Ready to get started.
Welcome to Connecting the Opens.
This is one of our events for Open Access Week,
which is an internationally recognized week
and there are lots of different events.
You'll see the information about
Open Access Week throughout
the presentation a couple of places.
We would definitely encourage you to check that out.
Go to our Open Access Live guide,
which is linked later in the presentation as well,
and take advantage of some of
these other offerings that are out there.
Today we're going to
talk a little bit about Open Access,
it being Open Access Week.
But we're also going to cover some aspects of
Open Data and also Open Educational Resources.
So these are three different and
arguably more than three overlapping areas of Open.
We want to talk to you a little bit
about how those pieces fit together.
This is specifically in the context of
establishing your online scholarly presence,
though there are definitely implications
for your teaching and
for your other aspects of
your individual education as well.
Next slide, please. There we go.
So there's the overall theme
of this Open Access Week
is community over commercialization.
So that is a key component of
the Open Access community
and that's what's being focused on this week.
Tonight's agenda, we will
do introductions to our speakers here in a moment.
My name is Kayla McNabb.
I am the Assistant Director for
Teaching and Learning Engagement here in the libraries.
And we have three specialists
from the university libraries in these different areas to
speak on some general concepts
related to those and your scholarly identity.
Then we'll do a discussion with a lot of
time for Q&A ideally from our audience.
So whatever interest you we'd really love to follow that.
Throughout the slides, you will see this bit.ly link.
You can use that to go to the slides and they will
remain there for you to
access after today's session as well.
We'll start with Open Access
with Philip Young down here at the end.
We will then go to Jonathan Petters who
is joining us remotely and then Anita Walz.
Here and they'll each give
you their title and where they are in
the libraries as they
talk a little bit about their topic.
With that, I think we're ready to hand things
over to Philip and talk about Open Access. Thank you.
>> Great, thanks very much.
My name is Philip Young,
and I manage the repository
here at Virginia Tech called VTechWorks.
It's managed here in the libraries.
I want to talk a little bit about
Open Access and how it's defined.
What is Open Access?
The definition that we've used for a long time comes from
Peter Suber who said that Open Access is digital online,
free of charge, and free
of most copyright and licensing restrictions.
The thing that I try to emphasize in
this definition is that
the first part is pretty understandable and intuitive.
In other words, you go to
an article or somewhere on the web
and you can get to it you can read it.
But the second part,
free of most copyright and licensing restrictions,
is not always adhered to for Open Access articles.
The way that, that freedom from copyright
and restrictions is achieved is
through creative commons licenses.
So I have an example of one there on the screen,
that's a Creative Commons attribution license, or CC.
So the way I like to describe these open licenses on
works is that these licenses give permissions in advance.
When you see this on an article,
it's basically telling you what you can do with it.
Otherwise, if it was a copyrighted work
and you want to do something with that,
post it somewhere else,
that sort of thing, you need to get permission.
These creative commons licenses really facilitate
scholarship because scholarship is all
about sharing or research with others,
and so that's an important part of Open Access.
Most Open Access Journals will issue articles with
a license that looks like this or
one of the six Creative Commons licenses.
Next slide. There are two ways to
achieve Open Access for sly articles.
The first is to publish in an Open Access Journal,
and sometimes this route is called Gold OA.
I'm not sure how these colors assigned to them.
And as I just mentioned,
those articles are disseminated
under a Creative Commons license.
There is a really nice site where you can
find Open Access Journals
called the Directory of Open Access Journals.
That's a doj.org.
And if you're looking for
Access journals in your field for example,
you can search by field,
you can search by license,
you can search by whether they have
a charge or not, that sort of thing.
It's a very helpful directory
when looking at Open Access Journals.
They also have a very extensive vetting process.
You can't get in there if you just start one out of
your apartment and say I've got an Open Access Journal.
There's a pretty extensive application process
to get listed in the director of Open Access Journals.
So we here in the libraries for example,
if we see that a journal is in
this directory we feel pretty confident that
it's a legitimate journal and
that it's following all best practices.
One of the problems that has come up for
Open Access Journals is a process charges.
And there's a perception out there that
all Open Access Journals have
a charge in order to get published in them.
This is not the case.
If you go to DOAJ and look around,
you'll see that some do not have a charge.
They are subsidized by an institution or
society or have some other way
of supporting the journal behind the scenes.
We do have a subvention fund here in the libraries.
So I think these slides will be shared with you.
When there is a fee for Open Access publishing,
often these are covered by grants or other funds but
we do have a safety net fund here in the libraries.
There's not a lot of money in it
and there are some restrictions on it.
But that is one option here if you
get an article accepted in
an Open Access Journal that has a charge.
The second way to make an article Open Access is
through posting a version of the article online.
This is often called Green OA.
Shorthand is sometimes used for this.
You can see that color,
that means posting a version of the article online.
Green OA covers preprints and
it covers post prints, or accepted versions.
I'll talk about versions of articles in just a moment.
Most journals allow this with
restrictions on when and where you can post the article.
It's important to know what the journal allows,
but a major thing to know
here at Virginia Tech is that we have
an open access policy that precedes any journal policies.
In other words, you do not need
the journal's permission to post
your executive version online. Next slide.
In the repository, we think of
these three versions the most.
The first version is called
the submitted version or the preprint.
You probably heard a lot about them during the pandemic
because people wanted to get
research out about COVID as quickly as possible.
That is the overwhelmingly large advantage of preprints,
because we know the peer review process
can take six months,
nine months, a year or more.
In an emergency like a pandemic,
you can't afford to have
important information in the peer review process.
I have a little screenshot in the upper right
there of bio archive.
This is one of the preprint sites where a lot of
the COVID-19 research went.
You can see they have a little
yellow box warning people that, hey,
this is not peer reviewed, use caution.
The main advantage is getting
the research out there fast.
In some cases you can get
feedback from other people in your field,
and to some extent some people say
it's advantage for getting screws.
In other words, you have
a timestamp for that preprint and you can say,
my research was out there
first and it was done on this preprint server.
Again, these are not peer reviewed.
One thing to think about is that certainly
in medicine and life sciences and so on,
preprints are encouraged,
and sometimes they even
look at preprint servers to recruit articles.
But there are some fields and
some journals that do not permit preprints.
If you have some target journals,
two or three journals where you'd really like to get
published and you're also
thinking about posting a preprint,
look at their policies first.
Because by posting a preprint,
it's possible that you could rule yourself
out of getting published in that journal.
That's really the main thing
to be cautious about with preprints.
But if you're in a field like life sciences,
most of them encourage
preprints and like to see them out there.
This is open access.
Preprints are, by definition, open access.
You have to get to them to see them.
There are lots of preprint servers out there.
For almost every discipline there's a preprint server.
As I mentioned, the main advantage is speed.
Also, if you're writing a grant proposal, for example,
it's a lot easier to provide a link to
the entire preprint than it is to
describe what you're doing in a few sentences.
Instead of doing that, you can say,
here's a link to the preprint and you
can see everything that I've read.
That's become a valuable thing as well.
Many of the federal agencies actually
encourage you to link to
presence, they're out there on the web.
That's the first version. The next version
is the accepted version,
which is sometimes called the post print.
The differentiated preprint get a little confusing.
This is a version that's not the final journal version,
but it is the peer reviewed version.
Your submitted version has
gone through peer review at a journal,
and you have incorporated those changes from
the peer review process into
that manuscript and now
you can basically say it's peer reviewed.
It contains essentially the same information that
the final journal article contains.
Again, this is open access through
an institutional policy like
Virginia Techs which started in 2021.
They are deposited in
repositories either in institutional repositories
like e-tables or
a disciplinary repository like the archive.
Otherwise, if you're not in an institution with a policy,
you need to follow the journal rules.
Again, those can be restrictive,
they can't permit accepted versions
but they may say after 12 months,
so you have to observe
that embargo and wait 12 months before you put it online.
But whether an institution has
a policy or not is an important thing to
think about when you
become a faculty member at an institution.
That would be the first thing I would check
for research wise is,
okay, is there an OA policy at this institution?
More than 100 institutions in
the United States have open access policies,
but the vast majority do not.
This is an important thing to know about
any institution in terms of posting your work online.
If there is a policy that makes it a lot easier
and enables a lot more research
to be posted online equally.
It does lack maternal formatting.
Again, as I said,
it may not look as pretty as
the final format journal version,
but it still has
all the information that the final version would have.
Then finally, of course it's the published version.
If it is published in a subscription or paywall journal,
in other words you transferred
your copyright to that journal,
you cannot post it online.
Sometimes those gets submitted to
the tech works and we have to say we
can't legally post this online because
our policy only allows you to
set version of the post online.
Some journal articles are published
open access under Creative Commons license.
As I mentioned, that
Creative Commons license allows
you to share it anywhere that you'd like.
You can put it in a repository,
you can put it on your own page,
you can post it pretty much anywhere that you like,
so that's the power of
the Creative Commons license. Next.
Virginia Tech's open access policy
can be used by anyone at Virginia Tech
or who has a Virginia Tech affiliation, all faculty, staff,
and students.. Now it does
cover the accepted version of the scholarly article,
not the final version published by the journal.
You can post it the day that it's
accepted through one month
after the publication, no embargo needed.
Now that one month after publication is to
help researchers or to
encourage them to put articles
online as soon as possible after publication,
and also to allow the article
meditated to come into elements, our reporting system.
That way, all you have to do is
select the article and then upload the file.
Otherwise, you would be putting in all the metadata,
so the title, authors,
and all of that information.
Some people have asked, "Well,
it's been six months,
can I still upload my article answers?"
Yes. The non-exclusive license does not expire.
The one month was meant to be
a nudge to make research open access as soon as
possible and have some time after
publication to get that meditating systems.
>> Sorry. What if I published something at
a different institution and I'm now here?
>> Unfortunately, it does not apply.
>> That's what I thought over that.
[LAUGHTER]
>> Because the policy was passed in 2021,
we also have a threshold date,
March 2021 where,
as people have asked us is can I
use this retrospectively earlier research?
Unfortunately, the answer is no,
because when we passed this policy,
it really did change the legal environment.
This policy was vetted by
our Office of Legal Counsel, of course.
After March 2021, you
can upload your accepted version of any article.
Before that date, you have to follow the journals policy.
As we get further and further out,
I think that'll be less of an issue.
But yeah, we have a threshold date right now.
Articles go into VTechWorks,
which I mentioned, which is our repository.
As indexed by search engines, Google Scholar,
some OA article-finding tools.
It does get found and we get a lot of downloads there.
We have three options for depositing articles there.
The first is the element system,
which faculty use but
also grad students have access to I believe.
The second option is a Google form,
where you can provide the article title,
journal title, and DOI and then upload the file,
and then consider that same metadata
and the file to our email address
vtechworks@vt.edu and we will get to
the repository for you within a day or two.
Why? Of course, is because
so many people don't have access to research.
This is especially true in
low and middle-income countries that may not
have millions of dollars to spend at
their institutions for access to journals.
It's also a benefit for authors.
There's some research out there
showing an open access citation advantage.
There is generally self interest involved as
well in terms of putting things out there, open access.
Next. I have the URL to the guide up there.
All of this information about
the policy is on our online guide.
You can also find this from the BT home page as well.
If you search "Open access
policy", this page should come up.
It has walked you step-by-step,
how do you put some of the history of the policy,
some of the questions behind it.
This is a real source of information about policy.
Next. This is what an accepted version might look like.
This is a faculty member here about VTech,
who put this in
VTechWorks and we have a circle at the top.
It's a good practice to tell people that
this is an accepted version of
the article and here's the full citation.
In this case,
she already has the DOI.
People can click on that and go to the article page.
They may not have access,
but they can at least have
the full citation and see the DOI.
One reason this is a good practice is that many
of the search engines and Google Scholar and so on,
link directly to files.
In other words, people don't go to VTechWorks,
they actually retrieve this file
directly from this example. Yes?
>> I see that this paper has multiple institutions on it.
How does that work?
Is it because she's the corresponding author,
but otherwise they wouldn't be
able to publish it or how do?
>> Any author at Virginia Tech can do it,
regardless of how many coopers you have.
It's a good practice to let your co-authors know that,
"Hey, I'm going to put this online."
We have a policy here in Virginia Tech.
It can be a big advantage in the sense
that many of your
co-authors may not have a policy at their institution.
It may not be able to post anywhere,
but here in Virginia Tech you can do our product.
That can't be an advantage.
But yes, you don't need to be
corresponding author, lead author,
or anything else, just be one of
the authors on paper. Yes?
>> One of the implications of
doing that is that they are then going to be
multiple versions of the article with multiple URLs.
How do you resolve that?
>> In what sense,
in terms of citing and that sort of thing?
>> Yeah. I could cite one version
on Virginia Tech Works and someone else could
cite a version from
University of Cincinnati or George Washington University.
>> One thing that I have seen it's for folks to cite
the published version and then at the end say,
"Retrieved from" and then the morel,
if it comes from VTechWorks or something like that.
>> Violating your basic premise of
scholarship so you don't cite
something you can't actually see?
>> Well, it's a different version I suppose.
If you're saying that it's the accepted version,
it should be identical in terms of content.
>> I would be cautious about citing a DOI,
if I can get to that DOI.
>> I see. I think
the practices are probably differ in the disciplines,
but I don't have a lot of details on that issue, sorry.
Next.
We have a lot of resources here in the library.
We have the DOA Policy Guide, which I just mentioned.
We have email addresses
to ask questions about the policy.
I have the link to VTechWorks
there and VTechWorks has its own guide.
We have a general open access guide which
covers open access journals,
covers pre grants, it covers a OA monographs.
If you're interested in a way in general,
that may be a place to go.
I have the link there to
our subvention fund which I mentioned earlier.
Are there any other questions that I can answer now?
Seem to have lost the chat,
I don't know if there's anything in the chat.
There's nothing in there right now.
Great. Thanks very much.
>> Folks, in the room who might
be in the Zoom and also for folks online,
our colleague Kapp Brown is collecting questions.
If you do have questions and
you want to put them into chat,
they will be sure to grab
those and make sure that we answer them.
Since we don't have any more questions right now,
we'll move on to talking about open data. Yes?
>> Luis added that VTechWorks
does support versioning added by
a Virginia Tech author, versioning last part.
She said Virginia Tech Works does support
version if added by a Virginia Tech author.
>> Yes, we can version articles.
For example, in the archive which has been used by
folks in computer science and physics for a long time,
they will post a preprint and
then when their are articles are accepted,
they will post the volume version 2,
which is the accepted version.
We can do the same in VTechWorks,
if someone wants to post a preprint
and then update it later with the accepted version.
Sometimes, there can be significant changes
through the peer review process.
Versioning is definitely something that we can
do and most repositories can do for you,
if you want to update the preprint.
>> I think we will hand it
over to you, John, if you're ready.
>> I am ready. Can you hear me?
>> Yes.
>> Good. That's a good start. Hi, everybody.
Thank you for let me join remotely.
This allows me to help with
bedtime for my child so thank you.
I'm John Peters, Associate Director of
Data Management Creation Services here in the libraries.
Following Philip's discussion of manuscripts
and how we can provide broader and easier access,
more open access to them.
Let's talk about other outputs, non-traditional outputs.
I'll be focusing on data,
but you can think about this as terms of
software performances,
a whole bunch of other things.
But I'll focus mostly on data.
I got transitions in here,
so I'm going to do a lot click to move ahead.
Sharing other research outputs eg data
which we'll be focusing on.
Next. Scenario for graduate students
there and for other others in the audience.
You have found a published article
that's super relevant to your current research topic.
Write in the ballpark of what you
really want to know and what you're working on right now.
You really want to dig into how
these people got their results in the published article.
You have access to it,
let's assume that have access to it.
But important details for understanding the processes
of the research and how they got
their results not found in the article,
you look and you look and you
just have more and more questions.
You can't get your questions answered.
You know the corresponding author who's labeled for
their article is going to be a really busy person.
Are they going to respond to a cold email
from somebody they don't know?
Where are you left? You might be
left just to be sad that you can't get
more information about the underlying research
that's not in the narrative.
Click a world where this isn't a common scenario.
This certainly happened when I was
a graduate student and I'm
sure it still happens these days,
you can't get all the information you want
about the research that's in the article.
What if there was a world where this
wasn't a common scenario?
Where these underlying outputs, the data,
the code, other things were shared,
what would it enable for all of us?
Next.
>> First this is sharing other research outputs,
think of the positives here would enhance
the transparency of research making it easier
for us to understand what's
going on and enhance the reproducibility of the research.
Our ability to be able to replicate,
reproduce the results,
make sure we're comfortable with them.
A little bit more about that in the second.
Then also facilitate new research pathways,
so data code written in one discipline,
written in one research sub discipline,
maybe as of use in another discipline or for
interdisciplinary research in ways that
the originating researchers don't have even thought of.
More in the research, reproducibility of research part.
I'd like to cite the particular article from 2016.
Amgen, a big biotech giant at the time,
tried to reproduce results,
recreate results from
50 or so other bio studies of high impact,
high profile science, could only
reproduce the results of three out of 50.
This is very concerning for the discipline,
for the field of biomedical research.
It's not the only discipline
where this has been true, been a concern.
There has been concerns of reproducibility
crisis in other disciplines,
including in psychology over
the years because it's hard
to reproduce the results from just the paper.
Enhancing reproducibility by having access to the data,
having access to the code,
instrument configuration, survey instruments,
all of these things will be better.
Those are carrots towards why we might want to do this,
but there was also SPARC,
we heard a little bit about SPARC earlier,
has a nice resource for
browsing data sharing requirements by federal agency.
All the funder requirements.
Funders are pushing more data sharing and the making of
data management plans for how
data will be shared from proposed research.
It's not just funders, it's also
journals too. Go to the next.
Plus the Public Library of Science has had
a data availability statement requirement since
2014 saying where is the data
underlying this research made available?
What URL?
Where is it being made available?
Many other journals that followed suit.
Science and Nature now have
data availability statement requirements as well.
Barriers, it sounds all well and good,
but there's a lot of reasons that
this is more complicated.
We can't immediately just share everything online.
There are technical barriers,
but I'm actually not going to focus too much on those.
The one that really comes to mind
is big data, large data files,
but that's not just an issue for open data,
it's an issue for transfer of
any large files across the Internet.
It's an Internet thing. I'm going to
say technical barrier is not really the big deal here.
We have mechanisms by which we can share these files.
The Internet has existed for a long time.
We can add documentation to them.
In many cases,
we can share underlying stuff pretty well,
underlying the research.
Not in every case, but in many cases,
but I'd say first, we go to the next one,
investment is what's required.
We can do this but we need to
have more infrastructure developed,
more services developed to make it easier
for researchers to do this.
That's one thing we're missing,
but there are other challenges.
Again, not so simple.
Legal and ethical concerns,
there are many kinds of research data we
can't just post up on a website.
As one example,
we can't immediately put up human participants research.
If we're doing research involving
clinical trials or serving or respondents,
we can't just immediately put that stuff up
without the consent of the research participants.
Then we have to think about how to do it carefully.
Maybe we need to make sure
those participants identities are
not revealed to data users.
There's a lot of concerns there potentially.
Cultural concerns, I did have some sub bullets here.
Culturally in science, this is just not
something in research has been done for a long time,
doesn't have an academic norm.
There aren't incentives so much to do this.
Disciplinary differences. In some disciplines,
this is something that has been done for a long time.
In other disciplines, my data is mine and
I'm not going to share it with you
unless I'm absolutely forced to do so.
One way that these disciplinary differences
show up is this concept of,
go to the next, concept
of "big science" versus "long tail".
Big science are research
that is done around very large instruments or
field campaigns tends to have
a tradition more of
sharing data amongst the collaboration.
I think particle accelerators in
physics or field campaigns and environmental science,
they have a tradition of sharing data
, but in many places,
if we're doing wet lab work,
we already have one researcher and
a couple of graduate students working
in a lab by themselves.
Generally, typically that data was just left to
that lab to use and milk for all the worth,
or for all it's worth and not be shared.
There's not one size fits all
to change in the culture around this.
Every discipline is in a different place
and it's doing different kinds of work.
Many barriers, many things we need to worry about.
One thing I'd like to say though is
it's a thing to aim for,
is being as open as possible and as closed as necessary.
Noting that there are places where
we cannot share data easily,
I've mentioned human participants research,
but you can also think like national security research.
We don't need to be sharing that stuff publicly
available about how we're building
missiles or body armor or things like that,
but where we can share things,
we should make it to default,
make it as open as possible for
the betterment of the research enterprise.
Next. When I say that, what does this mean?
Two nice acronyms you can use to
help yourself think about it.
FAIR data and TRUSTworthy repositories.
FAIR is an acronym standing for findable,
accessible, interoperable, and reusable.
There's more detail under here,
but I don't want to get too much into the details.
Some papers are linked here to
talk more in detail about these things,
but making a findable,
having a DLI,
digital logic identifier connects it to it.
How can I access this data if it's not entirely open?
Is it in clear formats,
open formats that are easy to understand,
easy to work with, that's
what interoperability is going for.
Reusability. Does it have
the appropriate documentation so
I can follow how the data
was created and I can understand,
as a re-user of it,
how I might make use of it?
TRUSTworthy repositories, platforms for
the stuff to be put in where it's going to be sustained,
it's going to be made accessible,
easy mechanisms for deposit and so on.
FAIR data and TRUSTworthy repositories.
Next. Here in Virginia Tech,
we do have a data repository that we run
called the Virginia Tech Data Repository,
where any researchers who are creating data
through Virginia Tech funding can deposit the data here.
You can sign in, log into
the accounts and deposit your data and
request it's publication and then we
would review the documentation,
and work with you to make sure that it's published.
That's one way to help data
created here to be made available.
We're not the only gamer in town.
If you look at the bottom left here,
re3data, the Registrative Research Data Repositories,
has indexed around 2,000
repositories worldwide for sharing
research data and where
you might find data that's useful for your research.
There might be other places that might be useful.
We can help you consider data sharing
and archiving options.
We're here to help. People in libraries
like to help. That's what we're here for.
That's our email address,
dataservices@vt.edu, easiest way
to contact me and contact my colleagues.
That's some of the mechanisms.
I did want to just talk about one more other thing
pertinent to graduate students,
a good thing for you to be aware of.
At some point you will graduate.
What happens to your data when you
graduate? Who owns your data?
It's a good thing for you to know as graduate students
for most funded research,
and there are always exceptions,
but for most funded research,
Virginia Tech has first rights,
owns your research data and
your advisor is responsible for stewarding it.
For most funded research, this is the case.
You as a graduate student, you did
all this work, but in the end,
the rights to the data are owned by the university.
Next. Good to know,
so being aware when you do leave the institution,
you should be making a usable copy of
your outputs available for your advisor for
stewarding and making available
and following good data management practices.
Making this data as reusable as possible, making it fair,
making it something that somebody else can
follow is an important part of what you do.
Depending on where you are in your research,
inventorying what you have created,
if you're near the end of your research
or what you plan to create,
having a plan for what's going to be
created with respect to data and code,
that you need to make available to others.
Then it's also in a better position, of course,
it's in better shape for you to use it yourself as well.
This may be surprising to some people,
but I think it's just good.
It's good to be aware of this and to be
talking to your advisor about access
to the data you're going to create after you
graduate. Be aware of it.
In a lot of cases, having
a copy of your data and carrying it on to
wherever you go next is
probably not going to be that big of
a deal as long as a copy stays here,
but you don't want to be surprised
that your advisor says,
well that project you're working on there,
I'm going to pass that project on
to the next graduate student,
so that's got to stay here.
You want to have these conversations
before you're about to
walk out the door. Good to be aware of.
I think that's all I had to say.
Next. Yes, I'll be next,
and I guess I'll say thank you and
answer any questions before I have to bolt.
>> I believe we have one question in the chat
and then if anyone else has other questions.
I think the question was what is
the guidance if the research
is not funded by Virginia Tech,
if it's, I guess, independent research?
>> There's two, for many graduate students,
if you are either working on
funded research like through a sponsored project,
through a funding agency,
say the National Science Foundation,
or you're on an assistantship.
Your assistantship is being paid by Virginia Tech,
and then you're still using resources from Virginia Tech.
Virginia Tech still owns the research that you're
generating because you're working
with university resources to make that.
If you are a graduate student
who's paying your own way and your own tuition,
is not on an assistantship
and is not on a funded project,
and you're doing that research,
conducting it on your own volition,
as you're paying tuition yourself,
that would be one circumstance as
a graduate student you probably own
the rights to that work
because you're paying your tuition,
you're not receiving funds
or resources from other things.
That's generally true for undergraduates as well,
but that's not a common situation.
That's a good question. There are
circumstances where it doesn't matter.
>> Do we have any questions in the room?
>> Look like we have one more question online,
we don't have any questions in the room.
The question online is,
are we required to inform,
oh, sorry, that there was another one that came in.
What if you're working with an outside organization,
who owns the data?
Does BT or the outside organization
or do they own it jointly?
>> That's going to be a question
for how the sponsored project,
the contract or the agreement was set up.
In most cases, when you
have multiple institutions involved,
one institution will be the primary institution,
and the other ones will be supplementary
or secondary to some extent.
That could be a common way
where things are set up, so therefore,
the agreement might be set up where that data is
made available and accessible
for it's rights to one institution.
But there are many ways that this could be done,
for a much larger multi million dollar projects,
they might write out very detailed data, data use,
and data transfer agreements for the PI's,
and for the institutions and who has rights.
Generally, it's going to be a dependence question.
>> Thank you so much.
>> It seems like this next question is actually for.
>> I think that's for Philip, I believe.
>> I will leave myself away, thank you all very much,
have a great evening, feel free to contact me if you
have any other further questions if you want. Thank you.
>> Thank you very much. We did have
a question in the chat that touches back on open access,
we could real quick,
are you required to inform the journals that there is
a BT open access policy that supersedes theirs,
especially before the paper is accepted?
>> No, you're not.
There are very few journals that
as part of their copyright transfer agreement,
might have a little box
saying next to that box they expect you to,
in other words, to check
that box that says something like,
I agree to waive any open access policy
that I'm subject to.
The working group has not heard from
any Virginia Tech researchers about that,
and we are not aware of any,
but at other policy institutions
like the University of California,
they track these things,
and they do have a list of journals that they say,
asking researchers to waive the policy.
It does happen, but
we haven't heard about it here at Virginia Tech,
but you don't have to inform,
other than that, you don't have to inform
a journal publisher that
there's a prior non exclusive license on the art.
>> Then we will move into talking
about open educational resources with Anita.
Great, thank you, Kayla,
and Philip, and John,
it's nice to be here with all of you.
I'm the Assistant Director for
Open Education and Scale Communication Librarian,
and I'm wondering how many of you next slide know
about what open educational resources are.
Please raise your hand if you've heard of this before.
No hands. Oh, one hand.
Great one hand online, wonderful,
so these are open educational resources,
have three characteristics,
they're free to anyone,
there's permission given up front for customization and
you might be able to guess what licenses they have,
creative commons licenses,
and they're in almost any format or medium.
Let's hop to the next slide,
there's a definition that I want you to remember,
and you'll see the three characteristics in there.
We're looking at three characteristics
freely and publicly available,
having some permission upfront that you don't have to ask
for to be able to use and then being
available in lots of different formats.
The related and not related to open access,
there are some areas of overlap,
so they are similar in that,
like open access materials
released as open access materials,
they're always freely available and
accessible without any restrictions.
No paywalls, no logins,
they are resources,
yeah, there are resources that are available to
help creators of these things.
Any of them can be used in class,
and then there are several different kinds of OER,
but they're all considered open access
, next slide, please.
There are some differences,
OER tend to be used in teaching and learning,
and Open Access tends to be,
that language tends to be related to
scholarly output, so journal articles,
open books,
things that tend to be more scholarly
rather than being used in a classroom.
You can find, for those of you who are here in person,
you can find a copy of this
on your desk in front of you,
this is a short guide with three parts,
the top part discusses how we
tend to talk about open educational resources,
resources that are available,
open access in terms of their use.
The next one is,
how they tend to exist in a
digital versus analog environment,
the last one is,
a complicated chart that
describes how away and they are,
really, and the different creative commons licenses
that can be on them.
The link for this, for those
of you online is in the slides,
so take a look at this please,
and keeping, thank you.
As you can see, we are
very big fans of creative commons licenses,
there are six creative commons licenses
and two public domain markers,
if you are in person,
if you're online, this is
the second link on the right hand side.
This is a description of all the CC,
Creative Commons licenses,
some of the easy to describe in terms of use, sorry,
descriptions and then we're defined the actual terms
of licenses, I'm so sorry.
I guess I haven't talked very much to the case.
[LAUGHTER]
>> Let me just see if I can bear with it a bit with you.
The four creative commons licenses that
are displayed on the top allow changes.
They allow you to edit and customize the work.
The two public domain markers on the bottom are
either something that was original to the public domain,
so it's a US government work that is
created by US government employee while they're at work,
not while they're in the kitchen,
or something is donated to
the public domain, the CC0 Marker.
There are two other licenses
that you'll see in this structure,
and they are the no derivatives licenses.
They are still valuable,
but they're less valuable
because you can't adapt something.
For example, if you wanted to customize
a work to better fit your geographical region,
or to fit the season in which something is happening,
or to show pictures of
buildings that look like where you live,
or people from your area,
you could [inaudible] swap out the pictures,
have it fit your audience quite a
bit better than it did for previously.
Next slide, please. Why does this matter?
How many of you take pictures on your phone?
You are a copyright owner and pictures on your phone,
as well as other things that you make on your own,
lasts your whole life,
and then it gets passed down
to your heirs or your children,
and then it lasts for another 70 years.
It lasts a really long time.
There is such a thing as emergency use.
There's fair use.
We're not going to go into that,
but I really needed to use
this very small part under very specific circumstances.
That's an emergency lever.
But, in general,
copyright is a problem when you're trying to share.
Maybe not in your class,
but it's tricky if you want to share
beyond your class in a really broad way.
Something that you didn't make,
that somebody else made still valuable.
Please raise your hand if you're
teaching or you think you will be teaching.
Some of you are teaching already, great.
That's very helpful.
Go ahead to the next [LAUGHTER] one please.
The other reasons that open
educational resources are valuable
is because books are really expensive.
Some of you, if you're teaching,
you may know that
some of your students will struggle with textbook costs.
Some of them will tell you,
many of them will not tell you.
Even if your students look
very successful and wealthy and put together,
you just never know who is
struggling with really expensive books.
We have done some survey work
at Virginia Tech and discovered that
around 75% of Virginia Tech students say,
I'm not buying or renting this,
it's too expensive, I'm just going to go without.
That's a big problem for learning.
That's a student success issue.
We find that students have varying
their very impacts of
course materials being too expensive,
namely, grades,
dropping courses, failing courses.
Obviously, not purchasing something is the first step.
[NOISE] We know that students are very
resourceful and have a lot of
different ways to get access to things,
sometimes through the library,
sometimes illegally, sometimes borrowing from a friend.
But we think it's really
important for students to have access to
course materials so that they have
a fair chance at learning and they can get into
the things that are assigned to them or at least
have the chance and we hope they will read.
[LAUGHTER] Next slide please.
Why else is this a problem?
Apologies. There are quite a small number
of commercial publishers and they have
a very large share of the market.
There are five large ones.
They own about 80% of the textbook market.
They have a near monopoly over course materials.
One way to address this monopoly
is to give professors
more options when they're looking at course materials.
Sometimes professors have really
limited information about what's available,
sometimes they have really limited incentives.
I've always done it this way.
I don't want to change [LAUGHTER] that's somewhat normal.
Oftentimes they're looking for other options.
I'll talk a little bit about our work
here in the open education initiative in just a minute.
You might think, this is just about open textbooks.
[LAUGHTER] Well, it is a little bit about that,
but I want to take a step back
and look at the ethical framework.
The framework of open education
is very aligned to really good teaching,
which puts a learner in the center where
there is sharing both in
the class and outside of the class
in a free way,
where there's feedback among peers,
where new ideas are welcome and are
fostered and are nourished,
where people who create things actually
get credit for having made the things that they made.
Then the use of open licenses caps all of that,
pulls all those concepts together.
We see a lot going on in the area of open pedagogy.
This is a term you may or may not be familiar with.
If you're looking for some examples
the openpedagogy.org,
open pedagogy notebook is a great place to go to see
how are professors using
these types of values in their courses?
How are they having students make things?
How are they having students
contribute to the world of ideas,
and building networks with learning in and
beyond the classroom so that when the class is over
they can keep learning
because they're in a learning network.
Some professors have created
course materials with students as contributors,
and then those course materials get used and improve
the next year or they get
used and not improved [LAUGHTER] next year.
But there are a lot of options, lots of ideas.
This is a really fertile community to learn more
about what creative things you can
do to really engage your students in making.
OER can be lots of formats.
They can be made by professors.
They are, typically,
made by professors, but they can be made by students too.
There are a lot of different ways to use them.
The previous slide had books,
it had e-books, it had video.
Lots of different formats and then there are a lot of
ways that people use these in their courses.
Sometimes people will say, oh,
I like this thing and I want to use this whole thing,
or they will say,
I like half of this book but really I'm not going
to use these four chapters
and I need two more chapters on this.
I'm going to write them and I'm
going to work with somebody to create
something that is new that fits
my interdisciplinary course that nobody else has.
There isn't a book for
this course or there isn't a course.
Finally, there are three books
sitting on the table in front of you.
All three of those are original creations.
A lot of professors here have actually
created their own open educational resources.
We work with them to publish,
and we work in all different disciplines.
You'll see that stack of books,
a set of scores for conducting music.
You'll see an engineering book and then you'll see
a book that is used in Virginia Tech,
one of the pathways courses that binds
the topics of fishing and conservation with
ethics and societal issues.
All three of those are
original and created by the people that you work with.
[LAUGHTER] You can do this too,
maybe not right now,
but you can do this in the future
when you have a really cool way of teaching something,
or when you have
your body of work that feels
like I'm ready to get this out there.
You can do this too.
Let's take a look at a few places to find these.
One of the largest growing places
is called the pressbooks directory.
I believe it's directory.pressbooks
, something like that.
The link isn't here anyway and it has over
5,000 open educational resources.
Most are text-oriented.
What's beautiful about pressbooks is
that you can clone a book.
For example, if a professor says,
I want to pull about 60% of this book,
we can make a copy of it very easily.
Delete the parts that she doesn't want
and pull in the other parts and describe everything.
Describe where it came from,
what creative commons license was on it.
It makes it really easy to do that.
We also have the open textbook library,
which is beautiful because it allows
anyone to download the resource onto your phone,
onto your computer and go offline.
Can take it with you on a plane,
on a bus to the country,
to your tree house
[LAUGHTER] or to wherever
your basement where you have no Wi-Fi.
All of those places you can
still access things wonderful for
digital divide of issues
where we have people who don't have good Internet,
and we have people who really have fabulous
Internet tries to meet some of those needs.
There are about 2,000 books in the Open Textbook Library.
OER can also be things that are not books,
sometimes syllabi, sometimes they are videos,
sometimes they are examples of courses.
These three OER comments.
The Odyssey learning object repository which is here
Virginia Tech and MIT OpenCourseware
have a variety of things.
Some people say it's like fishing in the ocean.
[LAUGHTER] If you're looking for something,
maybe you want to try this out,
I'm here to talk with you.
I'm happy to field
your questions if there's
something that you want to try out,
you want to see if something exists.
If you're spending more than
10 minutes looking for something,
please ask because I can save you lots of time. Next one.
We're just going to look through
a few different examples.
This is a chemistry book produced by
OpenStax from Rice University.
It's available under the most
open creative commons license,
which is the CCI, or
creative commons attribution license.
What else? This one is available in hardcover.
It's about this thick.
We might have a copy right out here in the shelves.
It's also on the web, it's in PDF.
You can get a Kindle version.
There's probably a copy in pressbooks.
Things in the Open Textbook Library have reviews.
Not all of the things have reviews,
but these are written by professors who
have consented to have their name used with their review.
They're paid $200.
They have to attend a workshop at an institution that is
a partner of the Open Textbook Library
and it's a valuable.
It's very valuable to
know what does someone else think about
these. Next book, please.
Introduction to Earth science.
As you leave this room,
you will see a very giant poster
with this book cover on it.
This book is comprised of
pieces of three different works that
you see on the right hand on the screen.
It's adapted by, what is the title?
Instructor in the Geosciences Department.
We posted it in December last year,
and it has by now over 100,000 downloads.
It's used here in class.
There's about 300 students in the class in the spring
and somebody else really
likes it too, [LAUGHTER] of course.
There's a another copy out on the shelves up there too.
Introduction of the biosystems.
How many engineers here?
Any engineers? I should have asked.
There's one. Great. Biosystems, something else?
>> Something else
>> I'll talk to [LAUGHTER].
The biosystems book is
published with
the professional association for this topic.
That means that people at
the professional association are really excited.
There's the book for the Intro level course.
This is a global book.
It has examples and chapters,
and authors from all around the world
who have expertise in everything from
failing to composting or producing.
I shouldn't even try to guess,
try to try to remember but
all different topics in biosystems engineering.
This is a hefty book around almost,
I think it's just over 500 pages.
It's online, it's in PDF,
and it's in print and it
has the most open license that it can have.
Next one, please. How many people know what this is?
What is this? Go ahead.
You're raising your hands. Don't tell me what it is,
[inaudible].
>> I think it is virtual reality.
>> It's a virtual reality headset.
>> Headset and that was like a mammal.
>> It's a dog.
One of the things that we tried to
do is when there are instructional problems,
we work with professors to
help make it just a little bit easier.
In this case, in veterinary medicine,
they found they were killing a lot of animals.
They did not need to kill, did not want to kill.
But because they do not have the cadavers,
I'm sorry for the graphic nature of this conversation,
because they did not have
the bodies of these animals to look at.
The students have a lot of trouble
learning what the anatomy is,
where the different organs are within the animal.
The animals that they do have to
look at are laying on their backs like this.
That is not as a veterinarian
how the dog presents itself to you.
The dog is usually running away.
It's up right, it's on its feet.
This offers an alternative way of
looking inside the dog so that
you can see where does the spleen sit
with relation to the liver and the intestines?
How do the heart and the lungs fit together?
How are all these things connected?
How are these bones connected to those bones?
This is a project through
the College of Veterinary Medicine as
well as the Institute for Creativity,
Arts and Technology, who did all the programming
is both a student project and a faculty project.
The students were paid to do the programming
and they learned a lot about how to
do textures and make something look
like lungs or make it look like
heart or how to give bones
the right kind of coloring and texture.
Next one. The same professor
who worked on this also had a video series.
When you're giving an animal an exam,
there's a pattern you follow.
For every animal, there's a pattern.
You start at the nose and you end at the tail.
What do you do when you touch the animal and
you're feeling for different things?
This is a series of
four videos about how to examine an animal.
Students can watch them over and over
so they can memorize the pattern of how
you do this particular skill that
veterinarians do with every animal
that they visit or that they see.
Then I think we have just a couple more.
When I first started here 10 years ago,
I had a professor come to me and say,
my book is $200 I'm so frustrated, what can I do?
I said we're just starting this,
but maybe you can
customize this existing book
and make it into what you want it to be.
Huge project, so much work.
We learned so much from that project.
It has been so successful and the department is very
happy with it to the degree that
we released a fourth edition.
That was our first edition in 2016.
We released the fourth edition of this book,
Fundamentals of Business, in August of last year.
It's a book that's used in
the introductory business courses that are
required of all majors in Camplin.
It has some interactive quizzing in it.
It has a test bank that professors can
request, that they can use.
Because sometimes multiple choice
is a good way of assessing things.
It's not the only way of assessing things,
but it should be part of
an assessment strategy. That's a tool.
Then we have a limited number of slides.
We don't have slide decks yet for all of the classes.
But for professors who say,
I'm teaching this, I have two weeks
to prepare, what do I do?
This is why the commercial resources are so popular,
because they have the slides
in the test bank, in the book.
We're trying to provide
an equivalent that is really good,
that we're really proud of that
meets professors' and students' needs.
One thing we've especially
focused on these past few years has been
to really diversify the content that's in the book.
We have people from many different ethnicities,
from different walks of life, from different backgrounds.
We have people with visible disabilities.
We're trying to make a book that
appeals to a really wide audience.
We'll say, you belong,
you are valued, you belong in this class. Let's go.
There might be one more.
Let's just skip through that one.
This last one we'll skip that one too.
You can stop, read there.
We talked a little bit about creative commons licenses.
Some of the creative commons licenses,
they are still really valuable,
the ones that have the green bar
or more darkly shaded bar that's open at
educational resources on the left are considered
to be OER because you can adapt them.
If you don't like the picture of
the football coach and you want to put in a soccer coach,
you can do that at your burst.
Or if you play cricket in your country and you're like,
we don't do football at all, we want cricket.
You can make those changes.
I think I have one more slide
and it's just some of the details
about these licensed works.
They don't restrict you from using things under fair use,
but just a word of caution to carefully check,
what is your license on this material?
What can I do with it?
If you're planning to adapt something,
you need to always give credit to the person who made it.
There are specific ways to do that.
Then we try to center some of the values
for public information around reuse,
revise, retain, remix,
redistribute as some of the things.
We want people to be able to do with the materials.
Like Jon generally, the less restrictive is better.
Be as open as possible and as
close as necessary.
I think that's all I have.
This is a selection of some of the things we've
made really proud of these and
happy to talk to you about the ideas and [inaudible].
>> Questions.
All right. We've got a couple of them.
>> I'm wondering how much has
BT invested in this because you
need editors looking at these textbooks are
those editors like other professors?
Who are these editors who's
designing the covers? The covers look great.
[LAUGHTER] I just questions
like behind the scenes, how this happened.
>> We have a team of three people right now.
I'll just answer your very specific question.
If you brought a look at things,
we do send things out to be professionally
copy-edited because we can't
possibly be good at everything.
Copy editing is a very specific skill
and there are people who do
it beautifully and in
a much less frustrating way than me.
Our covers are designed by
our OR specialist who
is just really talented and creative.
I think that a beautiful cover is
really helpful for drawing somebody to a book.
To say that is interesting,
that you want to open this let's see inside.
The outsides of the books are important for learning too,
because it's easier to look at
something that looks nice than something
that's really ugly where there's a lot of
inconsistency or the colors don't work together,
or it just doesn't look like somebody
cared enough to put it together.
Then on the quality side of things,
most everything we do is peer reviewed,
so it goes out to external reviewers that we
pay to help us get really good feedback.
What's wrong with it? Where does it fall short?
What's missing? What extra?
We also, in a lot of situations, work with students,
will hire a few students who have taken the class
before who the professor thinks they'll do a good job.
They know how to think about these things.
We don't tell the professors that they
are until the students are done and they say yes,
it's okay or no it's not,
then they will never know.
But we hire the students to give us feedback.
Would you read this?
How long did it take you?
What sections did you skip because they were too boring?
What was confusing?
Did the text and the images support and
reinforce each other in a way that helped you learn?
What else would you put in here that would help you
to learn more productively from those materials?
Every work that we produce gets looked
at by another four or five sets of eyes.
That's really valuable because we do make changes.
We might change the title of the book,
we might change the sequence of chapters.
We might say, well not everybody said
this particular thing about a book or a resource.
But because these many people did,
means that there are probably
a lot more people out there
who are concerned about this issue.
Let's take it seriously and try to improve so
that this is a great value
to as many people as it can be.
It's labor-intensive, but it's really rewarding.
There was another question.
>> Do you have a question?
>> Yeah. I was just interested in
the topic of creating and copyrighting.
If I take pictures
of slides in a classroom like this, like I was doing,
and also make some recordings
of like audio recording of the classroom,
have student suggestions and
feedback then I take all of these things,
I put it in my own database,
I create myself and
the package it up like
a product for other students to use,
is that my data?
I'm not selling it, but I want
to put it attributed to one of these creative common.
>> Your question is you're
taking pictures of somebody else's slides?
>> In the classroom.
>> Yeah. Okay.
>> Yeah.
>> I think you're asking a question about fair use.
>> Yeah. If I take
some of these creative common licenses,
the data from all these resources,
and also from a classroom,
and then use them in
some other products, in some other way.
Does that validate fair using them?
>> Can I change your question just a little bit to go
in a direction that I think is maybe more productive?
Where you will not have a problem is either if you have
permission from the person who owns the work to do that.
If those slides already have Creative Commons licenses,
which I believe ours do,
our slides have CC licenses.
Those two cases are,
if somebody says yes,
you can do that, great.
If you're taking pictures and you don't
really have permission and you're not really
sure what is the value,
you need to apply
the fair use framework to determine if
your use is fair and it's really
based on how much of it you use,
how creative of the work
was that that you took the picture of.
What the purposes of your use,
if you're just using it for yourself or if you are
printing it on thousands of T-shirts
and selling them for $25 each.
Or you're putting in YouTube and you're
putting ads on it and
you're trying to sell somebody else's work.
Then it depends on is that work
already something that's being
monetized or could be monetized,
and now you cutting into somebody's profit margin.
You have to look at those four factors in general,
I would say that you are safest if you do not use
verbatim language and recordings.
If you paraphrase and cite,
you are always safer.
Maybe you have a recording and then you do your own.
Here's a summary of this lecture I heard.
That's your work, whereas you
recorded somebody else's work previously.
>> Just in terms of being an ethical scholar,
I would encourage you to make your own
[LAUGHTER] and use as little as you can.
For example, if someone is teaching,
what is your discipline, may I ask?
>> Creative technologies.
Maybe you're
teaching about historical films
that are really important.
You have a screenshot of a film or a scene in
a film that everybody
recognizes because everybody has seen this movie,
or maybe everybody in your circle has seen this movie,
and there's no alternative for it.
You can't just get your friends together and let's
pretend like we are in this movie.
You can't find a substitute picture.
That would be a fair use case.
You have to use that one,
there's no substitute for it.
You use just as much as you
need to make your point and nothing
larger if you're trying to make
a specific point in your video.
But I would say thuogh I'm not an attorney.
[LAUGHTER] I would say generally that
compiling all of the pieces of somebody else's work and
sharing them is abridged a little bit too far.
Do you have any thoughts.
>> Yes. I was brought up a slide
that I use in class where
someone else drew these things and I copied them.
But I have the source here very
clearly and identify whose work this is.
And I'm not putting it off because my work.
>> Great.
>> I'm also not
distributing it to anyone outside the class.
In my opinion, that squarely falls into fair use.
There is a little tiny book that I love,
but I don't go through it in class because
the person actually asked that she be asked for the book.
She distributes it freely to whoever asks for it,
but she wants to know who asked for it.
Those are different things.
I also do the best I can
to just use a link rather than uploading the document.
Because sometimes clicks and downloads are used as
a citation measure so
to give it proper credit as much as possible.
As long as the credit is really clear whose work is
this and the work itself isn't copyrighted,
then you can do it.
But again, ask yourself these questions about
how clear is it that this is this person's work,
and this person has made it freely available.
But how clear is that to
the reader or, or whatever.
>> I would say anything that you
find everything is owned by someone.
I know that's not the value system of some cultures.
They don't say,
we talk about ownership, they're very collective.
But in the Western context,
everything has an owner.
Somebody made it and they own the rights to it.
It's like a bicycle.
You can borrow a bicycle if you have
permission or if there's a sign
on it that says free bicycle.
Bring me back on Tuesday at four o'clock,
[LAUGHTER] and then you
use a bicycle until four o'clock on Tuesday, bring it back.
>> Otherwise, you're stealing a bicycle.
I think if you're creating
a record of something for
yourself and you're not sharing it,
I would be more comfortable with that.
>> We're adding it to a database part,
I think is one concern.
I would also add,
I don't know if we explicitly touched on this.
If you're including components of
multiple works that have
different creative commons licenses,
you ultimately have to use
the most restrictive license
of the ones that are components.
If you used a book that CC by,
but you also use a book that CC by noncommercial,
then your resulting resource
has to be CC by noncommercial.
Whatever the most restrictive licensing is.
>> I think I would also add that
fair use is a US copyright.
If you're in another country teaching around the world,
you need to know the copyright rules of that country.
Are countries with similar,
carve outs for usage and as fair dealing.
That sort of thing, sometimes it's called fair dealing,
but a whole lot of countries around the world
don't have anything like that.
You really need to know where you are,
what the copyright law is in
that country because that's the jurisdiction is control,
which you can't do.
The example of this image
gets back to the example I used earlier,
which is that it's so much
easier in terms of scholarship
before all scholars and we're sharing things.
It's so much easier to put an open license on that.
You're telling people in advance,
this is what you can use.
You don't need my permission,
you don't need to ask me,
just follow the license terms.
That makes sharing so much easier.
Otherwise, if you find something on the Internet,
you have to assume that it's copyright.
Then you have to
either get permission from that person
if you can find them at all,
or you have to use fair use here
in the US, which is complicated.
There's these core factors and you have to weigh them all
together and decide whether
they lean towards fair use or not fair use.
It just saves people a lot of time and
energy to openly license something.
>> I tell a story, we're talking a lot.
>> I want to hear from you too.
One professor told me I
have a microscopic image of these fibers.
I wrote a journal article about it.
But I want to use the image again.
So I don't want to give my copyright up to
the journal because I want to use this image again.
Because what she did? What are you going to say?
>> She took two pictures.
>> She took two pictures. That's nice.
[LAUGHTER] She put her picture
because she took the picture herself.
She put it into Wikimedia Commons
under a Creative Commons license.
Then she submitted it as part of
her paper with the Creative Commons license.
Now, she can use the work again,
because it's under a Creative Commons license
and anybody can use the work too,
which may or may not be a goal.
[LAUGHTER] But it does give you a backdoor
if you create something that is
really specific to your discipline, that has value,
that you're going to use again,
that you can preserve
some rights and not give all of your rights to
a publisher or to a third party who
wants to own all of the bits and pieces of your work.
It makes life.
Sometimes the person for whom
you do open data is yourself.
Or the person for whom you create
a photo library of original photos you took is yourself.
Because you may end up using those things,
maybe somebody else will too.
It is fun when you find that
someone has used your work for Wikimedia commons,
has happened to me a few times.
We've got a couple of questions from online.
One of them is,
is it okay to use in
your class does not equal fair to share more broadly?
If I cite a figure from a paper in
a slide and share the slides through Canvas,
do I have to know if I go
through Creative Commons licensing?
>> Yeah. Canvas is typically a closed,
you think of Canvas like your classroom.
It has doors and has walls around it.
It's contained. You could do that in Canvas.
If you decided that you're going to post that
on a public website and everybody can see it,
then you have changed one of your four factors.
You've changed the use,
you've broadened your use.
You would need to look at, well,
is this still fair or am I
now leaning toward being infringing or non fair.
In Canvas, generally fine as
long as it's not something that you
have good reason to believe is illegally made.
There's lots of illegally made content out there.
Don't use it. Don't point students to it,
because you can be a party to copyright lawsuit.
Chances are you wouldn't get caught.
But still, it's good to honor
other people's copyright and
not use things that are illegally made,
because if it were yours,
if you were the author of it,
would you want someone to use it without your permission?
Probably not. Maybe you would,
but then you put a Creative Commons license on it.
[LAUGHTER]
>> The next question that we
have bridges back to open access.
Besides journal publication,
can proceedings go through Creative Commons licenses?
>> Yes. I mean, certain feels computer science
do a lot of conference proceedings papers,
and certainly there are
some conference proceedings now that are issuing
works under Creative Commons licenses.
We have an agreement with ACM,
Association for Computing Machinery,
and they are starting to issue a lot of
their conference proceedings
under Creative Commons license.
When it has that, we can bring it into
our repository show people this is work that was
done in Virginia Tech
because the Creative Commons license allows
that and it is covered
by the OA policy here at Virginia Tech too.
We consider that a scholarly article, something that's being presented at a conference.
That's is covered by
the OA policy. That answered the question?
>> I believe so. Thank you.
Another question that we have that I think gets
us open data as well as open access a bit.
If the data for
a research project includes video abstract,
programming code, qualitative coding,
and multimedia that's shared previously through
GitHub and may be used by other researchers,
does it still belong to Virginia Tech?
Its various types of research outputs that have been made
available through GitHub previously.
I assume in the scope of
the project that are being
shared on GitHub. Is where we go.
>> If you share something on GitHub,
it doesn't really change
who owns it or what the copyright status is.
My concern is that I don't understand
where those things came from originally.
If this is one person or a team that has collected
all these things that they
made and then they shared them on GitHub,
and now they're we want to put
a Creative Commons license on them.
They still own them,
and as the owners of
those things if they're their original work,
they can put a Creative Commons license
on those things even if
they previously put them in
GitHub without a Creative Commons license.
I hope that helps.
[BACKGROUND]
>> The major concern seem to
be what does Virginia take on?
And there is a policy on that.
The same policy that the open access policy is part
of and you can find it on the Virginia Tech website.
That's the policy 13,000 and that's
the policy on intellectual property
here in Virginia Tech and it
covers what faculty on,
what students on patents,
papers, all of these things.
That would be the ultimate source
is to look at that policy and
see what it says about your work
because there are all different situations.
Did you use a lab here at
Virginia Tech to create something,
were you employed by Virginia Tech or not?
There's all these factors that go
into whether Virginia Tech
is going to claim ownership over something or not.
But that's the policy to look at.
>> That's good advice. In general,
if you're making something for
class and you're not paid to make that thing,
that is your thing and
your advisor cannot say I own your work.
They have to ask you.
You wrote this really great paper in my class.
I want to use it as an example.
They can't just take it and use it.
They have to ask you. You can say no.
It's probably better if you say yes,
[LAUGHTER] especially if it's a great paper and it helps
[inaudible] Creative Commons license first.
The other thing is that if you own something,
it's something you wrote a really great paper for class,
the university can't say,
it has to be under a Creative Commons list.
They can tell you at
the very beginning and this is helpful if
you're a professor and you want to
have students create things in class.
You can start out of the class and say,
everything we make in this class is going to be publicly
shared and we want you to
choose a Creative Commons license. Pick one.
You can also tell your students,
you can put a pseudonym.
You can put a nickname on here instead of your real name.
That gives students privacy
for students who really are like,
I don't know about having my name out there.
There are things you can do to protect your students,
but to tell them in advance,
here are the expectations for this class.
Put it in your syllabus
about what we're going to be doing.
That way, students are notified at
the beginning and they can say,
well, that's not for me,
so it's never a surprise.
You just want to avoid making
surprises where someone has
a really uncomfortable decision or you
have to have an uncomfortable conversation
about something you
really should have talked about
before talking in circles.
>> I think that's it for the questions
that we have so far.
If folks have other questions,
please feel free to raise your hand or if you're online,
put things in the chat.
But we can transition to some prompts that we have
and discuss things with the Dean and yeah,
see where this conversation continues.
If you would hit the next slide,
we have a few discussion points.
If there are any that are of
particular interest to our panelists,
we can start wherever you would like.
I think sharing a little bit more about
our individual experiences can certainly be helpful.
The problem with a lot of
these questions is that I think it's discipline specific,
and so particularly the last one,
doesn't have a perception problem.
I can tell you that in psychology, yes,
that the open access journals particularly Frontiers,
who started out as everyone was all excited about it.
I have a paper published in
Frontiers but I would never publish there again.
They really put off all of the folks in psychology.
It's absolutely open, but it
feels people who submit their articles
that basically you argue
until somebody gets tired and whoever wins,
whoever has enough stamina to keep arguing,
whether it's the reviewer or the author.
It feels like there's
a lot of stuff that's
published that shouldn't get published.
But I don't know if it's the same in other disciplines,
and in psychology it's that spread to PLOS1 as well.
People are like, I'm not sure about this,
and then of course all the nature of
charges of $10,000 and job
like that also people have filed law.
Have y'all heard anything
about open access journals in your field?
What things do you hear? Yes, please.
>> First, I want to answer one of the other questions.
I think there are like incentives that are
changing things for open access,
and one of them is just like the fact that
federal agencies are asking for things,
whether it's data or also just the journals as well,
need to be open access of
some degree and I think that's great.
On the sense of perception though,
I think in my field,
at least the publisher that's frowned upon is MDPI.
I think that changes between
different sub journals in MDPI,
so then it's like, well
this specific journal has as like the editor,
the reviewer, someone that's high in the field.
That specific journal you can submit to and know
that it's going to be a quality publication,
but then there's other journals where it's like,
the reviewers are question like,
who's actually editing this?
Who's approving this thing?
In general, the whole publisher has gained a bad thing,
but is it all of them? We don't know.
Sometimes it's sad too because then it's like,
well, a while ago like you said,
a while ago I published this journal.
Back then it was a good reviewer
and now it's a bad reviewer but
now do I still talk about this publication or now,
is it better if I don't go about?
[OVERLAPPING] Exactly.
>> That's unethical. Are you going to say something?
>> I was. The Internet,
of course never forgets.
You can take it off of your CV
and we'll be with you forever.
I'll say two things,
thinking broadly about
the social sciences and the humanities.
I don't know how true this is across other fields.
Some of the most prestigious journals in
social science and communities are
tied to professional associations.
Their model is subscription based
because people are members
or their institutional subscriptions,
and they seem to be very reluctant
to advertise open access.
It took me 10 minutes to track down on
the American Historic Review, what you could do.
What you can do is,
once your article has been accepted and published,
the publisher sends you a link
and that's the link you can put on your website
or put in an archive but it took me
four times reading the web page, you can find that.
Or you could pay $4,000 for
article processing charges and presumably would
make it open access but why would you do that?
I'm curious how that model
; American Historical Association,
Americological Association,
American Political Science Association,
Modeling Association.
These are some of the top journals in the field.
They still all work on that model.
Now they're all being published, I believe,
by the conglomeration of publishers.
Oxford is doing a lot, Chicago is doing a lot.
They don't even have control anymore.
That's one question.
To what extent does that model
also fit with what you're talking about?
The other issue is funding,
that most research in the humanity
social sciences is not funded by grants.
It's not funded at all.
[LAUGHTER] People do it as part of their job or they get
internal resources and to
the extent there is research funding,
it funds the work
not the publications that come at the end.
If you've got a fellowship in the Antinomic humanities
that gives you a year to do your research.
There's no money in that grant for open access charging,
or article processing charges or nothing.
And so if you're going to have to pay
those as a result of the work you did do with that grant,
you've got to come up with university resources
to make that happen,
which at $3,000 or $4,000
an article isn't going to get you very far.
I'm curious how you deal with those two situations.
>> Surpre can speak better to this,
but I think that's exactly the scenario where
the open access policy gives you the leverage to say,
okay, it's after March 2021, is that right?
I'm publishing in the American History Review.
I'm just not sure that's the thing.
>> Yeah. [OVERLAPPING].
>> That means that because of my institution's policy,
that means that I can put
this particular version into the tech works and
link out to the other place
where it exists behind the paywall.
That's exactly the scenario.
People don't have the binary of like,
it's either open access and I pay money,
or it's closed and I don't pay anything.
We're really trying to break that.
>> I understand that,
but that doesn't help
the researcher who comes across
a citation to that article in
the 2022 volume issue number 2
of the American Historical Review and they
click on that link and it comes up with
an Oxford University Press page that says,
for $45 you can have
24 hours access or
find out if you have an institutional subscription.
>> That's where searching in
a search engine [LAUGHTER] see your friend to see,
does this exist somewhere else?
You have to think like
somebody who doesn't have a well funded library,
or does have a well funded library that can't fund
everything and there are
some browser plans that you can use.
>> Especially if you're an independent
scholar or if you're in
the lower middle income country, that thing.
One of the things I teach as part of my policy sessions,
which I taught one earlier this afternoon,
is how to find these things on the web.
One way to do it is through Google Scholar.
Google Scholar is pretty good.
I have mixed feelings about Google Scholar in general,
but as a platform,
they do a really good job of
aggregating article versions together.
When you search an article title, you'll get a result.
Somewhere in that entry you'll say all five versions,
all seven versions, all 10 versions.
You click on that versions link and
somewhere in there you're likely to
find an open access version.
Particularly it's the URL EDU link.
If it is an EDU link,
it's probably coming from
a repository like these that works.
Most university have repositories now.
There's some other tools.
One is called paywall.org.
It works as a browser extension in Firefox and Chrome.
There's one called OA Helper which works on
even more browsers and also works on mobile for IOS.
That's one way that you can find open person articles.
The biggest problem to me is that,
is this made for open access issue.
Which I think is too
bad we went down that road because now
it's going to be really hard take us out of that.
But I think we have to.
There are more and more plans
now where journals are supported behind the scenes.
What we want to go back to
is a world where
researchers don't have to worry about the cost.
In a totally subscription world,
you never had to worry about the cost.
You just had to worry about getting
your article accepted in
that journal and you never had to pay anything,
but in some fields,
they have page charges,
color images, charges and things like that.
We're gradually moving back towards
that and our library is supporting some of
those efforts so that these journals
can have no charges
for researchers who submit articles to that journal.
That's what we're trying to do.
Hopefully more and more journals will be
switching away from ABC's
and working with libraries to create a plan
where those journals get subsidized behind the scenes,
the articles are open access and
the researchers don't have to worry about mine.
That's the perfect world.
It's happening more and more.
But, the ABC model is still
pretty dominant, unfortunately, with journals.
As you mentioned, they're
ridiculously expensive for some of them,
which is one of the reasons why we
reduced our cap for our fund.
One of the issues is that no one
knows how much it costs to publish
a journal article. No one can tell you that.
>> It's whatever the market will pay.
>> Yeah. It's associated with prestige as well.
Yes. That's why nature can charge over
$10,000 to make your article
open access to nature journal.
>> I mean as far as I know,
no journals are paid reviewers.
>> Right. [OVERLAPPING]
>> Not that I know of.
>> Not where the money's going?
>> No.
>> Well, you can book companies pay reviewers like $400.
If you don't book that's not really [OVERLAPPING]
>> A manuscript review but not an article.
>> I'm not aware of reviews on journal articles.
>> I guess another thing that is this issue of
peer review brought a lot of
some journals in a side are using open peer review now.
In some the model varies
depending on which journal you're talking about.
But the reviewer can
choose to put their name
on it or not, put their name on it.
Then author can choose whether
to make those reviews public or not.
That addresses the question of
quality in a way because you can just look at
the reviews and see what people said and what the process
was that also has author responses to those reviews.
It hasn't caught on.
>> It looks like in the chat
someone has noted that nature,
I believe they're saying does
pay reviewers for expedited review.
>> Wow, never heard of that.
>> But nowhere near 10,000.
[LAUGHTER] Impact factor.
Again, that's really discipline specific,
so I know in business,
everything is impact factor.
You might as well not publish if it's not
in one of these 10 journals.
In psychology it really varies depending
on the work that you're doing.
If it's something that's really highly theoretical,
you go to psych review,
which just has a higher impact.
But if it's an empirical contribution,
you can go to a lower impact journal and you can,
that's how I would choose it.
Not that it's impact factor or not,
but what kind of a contribution is it,
how significant of a contribution is it.
All of those count more or
less depending on the reputation.
But again, it's really just specific.
Also country specific in Britain they do reviews of
the university based on
each scholar's five top publication.
It doesn't matter if you have 100 publications,
you probably put five in and so people have been
very targeted towards this very high impact.
>> I think that brings
us to the end of our time together.
We do, I'll mention again
the link in the lower left corner of
the slides is a shortened URL that you
need to access these slides now or later,
so bit.ly.oaw-2023 and all of that is lower case,
that does matter for Bitly's.
But if you have questions
or comments or think of something later,
we have contact information in the slide deck as well.
Thank you so much Kat, for putting that in the chat.
As Philip mentioned, he offered one
of these workshops on
the open access policy earlier today.
There are more throughout the rest of the semester
if you're interested in learning more
about that specifically,
and the library does workshops from time to
time on data management practices,
I highly recommend learning
about how to manage your data.
Particularly here in the science field.
Having a data management plan is
critical and it's not something that I was ever taught.
I sometimes go back to my spreadsheets and go,
I wonder what this means?
Is one female or zero female?
I have code in one and
zero but I don't know which ones, which.
I can guess, but I'm not sure.
Then the library will also help you with all kinds of
other data or publishing things
that you have questions about during the pandemic.
I think the libraries were just
amazing at helping everyone find data that
they could analyze that was already
collected and publicly accessible,
but is hard to find.
If you have needs to find publicly available data sets,
it's actually quite a skill to
find them and so ask the library.
The library is your secret weapon
in your research. Always ask them.
They can help. They do a lot.
Thank you so much.
Thank you for having us again.