Category Archives: Open Access

Open Education Week 2015: A Reflection on IP, Infrastructure, and Interest

This year, Open Education Week ran from March 9th to March 13th. Open Education Week, like Open Access Week, is a celebration of what has been accomplished and what is currently being done within the greater open movement. The Open Education Consortium sponsors the week by compiling resources, marketing materials, and educational tools for librarians, faculty, and other instructors around the world. One of the best parts about this process is that after the week ends, the Open Education website becomes a repository of sorts for events that happened that year. The resources for each event include recorded lectures and webinars as well as supplementary guides and tools. This year, just the webinar topics ranged from ensuring quality of digital content in the classroom to the impact of the open educational movement on the internationalization of universities globally.

This is the first year that UIUC has participated in Open Education Week and I was lucky enough to help create and lead two of our events, which were spearheaded by the Office of Information Literacy. Before I describe my experience with those events, it might be helpful to back up and explain why open education is important, especially within the library community, and what Open Educational Resources (OER) are. SPARC defines OER broadly as any learning resource that is released “under an open license which permits…free use and repurposing by others”. I would argue that the most important word in the last sentence is repurposing. The Open Education movement is built on the idea that education is about sharing, expanding, and refining knowledge. That can only happen if licenses allow educators to revise, adapt, remix, combine, and then redistribute resources. If you take a learning object that another educator created, improve upon parts of it, and then only share it in the classes that you teach, some would argue that you are not fully participating in the Open Education movement. Re-sharing is key.

But why does all of this matter? The Open Education movement works to mitigate the legal and technical barriers that impede collaboration and instructors’ ability to create the absolute best learning objects possible. Instructors are often frustrated with traditional learning content platforms, like textbooks and even course packets, which paint their course with a broad brush and often do not allow adaptation and flexibility. Likewise, students become frustrated when they have to buy a $100+ textbook and it is not completely or consistently used. To make the matter more complicated, many educators (including librarians) find fair use law subjective and confusing. OER is a solution to many of these issues. In addition, OER often reduces the costs we put on our students, many of whom are drowning in an incredible amount of debt already. The use of OER has been proven to increase retention and foster equitable access to learning regardless of socio-economic status. Librarians obviously care deeply about both of these goals.

My department hosted two sessions, one for library staff and one for instructors across campus. We used the same companion LibGuide for both sessions but the learning outcomes for each session were different. I taught the session for staff and my colleague, Crystal Sheu, taught the session for instructors. It’s important to mention, however, that we created the lesson plans and presentations together and we often consulted each other and our boss, Lisa Hinchliffe, about learning activities and presentation details. I share a few reflections below with the hope that others will think about how this type of programming could affect their library programming and culture and possibly make OER a more central conversation on their campus. Please note that these views are my own.

Interest

Getting buy-in is difficult! Both of our audiences were definitely smaller than we had hoped. This was our first year doing this type of programming so smaller numbers are to be expected. At the same time, it is important for us to think about why there might not currently be a large audience for this topic. Do faculty already know about OER? Do librarians get enough OER training through their professional development experiences? Do faculty not have the time to find and adapt OER? Are librarians weary of telling their faculty about yet another thing they should think about doing? Should we have used different marketing techniques?

I don’t know the answer to any of these questions and I think that’s okay. Still, whenever we do this type of programming, whether it is internal or open to the entire campus, I think it is important to find a deeper understanding about what’s happening. Sometimes there are just odd conflicts or planning issues. But for the most part, there are structural reasons people do or do not find value in something. Even putting the programming out there allows us to gauge our audiences’ interest and then do further research based on that.

IP

Somehow it always surprises me just how complicated intellectual property and copyright is. OER definitely attempts to reduce the confusion around the legalities of sharing by using Creative Commons licenses. We introduced these licenses on a very basic level, in case any of our audience members weren’t familiar with them.

Nevertheless, even CC licenses can be complicated and require thoughtful planning. One great example is the Share-A-Like license. We tried our best to tell participants that Share-A-Like requires intentionality. When you take an OER (or any licensed material) under a Share-A-Like license and adapt it, reuse it, and then share it again, it has to be licensed under the same original license you started with, which is obviously some variation of a Share-A-Like license.

When I first learned about this license, I was excited about its function. On face value, the license seems to take a major tenant of the open movement and put it into practice. If you use something that someone else has spent time and energy creating, you, too, should share your final product openly. Yet, a more critical look of this license paints a more nuanced picture. By making openness “infectious,” we take away the creator’s ability to choose how they would like to share and disseminate their work, which (I believe) is one of the most important reasons we have become author rights and open access advocates. Note: this assertion is most definitely being influenced by some of the resources I have been exploring lately, including one of the best critiques of openness and assuming openness is always the best option that I have ever read and a project that contextualizes information instead of assuming that it should always be free and open to all, specifically in regards to cultural heritage objects that have historically been attained through violent and colonialist means. I also recognize that “open” often means different things when thinking about educational resources, publications, cultural object, data, code, and software and we can’t group them together. While I think sharing is the point of OER, I’m not sure licensing is the place we should force educators to do it.

I’m currently taking a data policy seminar with Victoria Stodden. A trained statistician with a legal background, Dr. Stodden has been an incredible advocate for the open science movement. She regularly speaks about sharing data, code, and software to increase reproducibility and progress within the scientific community. Our last class session focused on intellectual property, with a more specific focus on licensing data and code. The Share-A-Like license came up in our conversation and, of course, I was a huge proponent for it. I explained that in a movement like Open Education, where the goal is to take some power and autonomy back from the commercial entities that make textbooks and other learning materials, Share-A-Like is imperative for making sure that no one is selling OER that have been adapted downstream. Her point, however, was that Share-A-Like actually impedes the OER movement to some extent. She argued that if an instructor finds two OER under different Share-A-Like licenses, they can’t combine these two resources and re-share whatever they make. Why? Because both licenses require you use that same license and you can’t use two licenses on one OER.

This is getting confusing, right? My point is simply that as we embrace CC licenses, many of which make our lives easier and make sharing less complicated, we need to continue to be critical of their purpose. Likewise, we need to teach instructors that CC licenses aren’t a quick fix for everything but instead one option in an entire toolkit of legal resources. Moreover (and this is my epiphany from Open Education Week), every library that expects to do robust outreach around OER or OA needs to have at least one person on staff that understands some of the intricacies of copyright and intellectual property rights.

Infrastructure

This brings me to my next point. Before really starting OER outreach, your library should start to think about what kind of infrastructure it has to support such a movement. It is difficult to get people excited about an OER initiative when there isn’t much in place within the library to help get it off of the ground. Now obviously some libraries have more resources than others. But I’m suggesting you ask the same questions you ask before you start any outreach, including everything from information literacy sessions to collaborations with other campus programs.

Who will be the primary contact person for OER? In other words, who is the face of the library’s initiatives in this area? If you have a strong subject specialist model, how will the library foster collaboration between OER experts and subject specialists? What forms of internal training are needed? Similarly, who will be the point of contact for IP and copyright issues (if there isn’t one already)? Is this person familiar with OER and CC licenses? What’s really challenging is that the library needs to help instructors with copyright, instructional design, and technology. This means that teamwork and internal communication is essential.

I believe that one of the most important forms of infrastructure in the OER conversation is the University IR. If we are telling instructors that sharing and re-sharing is important, are we backing that claim up through our resources? Many institutions, including the University of Michigan and MIT, have repositories for their OER. This fosters internal collaboration and sharing, especially when two instructors might teach a similar class and learn from each other. Additionally, most (if not all) of these institutional repositories for learning objects are open to non-affiliates, which aligns with the greater open movement. I’m not suggesting that learning objects have a place in the IR that usually holds research materials. But there needs to be an outlet or service for instructors that would like to go beyond disciplinary or general OER sharing.

Alternative uses

The session aimed at staff really surprised me. We based our lesson plan on the standard subject specialist model: you talk with your faculty about OER and teach them the standard process of finding, evaluating, and repurposing OER for their classroom. Our participants had much more nuanced and complicated reasons for using OER. Some examples include using OER as a solution to sharing educational materials internationally. We often think about this as giving others access to our OER but I think we have just as much to learn from their learning objects. Covering this intended use meant taking a minute to talk more explicitly about access and repositories in other languages.

An additional use that we hadn’t thought of was using OER when working with unaffiliated patrons at the reference desk. Because of the size of the library and our great VR service, Illinois often gets questions from around the nation and world. Community members are also some of our most regular patrons. We are often able to help patrons with their needs, but if they do not have access to our electronic or physical collection, OER could be a potential resource for their question because they can be accessed by anyone.

Moving past consumption

The Office of Information Literacy recently applied to present some of this information at Illinois’ Faculty Summer Institute (FSI). If we are accepted, our primary audience will be faculty members that have applied to be a part of the institute in order to learn more about new instructional movements at Illinois. Our goal for this session is simply to go beyond consumption. The two workshops we just taught were primarily based on how to find, evaluate, and use others’ OER. But what if you have an existing learning object you’d like to share as an OER? What is the right venue for you? How can you use your subject expertise to create metadata and documentation that allows re-use by others? What license fits your needs? Our profession is continuing to teach students and instructors that they aren’t just consumers of information. They create and disseminate information every day. Our hope is that faculty are see the value in sharing their expertise with others teaching within their discipline.

Libraries are apt to do this work!

I made the following graphic for my session with staff. I think that it’s important to keep all of these in mind when doing open education work.

library explination

We are experts in many of the areas OER touch upon! Our time at the reference desk is often spent locating hard-to-find information through a variety of sources. We teach information evaluation everyday. Many of us have some expertise or understanding of copyright and/or copyleft. We are trained in instructional design and instructional technology; we spend a lot of our time crafting learning outcomes and identifying activities and assessments that can foster experiences that address these outcomes. We have all of the tools we need to be conversant with faculty, staff, administrators, and colleagues about the need for open education and the use of OER. It is time for us to embrace the Open Education Movement as a valuable tool for increasing access to education, improving learning, and furthering the mission of the campus library.

A special thanks to Lisa Hinchliffe for letting me explore my interest in OER. Thanks, too, to Crystal Sheu for collaborating with me to make this vision a reality. Thanks to Sveta Stoytcheva, Kyle Shockey, and the Twitterverse for pointing me to the awesome critiques of openness discussed above.

 

Appreciating Open Access Advocates

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Happy Open Access Week, everyone! Though maybe it’s not the happiest of weeks this year… Last Friday the news broke about the appeal of the Georgia State University e-reserves case. It looks like many of the rulings in favor of fair use from the initial suit may be overturned, though it’s not certain exactly how things will shake out yet. Kevin Smith, Scholarly Communications Officer at Duke University, shared a few early thoughts on his blog, and Nancy Sims, Copyright Program Librarian at the University of Minnesota, wrote a longer post discussing the ruling. I’m sure we’ll see much more conversation about this in the coming weeks.

I’m disappointed about the ruling, for sure, but in some ways this just makes my support of open access and open educational resources that much stronger. The academic and textbook publishing model we have cannot be sustained. Students have already pulled way back in buying textbooks and required readings for their courses, and libraries can’t purchase these materials (or pay copyright fees) infinitely or perpetually. I work at the City University of New York, the largest urban public university in the U.S. Forty-seven percent of CUNY students live in households with an annual income of less than $25,000. My library does purchase textbooks for reserve and they are used so heavily by our students that many are beyond repair by the end of the academic year. Textbooks can represent a significant portion of students’ expenses, any many of them just can’t buy the books.

As these forces continue to converge, I’m hopeful that faculty and administrators will be ever more receptive to open access and open educational resource advocacy. We’ve been talking about this for many years at my college and university, and while it’s sometimes frustrating to have to say the same things over and over again, we’re definitely starting to see results. Some are department or college level initiatives, like the precalculus textbook that two members of my college’s Math department wrote. It’s available as a printable/downloadable PDF (which students can print for free in the library and other computer labs on campus), or as a print on demand book for $13.00. All sections of the course are now using the book, and the authors are sharing it throughout the university.

At the university level, this fall the central library office at CUNY is sponsoring an OER course on OERs (so meta!). The course runs online over two weeks and includes materials and discussion, and aims to teach faculty how to create or curate OERs for their own courses. Faculty receive a small stipend for completing the course. The response to this course offering has been huge, and there’s already a waiting list for the next time the course will run. I was delighted to learn that the faculty response and interest from my college was particularly strong, and added those folks to my mental list of folks who might be open to further advocacy efforts or partnerships with the library.

So even with the disappointing news from Georgia, I’m feeling optimistic this Open Access Week. And I want to share my appreciation for everyone in libraries who does this hard work of open access and open educational resource advocacy all year round, not just for one week. Thank you, and keep up the good work!

Image by Biblioteekje.

Happy Open Access Week!

AskmeaboutOpenAccessThe 6th annual international Open Access Week is here! This has been another banner year for open access publishing — as reported on Science Insider (a blog at Science), over half of all scholarly papers are now available open access and free of charge no later than 24 months after they’re first published. That’s a milestone worth celebrating!

I’m looking forward to the events this week happening at my college and university, as well as living vicariously through the events happening elsewhere via Twitter and the blogosphere. I’m sure there’s loads of great stuff going on all over; here are a couple of events and thoughts that have caught my eye.

Open Access Button

This project from a group of European students and researchers seems like a great one: channel the frustration we all feel when we hit a paywall into research and action. In their own words, here’s their goal for the open access button:

This idea was a browser-based tool which tracks how often readers are denied access to academic research, where in the world they were or their profession and why they were looking for that research. The tool would aggregate this information into one place and would create a real time, worldwide, interactive picture of the problem. The integration of social media and mapping technology would allow us to make this problem visible to the world. Lastly, we want to help the person gain access to the paper they’d been denied access to in the first place. Through incentivising use and opening the barriers to knowledge, this can be really powerful.

Today, in honor of Open Access Week, they announced their beta launch date: November 18th. Sign up to be a beta tester here.

DigiNole Upload-A-Thon

Florida State University Libraries are hosting an interesting event this year — a workshop to encourage and guide faculty and researchers through the process of uploading their work to the university’s institutional repository. Called the Upload-A-Thon, they’re striving to have at least one faculty member from each department at the university to upload at least one article that’s already been published. I really like this idea — in addition to the catchy name, it sets out a modest goal and aims to help demystify open access for those new to the concept. I’ll be interested to hear how it goes.

What about book chapters?

I eavesdropped on an interesting conversation on Twitter over the weekend. Most folks think of journal articles when they think of open access publishing, but what about book chapters? Books tend to be less of a focus of OA activism, though as some of the folks I listened in on pointed out, interlibrary loan isn’t always possible, so maybe books should play a bigger part in OA advocacy efforts.

Lots of publishing librarians publish their work as part of a book, myself included — can we make these chapters OA post publication as many articles are? It’s a great question and one that likely has many answers depending on which publishers we’re working with. I have several pieces that appear in books and have let this question go unanswered for myself for far too long, so this year for OA Week I’m going to take the time to dig out those old contracts and see what I can free.

What are you doing to celebrate Open Access Week this year? Are you attending or presenting in any workshops or programs? Share your thoughts and experiences in the comments!

Evaluating Information: The Light Side of Open Access

Early last week I opened the New York Times and was surprised to see a front-page article about sham academic publishers and conferences. The article discussed something we in the library world have been aware of for some time: open access publishers with low (or no) standards for peer review and acceptance, sometimes even with fictional editorial boards. The publications are financed by authors’ fees, which may not be clear from their submission guidelines, and, with the relatively low cost of hosting an online-only journal, are presumably making quite a bit of money. The article included an interview with and photo of University of Colorado Denver librarian Jeffrey Beall, compiler of the useful Beall’s List guide to potentially predatory open access scholarly journals and publishers.

I’ve long been an admirer of Jeffrey Beall’s work and I’m glad to see him getting recognition outside of the library world. But the frankly alarmist tone of the Times article was disappointing to say the least, as was the seeming equation of open access with less-than-aboveboard publishers, which of course is not the case. As biologist Michael Eisen notes, there are lots of toll-access scholarly journals (and conferences) of suspicious quality. With the unbelievably high profits of scholarly publishing, it’s not surprising that the number of journals has proliferated and that not all of them are of the best quality. And there are many legitimate, highly-regarded journals — both open access and toll-access — that charge authors’ fees, especially in the sciences.

As I’ve bounced these thoughts around my brain for the past week, I keep coming back to one thing: the importance of evaluating information. Evaluating sources is something that faculty and librarians teach students, and students are required to use high quality sources in their work. How do we teach students to get at source quality? Research! Dig into the source: find out more about the author/organization, and read the text to see whether it’s comprehensible, typo-free, etc. Metrics like Journal Impact Factor can help make these determinations, but they’re far from the only aspects of a work to examine. In addition to Beall’s List, Gavia Libraria has a great post from last year detailing some specific steps to take and criteria to consider when evaluating a scholarly journal. I like to go by the classic TANSTAAFL: there ain’t no such thing as a free lunch. Get an email to contribute to a journal or conference out of the blue? It’s probably not the cream of the crop.

So if faculty and librarians teach our students to evaluate sources, why do we sometimes forget (or ignore?) to do so ourselves? I’d guess that the seemingly ever-increasing need for publications and presentations to support tenure and promotion plays into it, especially as the number of full-time faculty and librarian positions continue to decrease. I appreciate reasoned calls for quality over quantity, but I wonder whether slowing down the academic publishing arms race will end the proliferation of low quality journals.

The Times article last week notes that one danger of increasing numbers of fraudulent journals is that “nonexperts doing online research will have trouble distinguishing credible research from junk.” This isn’t the fault of the open access movement at all; if anything, open access can help determine the legitimacy of a journal. Shining a light on these sham journals makes it easier than ever to identify them. It’s up to us, both faculty and librarians: if the research and scholarship we do is work we should be proud of, prestigious work that’s worth publishing, then it stands to reason that we should share that work and prestige only with and via publications that are worth it.

ACS Solutions: The Sturm und Drang

ACRLog welcomes a guest post from Sue Wiegand, Periodicals Librarian at St. Mary’s College in Notre Dame, IN.

A chemical storm recently blew up across the blogosphere, involving the American Chemical Society journals, the serials crisis of unsustainably high prices, and one brave librarian, Jenica Rogers at SUNY Potsdam, who said “Enough!” The atmospheric conditions that caused this storm: high journal prices, clashing with low library budgets. Not a surprise, as these storms blow up frequently before subsiding, but the response to Jenica’s blog post thundered through the online community of librarians and scholars. Why? Because she implemented an unusual solution. She cancelled the high-priced “Big Deal” ACS package, after consultation with their Chemistry Department. Others have cancelled Big Deals, but Jenica cancelled ACS journals, when ACS is also the accreditor for Chemistry. She made sure SUNY Potsdam Chemistry scholars and students would still get access to the research they needed, they would just get it in different ways. Controversy swirled like the winds of change.

Other “serials crisis” storms have come and gone over the years: in 2010, the University of California threatened to not renew Nature Publishing Group journals; in 2012, thousands of scholars and librarians signed a petition to boycott Elsevier. Going back further, decades of complaint from librarians resulted in, well, even higher prices. So, cancelling is the direct approach—the action alternative to what hasn’t worked.

As both Periodicals Librarian and liaison to the Chemistry Department, I knew that the answer at SUNY Potsdam would be different from what we could do with the resources we have available here at Saint Mary’s College. Our consortial arrangements are different, our mission is different—we’re a small liberal arts college, not part of a state-wide system. A suggestion from others here was to try to persuade the Chemistry Department to give up their ACS accreditation, but I didn’t want to do that. I’ve worked closely with Chemistry faculty, not only in collection development for their journals, but on college-wide committees—I know they are reasonable people, and they are also shocked at unsustainably high pricing for scholarly articles. I reckoned the department and the library could work together to figure something out. The other librarians agreed: the time was right. Discussion ensued.

Some history: way back in 2002, after an interesting discussion of the new digital era for journals, a senior Chemistry professor came to me with a scenario based on what I’d told him was possible if he wanted to make a deal: cancel some Chemistry journals to use the money available to get SciFinder Scholar, the indexing and abstracting database. ACS was offering a deal: a “3 for 2” split with 2 similar institutions, so we could pay 1/3 of the cost of the SciFinder index. So we worked out which journals to cancel, which to keep, and we added SciFinder, a client-server product at that time, while keeping the necessary number of print ACS journals to keep our accreditation. The scenario accomplished this at no cost increase because we cancelled some print titles they didn’t want as much as they wanted the comprehensive, discipline-specific indexing.

Soon after, our state consortium offered an ACS “Big Deal” package: convert our ACS journals from print to online at the same price we were paying for print (the “historical spend”) and get many more journals for every library in the consortium. We converted. As with all Big Deals in the beginning, we marveled that we could get so many online journals at the same price we had been paying for our print subscriptions. I configured SciFinder to link our new titles, closed the catalog holdings, and shelved the print on the lower level, with signs on the Current Periodicals shelves: “This title is now online!” We added links. For Chemistry journals and indexing, at least, we were set for the brave new millennium.

Every year, the consortium negotiated small price increases, and more journals were added. Every year our budget stayed stagnant or went down while, subscription prices to other periodicals also went up. Faculty members in Chemistry were happy with the access they could get to the high-quality ACS journals, and frequently told me soWhen SciFinder became a web product, replacing the client-server model—even better (I was happy about that, too, in spite of the hassle with passwords and creating accounts that it entailed.) But the librarians thought the cost per use was too high for our small Chemistry Department. Then came Jenica’s blog post.

At Potsdam, librarians and Chemistry faculty decided to continue the ACS Legacy Archive, plus use Interlibrary Loan, add journals from the Royal Society (the Royal Society Gold package), and continue both STNEasy and Elsevier’s ScienceDirect database, which we don’t have at Saint Mary’s. Our mix is slightly different—after much discussion with Chemistry faculty and my librarian colleagues, we kept only the subscription to Journal of Chemical Education from ACS. We renewed the ACS Legacy Archive, and also kept our one Royal Society title (Chemical Society Reviews). The department agreed to use Interlibrary Loan when needed (as Jenica notes, ILL is also not free, but it is doable). We had post-cancellation access rights to 10 years of ACS content (next year, we must subscribe to another ACS title or pay an access fee to continue that).

We also kept SciFinder Scholar, still the single most important element to our faculty in Chemistry—they made this very clear from the first meeting I had with them. SciFinder is the indexing piece of the puzzle—it searches the Chemistry literature as a whole, not just the ACS journals, so it’s one place for them to search, and they like that. They already get non-ACS, non-subscribed journals from ILL, and they know it works well. We also, as did Jenica and the SUNY Potsdam librarians, encouraged faculty to use their ACS membership titles first for needed full-text found via SciFinder, and to consider having students also become members, since Society membership includes 25 “free” ACS articles, and student memberships are inexpensive.

The other solution I explored to complete the picture for us was to try using a document delivery service called FIZ AutoDoc, from FIZ Karlsruhe. FIZ (Fachinformationszentrum) is a not-for-profit German company that partners with the ACS, provides their document delivery, and also provides the STN databases. Implementation of the FIZ AutoDoc service required an incredible amount of mind-boggling documentation-reading, collaboration, copious emails, technical discussions, a webinar demo, a trial, and much angst. The sturm und drang, was not FIZ’s fault—they were extremely easy to work with, even though based far away in Germany. We just needed to figure out what we wanted and how to configure it to work with SFX, our link resolver, and our ideas about how to do this—how our workflow should go, who should do what, should it be mediated or unmediated, how it would look to the end-user—required much discussion. Eventually, we thought we had it—mediated by ILL would be best. No, wait! Maybe there is another way… The debate raged.

Ultimately, we did go with mediated by ILL, with the SFX link also in SciFinder. We added an SFX note about using free ACS membership articles if possible, and provided a list of ACS titles for use by ILL student workers. The account was set up with 2 passwords so the ILL Department can experiment with unmediated seamless access through SFX, so there is room for further improvement when the technical details are worked out. Meanwhile, requests for ACS articles are passed through to the ILL form, which is handily pre-populated by SFX from wherever they originate (since some ACS titles are also indexed in Academic Search Premier). ILL takes it from there in their usual efficient way.

So where do the philosophical questions come in? Is it ok for a library to purchase an article for just one person? What about sharing library resources? What about Fair Use? What about Open Access?

I have to say, I love the idea of Open Access, always have. I told the Chemistry Department that chemists everywhere should get together and start a subject repository like arXiv for Physics—this was quite humorous, apparently. In 2010, the University of Prince Edward Island’s library director, wanting to cancel Web of Science because of the high price, proposed an even more radical idea: librarians collaborating to build an index to scholarly literature that would be free and maintained by librarians. We all know the scholarly communication story by now. No one should be constrained from scholarly work by lack of resources wherever they are or what resources are available. Libraries are about sharing, at no cost to the users. Scholarly collaboration and library sharing shouldn’t have to be in competition, with large amounts of money at stake for access to published research. Yet, those devilish arguments go on.

Meanwhile, the ACS says it wants to work with researchers: “In the future… publishers will deal more directly with contributors and rely less on libraries as middlemen.” They have introduced ACS ChemWorx for research, collaboration, and reference management. In another example from a scholarly society, the Modern Language Association (MLA) is also working with researchers, but by making their author agreements more friendly to authors’ rights to self-archive, and by developing a platform for sharing: “members join the association less in order to receive its communications than to participate in them, to be part of the conversation, and to have their work circulated with the work being done in their community of practice.” They plan to emphasize their society role in “validation and credentialing”, developing new forms of peer review and scholarship in the MLA Commons.

This is the kind of action we can endorse and applaud. As librarians, let’s encourage scholarly societies to share scholarly work as the communities of practice they are at their best. Other collaborative platforms in various stages of adaptation include Zotero, Mendeley, Academia.edu, ResearchGate.org. There are also repositories, institutional and subject-based. The world is converging toward networking and collaborative research all in one place. I would like the library to be the free platform that brings all the others together.

Coming full circle, my vision is that when researchers want to work on their research, they will log on to the library and find all they need—discovering research ideas, the ability for seamless literature searching, accessing and saving citations for books and articles of interest in one place, downloading what they need, finding research collaborators through a network of scholars all over the world with similar interests, finding project management, having the ability to write and cite their research in a seamless way, sharing it informally, having it peer reviewed then formally published in a archived scholarly version of record, having it showcased and celebrated at each institution, then preserved for future scholars to discover and continue to build on. Walk in or log on, we could say to scholars and students alike—the library is the one place that has all you need to get your scholarly work done.

Let’s all, like Jenica, say enough with the old way! Let’s try some new ways and keep trying until we find or create something that works. This storm could help clear the air.