Promoting and Archiving Student Work through an Institutional Repository: Trinity University, LASR, and the Digital Commons

Nolan, Christopher W.; Costanza, Jane

doi:10.1080/00987913.2006.10765038

Cited by 8 publications

(3 citation statements)

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“…As faculty attitudes toward open access and IRs have been slow to shift toward acceptance, many librarians have developed strategies focusing on student engagement (Hahn & Wyatt, 2014;Watson, 2007;Yang & Li, 2015). An early study by Nolan and Costanza (2006) details success stories by several liberal arts college libraries that expanded on thesis deposit to include additional student works, leading to librarians gaining opportunities to directly interact with students in the classroom on "issues surrounding copyright, fair use, licensing, and alternative publishing models" (p. 92). A more recent study by Rozum and Thoms (2016) explores both student and faculty benefits of capturing undergraduate student scholarship in an IR, in particular posters and data sets that are often discarded after they have been presented or used to reach initial findings, but that offer enduring value to external communities when made available OA (pp.…”

Section: Literature Reviewmentioning

confidence: 99%

From Meow to ROAR: Expanding Open Access Repository Services at the University of Houston Libraries

Atta

Thompson

et al. 2019

Journal of Librarianship and Scholarly Communication

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INTRODUCTIONThe rapidly changing scholarly communication ecosystem is placing a growing premium on research data and scholarship that is openly available. It also places a growing pressure on universities and research organizations to expand their publishing infrastructures and related services. DESCRIPTION OF PROGRAM To embrace the change and meet local demands, University of Houston (UH) Libraries formed a cross-departmental open access implementation team in 2017 to expand our open access repository services to accommodate a broad range of research products beyond electronic theses and dissertations (ETDs). The result of this effort was the Cougar Research Open Access Repositories (Cougar ROAR), a rebranded and expanded portal to the UH Institutional Repository, and the UH Dataverse, which disseminates the full range of scholarly outputs generated at the University of Houston. This article describes the team's phased activities, including internal preparation, a campus pilot, rebranding, and a robust outreach program. It also details the team's specific tasks, such as building the Cougar ROAR portal, developing ROAR policies and guidelines, enhancing institutional repository functionality, conducting campus promotional activities, and piloting and scaling a campus-wide open access program. NEXT STEPS Based on the pilot project findings and the resulting recommendations, the team outlined key next steps for sustainability of the UH Libraries' open access services: continuation of the campus CV service, establishment of campus-wide OA policy, further promotion of Cougar ROAR and assessment of OA programs and services, and investment in long-term storage and preservation of scholarly output in Cougar ROAR.

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Section: Literature Reviewmentioning

confidence: 99%

From Meow to ROAR: Expanding Open Access Repository Services at the University of Houston Libraries

Atta

Thompson

et al. 2019

Journal of Librarianship and Scholarly Communication

View full text Add to dashboard Cite

show abstract

“…Critical to the present study and the information literacy ramifications of OA theses, Connell analyzes the use of items in the Ohio State University Knowledge Bank and finds that journal articles and undergraduate theses are the most used materials (2011,266). Nolan and Costanza (2006) discuss the incentives and challenges of focusing on student work in the IR. They had an information literacy-related ulterior motive for putting senior theses into the repository: "We wanted students -and eventually faculty -to develop some conception of the issues surrounding copyright, fair use, licensing, and alternative publishing models" (Nolan and Costanza 2006, 92).…”

Section: Literature Reviewmentioning

confidence: 99%

Who is Citing Undergraduate Theses in Institutional Digital Repositories? Implications for Scholarship and Information Literacy

Stone

Lowe

2014

College & Undergraduate Libraries

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ABSTRACT:Undergraduate theses are available through open access institutional repositories. Is undergraduate work being integrated into the larger body of academic research, and, if so, how? Institutional repositories containing undergraduate theses were selected and titles were searched using the forward citation feature in Google Scholar to determine if and where undergraduate scholarship is being cited. Results show that 24% of citations to senior theses were in peer-reviewed or refereed journals, and 33% in dissertations and theses. This paper addresses citation source and the potential value of undergraduate scholarship as well as the implications for information literacy instruction to senior thesis students.

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“…A general discussion of procedures for including student work can be found in Nolan and Costanza (2006) and Pickton and McKnight (2007), who both address the concerns facing administrators responsible for IR content relating to posting of student work and the issues involved. These issues include creating specific guidelines for purpose, scope and format of IRs and standards for academic submissions.…”

Section: Literature Reviewmentioning

confidence: 99%

Student Scholarship in Institutional Repositories

Hertenstein

2014

Journal of Librarianship and Scholarly Communication

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INTRODUCTION Research on institutional repositories (IR) has primarily focused on issues related to faculty scholarship. Thus far, little has been written on issues related to student scholarship. This lack is problematic for planners developing or extending their IR content who may be considering adding student scholarship. METHODS A 23-question survey of library professionals was conducted to explore size of institution, existence of an IR, IR software packages utilized, individuals involved in system management, levels of support for inclusion of student work in IRs, types of student work included, and workflow submission policies. RESULTS The findings present an environmental scan of the current state of student scholarship within IRs. Findings suggest that most libraries, regardless of size, are archiving a variety of student-generated content including honors projects, capstone papers, conference papers, multi-media projects, and student research papers. The survey results also indicate that libraries are spearheading the administration of IRs, but other campus departments may also be involved. Both undergraduate and graduate students were equally represented in IRs. Practical procedures for uploading student scholarship were also addressed in the survey and include submission processes, faculty involvement, and workflow logistics. DISCUSSION The inclusion of student scholarship in IRs is becoming the norm. Student-created content is expanding from the traditional, ETDs, to more varied materials including capstone projects, peer-reviewed articles, and multi-media projects. This situation underscores that IR administrators need to be prepared to create policies and procedures for diverse materials and students, especially related to embargoes and the actual submission process. To continue to ensure the quality of their IR, administrators should look to faculty to endorse student content. CONCLUSION IR administrators should consider including student scholarship along with faculty scholarship in their repositories.

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Promoting and Archiving Student Work through an Institutional Repository: Trinity University, LASR, and the Digital Commons

Cited by 8 publications

References 0 publications

From Meow to ROAR: Expanding Open Access Repository Services at the University of Houston Libraries

From Meow to ROAR: Expanding Open Access Repository Services at the University of Houston Libraries

Who is Citing Undergraduate Theses in Institutional Digital Repositories? Implications for Scholarship and Information Literacy

Student Scholarship in Institutional Repositories

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