共查询到20条相似文献，搜索用时 46 毫秒
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Jonathan Griffin 《Learned Publishing》2016,29(2):119-123
- Access to Research is an online service for local libraries across the UK.
- Many large STM publishers have provided free walk‐in access to their content.
- The initiative is in response to a recommendation in the government‐commissioned ‘Finch Report’ on improving access to publically funded research.
- The service has just completed a 2‐year pilot, and toward the end of the pilot, research was commissioned to understand its impact.
- The research demonstrated the value of the service to local library users, so publishers’ local libraries have decided to continue providing the service.
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David Thew 《Learned Publishing》2016,29(4):283-290
Key points
- Most employers offer skill‐based training, but formal mentoring programmes are rare.
- Training tends to be responsibility‐specific and organization‐centric, with fast‐tracking of stand‐out individuals.
- Cross‐organizational mentoring can be more objective and multidisciplinary and support publishers’ needs for innovation.
- Mentoring programmes usually focus on early careers, and there is little support for senior publishing professionals.
- All professional development requires engagement from all parties – no pull without push!
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Alison Baverstock 《Learned Publishing》2016,29(1):65-68
Key points
- Although ‘peer review’ has quasi‐sacred status, times are changing, and peer review is not necessarily a single and uniformly reliable gold standard.
- For publishers, peer review is a process not an outcome.
- Academics understand peer review, but are often ignorant about the quality checking mechanisms within wider publishing.
- Self‐publishing has led to the much wider availability of publishing services – these now being used by all stakeholders in publishing.
- How should universities evaluate comment and ideas that were first disseminated within a non‐academic market?
- Rather than an upper house, is peer review today more of a galley kitchen?
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Angela MILLS WADE 《Learned Publishing》2015,28(2):140-142
- An overview of the EPC's work to collaborate with the EU regulators to achieve a fully copyright‐enabled Internet
- How we address the need for technological solutions to make copyright work on the Web; to facilitate the dissemination of online content; to encourage innovation by content providers; to facilitate the legal use and sharing of online content
- Why in June 2014, in preparation for the next round of EU regulatory reform on copyright due in 2015, the EPC published a new ‘Copyright Vision’ including recommendations to help realize the potential of the media and publishing ecosystem to the benefit of all creators and users
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Making materials accessible to students in higher education institutes: Institutional obligations,methods of compliance,and recommendations for future action 
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下载免费PDF全文 Jamie Axelrod 《Learned Publishing》2018,31(1):39-44
Key points
- Current publishing restrictions cause duplicated – and wasted – effort to delivery of accessible information to students.
- Universities have a legal obligation to provide access, but this is not required from publishers.
- Initiatives to support access are helpful, but do not completely resolve the accessibility problems.
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Tom HILL 《Learned Publishing》2015,28(1):59-62
- New publishing models lead to new players – not all of them good.
- No commonly accepted criteria aid scholars to select ‘good’ journals.
- Journals (and publishers) need to assert their good practice.
- How do publishers serve their different customers – readers, authors, reviewers, and the public?
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Key points
- Instructions to authors about submitting papers for publication vary hugely – from none at all to whole handbooks.
- Online submission systems have not reduced the complexity of submission and may have increased the work of authors.
- Electronic submission processes do not appear to have been adequately ‘road tested’ with authors.
- Some publishers are introducing more flexible submission rules that may help authors.
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Margaret WINKER 《Learned Publishing》2015,28(2):143-145
- Post‐publication peer review (PPPR) has not achieved its promise and potential.
- Few articles receive PPPR – even those in high‐profile journals.
- PPPR is difficult to find and needs to be linked to the original article.
- Academics require recognition if they are to contribute their time to PPPR.
- Improving PPPR would improve the scholarly corpus.
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- Open research infrastructure provides the building blocks of scientific progress, which must be available to everyone, with no barriers to access.
- Organizations enabling open research infrastructure must endorse these fundamental principles: equity, value, trust, interoperability, sustainability, and community governance.
- Finding ways to invite co‐creation and community participation engenders a strong sense of ‘buy‐in’ and is therefore essential to developing successful research infrastructure.
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Rebecca Kennison 《Learned Publishing》2016,29(1):69-71
Key points
- Scholarly communication – with the exception of traditional (e.g. blind and double‐blind) peer review – prizes the open exchange of ideas.
- The aim of peer review should be engagement, not judgement.
- Reviews that improve the quality of a work and thus advance the field are not merely service to the community, but contributions to existing scholarship, and need to be rewarded accordingly; an open and transparent review process is the first step in enabling such reviews to be properly recognized.
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Key points
- The term ‘predatory journal’ hides a wide range of scholarly publishing misconduct.
- The term ‘predatory journal’ unhelpfully bundles misconduct with poor quality.
- The term ‘predatory journal’ blinds us to important possibilities, needs, and questions arising in the developing scholarly landscape.
- The current scholarly publishing environment cannot rely on such a simplified classification of journals into predatory or not.
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Laura M. Schimming 《Journal of the Medical Library Association》2008,96(3):217-222
Objective:
The research analyzed evaluation data to assess medical student satisfaction with the learning experience when required PubMed training is offered entirely online.Methods:
A retrospective study analyzed skills assessment scores and student feedback forms from 455 first-year medical students who completed PubMed training either through classroom sessions or an online tutorial. The class of 2006 (n = 99) attended traditional librarian-led sessions in a computer classroom. The classes of 2007 (n = 120), 2008 (n = 121), and 2009 (n = 115) completed the training entirely online through a self-paced tutorial. PubMed skills assessment scores and student feedback about the training were compared for all groups.Results:
As evidenced by open-ended comments about the training, students who took the online tutorial were equally or more satisfied with the learning experience than students who attended classroom sessions, with the classes of 2008 and 2009 reporting greater satisfaction (P<0.001) than the other 2 groups. The mean score on the PubMed skills assessment (91%) was the same for all groups of students.Conclusions:
Student satisfaction improved and PubMed assessment scores did not change when instruction was offered online to first-year medical students. Comments from the students who received online training suggest that the increased control and individual engagement with the web-based content led to their satisfaction with the online tutorial.Highlights
- First-year medical students at Mount Sinai School of Medicine responded positively to an online PubMed tutorial and skills assessment created by librarians.
- Students who took the online tutorial passed the PubMed skills assessment at the same high rate as students who attended in-class training led by librarians.
- Feedback suggests that students preferred the individual control of the web-based content and the ease with which the online training fit into their crowded schedules.
Implications
- Interactive online training encourages students to direct their own learning experience and can lead to greater student satisfaction.
- Medical students of the Millennial generation may prefer flexible, self-paced assignments that can be completed at times and locations convenient to them.
- Medical librarians can create online tutorials to successfully engage and instruct the next generation of medical students.
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Matt STALKER 《Learned Publishing》2007,20(4):283-289
In May 2006, the Institution of Chemical Engineers (IChemE) launched its first exclusively online journal, Education for Chemical Engineers ( http://www.icheme.org/ece ). The author describes the editorial and marketing strategy behind the successful launch of the new title and the challenges facing a publisher when launching an ‘online‐only’ title. The article discusses how IChemE's established presence in the chemical engineering community benefited the new journal's launch and concludes with a list of key points to remember when launching a new product – with particular relevance to online titles. 相似文献
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Brad Turner 《Learned Publishing》2018,31(1):25-29
Key points
- Bookshare is the world's largest library of accessible titles provided to members and through special agreements.
- Dyslexia is often forgotten as an impediment to access but must be accounted for within accessible publications.
- Certification of accessibility provides confidence for purchasers and a marketing tool for publishers.
- Accessibility requires multiple routes to access, on different platforms and in different formats.
- Accessible artworks need particular attention, and this is often lacking in ‘accessible’ publications.
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Key points
- Twenty years ago, a fraction of articles were paired with supplements; now, one in five research stories go beyond PDF.
- Why has the evolution of research content's delivery vehicles lagged behind the evolution of the research story?
- Hyperlinked in‐line references are the most used feature of the Enhanced PDF – exposing faster, easier ways to follow the path of research.
- Discovery need not start and end with the search engine – it can start within the PDF itself.
- Discovery is not a solitary process; therefore, content platforms must support collaboration to drive readership.