Scholarly Communication (Publishing, Intellectual Property, Copyright)  

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Scholarly Communication Charge

2004/2005

Purpose

To continue the development and implementation of a coordinated program of education and advocacy, in the Library and on campus, related to scholarly communication (copyright, publishing and intellectual property).

Context

There remains a lack of widespread knowledge and understanding of scholarly communication issues in both the library and the campus community. This often results in inappropriate use of intellectual property; inadequate attention to threats to information access; and lack of advocacy to change those aspects of the scholarly communication process that inhibit information access.

The current Scholarly Communication Team grew out of a library-wide strategic project team, appointed as part of the annual strategic planning process. That original group served during fiscal year 2000 – 2001 and generated many of the goals and activities that are in this current charge. The project group recommended forming an ongoing team to carry on the work. When the official project ended, an interested group of teams and individuals formed a team to carry on the work. This team recognized the need for a more formal structure and requested that a Management Review Team (MRT) be identified for them. The Digital Library Initiatives Group served in this capacity for one year, with Cabinet assuming this responsibility in July 2003.

The University of Arizona Library is a member of SPARC, the Scholarly Publishing and Academic Resources Coalition. http://www.arl.org/sparc/

We support and aim to extend the SPARC agenda of enhancing broad and cost-effective access to peer-reviewed scholarship. This objective is pursued via three strategic thrusts:

• raise awareness of the need to develop competitive alternatives to current high-priced commercial journals and digital aggregations
• public advocacy for fundamental changes in the system and the culture of scholarly communication; and
• educational campaigns aimed at enhancing awareness of scholarly communication issues and supporting expanded institutional and scholarly community roles in and control over the scholarly communication process.

The Library has also endorsed the Principles for Emerging Systems of Scholarly Publishing (Tempe Principles), a set of principles that would inform the design and evaluation of new systems of scholarly publishing. The goal of this document is to provide guidance while leaving open to creativity and market forces the actual development of such systems. http://www.arl.org/scomm/tempe.html

Goals:

To engage the campus community in dialogues on scholarly communication issues, including existing and new models as well as opportunities for change.

• To help educate the campus community about intellectual property rights in view of new formats and new legislation.
• To advocate for and create changes that will improve the scholarly communication environment and process.
• To encourage faculty to be advocates for change in the scholarly communication arena.
• Revise, update, and keep current scholarly communication web site
• Identify other scholarly communication efforts on campus and offer support as appropriate
• To educate Library staff about scholarly communication issues: publishing, copyright, intellectual property.

Parameters:

The primary focus of the work of the Scholarly Communication team will be the UA campus.

• The team will think globally, but act locally (i.e. look to what can be done here - first and foremost).
• Selected activities may go beyond the campus (e.g. legislative advocacy) - and these activities should be those that can impact the goals of this team.
• This team has no ongoing budget, but is eligible for one-time funding from the central Library pot of one-time funds.
• Plagiarism is a tangential area and will only be addressed by this group when it intersects with scholarly communication issues. The Information Literacy Team is addressing plagiarism.

Products / Outcomes:

A Scholarly Communication web site that is current, informative and user friendly. The target audience for this site is the campus community, not the Library staff. This web site should be updated regularly to keep information current.

• Ongoing campus programming effort, including Editors' Roundtables
• Librarians who are better prepared to talk with faculty about scholarly communication and intellectual property issues. We would like Scholarly Communication members to deepen their knowledge about scholarly communication issues in general. In particular, this year we would like team members to strengthen their knowledge in two areas this year; 1) open access publishing and libraries as publishers; and 2) institutional repositories. The Access and Delivery Team will continue to investigate these topics and Schol Comm members should be prepared to contribute to these discussions, and to educate members on their functional teams.
• Partnerships with campus units, faculty, or others for campus-wide programming and advocacy efforts
• Increased campus-wide awareness / knowledge of scholarly communication & intellectual property issues.
• Continued Library staff education program
• Drafts of new quality standards that address the impact of the Library’s scholarly communication efforts.

Suggested Activities:

Identify potential partners (campus and off-campus).

• Identify potential speakers
• Develop and implement educational programs for the campus, incorporating evaluation & outcome assessments.
• Generate content for Scholarly Communication Team web site as appropriate
• Engage in advocacy activities as appropriate and provide support to colleagues in advocacy efforts.
• Continue the Scholarly Communication Resources Group (SCRG)
• Identify current educational needs of staff (include review of feedback from previous years
• In addition to scheduled Open Reports, communicate regularly by having individual Scholarly Communication team members report back to their respective teams, use All IS meetings to get input, etc.

Quality Standards

• 250 interactions per year with the campus community that include scholarly communication education/advocacy components. This will be reported to SLRP.
• 2 partnerships that result in education or advocacy programs or activities on campus.
• at least one campus wide scholarly communication / intellectual property programs.
• at least one Editors Roundtable.
• 2 educational activities (sessions/programs, etc.) for Library staff on scholarly communication, intellectual property, publishing and licensing, changes in copyright etc. (excluding Scholarly Communication Resource Group meetings).
• 50% of participants in campus wide programs will NOT have attended a scholarly communication program in past year. [The goal here is market penetration.]
• 90% of non-Library attendees at campus programs will receive follow-up contact from a project team member or IS team liaison librarian that will include a summary of key points and responses to questions / suggestions that arose during the program. This follow-up will occur within one month of the program.
• 85% of survey respondents who participate in library programs/activities report sessions to be useful in their work in the library.
• 85% of survey respondents who participate in campus-wide programs report sessions to be useful in their research, studies or teaching
• 100% of new librarians will receive basic information about copyright and scholarly communication within six months of hire.

Reporting Relationship

Cabinet will serve as the Management Review Team for Scholarly Communication and [Someone} will be the Cabinet liaison. The Scholarly Communication Team will participate in the Open Reports process and is scheduled with Group 3.

Communication

• The Scholarly Communication Team will participate in the Open Reports process and is scheduled with Group 3.
• Individual members should report to their functional teams on a regular basis. These reports should include updates on the work of Scholarly Communication, and updates about issues in the scholarly communication arena.
• The Scholarly Communication Team should make use of existing venues to get input on their work. These venues include, but are not limited to, All IS meetings, open slots at team reports, and functional team meetings.

Schedules

The team should build three activities into their schedule: 1) hold a team building session sometime in before the end of August; 2) review the definition of scholarly communication interaction with all IS teams in August; and 3) in some manner provide basic information about scholarly communication and copyright to new librarians.

Beyond that, the group can determine their meeting / work schedules according to need. Members should expect to spend an average of 2-3 hours per week, although some weeks there may be no activity, and others, especially close to events, may require more than three hours per week. This is a fiscal year appointment.

There will be a formal review of this team every three years to determine if there is a need for the group to continue. The review will be initiated by the MRT. Input will be broadly sought. The next review will be conducted toward the end of FY 04-05.

Team Membership

The Scholarly Communication Team will consist of 5-6 members. There will be one member each from DLIG, Team Y, SET, and SST; and 1-2 members-at-large. The members-at-large can be from any team. Appointments will be for two years, with half the membership rotating off each year. Cabinet, as MRT, will issue a call for expressions of interest to the Library at large, and will solicit nominees from the teams named above. Cabinet will make final appointments based on the membership criteria, and will appoint the Chair. Appointments will be governed by the Guidelines for Appointment to Library-Wide Cross-Functional Teams, Project Implementation Teams, Process Improvement and Restructuring Teams (aka the Orange Memo)

  Knowledge, Skills, Abilities

All members must:

• Be self-motivated
• Possess effective interpersonal / communication skills
• Be able to represent the team's ideas to outside parties (library colleagues and the campus community) and express ideas clearly
• Be active participants, with the willingness to challenge and question
• Have the demonstrated ability to fulfill commitments, attend meetings, and follow through on assignments

Team skills & knowledge* include:

• demonstrated knowledge of scholarly communication issues
• demonstrated ability to work effectively with teaching/research faculty
• demonstrated ability to work effectively with administrators and/or legislators
• demonstrated ability to communicate with publishers/vendors
• demonstrated organizational/facilitation skills

(*Note: Not every individual must possess all of these qualities but the team should as a whole.)

Resources

Library resources :

• No permanent funding is allocated, but the team is eligible for one-time funding as available
• Project team files (f:\teams\shared\scholcomm\)
• Previous members of Scholarly Communication Team. Names are available from documents in project team files.
• Carla Stoffle
• Library experts in specialized areas of intellectual property work, e.g. CCP, Special Collections, Architecture, DLIST, etc..

Campus Resources, including

• University of Arizona Interim Intellectual Property Policy (http://vpr2.admin.arizona.edu/Interim_IPP/IP-UA-interim.pdf)
• Technology Transfer Office(http://www.ott.arizona.edu/)
• UA Attorneys Office The IP attorney is Lois Eisenstein (Eisenstein@uao.arizona.edu)
• University of Arizona Press, Christine Szuter, Director

Web resources : (not an exhaustive list)

• UA Library Copyright web site (http://www.library.arizona.edu/copyright/)
• Georgia Harper's copyright web site (http://www.utsystem.edu/ogc/intellectualproperty/cprtindx.htm)
• ARL scholarly communication web site (http://www.arl.org/scomm/) & staff (Mary Case, Director, Office of Scholarly Communication)
• SPARC web site (http://www.arl.org/sparc), including publications & staUMUC Center for Intellectual Property (http://www.umuc.edu/distance/odell/cip/)
• Scholarly Electronic Publishing Bibliography ( http://info.lib.uh.edu/sepb/sepb.html )
• California Digital Library's Escholarship Program ( http://escholarship.cdlib.org/ )
• Public Library of Science ( http://www.publiclibraryofscience.org/ )
• Budapest Open Access Initiative ( http://www.soros.org/openaccess/
• Journal of Insect Science ( http://insectscience.org/ )

Listservs

• Digital Copyright Digest ( to subscribe see http://www.umuc.edu/distance/odell/cip/listserv.html)
• SPARC Open Access Newsletter (see http://www.arl.org/sparc/soa/index.html to subscribe)