A comparison of academics' attitudes towards the rights protection of their research and teaching materials

Gadd, Elizabeth; Loddington, Steve; Oppenheim, Charles

doi:10.1177/0165551506076396

Cited by 10 publications

(14 citation statements)

References 6 publications

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“…Almost one quarter (22%) don't know who retains the copyright.' Similar results have been found in other research [31,32]. With this level of confusion (or indifference) to copyright ownership, it is likely that campaigns, such as those developed by JISC in the UK and SURF in the Netherlands, to persuade authors to retain copyright in their scholarly output will face an uphill struggle.…”

Section: Copyright Issuessupporting

confidence: 82%

Electronic scholarly publishing and open access

Oppenheim

2008

Journal of Information Science

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A review of recent developments in electronic publishing, with a focus on Open Access (OA) is provided. It describes the two main types of OA, i.e. the `gold' OA journal route and the `green' repository route, highlighting the advantages and disadvantages of the two, and the reactions of the publishing industry to these developments. Quality, cost and copyright issues are explored, as well as some of the business models of OA. It is noted that whilst so far there is no evidence that a shift to OA will lead to libraries cancelling subscriptions to toll-access journals, this may happen in the future, and that despite the apparently compelling reasons for authors to move to OA, so far few have shown themselves willing to do so. Conclusions about the future of scholarly publications are drawn.

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Section: Copyright Issuessupporting

confidence: 82%

Electronic scholarly publishing and open access

Oppenheim

2008

Journal of Information Science

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“…El comportamiento positivo de docentes apoyando los repositorios, inclusive en la preservación, reutilización y creación de nuevos recursos, ha sido notable (Gadd, 2008). Los motivos en los que se enfatiza la planta docente es mejorar la docencia, trabajrr más fuerte en la motivación estudiantil y con ello, crear vínculos directos para con la insitución (Bates, 2007).…”

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Difusión de los recursos educativos abiertos (REA) para uso académico de profesores y estudiantes

2017

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“…The Community Dimensions of Learning Object Repositories (CD-LOR) Project (2005) discovered a number of enablers (ease of use and adequate user support) and barriers (low quality of resources and lack of copyright information) to using Learning Objects (LOs) (Margaryan, 2006). We have studied copyright in greater detail, specifically, authors' attitudes towards the rights protection of their research and teaching materials (Gadd et al, 2007).…”

Section: Repository Workflows and Business Processesmentioning

confidence: 99%

Analysis of academic attitudes and existing processes to inform the design of teaching and learning material repositories

King

Loddington

Manuel

et al. 2008

Active Learning in Higher Education

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To cite this version:Melanie King, Steve Loddington, Sue Manuel, Charles Oppenheim. Analysis of academic attitudes and existing processes to inform the design of teaching and learning material repositories. Active Learning in Higher Education, SAGE Publications, 2008, 9 (2), pp.103-121. <10.1177/1469787408090838>. Analysis of academic attitudes and existing processes to inform the design of teaching and learning material repositoriesA B S T R AC T The last couple of years have brought a rise in the number of institutional repositories throughout the world and within UK Higher Education institutions, with the majority of these repositories being devoted to research output. Repositories containing teaching and learning material are less common and the workflows and business processes surrounding these types of repositories were unclear. The user motivations to contributing to and downloading from repositories were also unknown. This article reports on two studies: a widescale survey carried out with HE staff to identify barriers and incentives to contributing to teaching material repositories; and interviews carried out as part of a workflow study at Loughborough University, to identify existing practice in the creation and sharing of teaching material. Confusion is reported with regard to the difference between a Virtual Learning Environment (VLE) and a repository. However, many different purposes of a teaching and learning material repository are highlighted. This article discusses how repositories could successfully interoperate with other institutional applications and highlights the benefits of teaching material repositories to the user, through scenarios. Recommendations relating to the key aspects of the design and implementation of a repository service are outlined. Introduction and background PreambleOur objective was to uncover potential users' attitudes towards sharing teaching and learning materials within a digital repository. The results of our investigations informed the design of a demonstrator institutional teaching and learning material repository to provide academics with new ways of sharing resources and expertise. The intention was not to replicate a Virtual Learning Environment (VLE) which is the most commonly used mechanism for sharing teaching material with students, but improve access to resources for different staff across the education sector.

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A comparison of academics' attitudes towards the rights protection of their research and teaching materials

Cited by 10 publications

References 6 publications

Electronic scholarly publishing and open access

Electronic scholarly publishing and open access

Difusión de los recursos educativos abiertos (REA) para uso académico de profesores y estudiantes

Analysis of academic attitudes and existing processes to inform the design of teaching and learning material repositories

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