
Company of Biologists £140,609 1.6% 50 1.3% £2,812
Wolters Kluwer £119,551 1.4% 35 0.9% £3,416
Taylor & Francis £107,778 1.2% 120 3.2% £898
Frontiers £103,011 1.2% 61 1.6% £1,689
Cambridge University Press £77,139 0.9% 38 1.0% £2,030
Royal Society £73,890 0.8% 52 1.4% £1,421
Society for Neuroscience £69,943 0.8% 26 0.7% £2,690
American Society for Microbiology £63,056 0.7% 36 0.9% £1,752
American Heart Association £53,696 0.6% 14 0.4% £3,835
Optical Society of America £39,463 0.5% 17 0.4% £2,321
All other articles £1,654,228 19.0% 690 18.1% £2,397
Grand Total £8,714,794 100.0% 3,804 100.0% £2,291

Next, journal level metrics. The most popular journal that we pay APCs for is Nature Communications, followed closely by Scientific Reports. Both of these are SpringerNature titles, and indeed these two titles make up the bulk of our total APC spend with SpringerNature. Yet these two journals represent significantly different approaches to Open Access. Nature Communications, along with Cell and Cell Reports, are some of the most expensive routes to making research publications Open Access, whereas Scientific Reports and PLOS One sit at the lower end of the spectrum. It is interesting that we haven’t seen a particularly popular Open Access journal fill the niche between Nature Communications and Scientific Reports.

Figure 2. APC number and total spend by journal. In the last five years, nearly £450,000 has been spent on articles published in Nature Communications.


Managing the future

While the OA block grants have kept pace with overall expenditure so far, continuing monthly expenditure of £160,000 would risk overspending on the RCUK grant for 2018/19. To counter this possible outcome the University has agreed a set of funding guidelines to manage the RCUK (from now on known as Research Councils) and COAF awards. For Research Councils’ funded papers the new guidelines place an emphasis on fully Open Access journals and hybrid journals where the publisher is taking a sustainable approach to managing the transition to Open Access. We’ve spent a lot of money over the last five years, yet it’s not clear that the influx of cash from RCUK and COAF has had any meaningful impact on the overall publishing landscape. Many publishers continue to reap huge windfalls via hybrid APCs, yet they are not serious about their commitment to Open Access.

In the future, we’ll be demanding better deals from publishers before we support payments to hybrid journals so that we can effect a faster transition to a fully Open Access world.

Published 22 October 2018
Written by Dr Arthur Smith
Creative Commons License

So, what is it really like to work in research support and scholarly communication?

Followers of this blog will remember various posts over the last year about the OSC’s work as part of the Scholarly Communication Professional Development group. This group of interested parties from across the information sector aims to look at the training needs of those working in (or wanting to work in) scholarly communication and how these can best be met.

Although it’s an expanding area of academic librarianship with a rapidly growing number of roles, those hiring for these positions often report that it can be hard to recruit from within the library community. Too often those from a library background, both new and more established professionals, don’t know enough about these roles and the skills needed to be successful in their application (or even to apply at all!). These roles are actually a great fit for the library and information skill set but the terminology used in advertisements is not consistent and it can be hard to marry existing skills to what is being asked for.

One of the goals of our group is to demystify the range of jobs available in scholarly communication.  Obviously the exact nature of the role will vary between both countries and institutions but we hope that by using the combined power of the community we can cover most areas. This is where you come in…

Inspired by the 23 librarians programmes which took place across the UK a few years ago we would like to offer those who are working in scholarly communication and research support a chance to share their thoughts with us in the form of short vox pop video interviews. Designed to be no more than two to three minutes in length these videos would outline what your role is, the core tasks of your job and the skills you wish you had developed prior to working in this area. We will host these videos online and over time build up a useful resource for the community at large and those looking to work in this area. Videos can be filmed on phones, tablets or anything else you have to hand.

We are aiming to launch the first wave of vox pops during Open Access Week 2018 (22 – 28th October) but the contributions don’t need to be restricted to those working in Open Access roles. We welcome contributions from anyone who considers that they work in any aspect of scholarly communication or research support, whether this is in a library or a different environment. To help you we have put together both a sample video and a list of questions below.

 

What are the core tasks of your job? Tell us about one thing which surprised you about your current role?
What are the skills you need to do this job well? What is the best part of your role?
How did you develop these skills? What is the most challenging part of your role?
What do you need to do this job that you didn’t learn at [library] school? What advice do you have for others wanting to work in this area?

Don’t feel that you have to answer all of the questions – just choose two or three which you feel you would like to answer. Alternatively, if there is something else you would like to share about your role then this is your chance! The only thing we ask is that you give your name, job title and place of work at the beginning of your video. If you would prefer to write your answers rather than record a video we would also welcome your contribution.

You can contribute to the project here: http://bit.ly/ResearchSupportInterviews

We will share these interviews during Open Access Week so watch this blog for further details.

Published 02 October 2018
Written by Claire Sewell
Creative Commons License

Lessons learned from Jisc Research Data Champions

In 2017 four Cambridge researchers received grants from Jisc to develop and share their research data management practices. In this blog, the four awardees each highlight one aspect of their work as a Jisc Data Champion.

The project

All four Champions embarked on a range of activities throughout the year including creating local communities interested in RDM practices, delivering training, running surveys to understand their department better, creating ‘how-to’ guides for would-be RDM mentors and testing Samvera as part of RDSS. They were excited by the freedom that the grant gave them to try out whatever RDM related activities they wanted, which meant they could develop their skills and see ideas come to fruition and make them reusable for others. For example, Annemarie Eckes developed a questionnaire on RDM practices for PhD students and Sergio Martínez Cuesta has posted his training courses on GitHub.  

However, throughout the duration of the award they also found some aspects of championing good RDM disconcerting. Whilst some sessions proved popular, others had very low attendee figures, even when a previous iteration of the session was well attended. They all shared the sense of frustration often felt by central RDM services that it is getting people to initially engage and turn up to a session that is the hard part. However, when people did come they found the sessions very useful, particularly because the Champions were able to tailor it specifically to the audience and discipline and the similar background of all the attendees provided an extra opportunity for exchanging advice and ideas that were most relevant.

The Champions tried out many different things. The Jisc Research Data Champions were expected to document and publicise their research data management (RDM) experiences and practices and contribute to the Jisc Research Data Shared Service (RDSS) development. Here the Champions each highlight one thing they tried out, which we hope will help others with their RDM engagement.

BYOD (Bring your own data)

Champion: Annemarie Eckes, PhD student, Department of Geography

The “Bring your own data” workshop was intended for anyone who thought their project data needed sorting, they needed better documentation, or even they needed to find out who is in charge or the owner of certain data. I set it up to give attendees time and space to do any kind of data-management related tasks: clean up their data, tidy up their computer/ email inbox, etc. The workshop was, really, for everyone whether at the start of their project and at the planning stage or in the middle of a project and had neglected their data management to some extent.

For the workshop the participants needed a laptop or login for the local computers to access their data and a project to tidy up or prepare, that can be done within two hours. I provided examples of file naming conventions and folder structures as well as instructions on how to write good READMEs (messages to your future self) and a data audit framework to give participants some structure to their organisation. After a brief introductory presentation about the aims and the example materials I provided, people would spend the rest of the time tidying up their data or in discussions with the other participants.

While this was an opportunity for the participants to sit down and sort out their digital files, I also wanted participants to talk to each other about their data organisation issues and data exchange solutions. Once I got everyone talking, we soon discovered that we have similar issues and were able to exchange information on very specific solutions.

1-on-1 RDM Mentoring

Champion: Andrew Thwaites, postdoc, Department of Psychology

I decided to trial 1-on-1 RDM mentoring as a way to customise RDM support for individual researchers in my department. The aim was that by the end of the 1-on-1 session, the mentee should understand how to a) share their data appropriately at the end of their project, and b) improve on their day-to-day research data management practice.

Before the meeting, I encouraged the mentee to compile a list of funders, and their funder’s data sharing requirements. During the meeting, the mentee and I would make a list of the data in the mentees project that they are aiming to share, and then I would then help them to choose a repository (or multiple repositories) to share this data on, and I’d also assist in designing the supporting documentation to accompany it. During the sessions I also had conversations about about GDPR, anonymising data, internal documentation and day-to-day practices (file naming conventions, file backups etc.) with the mentee.

As far as possible, I provided non-prescriptive advice, with the aim being to help the mentee make an informed decision, rather than forcing them into doing what I thought was best.

Embedding RDM  

Champion: Sergio Martinez Cuesta, research associate, CRUK-CI and Department of Chemistry

I came to realise early in the Jisc project that stand-alone training sessions focused exclusively on RDM concepts were not successful as students and researchers found them too abstract, uninteresting or detached from their day-to-day research or learning activities. I think the aerial view of the concept of 1-on-1 mentoring and BYOD sessions is beautiful. However, in my opinion, both strategies may face challenges with necessary numbers of mentors/trainers increasing unsustainably as the amount of researchers needing assistance grows and the research background of the audience becomes more diverse.

To facilitate take-up, I tapped into the University’s lists of oversubscribed computational courses and found that many researchers and students already shared interests in learning programming languages, data analysis skills and visualisation in Python and R. I explored how best to modify some of the already-available courses with an aim of extending the offer after having added some RDM concepts to them. The new courses were prepared and delivered during 2017-2018. Some of the observations I made were:

  • Learning programming naturally begs for proper data management as research datasets and tables need to be constantly accessed and newly created. It was helpful to embed RDM concepts (e.g. appropriate file naming and directory structure) just before showing students how to open files within a programming language.
  • The training of version control using git required separate sessions. Here students and researchers also discover how to use GitHub, which later helps them to make their code and analyses more reproducible, create their own personal research websites …
  • Gaining confidence in programming, structuring data / directories and version control in general helps students to acknowledge that research is more robust when open and contrasted by other researchers. Learning how researchers can identify themselves in a connected world with initiatives such as ORCID was also useful.

Brown Bag Lunch Seminar Series: The Productive Researcher

Champion: Melissa Scarpate, postdoc, Faculty of Education

I created the Productive Researcher seminar series to provide data management and Open Access information and resources to researchers at the Faculty of Education (FoE). The aim of the brown bag lunch format was to create an informal session where questions, answers and time for discussion could be incorporated. I structured the seminars so they covered 1) a presentation and discussion of data management and storage; 2) a presentation about Open Access journals and writing publications; 3) a presentation on grant writing where Open Access was highlighted.

While the format of the series was designed to increase attendance, the average was four attendees per session. The majority of attendees were doctoral students and postdocs who had a keen interest in properly managing their data for their theses or projects. However, I suspect it may be the case that those attending already understood data management processes and resources.

In conclusion, I think that whilst the individuals that attended these seminars found the content helpful (per their feedback) the impact of the seminars was extremely limited. Therefore, my recommendation would be to have all doctoral students take a mandatory training class on data management and Open Access topics as part of their methodological training. Furthermore, I think it may be most helpful in reaching postdocs and more senior researchers to have a mandated data management meetings with a data manager to discuss their data management and Open Access plans prior to submitting any grant proposals. Due to new laws and policies on data (GDPR) this seems a necessary step to ensure compliance and excellence in research.

Published 2 October 2018
Compiled and edited by Dr Lauren Cadwallader from contributions by Annemarie Eckes, Dr Andrew Thwaites, Dr Sergio Martinez Cuesta, Dr Melissa Scarpate
Creative Commons License

10 years on and where are we at? COASP 2018

Last week, the 10th Conference of the Open Access Publishing Association was held in Vienna. Much was covered over the two and a half days. A decade in, this conference considered the state of the open access (OA) movement, discussed different approaches to OA, considered inequity and the infrastructure required to meet this need and argued about language. Apologies – this is a long blog.

Fracturing of the ‘OA movement’?

In an early discussion, Paul Peters, OASPA President and CEO of Hindawi noted that similarly to movements like organic food or veganism, the OA ‘movement’ is not united in purpose. When what appear to be ‘fringe’ groups begin, it is easy to assume that all involved take a similar perspective. But the reasons for people’s involvement and the end point they are aiming for can be vastly different. Paul noted that this can be an issue for OASPA because there is not necessarily one goal for all the members. He posed the question about what this might mean for the organisation.

It also raises questions about approaches to ‘solving’ OA issues. Many different approaches were discussed at the event.

Unbundling

The concept of ‘unbundling’ the costs associated with publishing and offering these to people to engage with on an as needs basis was raised several times. This points to the concept put forward last year by Toby Green of the OECD. It also triggered a Twitter conversation about the analogy of the airline industry (and how poorly they treat their customers).

If the scholarly journal were unbundled, different players could deliver the functions. Kathleen Shearer, Executive Director of COAR noted that not all functions of scholarly publishing need to take place on the same platform. She suggested next generation repositories as one of the options.

Jean-Claude Guedon provided several memorable quotes from the event, with the most pertinent being “We don’t need a ‘Version of Record’. We need a ‘record of versions’”. Kirsten Ratan, of Coko Foundation agreed in her talk on infrastructure, stating “we publish like its 1999”. The Version of Record is the one that matters and it is static in time. But it is not 1999, she noted, and we need to consider the full body of work in its entirety.

After all, it was observed elsewhere at the conference, nothing radical has changed in the format of publications over the past 25 years. We are simply not using the potential the internet offers. Kathleen quoted Einstein stating “You cannot solve a problem from the same consciousness that created it. You must learn to see the world anew”.

New subscribing models

Wilma van Wezenbeek, from TU Delft and Programme Manager, Open Access, VSNU discussed the approach to negotiations taken in The Netherlands. They are arguing that when comparing how much is spent per article under the toll system and what it would cost to have everything published OA, that enough money exists in the system. VSNU are being pragmatic, focusing on big publishers and going for gold OA (to avoid the duplication of journals). She also noted how important it is for libraries to have presidents of the University at the negotiation table. Her parting advice on negotiations was to hold your nerve, stay true to the principles and don’t waiver.

This approach does not include smaller publishers and completely ignores fully gold publishers, an observation that was made a few times in the conference. An alternative approach, argued Kamran Naim, Director of Partnerships & Initiatives at Annual Reviews, was collective action. In his talk ‘Transitioning Subscriptions to OA Funding: How libraries can Subscribe to Open’ he asked what is required to flip the subscription cost to manage OA publication (instead of APCs). The challenge with this idea is it requires people to continue subscribing even when material is OA and they don’t have to. Another problem is the idea of ‘subscribing’ to OA material can become a procurement challenge. This cost can be classified as a ‘donation’ which is not allowed by some library budgets. So the suggestion is that subscribing libraries will be offered to subscribe to select journals and receive 5% off the subscription cost. The plan is to roll out the project to libraries in 2019 for 2020 models.

Study – downloading habits when material is OA

A very interesting study was presented by Salvatore Mele and Alexander Kohls from CERN and SCOAP3. Entitled ‘Preprints vs traditional journals vs Open Access journals – What do scientists download?’ the study compared downloads of the same scientific artefact as a preprint on arXiv and as a published article on a (flipped) journal platform.

Their findings, which came from arXiv, Elsevier and SpringerNature’s statistics, showed that there is a significant use of the version in arXiv during the first six months (when the only version of the work is available in arXiv) which drops off dramatically after the work is published (a point identified as when the DOI is minted).

They also compared downloads from 2013 – before the journals flipped to gold under the SCOAP3 arrangement with those from 2016 when the journals were open access. The pattern over time was similar, but accesses in 2016 were higher overall over time, but dramatically higher in the first three months after the DOI was minted.

 

The final slide demonstrated that having recent open access content was also driving up downloads of older works in the non-open access backfiles from the publisher platforms.

This work is not published “because we have day jobs”. I have included my poor images of the slides in this blog and will link to the slides when they are made available.

Nostalgia

Being the 10th OASPA conference there was some reminiscing throughout the presentations. In a keynote reflection on the Open Access movement, Rebecca Kenniston from KN Consultants noted several myths about OA publishing that existed 10 years ago that still persist. Rebecca discussed “library wishful thinking” when it came to OA. This has included thinking OA would solve the serials crisis, that practice would change ‘if only the academic community were aware’, that institutional repositories and mandates would solve OA. (Certainly one of my own observations over the 16 or so years I have been involved in OA is there is always a palpable sense of glee at OA events when ‘real’ researchers bother to turn up.)

David Prosser, Executive Director of Research Libraries UK was outed as the architect of the ‘hybrid’ option, which he articulated in his 2003 paper “From here to there: a proposed mechanism for transforming journals from closed to open access“. David defended himself by noting that the whole concept did not work because it was proposed with an assumption about the “sincerity of the industry to engage”.

This made me consider the presentation I gave to another 10th anniversary conference this year – Repository Fringe at Edinburgh. In 1990 Steven Harnad wrote about ‘Scholarly Skywriting’ and described the obstacles to the ‘revolution’ as including ‘old ways of thinking about scientific communication and publication’, ‘the current intellectual level of discussion on electronic networks is anything but inspiring’, ‘plagiarism’, ‘copyright’ and ‘academic credit and advancement’ amongst others. Little appears to have changed in the past 28 years.

The more perceptive readers will note how long ago these dates are. This OA palaver has been going on for decades. And it seems even longer because, as Guido Blechl from the University of Vienna noted, “open access time is shorter than normal time because it moves so fast”.

But none of this wishful thinking has come to fruition. Rebecca asked “what shift do we need in our thinking?” Well in many ways that shift has landed in the form of Plan S. See the related blog for the discussions about Plan S that happened at the conference.

Language matters

Rebecca also mentioned “our own special language”, which is, she observed, a barrier to entry to the discussion. Indeed language issues came up often during the few days of the conference.

There were a few references to the problems with the terms ‘green’ and ‘gold’, and specifically gold. This has long been a personal bugbear of mine because of the nonsensical nature of the labels, and the associations of ‘the best’ and ‘expensive’ with gold. There has been a co-opting of the term ‘gold’ by the commercial publishing sector to mean ‘pay to publish’. Of course all *hybrid* journals charge an APC, and more articles are published where an APC has been paid than not, which is possibly why the campaign has been successful – see the Twitter discussion here. But it is inaccurate. In truth, ‘gold’ means the work is open access from the point of publication. More fully gold open access journals do not charge an APC than do.

There was also concern raised about the term ‘Open Science’ which, while in Europe is an inclusive term to cover all types of research, is not perceived this way in other parts of the world. There was strong support amongst the group for using the term ‘Open Scholarship’ as an alternative. This also brought up a discussion about using the term ‘publication’ rather than the more inclusive research ‘outputs’ or ‘works’, which encompass publishing options beyond the concept of a book or a journal.

Inequity

Inclusivity is not optional! We need a global (information/publishing) system!” was the rallying cry of Kathleen Shearer in her talk.

For many in the OA space, equity of access to research outputs lies at the centre of what the end goal is. It is clear that knowledge published by academic journals is inaccessible to the majority of researchers in low- and middle-income countries. But if we move to a fully gold environment, with the potential to increase the cost of author participation in the publishing environment, then we might have simply reversed the problem. Instead of not being able to read research, academics in the Global South will be excluded from participating in the academic discussion.

There was a discussion about the change in global publishing output since 2007, which reflects a big increase in output from China and Brazil, but otherwise shows that output is uneven and not inclusive.

One possible solution to this issue would be for open access publishers to make it clearer to authors that they offer waivers for authors who are unable to pay the APC. There was discussion about the question ‘what form should OA publishing take in Eastern and Southern Europe?’. The answer was that it should be inexpensive and use infrastructure that is publicly owned and cannot be sold.

Infrastructure

Ahhhh infrastructure. We are working within a fast consolidating environment. Elsevier continues to buy up companies to ensure it has representation across all aspects of the scholarly ecosystem and Digital Science is developing and acquiring new services to a similar end. See ‘Virtual Suites of tools/platforms supported by the same funder’ and ‘Vertical integration resulting from Elsevier’s acquisitions’. These are obvious examples but Clarivate Analytics has recently acquired Publons and ProQuest has absorbed Ex Libris which has in turn bought Research Research and has plans to create Esploro – a cloud-based research services platform, so this is prevalent across the sector.

This raises some serious concerns for the concept of ‘openness’. In his excellent round up, Geoff Bilder, Director of Strategic Initiatives at Crossref, commented that we are looking in the rear view mirror at things that have already happened and we are not noticing what is in front of us. While we might end up in a situation where publications are open access, these are not representative of the discussions that occurred to allow the authors to come to those conclusions. The REAL communication happens in coffee shops and online discussions. If these conversations are using proprietary systems (such as Slack, for example), then these conversations are hidden from us.

Who owns the information about what is being researched and the data behind it when the scholarly infrastructure is held within a commercial ecosystem? Is there an opportunity to reimagine? asked Kirsten Ratan, referencing SPARC’s action plan on ‘Securing community controlled infrastructure’. “In scholarly communication,” she summarised, “we have accepted the limitations of the infrastructure with a learned helplessness. It‘s time that these days are over.”

There are multiple projects currently in place around the world to collectively manage and support infrastructure. Kathleen Shearer described several projects:

  • Consortia negotiations such as OA2020 and SCOAP3
  • The Global Sustainability Coalition for Open Science Services (SCOSS) is an international group of leading academic and advocacy organisations that came together in 2016 to help secure the vital infrastructure underpinning Open Access and Open Science. SPARC Europe is a founding member.
  • The 5% commitment is a call that “Every academic library should commit to contribute 2.5% of its total budget to support the common infrastructure needed to create the open scholarly commons”. This is primarily a US and Canadian discussion.
  • OA membership models
  • APC funds

There are actually a couple of other projects not mentioned at COASP 2018. In 2017, several major funding organisations met and came to a strong consensus that core data resources for life sciences should be supported through a coordinated international effort to both ensure long term sustainability and appropriately align funding with scientific impact. The ELIXIR Core Data Resources project is identifying resources defined as a set of European data resources that are of fundamental importance to the wider life-science community and the long-term preservation of biological data.

OA Monographs

The final day of the event looked at OA monographs. Having come from a British Academy event on OA monographs the week before (see the Twitter discussion), this debate is fairly top of mind at the moment for me.

Sven Fund, who is both the Managing Director of Knowledge Unlatched and of fullstopp which is running a consultation on OA monographs for Universities UK, spoke about the OA monograph market. He noted that books are important, and not just because “people like to decorate their living rooms with them”. But he suggested that rather than just adding a few hyperlinks, we should be using the technology available to us with books. It has been the smaller publishers who have been innovating, large publishers have not been involved, which has limited the level of interest.

The OA book market is still small, with only 12,794 books and chapters listed in the Directory of OA Books (DOAB) compared to over 3 million articles  listed in the Directory of OA Journals (DOAJ). But growth in OA books is still strong even though the OA journal market matures. Libraries are the bottleneck, Sven argued, because they need to change the funding model significantly. There has been 10-15 years of discussion and now is the time to act. Libraries need to make a significant commitment that X% goes into open access.

There are also problems with demonstrating proof of impact of the OA book. Sven argued we need transparency and simplicity in the market, and said that no-one is doing an analysis of which books should be OA or not based on impact and usage. This needs to happen.

Sven said that royalties are important to authors – not because of the money but because it shows how much the work has been read. For this reason he argued we need publishers to share their usage data for a specific OA titles with the author. As an aside, it seems extraordinary that publishers are not already doing this, and I asked Sven why they don’t. He replied that it seems that ‘data is the new gold’ and therefore they do not share the information. Download information about open books is often protected because of the risk a of providing information that gives their competitors a commercial advantage.

But Sven also noted there needs to be context in the numbers. Libraries in the past have done a simple analysis of cost per download without taking into consideration the differences in topics. Of course some areas cost more per download than others, he said. There is also the risk that if you share this data then you might have a situation where a £10,000 book only has a few downloads which ‘looks bad’.

The profit imperative

There were some tensions at the meeting about profits. A question that arose early in the first panel discussion was: “Should we be ashamed as commercial publishers for making money?”. One response was that if you don’t make money you are not a commercial publisher. But the same person noted the ‘anti commercial sentiment’ in these discussions indicate that something is wrong.

A secondary observation was that open access publishers are doing a good job “while the current incentive systems are in place”. This of course points to the academic reward system controlling the behaviour of all players in this game.

As is always the case at open meetings, the Journal Impact Factor was never far away, although Paul Peters noted that the JIF was partly responsible for the success of OA journals, PLOS ONE took off when it received an impact factor. It was noted in that discussion that OA journals obtaining and increasing their JIF is ‘not proof of success, it’s proof of adaptation’.

The final talk was from Geoff Bilder. One participant described his talk on Twitter as “the best part of the publishing conference, where Geoff Bilder tells us everything that we’re doing that’s wrong”. Geoff noted that throughout the conference people had used some terms fairly loosely, including ‘commercial’ and ‘for profit’. He noted that profit doesn’t necessarily mean taking money out of the system, often profit is channelled back into the business.

In the end

In all it was an interesting and thought provoking conference. Possibly the most memorable part was the 12 flights of stairs between the lecture rooms and the breakout coffee and lunch space. This has been the first OA conference I have attended where participants improved their cardiovascular fitness as a side bonus to the event.

The Twitter hashtag is #COASP10

Published 24 September 2018
Written by Dr Danny Kingsley
Creative Commons License

The Plan S conversation continues

Last week, the 10th Conference of the Open Access Publishing Association was held in Vienna (see the blog about the event). On the Tuesday afternoon Robert-Jan Smits spoke as part of a panel about Plan S [this link to a video of his talk was added 3 October 2018]. It was a calm measured discussion where he thanked many people who had worked with them to develop the plan. He noted that  things went ‘wild’ after releasing the plan, with over 70,000 tweets on the first day. The comments, he said, were mostly positive but there are some negative comments from publishers and some academics – which not surprising  because the plan is so robust. He also noted multiple positive comments from developing countries, thanking him “because they struggle to access research outputs”.

There were some suggestions that came from the floor. One was the need for transparency in pricing. Questions were asked about infrastructure and how the plan would support it. Smits noted “we need to look into this and decide what will we support to get this plan on the road and reach these targets”.

Stuart Taylor asked if there was a green option that would be compliant. Smits noted that he doesn’t discern between green and gold, he prefers to think about access and to that end, yes, publishing an AAM with zero embargo and CC-BY would comply.

Funders stepping up

Echoing other comments that had occurred throughout the conference, Smits noted that funding agencies have left open access negotiations to libraries, but the agencies are the ones that hold the key to the solution. This realisation is what led to the development of Plan S. While the funding agencies couldn’t push OA alone, Smits asked if they would be prepared to work together to move forward on open access.

Smits underlined that the principles are simple – “if you want to use the funds you are required to meet these rules”. He also emphasised that this “is not a menu”. If people sign up “they sign up to everything” to ensure a level playing field. The list of signatories may well increase, he noted, with discussions happening in Finland “and other countries”. He also mentioned charitable foundations and non-European organisations.

A question of timing

In terms of timing Smits gave three clear indicators. The first is to have a detailed implementation plan by the end of the year, including a “robust policy”. This will include information like the level of cap on APCs and other details. Smits noted that the cap exists initially to ensure there isn’t an explosion of costs, “and then let the market decide”. He suggested that the clever high quality journals will offer more value for money within cap. In terms of the cap amount, they are looking at how much it costs to create an article which will inform a “fair price”.

The second indicator about timing related to flipping journals. Smits mentioned that he has extended his invitation to the larger publishers (Elsevier, Wiley and Springer-Nature) to join the discussion about how to flip their journals. It was “not acceptable” for hybrid journals to become the new norm or business model so these arrangements need to be transformative and only for 3-4 years before flipping the journals.

The final timing indicator related to books, which were, according to Smits, a big point for discussions over formulation of the plan. They have agreed not to have a deadline for books as the compromise to funding agencies, noting that full OA monographs won’t be ready for 2020. Implementation plan will include language about how they see this happening, and while there is no specific date, the range of timing for OA books could be between 2022 – 2026.

Academic freedom?

Inevitably the question of academic freedom came up. Smits noted where to publish is about academic choice, not academic freedom. He said academic freedom is about researching what you want to pursue, not publishing where you want. If you take the academic freedom argument, he asked, what about wanting to stop people from publishing in predatory journals? Is that not also preventing academic freedom? Plan S pushes and encourages scholars to publish for access.

He also noted that academic freedom is the wrong argument in the debates we *should* be having. It is a way to stifle debate, and he noted the vested interests in scholarly publishing because it is so lucrative. In practice, currently many publication choices are not free anyway but are tied to impact factor. He said we should try to get rid of the “obsession with JIF”. Hiring on the basis of JIF is a “sad, sad, situation”, he argued, noting we need to adhere to the Declaration on Research Assessment (DORA) and find better metrics. This calls for a transformation of culture, to walk the walk and not just talk the talk.

The conference discussions can be viewed at the Twitter hashtag #COASP10

Published 24 September 2018
Written by Dr Danny Kingsley
Creative Commons License

Relax everyone, Plan S is just the beginning of the discussion

If you are working (or even vaguely interested) in the scholarly communication space then you will not have failed to hear about the release of ‘Plan S’ last week. There has been a slew of reports and commentary (at the end of the sister blog “Most Plan S principles are not contentious”). Here’s another (hopefully useful) addition to the mix.

The document identifies the key target as being: After 1 January 2020 scientific publications on the results from research funded by public grants provided by national and European research councils and funding bodies, must be published in compliant Open Access Journals or on compliant Open Access Platforms.” There are 10 supporting principles to this statement.

The plan is specifically engineered to force the hand of publishers and academics to really embrace (begrudgingly adopt?) change. Personally I welcome a bit of disruption. It will be no surprise to anyone that I consider the policies that arose from Finch to have failed. But this new development has, understandably, given a few people the jitters.

First up, and if this is all you read remember this, Plan S is a statement of principle. Until we see the actual policies for our funding bodies everything is speculation. And while UKRI is one of the 11 13* funding bodies that has signed up to Plan S, it has said that the report from the review of the OA policy is unlikely to appear before the second half of next year.

[*changed on 14 October]

The reassuring part

So the first thing to say is – don’t panic. We have some time. The second is that fully half of the 10 principles are not contentious – see the sister blog. A further two may have some implications for institutional administration and possibly for managing budgets, but are again fairly non contentious from an academic, and mostly even from an institutional, perspective.

And then there were three

So we are down to three principles that need a little more unpacking. They relate to the retention of copyright and the ability choose where to publish. It is worth looking at these in more detail, and consider the information contained in the accompanying document “cOAlition S: Making Open Access a Reality by 2020: A Declaration of Commitment by Public Research Funders”. As it happens, we are already well on our way with many of these principles in the UK anyway. Let’s take a closer look.

Retaining copyright

Authors retain copyright of their publication with no restrictions. All publications must be published under an open license, preferably the Creative Commons Attribution Licence CC BY. In all cases, the license applied should fulfil the requirements defined by the Berlin declaration.

With my OA advocacy hat on I agree with this statement. There is no need for a publisher to hold full copyright over a work. They are able to operate in a commercial environment with a first publication right. Currently the system means that researchers must apply for permission to reuse work of their own if writing a new piece of work. There is a significant side income stream for publishers in relation to copyright ‘management’. Publishers claim they need copyright so they can protect author’s rights, but there appear to be few examples of a publisher protecting, say the integrity of an author’s work rather than the income stream from the work.

And this is not the first statement of this kind. The University of California released on 21 June their Declaration of Rights and Principles to Transform Scholarly Communication which states as one of the principles: “No copyright transfers. Our authors shall be allowed to retain copyright in their work and grant a Creative Commons Attribution license of their choosing”.

However as a person responsible for implementing policy within a large research institution I can see some issues that will need to be managed.

For a start, currently, in the vast majority of cases, while researchers own the copyright of their work, they sign it over to the publisher of their articles. As it happens the retention of copyright is a fundamental principle of the UK Scholarly Communications Licence (UK-SCL) which allows institutions to provide a REF compliant green OA route while allowing authors to retain their rights.

The alternative is to negotiate (as the sector) with the publishing industry to ensure that the publishing agreements that each researcher signs retains the author’s copyright. This would also require a huge advocacy and education programme amongst our community. For an excellent analysis of why there remains such a high level of confusion and misunderstanding about copyright amongst our academic community, I strongly recommend Dr Lizzie Gadd’s guest post to the Scholarly Kitchen Academics and Copyright Ownership: Ignorant, Confused or Misled?

The requirement for an open license is also potentially an issue for some disciplines. While many science based disciplines are not concerned with a requirement to publish under a Creative Commons Attribution (CC-BY) licence, there are members of our Arts, Humanities and Social Science communities who only feel comfortable with a CC-BY-NC-ND license. It is the Non Derivative aspect of the license that is of greatest concern and has been the subject of considerable discussion.

Restriction on ability to publish in a hybrid journal

The “hybrid” model of publishing is not compliant with the above requirements.

The nuclear interpretation of this statement is that funders won’t pay for hybrid at all. There are several precedents for this. Several UK institutions have stopped supporting payment for hybrid. London School of Tropical Diseases and Medicine are now restricted to fully open access journals only. University of St Andrews will no longer be able to pay APCs for articles via the ‘gold’ route in hybrid (subscriptions-based) journals. Their normal criteria is if the journal is listed in DOAJ. A 2016 analysis showed this is a common position.

I have written extensively about hybrid mostly arguing against it. But I do support the position that we need to walk carefully here. In our analysis at Cambridge on what might be seen as a ‘progressive’ publisher we noted there is an extremely long tail of society and smaller journals that we don’t publish in much but that collectively are a not insignificant number of papers. Let’s just say that learned societies have some way to go on their open access journey. But if we were to prevent our researchers from being able to publish in these journals this could well deeply affect the learned societies.

That’s why I welcome the statement in the preamble document that ‘transformative’ type of agreements which include offsetting arrangements will be acceptable under certain circumstances. The interpretation of this statement by UKRI into their policy will determine which publishers will be acceptable or otherwise.

Restriction on choice of publication outlet

In case such high quality Open Access Platforms or journals do not yet exist, the Funders will jointly provide incentives and support to establish these.

This one is potentially problematic because of the perception there will be a restriction on choice of publication options. But that is not necessarily the case.

The publishing sector adopted the language of ‘a threat to academic freedom’ this year in relation to the question of funders refusing to pay for hybrid open access. Academic freedom refers to freedom of expression not freedom of choice of publication outlet. This language is again being used by  the publishing sector in light of Plan S.

This language is now also being used by the academic sector. In an impassioned post European scientists state that Plan S means researchers are “forbidden to publish in subscription journals, including in hybrid ones, where OA option is available at an extra cost.” This is simply not the case. As described above, not all hybrid is necessarily off the table.

The other point that seems to be missed is under Plan S, authors can publish wherever they choose if they deposit the Author’s Accepted Manuscript in an institutional repository under a CC-BY license with a zero month embargo. We are halfway there already in the UK where authors generally are already depositing their work to an institutional repository for REF compliance. The part that requires attention then goes back to the question of the authors retaining copyright over their own work.

The question of access to open access publishing options is more complicated. There are many disciplines in which there are very few open access journals at all. These will need specific support especially initially in relation to these policies. Even then this is going to be tricky because establishing a new journal takes time. There are a few precedents, the Wellcome Trust launched Wellcome Open Research in 2016 based on the F1000 platform, and Bill and Melinda Gates Foundation followed suit using the same platform in 2017. But these are unlikely to reassure many of our researchers.

The elephant in the room

There are some serious concerns with Plan S which relate to the equity issue of moving to a pay to publish ecosystem. These are valid and need to be discussed in the broader context of the open research debate. But that is not the theme of the majority of concerns from the academic sector. Those worries about freedom of choice to publish point to the real problem – what is attached to publication.

The problem is not Plan S, or open access per se. Publishing in specific journals or with specific publishers is primarily an issue of career prospects rather than of disseminating the work, and has been for a long time. When researchers say that the right to publish in an outlet of their choosing threatens ‘academic freedom’ they are referring to their ability to subsequently succeed in future job applications, promotions and grant applications. It is the academic reward system in which everyone is trapped.

Indeed the Plan S preamble refers to a “misdirected reward system which puts emphasis on the wrong indicators (e.g. journal impact factor)”. It commits to “fundamentally revise the incentive and reward system of science” and suggests that the San Francisco Declaration on Research Assessment (DORA) as a starting point.

This is the real conversation we need to be having. It is not an easy one to address, but for those who have been arguing for the need to have a serious, international, sector wide conversation about this, Plan S offers a welcome shot in the arm.

Published 12 September 2018
Written by Dr Danny Kingsley
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