ELPUB 2018 Workshops

Connecting the Knowledge Commons:
From Projects to Sustainable Infrastructure


Please note, this is a draft overview of the abstracts accepted for presentation at the ELPUB Conference this June, and is subject to change. All workshops will take place on Friday, June 22, 2018, and more details about timing and room scheduling will be coming shortly. Stay up to date with our Agenda-at-a-glance.

Presenters:   Michael D. Roy, Dean of the Library, Middlebury College, Vermont (USA)
Diane J. Graves, University Librarian & Professor Emerita, Trinity University, Texas (USA)

Purpose of the workshop:

This workshop will raise awareness of the Invest in Open initiative. Our goal is to introduce the philosophy behind the initiative, assess interest, and gain the commitment of attendees for future action. Finally, we will invite the participants to help us envision next steps for this project and for the future growth of a collective infrastructure in support of an open scholarly communications system.

Target audience(s):

The primary audience will be academic librarians, college & university administrators, and publishers and software developers committed to open models for sharing scholarly findings. A secondary audience could include entrepreneurs who wish to support Open projects. Researchers who wish to reach the widest possible international audience for their work may also find the conversation enlightening.

By attending this workshop, participants will:

  • Understand the need to gather accurate, consistent data about existing investments in Open projects.
  • Develop a vision for the potential impact of collective action
  • Develop a sense of urgency and a desire to participate in data collection—now and in the future
  • Identify ways to articulate a commitment to collaborative infrastructure—through investment and development
    • Articulation will be at the library level (philosophy, mission, policies, funding) and
    • At the university level (also philosophy, mission, policies, funding).
  • Identify challenges and barriers to a shift in funding models, and identify solutions to those obstacles.

Presenter: Nick Shockey, SPARC

Advocacy is a critical tool in the global effort to set the default to open for research and education—from the national and internationals levels all the way down to individual institutions. Such efforts have been a driving force behind the success of the open movement to date. Public research funders in dozens of countries now have policies requiring that the results of studies they fund be made publicly accessible, and private funders have begun to follow suit.

This policy advocacy has been central to SPARC’s work for well over a decade. This workshop will leverage SPARC’s experience and success in policy advocacy, such as the successful enactment of the 2008 US National Institutes of Health public access policy and the 2013 White House Directive on Public Access to Publicly Funded Research, to teach participants advocacy skills that will be broadly applicable to campaigns at various levels.

Presenter: Chealsye Bowley, Ubiquity Press

With the rise of audit culture in higher education it has been argued that academic value is increasingly becoming “monetised” and as a result academic values are being transformed (Burrows 2012). Auditing is a power based relationship with those being observed being made into objects of information rather than participants in communication (Foucault 1977). Audits establish the definitions of quality as much as they evaluate (Power 1944). Ultimately, effective audit technologies transform the way people perceive themselves, and relate to their work and colleagues (Shore and Wright 2000). Since the 1980’s universities and their researchers have increasingly been assessed for performance, quality, and efficiency in order to determine value for money (Shore and Wright 2000; Audit Commission 1984). The resulting Research Assessment Exercise and Research Excellence Framework in the United Kingdom, and White House’s Public Access Policy in the United States, although great progress for open science, also epitomise the uptake of “value for money” auditing by governments. Academic reward systems are “the valuing of people’s professional lives” (O’Meara 2002), but the current emphasis on openness is a model of valuing, both economic and sociocultural, the research process as well (Levin and Leonelli 2016). Although current academic reward systems privileging high impact factor publications have hindered adoption of open science, the new funder and university Open Access policies are shifting the requirements for researchers, simultaneously creating new opportunities for open science and new hurdles for researchers. Where is the line between positive growth for open science and simple value for money? Is open science becoming yet another metric that earlier career scientists must fit into in order to survive in the academy?

The open science movement is altering what it means to be an academic scientist. PhD students and early career researchers have reported being dismissed by senior colleagues for submitting to Open Access journals, and being told their publications aren’t ‘real’ because the journal is Open Access and doesn’t have an Impact Factor. However, with the recent growth in open science, the values of the academy may shift to be more inclusive of open science just as they shifted previously in the mid twentieth century for auditing — with the caveat that researchers would then be evaluated based on openness. Or will early career researchers that want to practice open science continue being pulled in two directions and having their identity as a ‘real’ academic scientist questioned?

This workshop will begin with the presenter’s discussion of their own research on the identities of academic scientists and then transition into an open discussion among attendees, particularly early career researchers, on how open science practice is impacting their researcher identities.

Description coming soon

Description coming soon