open access

Submitted by Jessea Young on October 18th, 2018

Short Description:

The “Open Access: Strategies and Tools for Life after College” workshop was developed to give students the tools to continue academic research after graduation. Students may not recognize that the library provides many electronic resources for their research that is automatically given to them during their enrollment; by acknowledging their privileged access to information, they are prepared to be responsible researchers beyond campus. The workshop was requested by international students who were concerned about losing access to LMU resources when they returned home.

Attachments:

Attachment	Size
Lesson Plandisplayed 1600 times	1.18 MB
Presentation Slidesdisplayed 1097 times	2.2 MB
Information Privilege Worksheetdisplayed 983 times	21.4 KB
Open Access Only Worksheetdisplayed 918 times	21 KB

Relevant links:

OA Case Study: Yes, We Were Warned About Ebola LibGuide

Learning Outcomes:

1. Students will be able to define the following terms: open access, paywalls, and information privilege.
2. Students will appreciate the impact of open access scholarship and it’s benefit to the public good.
3. Students will be able to search the appropriate open access tool in order to find free scholarly content.

Discipline:

Library and Information Science Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated):

This workshop was created for the Summer Undergraduate Research Program (SURP). Faculty mentors and Librarians hold workshops and seminars throughout the summer to help SURP students build their research and presentation skills. Three international students suggested the workshop topic! They wanted to know more about ResearchGate and how to find free scholarly information once they left LMU.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.):

Further Readings

"Information Privilege Outreach for Undergraduate Students" by Sarah Hare, Cara Evanson.
https://crl.acrl.org/index.php/crl/article/view/16767

You’re a Researcher Without a Library: What Do You Do? by Jake Orlowitz.
https://medium.com/a-wikipedia-librarian/youre-a-researcher-without-a-li...

Assessment or Criteria for Success

Assessment Short Description:

Students were asked to reflect on the workshop and submit their comments via Google Forms. Students really liked the Case Study.

Potential Pitfalls and Teaching Tips:

Originally, the workshop was scheduled for 1 hour. Next year we would like to schedule a longer 1.5 hour workshop or assign the case study article as homework. Technology was an issue too. There’s no way to “turn off” database access (or turn off Information Privilege) while on campus. It’s difficult to simulate an Open Access Only environment so that students could practice using OA tools and strategies. We tried with Google Scholar and PubMed by turning off the “Library links” settings. Also we asked the students to pretend or imagine that they didn’t have access.

Collaborators:

Elisa Acosta

Suggested Citation:

Young, Jessea. "Open Access: Strategies and Tools for Life after College ." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/open-access-strategies-and-tools-life-after-college.

Copyright icon to go along with copyright rules.

All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License

Submitted by Carolyn Caffrey on April 18th, 2018

Short Description:

This activity is designed to support teaching at the intersections of scholarly communication and information literacy. The choose-your-own scenario activity, designed in LibWizard, can be used in a flipped classroom setting or in a traditional classroom. The choose-your-own scenario activity is inspired by and adapts questions from: Hare, S. & Evanson, C. (2018). Information privilege outreach for undergraduate students. College and Research Libraries. From 2018-2020 this took the place of an interactive survey with skip logic. In 2020, this was substanitally revised to use LibWizard, incorporate short videos, and still provide scenario-based learning.

Relevant links:

Interactive Scenario Activity

Learning Outcomes:

Students will be able to:

- Describe barriers to accessing published research
- Articulate benefits to alternative publishing models like open access

Discipline:

Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated):

The activity is marketed during Open Access Week and incorporated into information literacy sessions by librarians.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.):

Some suggestions for integrating and scaffolding the content:

Follow up with a traditional library workshop on finding scholarly information and having students take note of whether or not it is freely available by analyzing the journal and using plug-ins like Unpaywall

For students about to be publishing their own work through Research Day Posters, a collaborative project with faculty, a student journal, etc. consider providing information on publishing and licensing your own content. Sarah Crissinger Hare at Indiana University has shared some worksheets designed for different disciplines that are freely licensed to adapt at: https://www.projectcora.org/assignment/why-you-won%E2%80%99t-have-jstor-when-you-graduate-and-what-you-can-do-about-it
Use a problem-based learning exercise where students have to access information with different levels of access. An example for health sciences can be found and adapted from at: https://www.projectcora.org/assignment/open-access-challenge

Collaborators:

Dana Ospina

Tessa Withorn

Suggested Citation:

Caffrey, Carolyn . "Access, Power, & Privilege." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/access-power-privilege.

All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License

Submitted by Sarah Crissinger on February 23rd, 2017

Short Description:

These materials support a workshop for seniors on losing access to information after graduation. After a short lecture on why information costs money, we used each exercise, which focus on students making their work open, to encourage students to think critically about how their information sharing decisions impact others. We used three types of exercises--academic, creative, and work/corporate--to acknowledge that students are creators of multiple kinds of information.

Attachment	Size
An exercise for the group of students most interested in making their scholarly work open and accessible displayed 888 times	14.8 KB
An exercise for the group of students most interested in making their creative work (photography, for example) open displayed 690 times	15.3 KB
An exercise for the group of students interested in better understanding how corporate IP agreements limit sharingdisplayed 802 times	14.72 KB

Relevant links:

Introductory Presentation LibGuide on Finding Information after Graduation

Learning Outcomes:

Students will be able to articulate how their own decisions impact others' ability to access information in order to make more intentional sharing choices with their information output

Discipline:

Library and Information Science

Individual or Group:

Group

Ability Level:

Undergraduate / Bachelors

Tags:

Course Context (e.g. how it was implemented or integrated):

We were given a one hour slot during our university's annual Senior Summit. We had to collaborate with our Center for Career Development to do this.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.):

Potential Pitfalls and Teaching Tips:

Suggested Citation:

Crissinger, Sarah. "Why You Won’t Have JSTOR When You Graduate and What You Can Do About It." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/why-you-won%E2%80%99t-have-jstor-when-you-graduate-and-what-you-can-do-about-it.

All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License

Submitted by Janelle Wertzberger on February 15th, 2017

Short Description:

This class activity is designed to help health sciences students understand challenges to accessing public health information in a variety of settings. The exercise was created for students in Prof. Dailey’s Global Health class (HS 322) at Gettysburg College in Fall 2015.

The activity, as well as notes for instructors considering using this exercise, are both shared here.

Attachments:

Attachment	Size
Open Access Challenge.pdfdisplayed 1040 times	403.8 KB

Learning Outcomes:

Students will engage in problem-based learning to determine the cause of a described disease and find published sources that will help develop a treatment protocol. (The wrinkle is that students will not have the same access to information.)

Discipline:

Health

Information Literacy concepts:

Individual or Group:

Group

Ability Level:

Undergraduate / Bachelors

Tags:

Course Context (e.g. how it was implemented or integrated):

This activity was designed for Health Sciences 322, Global Health, at Gettysburg College, and was first used in Fall 2015. That semester, the class enrolled 18 undergraduate students (mostly juniors and seniors) and met for a 75-minute class period.

Potential Pitfalls and Teaching Tips:

Notes about facilitating the activity are included in the document

Suggested Citation:

Wertzberger, Janelle. "Open Access Challenge." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/open-access-challenge.

All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License

Teaching Resource

Common Ground at the Nexus of Information Literacy and Scholarly Communication

"Common Ground at the Nexus of Information Literacy and Scholarly Communication" presents concepts, experiments, collaborations, and strategies at the crossroads of the fields of scholarly communication and information literacy.