Empowering Information Professionals: A Training
Programme on Information and Communication
Technology
Module 8
Digital Libraries and Open Access
Teacher’s Guide
UNESCO
Empowering Information Professionals: A Training Programme on Information
and Communication Technology. Module 8: Digital Libraries and Open Access.
Teacher’s Guide. – Edited by Andrew Large. Bangkok: UNESCO Bangkok, 2007.
1. Digital Libraries. 2. Open Access. I. Large, Andrew, Editor. II. UNESCO
Bangkok. III. Japanese Funds-in-Trust. IV. Title.
ISBN 92-9223-098-0
This publication was authored by Lourdes T. David in consultation with the
Communication and Information Unit, UNESCO Bangkok.
Chief Editor: Caroline Haddad
Editor: Andrew Large
Disclaimer
The designations employed and the presentation of material throughout this publication
do not imply the expression of any opinion whatsoever on the part of UNESCO or the
Japanese Funds-in-Trust concerning the legal status of any country, territory, city or
area, or of its authorities or concerning the delimitation of its frontiers or boundaries.
The author is responsible for the choice and the presentation of the facts contained in
this book and for the opinions expressed therein, which are not necessarily those of
UNESCO or the Japanese Funds-in-Trust, and do not commit either organization.
Module 8: Digital Libraries and Open Access
Table of Contents
Page
General Guidelines ...............................................................................................
Introductory Note .........................................................................................
Rationale .......................................................................................................
Content of the Training Programme ............................................................
Prerequisites .................................................................................................
Materials and Equipment .............................................................................
Teaching Tips................................................................................................
Evaluation .....................................................................................................
Typographical Conventions .........................................................................
1
1
1
2
2
2
4
4
5
Overview................................................................................................................
Learning Outcomes ......................................................................................
Schedule........................................................................................................
Module Outline.............................................................................................
Grading Policy ..............................................................................................
List of Activities ...........................................................................................
Assessment ...................................................................................................
Reading/Reference List ................................................................................
Glossary ........................................................................................................
6
6
6
7
7
8
11
12
15
The Lessons ...........................................................................................................
Lesson 1: What is a Digital Library? ..........................................................
Lesson 2: How is a Digital Library Built? ..................................................
Lesson 3: What is Open Access? ................................................................
17
17
23
29
Evaluation .............................................................................................................
35
Acknowledgements
The Communication and Information (CI) Unit, UNESCO Bangkok wishes to thank
the following individuals for their contribution to Empowering Information Professionals:
A Training Programme on Information and Communication Technology:
●
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Ms. Lourdes T. David, Director, Rizal Library, Ateneo de Manila University, the
Philippines, has developed the module.
Dr. Andrew Large, CN-Pratt-Grinstad Professor of Information Studies at McGill
University, Montreal, Canada, has edited the module.
Module 8
Teacher’s Guide
Empowering Information Professionals: A Training
Programme on Information and Communication
Technology
General Guidelines
Introductory Note
Library schools are now changing their curricula to produce graduates who are prepared
for the changing service requirements that libraries offer. The majority of practitioners,
however, graduated before the advent of the Information Age or studied in schools that
did not teach information and communication technologies (ICTs) for various reasons.
This group of practitioners is now finding itself unprepared for the new demands of the
profession. “Empowering Information Professionals: A Training Programme on Information
and Communication Technology” this identified need.
People working in libraries and information centres are the primary target group of this
training programmes. It is intended to provide them with the knowledge and skills to
deal with the application of ICTs to library and information services. It is also intended
for use by teachers of students in library schools and by library and information centre
personnel. The Package has been developed by the UNESCO Asia and Pacific Regional
Office with funding from the Japanese Funds-in-Trust for Communication and Information.
Rationale
In 1961, Marion Harper Jr. wrote, “To manage a business well is to manage its future;
and to manage the future is to manage information.”1 Less than 25 years later, John
Naisbitt, in discussing ten megatrends that were happening in the US, said “None is
more subtle, yet more explosive, I think than this first, the megashift from an industrial
to an information society.”2 According to Naisbitt, “In 1950, only 17 percent of us
worked in information jobs. Now more than 60 percent of us work with information as
programmers, teachers, clerks, secretaries, accountants, stock brokers, managers,
insurance people, bureaucrats, lawyers, bankers and technicians.”3 He groups librarians
among professional workers who “are almost all information workers…”
As society moves forward in using information to improve the quality of life, it is critical
that the professionals in charge of creating, collecting, communicating, and consolidating
1
2
3
As cited in: Naisbitt, John. Megatrends: Ten New Directions Transforming Our Lives. New York, N.Y.: Warner
Books, 1982, p. 11.
Ibid, p. 14.
Ibid, p. 15.
1
Module 8
Digital Libraries and Open Access
information are knowledgeable and skilled in using technologies that make these activities
more efficient. Librarians and other information professionals have a unique role in
education and society. They are responsible for providing citizens with equal access to
information and for preserving knowledge for the next generation. Traditional libraries
will stand the test of time, but ICTs also have brought about a transition from analog to
digital forms of information creation and delivery. Thus, the information age is also
called the “digital age,” and the society is called an “information society” that is
characterized by ICTs and information-literate individuals who demand fast and efficient
24 × 7 access to information.
Content of the Training Programme
The Training Programme contains nine modules:
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Module 1 – Introduction to Information and Communication Technologies
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Module 2 – Introduction to Library Automation
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Module 3 – Information Seeking in an Electronic Environment
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Module 4 – Creation and Management of Databases Using CDS/ISIS
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Module 5 – The Internet as an Information Resource
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Module 6 – Web Page Concept and Design: Getting a Web Page Up and Running
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Module 7 – Library Management and Promotion
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Module 8 – Digital Libraries and Open Access
●
Module 9 – Intellectual Property Rights in the Digital Age
All the modules have a Teacher’s Guide and a Student’s Text. The Teacher’s Guide
should not be distributed to the students.
Teacher’s Guide
The Teacher’s Guide includes the following:
●
General Guidelines
⇒ Introductory Note
⇒ Materials and Equipment
⇒ Rationale
⇒ Teaching Tips for Face-to-Face
⇒ Content of the Training
Instruction
⇒ Evaluation
Programme
⇒ Prerequisites
⇒ Typographical Conventions
●
Overview of Module
⇒ Learning Outcomes
⇒ List of Activities
⇒ Schedule
⇒ Assessment
⇒ Module Outline
⇒ Reading/Reference List
⇒ Grading Policy
⇒ Glossary
●
Lessons
●
Evaluation Form
2
Module 8
Teacher’s Guide
Prerequisites
●
Module 1. The student must have a genuine interest in understanding the impact
of new information technologies on the practice of Library and Information Science.
●
Modules 2-9. The student must understand the content of Module 1.
Materials and Equipment
The teacher and the students must have the facilities and technical support required to
carry out the course. They must have CD-ROM drives and online access to the Internet.
The teacher must be knowledgeable and skilled in using computers, the Internet,
CD-ROMs and a variety of software and other electronic resources. Copies of the core
materials can be downloaded and printed if desired.
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Teacher’s Guide
Hands-on exercises
Computer system
❍ Recommended:
⇒ CPU – Intel Celeron D336 or Intel Pentium 506 (2.66)LGA 775 or higher
⇒ Memory – 512 MB PC400 DDR
⇒ Hard Drive – WD 40GB 7200RPM
⇒ CD-ROM/DVD drive (52x CD-ROM combo drive or 52 DVD combo drive)
⇒ Monitor – 15-17″ CRT or LG EZ 17″ Flatron
⇒ Modem – 56 k or DSL or Cable
⇒ AVR – 500 w
⇒ Printer – Laser
❍ Minimum
⇒ Pentium IV Processor
⇒ 128 MB RAM
Operating system software (Windows 98 with all the updates or Windows XP
Service Pack2/XP Professional)
Application software MS Office 2000
Other applications (Acrobat Reader, Multimedia Flash Reader)
Internet access
❍ If dial-up: modem card, telephone and Internet service provider.
❍ If DSL: integrated LAN card and Internet service provider.
❍ Internet cafes and other service centres.
Communication Tools. Asynchronous communication by e-mail, discussion groups
and synchronous communication such as chat tools and virtual conference will
be used as needed and whenever possible. Video will not be used due to
possible limitations in access capabilities of some students.
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Module 8
Digital Libraries and Open Access
Teaching Tips for Face-to-Face Instruction of Modules
(Please note that Module 5 is delivered by online mode. Instructions for it are provided
in the module.)
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Speak slowly and clearly to ensure that students can follow you – this is especially
important if some or all of the students do not have English as their first language.
Do not read your lecture notes verbatim. This is a sure way of losing your
students’ attention.
Always show an interest in what you are teaching.
The modules have been carefully planned, with exercises and discussions as well
as lectures. Try to follow the schedule as set out in each module.
Try to use examples as often as possible to explain concepts. If the examples are
taken from the students’ own countries or regions, so much the better.
Try to keep within the daily timetable recommended for the module – if you get
behind in one lesson it may be difficult to make up time in a later lesson. Avoid
extending the class beyond the time period allotted.
Be prepared to use back-up materials if for any reason the computer will not
function during a lesson.
Try to answer all questions from students, but if you do not know the answer to
a question, it is better to admit it than to try and bluff.
Make sure that all equipment needed for a lesson is working properly before the
lesson begins – things can often go wrong!
Be ready to stay behind for a few minutes after each lesson to answer questions
that students may have, but that they did not wish to ask in class.
Module Evaluation
At the end of a module, ask your students to evaluate it. The evaluation of the module
by the students is meant to help you improve your teaching and should be seen in this
light rather than as a criticism of yourself. Make use of it to do an even better job next
time. The evaluation form is found after the last lesson of each module.
4
Module 8
Teacher’s Guide
Typographical Conventions
The following conventions are used throughout the modules.
Course Guide
General introduction to the modules
Note
General note to the teacher and additional information
Tip
Teaching tips and supplemental materials
Activity
Activity for the students
Assessment
Questions/activities to measure learning
End of General Guidelines
5
Module 8
Digital Libraries and Open Access
Module 8: Digital Libraries and Open Access
Overview
This is the Teacher’s Guide for Module 8 of the training programme,
Empowering Information Professionals: A Training Programme on
Information and Communication Technology. Module 8 is about
Digital Libraries and Open Access.
Learning Outcomes
By the end of Module 8, the student should know about the creation of
digital libraries and open access. Specifically, the student should:
1. Be able to define the term “digital library”
2. Be capable of exploring the possibility of building a digital library
3. Realize the wealth of information that can be made available through
digital libraries
4. Be able to describe the steps and processes in developing digital
libraries
5. Recognize issues in planning, implementing and maintaining digital
libraries
6. Be able to define open access archives
7. Be able to locate open access publications, tools and services
8. Realize the significance of open access publishing modes in scholarly
publication
Schedule
Module 8 is designed to be completed in three days (a total of 24 hours of study).
Day
Day 1
Day 2
Day 3
Lessons
Lesson 1: What is a Digital Library?
Lesson 2: How is a Digital Library Built?
Lesson 3: What is Open Access ?
6
Module 8
Teacher’s Guide
Module Outline
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Lesson 1: What is a Digital Library?
Scope
Objectives
What is a digital library?
By the end of the lesson, students should:
Is there a need for a digital library?
●
Be able to define the term digital library
What information is found in digital
●
Be able to explore the possibility of
libraries?
building a digital library
●
Realize the wealth of information
available in digital libraries
Lesson 2: How is a Digital Library Built?
Scope
Objectives
What are the steps in building digital
By the end of the lesson, the students
libraries?
should be able to:
What are the major processes involved ● Describe the general steps in building
in building digital libraries?
digital libraries
What are the issues in planning,
●
Determine the major processes involved
implementing and maintaining
in building digital libraries
a digital library?
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Recognize the issues in planning,
implementing and maintaining digital
libraries
Lesson 3: What is Open Access?
●
●
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Scope
What is open access?
How do I locate open access
publications, tools and services?
What is the significance of open access
publications for scholarly publishing?
Objectives
At the end of this lesson, students should:
●
Be able to define and understand open
access concepts and principles
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Be able to locate open access
publications, tools and services
●
Realize the significant contribution of
open access to scholarly publication
Grading Policy
A score of 50 points is needed to pass Module 8. The breakdown of points for the
assessment is as follows:
Lessons
Lesson 1: What is a Digital Library?
Lesson 2: How is a Digital Library Built?
Lesson 3: What is Open Access?
Points
30
30
35
7
Module 8
Digital Libraries and Open Access
List of Activities
Lesson 1
Module 8
Lesson 1
Module 8
Lesson 1
Module 8
Lesson 1
Activity 1.1
Access the following sites for more definitions and discussions of digital
libraries:
●
Waters, Donald J. (1998) What Are Digital Libraries? CLIR Issues,
Number 4, July/August. http://www.clir.org/pubs/issues/issues04.
html#dlf
●
Cleveland, Gary. (1998) Digital libraries: Definitions, issues, and
challenges. UDT Occasional Paper, No. 8. http://www.ifla.org/VI/
5/op/udtop8/udtop8.htm
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Schwartz, Candy. Digital Library Definitions. http://web.simmons.
edu/~schwartz/462-defs.html
Activity 1.2
Go to the following sites to learn more about digital libraries:
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http://www.clir.org/pubs/issues/issues04.html#dlf
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http://www.ifla.org/VI/5/op/udtop8.htm
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http://web.simmons.edu/~schwartz/462-defs.html
Activity 1.3
Take a look at the following examples of digital libraries on the Web:
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Artcyclopedia at http://www.artcyclopedia.com
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Merlot at http://www.merlot.org/Home.po
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HighWire Library of the Sciences and Medicine at http://
highwire.stanford.edu
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National Science Digital Library at http://nsdl.org/render.userLayout
RootNode.uP
8
Module 8
Teacher’s Guide
Lesson 2
Activity 2.1
Read the following online resources:
Module 8
Lesson 2
●
●
●
●
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Collaborative Digitization Programme: Digital Toolbox – Project
Management. Questions to Ask Before Starting a Digitization Project.
http://www.cdpheritage.org/digital/projectManagement/index.cfm
Arizona State Library, Archives and Public Records – Digital Imaging
Task Force. (2000) Digital Projects Guidelines. Phoenix, Arizona;
March 2000,Version 1.3 http://www.lib.az.us/digital/Fulltext
http://www.lib.az.us/digital/dig_guidelines.pdf
NDLP Project Planning Checklist. http://memory.loc.gov/ammem/
techdocs/prjplan.html
Noerr, Peter. (2003) Digital Library Toolkit. 3rd ed. Sun Microsystems. (http://www.sun.com/products-n-solutions/edu/whitepapers/
digitaltoolkit.html)
NISO Framework Advisory Group. A Framework of Guidance for
Building Good Digital Collections. 2nd ed. Bethesda, MD: National
Information Standards Organization. http://www.niso.org/framework/
framework2.html
Activity 2.2
Read the following online resources:
Module 8
Lesson 2
●
●
●
●
Hazen, Dan; Horrell, Jeffrey; Merrill-Oldham, Jan. (1998) Selecting
Research Collections for Digitization. Council on Library and
Information Research. http://www.clir.org/pubs/reports/hazen/
pub74.html
Smith Levine, Melissa. Handbook for Digital Projects: A
Management Tool for Preservation and Access – V. Overview of
Legal Issues for Digitization. http://www.nedcc.org/digital/v.htm
Sitts, M.K., ed. (2000) Handbook for Digital Projects: A Management
Tool for Preservation and Access. Northeast Document Conservation
Centre, Andover, MA. http://www.nedcc.org/digital/dighome.htm
Arms, Caroline. Enabling Access in Digital Libraries: A Report on
a Workshop on Access Management. CLIR Reports, pub79. http://
www.clir.org/pubs/reports/abstract/pub79.html
9
Module 8
Digital Libraries and Open Access
Module 8
Lesson 2
Module 8
Lesson 2
Activity 2.3
Read the following online resources:
●
Corrado, Edward M. (2005) The importance of open access, open
source, and open standards for libraries. Issues in Science and
Technology. Spring. http://www.istl.org/05-spring/article2.html
●
Crow, R. (2004) A Guide to Institutional Repository Software v 3.0
Open Society Institute. August 2004. http://www.soros.org/
openaccess/software/
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Cornell Online Tutorial. Digital Imaging: Moving Theory into
Practice. http://www.library.cornell.edu/preservation/tutorial/
contents.html
Activity 2.4
Read the following online resources:
●
Choosing a Metadata Standard for Resource Discovery. http://www.
ukoln.ac.uk/qa-focus/documents/briefings/briefing-63/briefing-63A4.doc
●
Heery, Rachel and Patel, Manjula. (2000) Application profiles: mixing
and matching metadata schemas. Ariadne, No. 25. http://www.
ariadne.ac.uk/issue25/app-profiles/
●
Felfoldi, Sophie. Digital Libraries: Metadata Resources, International
Federation of Library Associations and Institutions. http://www.ifla.
org/II/metadata.htm
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UKOLN (United Kingdom Office of Library Networking Workshops).
Metadata Resources. http://www.ukoln.ac.uk/metadata/resources
Lesson 3
Module 8
Lesson 3
Activity 3.1
Read the following online resources:
●
Suber, Peter. Open Access Overview. http://www.earlham.edu/~peters/
fos/overview.htm
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Association of Research Libraries. Framing the Issue: Open Access.
http://www.arl.org/scomm/open_access/framing.html
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BioMed Central. (Mis) Leading Open Access Myths. http://www.
biomedcentral.com/openaccess/inquiry/myths/?myth=all
10
Module 8
Teacher’s Guide
Module 8
Lesson 3
Module 8
Lesson 3
Module 8
Lesson 3
Activity 3.2
1. For a list of open access journals, see the Directory of Open Access
Journals at http://www.doaj.org/
2. To view the website of PLOS, go to http://www.plos.org
3. To view the BioMed Central, go to http://www.biomedcentral.com
Activity 3.3
1. For a list of open access repositories, go to http://www.opendoar.org
2. For a list related to the Open Access Movement, go to http://www.
earlham.edu/~peters/fos/lists.htm
3. For a list of Selected Internet Resources Eprints: Quick Guide to
Open Access Archives in Science, Technology and Medicine go to
http://www.loc.gov/rr/scitech/selected-internet/eprints.html
Activity 3.4
For examples of thematic repositories, go to:
●
arXiv.org e-Print Archive (http://www.arxiv.org)
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RePec – Research Papers in Economics (http://www.repec.org)
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SSRN – Social Science Research Network (http://www.ssrn.com)
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E-LIS (E-Prints in Library and Information Science) (http://eprints.
rclis.org/)
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DLIST (Digital Library of Information Science and Technology)
(http://dlist.sir.arizona.edu/)
Assessment
Lesson 1
Module 8
Lesson 1
Assessment
1. What is a digital library?
2. Based on your definition, look for digital libraries that are openly
accessible on the Web and annotate them.
3. State why you selected these sites.
11
Module 8
Digital Libraries and Open Access
Lesson 2
Module 8
Lesson 2
Assessment
Write a one-page proposal to create a digital library on a collection that
would be useful to your users if accessible electronically.
Lesson 3
Module 8
Lesson 3
Assessment
Write a two-page paper discussing the pros and cons of using open access
publishing for your institution.
Reading/Reference List
Module 8
1. Arms, C. Enabling Access in Digital Libraries: A Report on a Workshop
on Access Management. CLIR Reports, pub79. http://www.clir.org/pubs/
reports/arms-79/contents.html
2. Association of Research Libraries. Framing the Issue: Open Access
http://www.arl.org/scomm/open_access/framing.html
3. Atkinson, R. (1986) Selection for preservation: a materialistic approach.
Library Resources and Technical Services, 30: 344-348.
4. Barton, M.R. & Waters, M.M. (2005) Creating an Institutional
Repository: LEADIRS Workbook. http://www.dspace.org/implement/
leadirs.pdf
5. Bailey, C.W. Open Access Bibliography http://www.escholarlypub.com/
oab/oab.htm
6. Berners-Lee, T.; Nevill-Manning, J., & Lassila, O. (2001) The semantic
Web. Scientific American, vol. 284, No. 5, 34-43.
7. Bide, M. (2002) Open Archives and Intellectual Property: Incompatible
World Views? http://www.oaforum.org/otherfiles/oaf_d42_cser1_
bide.pdf
8. Choosing a Metadata Standard for Resource Discovery http://
www.ukoln.ac.uk/qa-focus/documents/briefings/briefing-63/briefing-63A4.doc
9. Cleveland, G. (1998) Digital libraries: Definitions, Issues, and
Challenges. UDT Occasional Paper #8. http://www.ifla.org/VI/5/op/
udtop8/udtop8.htm
12
Module 8
Teacher’s Guide
10. Collaborative Digitization Programme: Digital Toolbox – Project
Management. Questions to Ask Before Starting a Digitization Project.
http://www.cdpheritage.org/digital/projectManagement/index.cfm
11. Conway, P. (2004) Institutional Repositories: is there Anything left to
Say? http://www.oclc.org/research/dss/
12. Cornell Online Tutorial. Digital Imaging: Moving Theory into Practice.
http://www.library.cornell.edu/preservation/tutorial/contents.html
13. Corrado, E.M. (2005) The Importance of open access, open source,
and open standards for libraries. Issues in Science and Technology
Librarianship Spring. http://www.istl.org/05-spring/article2.html
14. Crane, G. (1998) The Perseus project and beyond: how building
a digital library challenges the humanities and technology. D-Lib
Magazine, 4(1), January. http://www.dlib.org/dlib/january98/
01crane.html
15. Crow, R. (2002) The Case for Institutional Repositories: A SPARC
Position Paper. SPARC, 2002. http://www.arl.org/sparc/IR/IR_Final_
Release_102.pdf
16. Crow, R. (2004) A Guide to Institutional Repository Software v 3.0
Open Society Institute. August 2004. http://www.soros.org/openaccess/
software/
17. Arizona State Library, Archives and Public Records – Digital Imaging
Task Force. Digital Projects Guidelines. Phoenix, Arizona; March
2000,Version 1.3 http://www.lib.az.us/digital/ Fulltext http://www.lib.
az.us/digital/dig_guidelines.pdf
18. Felfoldi, S. Digital Libraries: Metadata Resources. International
Federation of Library Associations and Institutions. http://www.ifla.org/
II/metadata.htm
19. Greenstein, D. & Thorin, S.E. (2002) The Digital Library: A Biography.
Washington, DC: CLIR. http://www.clir.org/pubs/abstract/pub109abst.
html)
20. Hazen, D., Horrell, J. & Merrill-Oldham, J. (1998) Selecting Research
Collections for Digitization (Council on Library and Information
Research. http://www.clir.org/pubs/reports/hazen/pub74.html
21. Heery, R. & Patel, M. (2000) Application Profiles: Mixing and Matching
Metadata Schemas. Ariadne, 25, September. http://www.ariadne.ac.uk/
issue25/app-profiles/
22. Lagoze, C. & Fielding, D. (1998) Defining collections in distributed
digital libraries. D-Lib-Magazine, 4(11). http://www.dlib.org/dlib/
november98/11contents.html
13
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Digital Libraries and Open Access
23. Levine, M. Handbook for Digital Projects: A Management Tool for
Preservation and Access – V. Overview of Legal Issues for Digitization
http://www.nedcc.org/digital/v.htm
24. Lynch, C. (2003) Institutional Repositories: Essential Infrastructure for
Scholarship in the Digital Age. ARL, 226, February, 1-7. http://
www.arl.org/newsltr/226/ir.html
25. Lynch, C. (2001) Metadata Harvesting and the Open Archives Initiative.
ARL, 217, August. http://www.arl.org/newsltr/217/mhp.html
26. BioMed Central. (Mis) Leading Open Access Myths. http://www.
biomedcentral.com/openaccess/inquiry/myths/?myth=all
27. NISO Framework Advisory Group. (2004) A Framework of Guidance
for Building Good Digital Collections. 2nd ed. Bethesda, MD: National
Information Standards Organization. http://www.niso.org/framework/
framework2.html
28. Müller, U., Cliff, P. & Casal, D. (2003) An introduction to the Open
Archives Initiative and the Protocol for Metadata Harvesting.
Proceedings of the Third Open Archives Forum Workshop, Berlin.
http://eprints.rclis.org/archive/00001153/
29. Noerr, P. (2003) Digital Library Toolkit. 3rd ed. Sun Microsystems,
January. http://www.sun.com/products-n-solutions/edu/whitepapers/
digitaltoolkit.html
30. Open Archives Initiative Service Providers – Parties that provide services
based on metadata that is harvested using the OAI metadata harvesting
protocol. http://www.openarchives.org/service/listproviders.html
31. Open Archives Initiative Tools All Tools Support the OAI-PMH v 2.0
http://www.openarchives.org/tools/tools.html
32. Project Planning Checklist. http://memory.loc.gov/ammem/techdocs/
prjplan.html
33. Prosser, D. (2004) Why We Need Institutional Repositories. Learning
About Digital Institutional Repositories Seminars (LEADIRS) II
Presentations 1-2. November. http://www.lib.cam.ac.uk/leadirs/
LEADIRSII_presentations.htm
34. Ranganathan, S.R. (1931) The Five Laws of Library Science. Madras:
Madras Library Association.
35. Schwartz, C. Digital Library Definitions. http://web.simmons.edu/
~schwartz/462-defs.html
36. Sitts, M.K., ed. (2000) Handbook for Digital Projects: A Management
Tool for Preservation and Access. Northeast Document Conservation
Centre, Andover, MA. http://www.nedcc.org/digital/dighome.htm
37. Suber, P. Open Access Overview. http://www.earlham.edu/~peters/fos/
overview.htm
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Teacher’s Guide
38. Tedd, L.A. & Large, A. (2005) Digital Libraries: Principles and Practice
in a Global Environment. Munchen: K.G. Saur.
39. Waters, D.J. (1998) What are Digital Libraries? CLIR Issues, Number 4,
July/August. http://www.clir.org/pubs/issues/issues04.html#dlf
40. Witten, I.H. & Bainbridge, D. (2003) How to Build a Digital Library.
Amsterdam: Morgan Kaufmann.
Glossary
Module 8
1. Creative Commons – an organization that provides a flexible range
of protections and freedoms for authors, artists, and educators. It is
built upon a “some rights reserved” concept vs. the “all rights reserved
concept.”
2. Copyright – The right to ownership of the work. The initial copyright
owner is the creator unless the work was made for hire, in which
case it is the employer who holds the copyright.
3. Digital Library. 1) “an organized collection of information, a focused
collection of digital objects, including text, video, and audio, along
with methods for access and retrieval, and for selection, organization,
and maintenance of the collection.” (Witten and Bainbridge, 2003);
2) a library that “has material stored in a computer system in a form
that allows it to be manipulated (for instance for improved retrieval)
and delivered (for instance as a sound file for computer playing) in
ways that the conventional version of the material cannot be. (Noerr,
1998); 3) “organizations that provide the resources, including the
specialized staff, to select, structure, offer intellectual access to,
interpret, distribute, preserve the integrity of, and ensure the persistence
over time of collections of digital works so that they are readily
available for use by a defined community or set of communities.”
(Digital Library Federation)
4. Intellectual Property Right – an author’s claim to his/her creative
work. A copyright exists for every creation, even if it is not registered.
5. Metadata – data about data
6. Open Access – open-access literature is digital, online, free of charge,
and free of most copyright and licensing restrictions (Suber, 2006).
7. OA Journals – journals that use a funding model that does not
charge readers or their institutions for access.
8. OA Repositories or Archives – digital collections of research articles
that have been placed there by their authors. In case of journal
articles this may be done either before (pre-prints) or after publication
(post-prints).
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Digital Libraries and Open Access
9. Open Access Publication – according to the Bethesda Statement and
the Berlin Declaration, a publication that meets the following
conditions: 1) The author(s) and copyright holder(s) grant(s) to all
users a free, irrevocable, worldwide, perpetual right of access to, and
a license to copy, use, distribute, transmit and display the work publicly
and to make and distribute derivative works, in any digital medium
for any responsible purpose, subject to proper attribution of authorship,
as well as the right to make small numbers of printed copies for their
personal use. 2) A complete version of the work and all supplemental
materials, including a copy of the permission as stated above, in
a suitable standard electronic format is deposited immediately upon
initial publication in at least one online repository that is supported
by an academic institution, scholarly society, government agency, or
other well-established organization that seeks to enable open access,
unrestricted distribution, interoperability, and long-term archiving.”
10. Virtual Libraries – libraries that do not themselves hold content,
but provide a portal to content held electronically elsewhere.
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Teacher’s Guide
Module 8: Digital Libraries and Open Access
Lesson 1: What is a Digital Library?
Introduction
The term “digital library” means different things to different people. Thus, the definitions
vary depending on the perceived nature and purpose of the digital library.
According to Witten and Bainbridge (2003), a digital library is not really a “digitized
library… Digital libraries are about new ways of dealing with knowledge: preserving,
collecting, organizing, propagating, and accessing it – not about deconstructing existing
institutions and putting them together in an electronic box.” They define a digital
library as “an organized collection of information, a focused collection of digital objects,
including text, video, and audio, along with methods for access and retrieval, and for
selection, organization, and maintenance of the collection.”
Noerr (1998) defines a digital library as a library that “has material stored in a computer
system in a form that allows it to be manipulated (for instance, for improved retrieval)
and delivered (for instance, as a sound file for computer playing) in ways that the
conventional version of the material cannot be.”
The Digital Library Federation (DLF) defines digital libraries as “organizations that
provide the resources, including the specialized staff, to select, structure, offer intellectual
access to, interpret, distribute, preserve the integrity of, and ensure the persistence over
time of collections of digital works so that they are readily available for use by
a defined community or set of communities.” This proposed working definition is
comprehensive enough to cover most, if not all, aspects pertaining to the definition of
digital libraries.
Some authors also consider virtual libraries as digital libraries; although they do not
hold content, they provide a portal to information that is available electronically elsewhere.
What is the Role of Digital Libraries?
Digital libraries provide:
●
●
●
●
Enhanced access: search engines and free association of terms; hypertext linking
An enlarged audience
Improved retrieval – timely delivery of information
Enhanced preservation and archiving
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Digital Libraries and Open Access
●
●
●
Inspiration in producing new knowledge
Convergence of technologies, information, activities and processes
Visualization
Module 8
Lesson 1
Activity 1.1
Access the following sites for more definitions and discussions about
digital libraries:
●
Waters, Donald J. (1998) What are digital libraries? CLIR Issues,
Number 4, July/August. http://www.clir.org/pubs/issues/issues04.html
#dlf
●
Cleveland, Gary. (1998) Digital Libraries: Definitions, Issues, and
Challenges. UDT Occasional Paper #8. Available. URL: http://
www. ifla.org/VI/5/op/udtop8/udtop8.htm
●
Schwartz, Candy. Digital Library Definitions. http://web.simmons.
edu/~schwartz/462-defs.html
Factors to Consider before Building a Digital Library
Before embarking on a digital library project, the library has to determine whether
there is a need to build one. Some questions to ask are:
Purpose
The goal of the library remains the same, that is, to deliver the right information to the
right person at the right time.
■
Sometimes a digital library is built for the wrong reasons. The purpose for building
a digital library must be very clear. It must be built for the right reason.
Some of the reasons are:
●
●
●
●
●
●
●
●
To expand services
To make the library more central to the organization
To generate income
To promote collections
To raise the library’s profile
To respond to user pressure
To preserve indigenous culture
To preserve locally-produced information
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Module 8
Teacher’s Guide
Users
It is important to determine the market and the market size. A digital library will be
useless if there are no users. The market must be technology literate and require online
delivery. It is also important to find out if among the users there are still those who
want a conventional set up. If the answer to the first four questions is yes, then there
might be a good reason to build a digital library. If the answer to the last question is
yes, there is a need to further study the market and its characteristics. The nature of the
market will determine the need, for example, the health sector will definitely benefit if
a digital library is available to them remotely. Demand for the material is also a factor.
■
Some questions to ask are:
●
●
●
●
●
Will there be users of the digital library?
Are the users technology literate?
Do they require that the material be delivered to their desktop?
Is there a need for a digital library to co-exist with a conventional one?
Is there a need to distribute multiple copies?
Materials
The uniqueness of the material is a major factor in building a digital library. Some
examples of good material for a digital library are indigenous literature and locallyproduced information that have to be recorded, preserved and distributed. Demand for
the material is also a factor.
■
Some questions to ask are:
●
●
●
Is the material unique?
Is there a need to preserve the information?
Is there an alternative to preserving the material?
Technology
Cost is a major consideration in considering technology because of start-up costs. One
consideration in building a digital library is the availability of technology and the
information infrastructure. Both the creator and the user of the digital library must
have technology readily available to them. This ensures the presence of technology
literate users and therefore a ready market is assured.
■
Some questions to ask are:
●
●
●
●
Is the technology/infrastructure available?
How will the digital library be accessed?
How will the information be delivered?
Is the existing technology scalable?
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Digital Libraries and Open Access
Costs
The cost of building a digital library is a major consideration. It is technology based
and will require maintenance. Sources of income and cost reduction must be explored
to ensure the viability of the project. Marketing costs must also be considered to get
people to use the digital library. The library must be introduced to potential users.
Actual users must be retained, and this requires maintenance of quality of the service
and collection development.
■
Some questions to ask are:
●
●
●
●
●
What are the start-up costs?
What are the ongoing costs?
How can costs be reduced?
Is access free or for a fee?
What are the marketing costs?
Alternatives
Sometimes a digital library is not the solution. Other services and alternatives must be
explored. Some possibilities are:
■
●
●
●
Provide a gateway
Outsource
Do nothing
Intellectual Property Rights and Copyright
Having a copy of the material does not constitute ownership in terms of copyright
laws. Copyright provisions must be observed in digitization and distribution of the
material. Determine who owns the material and try to obtain a copyright waiver. Most
countries allow copying for individual use under the fair use guidelines. Re-distribution
is definitely not allowed. This topic will be discussed in more detail in Module 9.
■
Selling the Concept
Before planning for a digital library, you must first sell the concept to:
■
●
●
Yourself – You have to be convinced that it is the right alternative for your
situation.
Your staff – You need the cooperation of staff in building a digital library. They
will be the ones to use it and teach its use to others. They must be part of the
conceptualization process.
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Module 8
Teacher’s Guide
●
Management – Management’s interest lies in the cost effectiveness of the project.
A feasibility study might be necessary so that costs and benefits can be presented
to management when seeking approval for the project.
Module 8
Lesson 1
Activity 1.2
Go to the following sites to learn more about digital libraries:
●
http://www.clir.org/pubs/issues/issues04.html#dlf
●
http://www.ifla.org/VI/5/op/udtop8.htm
●
http://web.simmons.edu/~schwartz/462-defs.html
Digital Library Initiatives
Building a digital library is an exciting undertaking; however, technology is continually
changing. Today’s developments may be gone tomorrow.
Research efforts usually come from the academic, commercial and governmental sectors.
Examples of digital initiatives may be found on the following websites:
●
●
●
http://cise.nsf.gov/iis/dli_home.html
http://www.nsf.gov/pubs/1998/nsf9863.htm
http://dli.grainger.uiuc.edu/national.htm
Module 8
Lesson 1
Activity 1.3
Take a look at the following examples of digital libraries on the Web:
●
Artcyclopedia at http://www.artcyclopedia.com
●
Merlot at http://www.merlot.org/Home.po
●
HighWire Library of the Sciences and Medicine at http://highwire.
stanford.edu
●
National Science Digital Library at http://nsdl.org/render.userLayout
RootNode.uP
Summary
In general, digital libraries refer to the organized collection of digital objects. According
to Greenstein and Thorin (2002), “Digital libraries exist in diverse forms and with quite
different functions, priorities, and aims.”
Digital libraries are here to stay. They are not static. They are growing organisms just
as Raganathan wrote in his “five laws of library science.” Unlike conventional libraries,
however, digital libraries are portable and can be accessed remotely from anywhere
and at any time. In addition, they can be seamlessly integrated.
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Module 8
Digital Libraries and Open Access
Module 8
Lesson 1
Assessment
1. What is a digital library?
2. Based on your definition, look for digital libraries that are openly
accessible on the Web and make a one-paragraph description for
each one.
End of Module 8 Lesson 1
22
Module 8
Teacher’s Guide
Lesson 2: How is a Digital Library Built?
Introduction
Building a digital library, like building a conventional library, is a major undertaking.
It requires a collection, a place for the collection, staff to manage the collection and
services, and use of technology. There are also legal issues of copyright, social issues
and ethical issues. Distributing any kind of information carries certain responsibilities.
The Need
Before embarking on a digital library project, determine if there is really a need for
one. The user base must be assessed, the collection must be assessed and the advantages
that will be gained when an existing library is converted into a digital library must be
examined. The following are some reasons for building a digital library:
●
●
●
●
To widen access to valuable information and extend services beyond the library
walls
To facilitate location, search, and retrieval of resources in different formats (image,
audio, video, multimedia, animation, etc.)
To preserve rare materials/unique materials/local information through digitization
To contribute to research and learning through sharing of resources and expertise
(e.g. theses and dissertations, teaching and learning materials)
Once it has been decided that a digital library will be built, careful planning must be
undertaken.
Module 8
Lesson 2
Activity 2.1
Read the following online resources:
●
Collaborative Digitization Programme. Digital Toolbox – Project
Management. Questions to Ask Before Starting a Digitization Project.
http://www.cdpheritage.org/digital/projectManagement/index.cfm
●
Arizona State Library, Archives and Public Records – Digital Imaging
Task Force. Digital Projects Guidelines. Phoenix, Arizona; March
2000,Version 1.3 http://www.lib.az.us/digital/ Fulltext http://www.
lib.az.us/digital/dig_guidelines.pdf
●
NDLP Project Planning Checklist http://memory.loc.gov/ammem/
techdocs/prjplan.html
●
Noerr, Peter. (2003) Digital Library Toolkit. 3rd edition. Sun Microsystems http://www.sun.com/products-n-solutions/edu/whitepapers/
digitaltoolkit.html
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Digital Libraries and Open Access
●
NISO Framework Advisory Group. (2004) A Framework of Guidance
for Building Good Digital Collections. 2nd ed. Bethesda, MD:
National Information Standards Organization. http://www.niso.org/
framework/framework2.html
According to Massie (1987), “Planning is an analytical process that involves an
assessment of the future, the determination of desired objectives in the context of that
future, the development of alternative courses of action to reach such objectives and
the selection of a course or courses of action from among those alternatives.”
Steps in Building a Digital Library
■
Define the project – state the purpose, formulate goals, and identify the intended
audience and scope:
●
●
■
Developing a vision and mission. Libraries are primary sources of information.
In an academic community, they are primary information centres for students,
faculty and the staff of the college or university. In the performance of their
mission, libraries develop collections, organize collections for access, provide
access to other information resources, teach users library skills, recruit and train
staff with skills necessary for the libraries to function, and offer facilities and
services that foster research and learning. A library’s mission is its reason for
existing. Its vision is what it wants to become.
Setting goals and objectives. Goals are long-term targets that are formulated in
line with the organization’s vision. Objectives are specific activities that the
organization would like to achieve within a given period, usually in a year’s
time. Objectives are short-term, achievable targets.
Design the business portfolio for the digital library and craft a strategy to implement
it. Determine the required resources and outline the various tasks, strategies and
timeline to achieve the goals. A strategy is made up of approaches designed to
achieve the goals and the objectives. It includes an action plan, identification of
people responsible, a time frame and resources available. The following table is
a sample matrix for an action plan.
Objectives
Expected
outcomes
Resources
required/
projected costs
Person in
charge
Expected date
of
completion
The required resources include:
●
Content of the digital collection that meets the needs of the target audience and
the goals of the project
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Module 8
Teacher’s Guide
●
●
●
●
●
Personnel and skills needed to create, organize and manage the digital library and
implement the tasks required in building the digital library
IT infrastructure (e.g. hardware, software, connectivity)
Budget allocation
Support and cooperation from key stakeholders
Environmental scan to be able to prepare a vision for the future and the strategy
to achieve that future
Include in the strategy the tools along with the corresponding standards and protocols
for the provision of information and services, and a description of how the maintenance
and evaluation of the system will be carried out.
■
Implement
●
Select the content. A criteria for selection must be developed.
●
Organize the source materials for digitization, storage, access, search and retrieval.
●
Provide services. Study the market and provide appropriate services.
●
Acquire and use technologies and tools specified in the plan.
●
Maintain the system. Continuous monitoring and maintenance of the system are
necessary processes for better and improved services.
●
Implement marketing strategies. The digital library must be marketed to existing
and potential users. Various ways of promoting its use are available.
●
Monitor and evaluate the performance of the library. Periodic evaluation of
performance will enable management to redirect its plan in response to changes
in the environment. The need for redirection could be brought about by technology
changes, policy changes, etc.
The Collection
Criteria for selecting materials for inclusion and their organization must be made clear.
The materials to be included must conform to the criteria set for the subject, demand,
uniqueness, and value, and must be useful over time. Sometimes a new edition could
supersede an existing one.
Copyright
The purpose of a digital library is to provide remote access to the collection. Copyright
is a very important consideration in building digital libraries because of the re-distribution
function of digital libraries.
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Module 8
Digital Libraries and Open Access
Module 8
Lesson 2
Activity 2.2
Read the following online resources:
●
Hazen, Dan; Horrell, Jeffrey; Merrill-Oldham, Jan. (1998) Selecting
Research Collections for Digitization. Council on Library and
Information Research. http://www.clir.org/pubs/reports/hazen/
pub74.html
●
Smith Levine, Melissa. Handbook for Digital Projects: A
Management Tool for Preservation and Access – V. Overview of
Legal Issues for Digitization. http://www.nedcc.org/digital/v.htm
●
Sitts, M.K., ed. (2000) Handbook for Digital Projects: A Management
Tool for Preservation and Access. Northeast Document Conservation
Center, Andover, MA. http://nedcc.org/oldnedscsite/digital/dighome.
htm
●
Arms, Caroline. Enabling Access in Digital Libraries: A Report on
a Workshop on Access Management. CLIR Reports, pub79. http://
www.clir.org/pubs/reports/arms-79/contents.html
The Technology
The technology to digitize print and microforms is available. It is expensive and
sometimes outsourcing might be a better option. In addition, the creation of access
tools must be taken into consideration as the cost of indexing might be very prohibitive.
OCR technology is not yet very reliable.
Acquire and set up the necessary IT infrastructure. Select the digital library system
based on the needs and capabilities of the institution (i.e. budget, expertise). Should
you select a commercially available system or a do-it-yourself system utilizing open
source software?
An open source system that is very popular in building digital libraries is Greenstone.
This software provides a convenient way of organizing information and making it
available over the Internet. The collection created by Greenstone is maintainable,
searchable and browsable. It is public and extensible. The software is issued under the
General Public License (GPU) in the spirit of open source software. Further details
can be obtained at www.nzdl.org. Greenstone Digital Library Software was developed
by the New Zealand Digital Library Project of the University of Waikato. It can be
downloaded from www.nzdl.org.
26
Module 8
Teacher’s Guide
Module 8
Lesson 2
Activity 2.3
Read the following online resources:
●
Corrado, Edward M. (2005) The importance of open access, open
source, and open standards for libraries. Issues in Science and
Technology Librarianship, Spring. http://www.istl.org/05-spring/
article2.html
●
Crow, R. (2004) A Guide to Institutional Repository Software v 3.0
Open Society Institute. http://www.soros.org/openaccess/software/
●
Cornell Online Tutorial. Digital Imaging: Moving Theory into
Practice. http://www.library.cornell.edu/preservation/tutorial/
contents.html
Metadata
“Resource discovery metadata is an essential part of any digital resource. If resources
are to be retrieved and understood in the distributed environment of the World Wide
Web, they must be described in a consistent, structured manner suitable for processing
by computer software. There are now many formal standards. They range from simple
to rich formats, from the loosely structured to the highly structured, and from proprietary,
emerging standards, to international standards.” (Choosing a Metadata Standard for
Resource Discovery, http://www.ukoln.ac.uk/qa-focus/documents/briefings/briefing-63/
briefing-63-A4.doc)
Module 8
Lesson 2
Activity 2.4
Read the following online resources:
●
Choosing a Metadata Standard for Resource Discovery. http://
www.ukoln.ac.uk/qa-focus/documents/briefings/briefing-63/briefing63-A4.doc
●
Application Profiles: Mixing and Matching Metadata Schemas,
Rachel Heery and Manjula Patel. In: Ariadne, No. 25, 24 September
2000. http://www.ariadne.ac.uk/issue25/app-profiles/
●
Felfoldi, Sophie. Digital Libraries: Metadata Resources, International
Federation of Library Associations and Institutions. http://www.ifla.
org/II/metadata.htm
●
UKOLN (United Kingdom Office of Library Networking Workshops).
Metadata Resources. http://www.ukoln.ac.uk/metadata/resources.
27
Module 8
Digital Libraries and Open Access
Summary
Building digital libraries is a challenging task. However, digital libraries are here to
stay. The successful digital library is one that meets the needs of its actual and
potential market for information and access. Important considerations are the collection,
the user and the technology.
Assessment
Write a one-page proposal to create a digital library on a collection that
would be useful to your users, if accessible electronically.
Module 8
Lesson 2
End of Module 8 Lesson 2
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Module 8
Teacher’s Guide
Lesson 3: What is Open Access?
Introduction
Information technologies and the Internet have fundamentally changed the way
information is created, stored and distributed. For the first time, anyone can publish
and be read through the Internet. The goal of the Open Access Initiative is to make
content and tools openly accessible and compatible. At present, open access literature
is still limited to a small portion of the journal literature. The goal is for more authors
to join the open access (OA) initiative so that more users will enjoy the benefits of
open access literature.
According to Suber (2006), “the Budapest (February 2002), Bethesda (June 2003) and
the Berlin (October 2003) definitions of ‘open access’ are the most central and influential
for the OA movement.” He defines open access literature simply as “digital, online,
free of charge, and free of most copyright and licensing restrictions.” The Public
Library of Science (PLOS, 2006) definition is even simpler: “free availability and
unrestricted use.”
The Budapest Open Access Initiative (2002)
According to the Budapest Open Access Initiative, “the literature that should be freely
accessible online is that which scholars give to the world without expectation of
payment…By ‘open access’ to this literature, we mean its free availability on the public
Internet, permitting any users to read, download, copy, distribute, print, search or link
to the full texts of these articles, crawl them for indexing, pass them as data to software,
or use them for any other lawful purpose, without financial, legal or technical barriers
other than those inseparable from gaining access to the Internet itself. The only
constraint on reproduction and distribution, and the only role for copyright in this
domain, should be to give authors control over the integrity of their work and the right
to be properly acknowledged and cited.” It further states that:
“To achieve open access to scholarly journal literature, we recommend two complimentary
strategies,
1. Self-Archiving: First, scholars need the tools and assistance to deposit their
refereed journal articles in open electronic archives, a practice commonly called
self-archiving. When these archives conform to standards created by the Open
Archives Initiative, then search engines and other tools can treat the separate
archives as one. Users then need not know which archives exist or where they
are located in order to find and make use of their contents.
2. Open Access Journals: Second, scholars need the means to launch a new
generation of journals committed to open access, and to help existing journals
that elect to make the transition to open access. Because journal articles should
29
Module 8
Digital Libraries and Open Access
be disseminated as widely as possible, these new journals will no longer invoke
copyright to restrict access to and use of the material they publish…”
Bethesda Statement on Open Access Publishing (2003)
According to the statement issued at the Bethesda Meeting on Open Access Publishing
held on April 11, 2003,
“An open access publication is one that meets the following two conditions:
1. The authors(s) and copyright holder(s) grant(s) to all users a free, irrevocable,
worldwide, perpetual right of access to, and a license to copy, use, distribute,
transmit and display the work publicly and to make and distribute derivative
works, in any digital medium for any responsible purpose, subject to proper
attribution of authorship, as well as the right to make small numbers of printed
copies for their personal use.
2. A complete version of the work and all supplemental material, including a copy
of the permission as stated above, in a suitable standard electronic format is
deposited immediately upon initial publication in at least one online repository
that is supported by an academic institution, scholarly society, government agency,
or other well-established organization that seeks to enable open access, unrestricted
distribution, interoperability, and long-term archiving (for the biomedical sciences,
PubMed Central is such a repository) (Bethesda Statement on Open Access
Publishing, 2003).
The literature that should be freely accessible online is that which scholars give
to the world without expectation of payment…By ‘open access’ to this literature,
we mean its free availability on the public Internet, permitting any users to read,
download, copy, distribute, print, search or link to the full texts of these articles,
crawl them for indexing, pass them as data to software, or use them for any other
lawful purpose, without financial, legal or technical barriers other than those
inseparable from gaining access to the Internet itself. The only constraint on
reproduction and distribution, and the only role for copyright in this domain,
should be to give authors control over the integrity of their work and the right to
be properly acknowledged and cited.”
The meeting further agreed that:
1. “Open access is a property of individual works, not necessarily journals or
publishers.
2. Community standards, rather than copyright law, will continue to provide the
mechanism for enforcement of proper attribution and responsible use of the
published work as they do now.”
30
Module 8
Teacher’s Guide
Berlin Conference (2003)
In the conference on Open Access to Knowledge in the Sciences and Humanities held
in Berlin (20-22 October 2003), the conference agreed that “In accordance with the
spirit of the Declaration of the Budapest Open Archives Initiative, the ECHO Charter
and the Bethesda Statement on Open Access Publishing, we have drafted the Berlin
Declaration to promote the Internet as a functional instrument for global scientific
knowledge base and human reflection, and to specify measures which research policy
makers, research institutions, funding agencies, libraries, archives and museums need
to consider.”
Module 8
Lesson 3
Activity 3.1
Access the following online resources:
●
Suber, Peter. Open Access Overview. http://www.earlham.edu/~peters/
fos/overview.htm
●
Association of Research Libraries. Framing the Issue: Open Access.
http://www.arl.org/scomm/open_access/framing.html
●
BioMed Central. (Mis) Leading Open Access Myths. http://www.
biomedcentral.com/openaccess/inquiry/myths/?myth=all
Rationale for OA Publishing
●
●
●
Possible solution to the increasing price of serials. Scholarly publications are
made freely available. The increasing costs of journals coupled with restricted
library budgets make journals unaffordable/inaccessible/unavailable.
Improved access to research output as shown by impact studies of OA journals.
Research publications become available for researchers easily and without
restriction. They can be used, applied and built-upon by other researchers. The
expansion of access and increases in citation rates result in a greater research
impact.
OA could be a way for government funding agencies to receive a better return on
investment (UK, US).
Some Advantages of OA Literature
According to Suber (2006), OA removes
1. Price barriers (subscriptions, licensing fees, pay-per-view fees).
2. Permission barriers (most copyright and licensing restrictions). The legal basis
of OA is the consent of the copyright holder of the public domain.
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Digital Libraries and Open Access
Another advantage of OA publishing is the increase in a paper’s impact (Lawrence,
2006). Because of the increased availability of the paper on the Internet, more researchers
can access it and use it for their research. Harnad and Brody (2004) conducted a study
of the impact of open access vs. non-open access articles in the same journals and
found that there is no difference between the impact of the OA journals and the
non-OA journals indexed by the Institute for Scientific Information (ISI). They
recommend further study to compare the citation impact of articles from journals
which have been made OA by their authors with the citation impact of articles from the
same journals but which have not been made OA by their authors.
Vehicles for Delivering OA Research
●
OA journals. Open access journals are journals that use a funding model that
does not charge readers or their institutions for access. Articles in OA journals
are peer reviewed. They allow the authors to retain copyright. Some OA journals
publish for profit (Ex. BioMed Central), while others are non-profit (Public Library
of Science).
Module 8
Lesson 3
●
Activity 3.2
1. For a list of open access journals, see the Directory of Open Access
Journals at http://www.doaj.org/
2. To view the website of PLOS, go to http://www.plos.org
3. To view the BioMed Central, go to http://www.biomedcentral.com
OA archives or repositories. These are archives housed by universities, societies,
etc., and that might be organized by discipline. They are not peer reviewed, but
they limit deposit to certain authors and from certain institutions. These archives
can contain pre- or post-prints. They can also be limited to electronic preprints
or post-prints of journal articles (e-prints) or they can include theses, dissertations,
course materials, data files, etc. Most OA archives comply with the Open Archives
Initiative (OAI) protocol for metadata harvesting.
Module 8
Lesson 3
Activity 3.3
1. For a list of open access repositories, go to http://www.opendoar.org
2. For a list related to the open access movement, go to http://www.
earlham.edu/~peters/fos/lists.htm
3. For a list of selected Internet resources, see “E-prints: Quick Guide
to Open Access Archives in Science, Technology and Medicine”
http://www.loc.gov/rr/scitech/selected-internet/eprints.html
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Module 8
Teacher’s Guide
Module 8
Lesson 3
Activity 3.4
For examples of thematic repositories, go to:
●
arXiv.org e-Print Archive http://www.arxiv.org
●
RePEc – Research Papers in Economics http://www.repec.org
●
SSRN – Social Science Research Network http://www.ssrn.com
●
E-LIS (E-Prints in Library and Information Science) http://eprints.
rclis.org/
●
DLIST (Digital Library of Information Science and Technology)
http://dlist.sir.arizona.edu/
Some Issues and Concerns in Creating Institutional Repositories
●
●
●
●
Population and preservation of content. The questions to ask are: Who will add
to the content? What content will be added? How will it be added? What are the
policies for submission and preservation? Who will be allowed to publish? What
types of documents – i.e. theses, e-prints, technical reports, etc. – will be included?
What intellectual property rights (IPR), copyright and licensing issues must be
observed? Who owns the copyright, academics or institutions? It is ideal for
institutional repositories to adhere to open access principles of free, online
resources. The open archives must work within the framework of intellectual
property rights and copyright. Open access encourages authors to retain their
copyright, instead of transferring it to publishers. Creative commons licenses
and other similar licenses allow authors to share their works and copyright on
certain conditions.
What standards and protocols must be observed to ensure inter-operability? What
format will be used? i.e. HTML, PDF, TIFF, XML, etc. The Open Archives
Initiative has developed the Open Access Initiative Protocol for Metadata
Harvesting (OAI-PMH). The protocol allows inter-operability between different
systems through harvesting of metadata across repositories. It is advantageous
for institutional repositories to use OAI-PMH so that search systems can retrieve
metadata from archives and repositories in a single query.
What tools should be used to create institutional repositories: Is open source
software compliant with OAI? CDSInvenio – formerly (CDSware) is the software
developed, maintained and used by the CERN Document Server. It allows
you to run your own electronic preprint server, your own online library catalog
or a document system on the Web. It complies with the OAI-PMH and uses
MARC 21 as its underlying bibliographic standard.
❍ Home page: http://cdsware.cern.ch/
❍ Download: http://cdsware.cern.ch/invenio/index.html
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Module 8
Digital Libraries and Open Access
DSpace is open source software, originally developed for setting up a digital
repository to capture, distribute and preserve the intellectual output of MIT. It is
a joint project of MIT Libraries and the Hewlett-Packard Company (MIT)
❍ Homepage: http://www.dspace.org/
❍ Download: http://sourceforge.net/projects/dspace/
E-prints Software runs centralized, discipline-based as well as distributed,
institution-based archives of scholarly publications. The software is OAI compliant,
i.e. metadata can be harvested from repositories running the software using the
OAI metadata harvesting protocol.
❍ Homepage: http://www.eprints.org/
❍ Download: http://www.eprints.org/software/
FEDORA – An open source digital repository architecture that allows packaging
of content and distributed services associated with that content. Fedora supports
OAI-PMH requests on content in the repository.
❍ Homepage: http://www.fedora.info/
❍ Download: http://www.fedora.info/tools/
Summary
Open access repositories and journals are here to stay. Librarians, faculty, researchers
and publishers must work together to make information freely available to all.
Assessment
Assessment
Write a two-page paper discussing the pros and cons of using open access
publishing for your institution.
Module 8
Lesson 3
34
Module 8
Teacher’s Guide
Empowering Information Professionals:
A Training Programme on Information and Communication Technology
Evaluation
Instructions: To help us enhance the quality and effectiveness of Module 8, please
complete and return this evaluation form to the teacher.
Please rate the module on the following categories using the scales below by drawing
a circle around the appropriate number.
5 = Strongly Agree [SA]
4 = Agree [A]
3 = Not Sure [N]
1.
2 = Disagree [D]
1 = Strongly Disagree [SD]
Objectives and Content
Were the course objectives clearly stated?
Were the objectives achieved?
Were the topics presented relevant to your work?
Was the course structured in a logical way?
Were the activities appropriate to the content of this course?
Was the course easy to follow?
Was the course interesting and enjoyable?
Were your expectations met?
2.
A
4
4
4
4
4
4
4
4
N
3
3
3
3
3
3
3
3
D
2
2
2
2
2
2
2
2
SD
1
1
1
1
1
1
1
1
SA
5
5
A
4
4
N
3
3
D
2
2
SD
1
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
SA
5
5
5
A
4
4
4
N
3
3
3
D
2
2
2
SD
1
1
1
5
4
3
2
1
Presentation
Were the concepts and techniques explained clearly?
Were you encouraged to actively participate during the course?
Were your individual questions/problems discussed to your
satisfaction?
Was the course well paced?
Were the lessons presented in a clear and well-organized
manner?
3.
SA
5
5
5
5
5
5
5
5
Teacher
Was the teacher knowledgeable in the subject matter?
Did the teacher present the material effectively?
Did the teacher show interest in and enthusiasm for the subject?
Was the teacher effective in answering questions clearly and
constructively?
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Module 8
Digital Libraries and Open Access
4. Learning Environment
Are the course materials easy to read?
Were the manual and the other handouts useful?
Were the visual aids useful?
Was the venue suitable for the course?
Was the timeframe appropriate for the course?
SA
5
5
5
5
5
A
4
4
4
4
4
N
3
3
3
3
3
D
2
2
2
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SD
1
1
1
1
1
5. Before the training began, how experienced were you with the subject?
1 (Beginner)
2 (Intermediate)
3 (Advanced)
4 (Expert)
6. How useful was the training for your level of experience?
1 (Not Useful)
2 (Fairly Useful)
3 (Useful)
7. Do you feel you have gained new skills and knowledge?
4 (Very Useful)
Yes
No
8. What is the most important concept or skill that you learned in this module?
______________________________________________________________________
______________________________________________________________________
9. What is the least important concept or skill that you learned in this module?
______________________________________________________________________
______________________________________________________________________
10. What additional information should be included in the module?
______________________________________________________________________
______________________________________________________________________
11. What did you like most about the training materials?
______________________________________________________________________
______________________________________________________________________
12. What did you like least about the training materials?
______________________________________________________________________
______________________________________________________________________
13. Other comments or suggestions?
______________________________________________________________________
______________________________________________________________________
THANK YOU!
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