Year: 2013

#AcWri, OpenAccess

SPARC Addendum & Author Rights for Publishing #OpenAccess

Laura Pasquini

As part of the international open access week last fall, I attended the #SPARC Addendums and Author Rights Workshop facilitated by Kris Helge from the UNT Libraries. As an author and editor for a journal, this session reminded me about the critical stakeholders and expectations for the scholarly publishing process and the need to consider my own author agreements before signing away my work. I am fortunate enough to work and study at an institution who supports Open Access,and #OpenAccess publications.

I am also excited that other academic journals (e.g. JALN) are joining the #OA movement; however there are a number of peer-reviewed, academic publications who hold traditional publisher agreements and copyright limitations close to their heart. If you are an academic, scholarly author, or early career researcher and you have NOT heard about SPARC … then this blog post is for you!

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After a brief review of copyrights and “traditional publishing agreements,” the workshop reminded me about of the importance of reading author agreements CAREFULLY and THOROUGHLY. A number of authors and early career researchers are just excited to get the chance to publish, that they rarely considering they are agreeing to transfer ALL OF THEIR COPYRIGHTS TO THE PUBLISHER. As researchers, we need to value our intellectual property and have a conversation with the publisher and inquire if any of the publishing agreement is negotiable.

Cue the SPARC Addendum…

SPARC. or the Scholarly Publishing and Academic Resources Coalition, advocates for collaboration among authors, publishers, and libraries to correct imbalances found in the academic publishing system.

For a more balanced approach for author and publisher agreements you might want to consider the SPARC Addendum. This is a FREE, legal document that modifies the publisher’s agreement and allows authors to keep specific copyrights related to intellectual property (e.g. articles).  The author is able to retain their desired publishing rights with limited restrictions, and the publisher retains non-exclusive rights to publish and distribute your work. Overall, it allows authors to consider the access of their research, placement of writing into an electronic repository, and get the proper attribution when your work is utilized.

Want to know more about SPARC and #OpenAccess publishing resources? Check them out :

 

Reference:

Helge, K. (2012, October 24). SPARC Addendums and Author Rights Workshop. 2012 International Open Access Week @ UNT.

Reflections, Social Media, StudentAffairs

#Dalton13 – Google + Interview & Keynote Teaser

Laura Pasquini

Thanks so much to the Dalton Institute (@DaltonInsitute) coordinators, Jessica Dean (@j_deanSAys) & Emily Fox (@EmilyFox526), for hosting my Google + Interview on Tuesday (1/9). I appreciate the great questions from the both of them, and the #Dalton13 backchannel. Everyone really made me reflect and ponder my own technology and student development path – so thanks!


In watching the video recording (which I rarely do), it helped me think more about my talk and how to best shape the focus. Here’s a sneak peak at my #dalton13 keynote title and abstract, for those of you who will be attending the session on February 2nd:

Here is my 2013 Dalton Institute Character Clearinghouse Interview and a preview to my keynote next week:

Title: 

Student Development 2.0: Optimizing Social Media to Connect Your Campus

Abstract: Today’s college student operates in a world that is informal, networked, and filled with technology. Digital interactions are influencing both our students’ characters and values, with increasing access to information and continual contentedness  With the emergence of social web resources, student development professionals and faculty have the ability to engage in experiential and applied learning objectives for their campus environments. Social media creates a space where “everybody and anybody can share anything anywhere anytime” (Joosten, 2012, p.6). Educational paradigms are shifting to include new modes of online and collaborative learning and student-centered, active learning to challenge our students to connect curriculum with real life issues (Johnson, Adams & Cummins, 2012). As new generations of students create and share content on campus, college educators need to realize the potential social media has to construct a culture of participatory, open learning. Emerging technology platforms and devices are beginning to disrupt higher education as we know it. To co-evolve and positively impact our learners’ success, it is critical that we consider the influence and impact social media has on our student populations. This keynote plenary will share ideas and suggested practices to develop a richer learning experience to help students thrive in the changing digital frontier.

References

Johnson, L., Adams, S. & Cummins, M. (2012). The NMC Horizon Report: 2012 Higher Education Edition. Austin, TX: The New Media Consortium.

Joosten, T. (2012) Social media for educators. San Francisco: Jossey Bass.