Transcript
- 1. Ways Ahead in Scholarly Publishing Michael Jubb Research Information Network Wiley-Blackwell Seminar 19 June 2009
2. or, Good, the more communicated, more abundant grows 3. The Political Context 4. Political Context
- developing the UKs knowledge base and translating this knowledge into business and public service innovation
- Science and Innovation Investment Framework 2004-2014
- policies for research and innovation are evolving, in response to broader reforms to boost productivity and economic growth as well as to address national concerns ( e.g.jobs, education, health) and, increasingly, global challenges such as energy security and climate change.
- Governments would boost innovation and get a better return on their investment in publicly-funded research by making research findings more widely available .And by doing so they would maximise social returns on public investments
- OECD Report on Scientific Publishing, 2005
5. Whose perspective? some key stakeholders
- researchers as creators, disseminators and users
- research funders
- public, charitable and commercial sectors
- national policy-making bodies
- research institutions
- publishers (and secondary publishers)
- ICT service providers
- libraries and publicly-funded service providers
- commercial information service providers
6. A particular view.. from Microsoft 7. Some propositions
- the volume of research undertaken worldwide has increased, is increasing, and will continue to increase
- and more of it will be done collaboratively
- researchers are both producers and consumers of research outputs
- but they dont necessarily share the same interests
- Governments invest in research because they believe it has a positive impact on society and the economy
- and they want to maximise that impact
- the costs of research, and of higher education, have increased, are increasing (and ought to be diminished?)
- cost-effectiveness an increasingly-dominant theme in current economic climate
8. The big picture: overall costs of the current system 9. Key issues Skills Services Content Who provides what and how?Is that provision sustainable?What are researchers needs?How can they best be met? 10. Content: user expectations and needs
- published and non-published
- grey literature, reports, working papers
- data: raw or refined? mine or yours?
- websites, blogs, wikis, emails
- quality-assured and non-quality-assured?
- the good-enough source and/or version?
- pre or post-publication peer review?
- digital and non-digital
- perdurance of the book?
- role of digitisation
11. Content: who provides?
- changing roles of
- researchers and research institutions
- personal websites, repositories etc
- publishers and aggregators
- direct relationship with authors and readers
- who aggregates?
- libraries
- from ownership to licensing
- consortia as aggregators?
12. Content: costs and sustainability
- continued growth in the volumes of research
- constrained university budgets
- sustainability of the publishing business under challenges of
- green OA
- gold OA
13. Services: user expectations and needs
- researchers as creators
- quality assurance and enhancement
- distribution and marketing
- researchers and others as consumers
- quality assurance
- search and navigation services
- access, 24x7 and permanent
- links and interoperability
- text mining (published text as data)
- funders and research institutions
- assessment and evaluation services
14. Services: who provides?
- publishing services
- still needed?
- competition from other providers
- search, navigation, access & preservation
- overlapping roles of
- search engines
- individual libraries and consortia
- individual publishers, aggregators etc
15. Services: sustainability
- search, navigation and access
- invigorating competition or wasteful duplication?
- levels of usage of services provided by publishers and libraries
- sustainability/preservation of digital content
- roles of publishers and libraries
- grey literature, websites, blogs, wikis, emails.
- increasing interest in assessment and evaluation services
- RAE/REF in the UK; ERA in Australia
16. Skills, expertise and competences:user expectations and needs
- specialist research skills and specialist information skills
- whats easy, and whats not
- and how that changes
- information literacy approaches and their limitations
- enhanced needs in some areas
- eg business, management and communication skills; bibliometrics
17. Skills, expertise and competences: who provides?
- differences of view as between researchers, librarians and publishers
- changes in views over time
- de-skilling, up-skilling and complementarity
18. Skills, expertise and competences: sustainability
- continuing need for skills development for both researchers and information providers and specialists
- generic and specialist skills
- complementarity
- engagement and communication
19. Some conclusions:seeing through a glass darkly
- 1. Users(creators and consumers)
- they are (or should be) the drivers
- but we are only beginning to understand how they use information resources and services
- imperfect understanding of the digital information environment; but they want content and services that
- are quick and simple to use
- are as comprehensive and interoperable as possible
- provide for both quality-assured and non-quality-assured content
- theres an increasing demand for assessment and evaluation services
20. Some conclusions:seeing through a glass darkly
- 2. Providers
- growth in concentration of resources and services
- growth in overlaps (and competition?) between differenttypesof provider
- researchers and research institutions
- libraries and library consortia
- publishers and aggregators
- search and navigation services
- complementarity and skill sets
21. Some conclusions:seeing through a glass darkly
- 3. Sustainability
- constraints on university funding, and need for a value proposition
- while research volumes continue to increase
- growing interest in theoverallcosts of the scholarly communications process, and in the (cost-) efficiency of the research process as a whole
- growth in support from Governments and funding agencies for gold OA policies;and from universities and research institutions for green OA
- growing concerns about the pace and the costs of transition
22.
- Questions?
- Thanks
- Michael Jubb
- www.rin.ac.uk
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