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There is a growing acceptance of open access funding models among academic publishers and a growing adoption of open access publishing agreements among academic libraries. In this context, libraries are taking on new roles and new processes to ensure the successful implementation of open access funding initiatives. This article will examine some of the key issues and considerations in the area of open access workflows, and discuss how one research-intensive library in the United States has approached these new functions.

Using data from seven R1 and R2 universities in Ohio, this study seeks to determine the extent of usage of full-text e-journal articles stored across multiple platforms. Specifically, COUNTER 5 data is presented from five major academic journal publishers (Taylor & Francis, SAGE, Oxford, Wiley, and Springer), looking at usage within each of the publishers' respective platforms, as well as in EBSCO, JSTOR, and OhioLINK's Electronic Journal Center platform. The overarching goal of the analysis is to identify where exactly usage occurred for this e-journal content within the different platforms, especially in cases where an individual title has duplicate full-text access. Analysis of this data was conducted using Tableau and Excel. Findings raise significant questions about end-user behavior in terms of students' and faculty's ability to locate full text, regardless of whether it is discoverable from Google or other commercial search engines. The findings also suggest a strong connection between EBSCO usage and the academic calendar, with peak usage (as a percentage of overall usage) occurring in October, November, March, and April. Lastly, findings for Taylor & Francis e-journals within EBSCO call into question what these duplicate holdings mean for "big deal" subscription packages.

With the growth of open access (OA) journal publishing, a myriad of funding models has emerged to serve as an alternative to the traditional subscription model. Models that impose author facing charges are inequitable, favoring well-resourced authors and institutions, and continue the dominance of publications from the Global North. This exploratory study critically examines the current state of funding OA journal publishing and the disruptive role of library publishing programs. We conclude with a discussion of the potential of the LYRASIS Open Access Community Investment Program as a tool to support library publishing programs to sustainably fund inclusive OA journal publishing.

About half of Library and Information Science (LIS) journals continue to charge authors to publish articles open access (OA) or do not offer OA publishing at all. To further investigate the financial and other perceived barriers preventing these LIS journals from transitioning to no-publishing fee OA models, this exploratory project surveyed lead editors for each identified LIS journal. Results indicate most of the journals have not discussed transitioning to a no-publishing fee OA model, and that finances are the main barrier. Most also indicated a lack of awareness of their journal's budget. The most popular no-publishing fee OA model was Subscribe to Open.

Graded readers are a great asset to learners acquiring the vocabulary of another language. Homonyms, on the other hand, are a recognized source of trouble for students with that same goal. Publishers of graded readers control the presentation of old and new words, but does this control extend to homonyms? Are only the word forms controlled for--in which case, the unrelated meanings of "match" ("a pairing" and "a stick for starting fire") would together constitute two uses of the word? Or would these tally as separate words which, semantically and etymologically, they are? A comparison of a 4.2 million-word corpus of graded readers with previous research on the distributions of homonymic meanings in general English reveals that the meanings presented to learners are frequently quite different to those in general-purpose texts.

Known as the master of horror with more than sixty novels, Stephen King's works have been translated into Turkish since 1970's and published mainly by "Altin Kitaplar" Publishing House. His works, frequently being among the best-sellers, have been retranslated into Turkish and reprinted countlessly with updated covers and labels such as "uncensored complete book" or "complete book" in the last years. Such instances mostly cause Turkish readers to question various publishing practices of the publisher from diverse perspectives and discuss particularly the concepts of "retranslation", "reprint", "revision", "censorship" and "cutting". This study aims to examine readers' reception and perceptions of above-referred concepts made itself evident lately regarding Turkish translations of King's works. In this sense, it benefits from online data such as readers' blogs and discussion forums in which they share a plethora of comments and make detailed discussions by tracing the links among King's translations. The study concludes that readers largely face with a confusion as a result of diverse publishing practices of the publisher such as "reducing" the books, publishing "un/complete" translations or labelling translations divergently. Moreover, it reveals that the decisions taken in the publishing processes are usually market-driven. The notion of market convenience provides an explanation for the translation or labeling practices such re/translation, re/print, censorship and cutting in readers' views and that being the case, readers try to urge publishers to take decisions particularly on the grounds of not reducing or censoring texts and high quality in translation practices.

Contemporary higher education is continually facing change and disruption across global and local educational communities. This has been exacerbated by the impact of the global COVID-19 pandemic, with graduates having to demonstrate discipline-specific knowledge along with adaptability to an ever-changing employment market. To address these needs, the authors advocate a focus on professional transitions by taking advantage of the eportfolio and reframing the digital showcase tool as a curated digital narrative for any discipline. Taking a detailed focus on the case study example of the Verandah Journal, this article demonstrates how one practice-based project can be adaptively framed for diverse job opportunities and can serve as the foundation for a portfolio career. The authors conclude that a flexible, curated demonstration of skills and knowledge creates the foundations for a graduate to narrate their professional transition in a challenging future work environment. Further research is required to expand this understanding to both graduates and prospective employers.

Object of the study: The broad object of this study is the academic field of the book and the book as an area of interdisciplinary teaching. Purpose: to prove that the 21st-century cross-media and hybrid media ecosystem emancipates Book Science from the rest of the sciences in whose objects it can partake only as a constituent using one of its elements, properties or attributes. Tasks: to identify and summarise the theoretical and methodological differences between conventional Book Studies and the specific Book Science; to update and conceptualise the understanding of the book as a traditional means of communication in the light of the modern perspectives of digital transformation; to offer a framework of an innovative media science of the book. Hypothesis: Returning to the matter of the book as a medium, the hypothesis to be tested in this study is: "the book is set to be vindicated as a basic scientific category and be studied by a science of its own as an agent of communication, while the scientific book -- as a communicator of "good" science. Methods: analytic and synthetic processing of primary and secondary resources, the selective monographic method, systematisation and summarisation of data from scientific-methodical and normative-legal documents on the issue examined. Results: Based on a working hypothesis, this study provides theoretical knowledge in Book Science and proposes points of support toward future fundamental and applied research in Book Science. Significance of the study: Overall, our findings suggest that 1) the research on the new theoretical views about the book will facilitate an increase in the academic interest in book-related professions, encourage the design and update of university curricula and programmes in Book Science, to support interdisciplinary research of book and digital media culture; 2) it is expected that the present text will provide the factors militating against the introduction of innovations in higher education and doctoral programmes in Book Science insofar as books as products of the publishing industry, and thus subject to market forces, drive back business interest in higher education toward book-related professions; appropriate measures to overcome the challenges outlined have been suggested.

Selecting course reading materials is not necessarily an easy process. This article discusses selection concerns such as cost, inclusivity and options ranging from traditional textbooks to course packs. A review of literature finds extensive information about adoption of OER materials. Additionally, articles referring to difficulties in course readings are explored, including literacy level and inclusivity. While the literature does not offer a holistic process for instructors, several aspects are described. Based on an analysis of the literature, this paper outlines a process defining five steps that provide instructors with a comprehensive guide for selecting textbooks or other course materials that support learning.

Introduction: Even though the current publishing model is based on digital dissemination, it still utilizes some of the basic principles of printed culture. Recently a policy emphasis towards open access has been set for publicly funded research. This paper reports on a study of the practices, business models and values linked with scholarly publishing. Method: Conceptual analysis was conducted, drawing on literature on scholarly publishing policies, practices, values and economies, with an emphasis on the structures and conflicts between license-based and open publishing models. Results: Scholarly interests of sharing collide with commercial interests of generating profits. In the digital era, the scientific community might have a third economically viable alternative. This third way is based on what the authors call post-digital scholarly publishing. Conclusion: Science should aim at as complete openness as possible. Scholarly activities advance best when the whole scientific community has access to both publications and research data. What seems to stand in the way of scientific sharing is the global publishing industry in its present form. In the future, post-digital scholarly publishing might provide a means for finding an economically viable way between sharing economy and commercial interests.

This article charts the development of activities for online graduate students in library and information science. Project goals include helping students develop competencies in understanding open access publishing, synthesizing research in the field, and engaging in scholarly communication via collaborative educational blogging. Using a design experiment approach as a research strategy, focus is placed on the design of the collaborative blogging activity, open access research as a knowledge domain, and analyses of four iterations of the project. Findings from this iterative learning design suggest several benefits of implementing collaborative educational blogging activities in distance contexts.

Introduction: This paper reports on a study of publishers' attitudes towards e-books in the context of the global situation of e-book publishing. Comparative data are drawn from a replication of a survey carried out in Sweden, in Lithuania and in Croatia. Method: A self-completed questionnaire survey was undertaken, offering respondents the choice of a printed questionnaire or a response through an online SurveyMonkey alternative. Analysis: Quantitative analysis was performed using the descriptive statistics capability of SurveyMonkey. Results: The three country survey reveals a number of similar responses from publishers on several key issues, i.e., self-publishing, the future role of bookshops, and relationships with public libraries. The results also reveal that publishers have a certain ambivalence on these issues. Conclusion: In "small language" markets, the take-up of e-books represents a much smaller proportion of total sales than in the English language market. Responses to questions on publishers' relationships with authors, booksellers and libraries show a high degree of unanimity of opinion. [Paper presented at the Information Seeking in Context (ISIC): The Information Behaviour Conference, Part 1 (11th, Zadar, Croatia, September 20-23, 2016).]

Summer 2020 witnessed a large-scale temporary release of content from the publishing community to support UK universities as they moved to online-only delivery, followed by a scramble by those institutions to maintain access to resources. This paper reflects on the experiences of De Montfort University and Imperial College libraries during this period as they supported the move to remote teaching. It focuses on the complexities experienced during this transitional period, and considers how the speed of these changes increased staff workloads, stretched budgets, and compelled acquisitions teams to act without always fully gathering evidence or strategically planning how new practices might work in the longer term. The authors, who sit on various national contract management and acquisitions strategy groups, examine the repercussions of navigating from an unplanned, accelerated digital shift to a more managed, sustainable paradigm, and contemplate how the advent of multimode teaching may impact on the way libraries are resourced.

The use of digital technologies has transformed the processes of writing for academic journals and the dissemination and preservation of academic work. It has also made the measurement of the impact of publications in academic journals easier and this information more accessible to authors. In this article I discuss some of the ways in which digital technologies have changed writing for academic journals as well as how digital technologies are being used in the submission and review of journal articles. This includes ways in which academic work can be stored and shared, the use of citation management tools, and the sharing of research materials once an article has been accepted for publication. I also give an overview of how digital technologies are being used in the review of journal articles including the use of plagiarism detection software. Issues in online publishing are outlined as is the development of open-access journals and the rise of predatory publishers. Social media and journal publishing and the use of multimodality in research article writing are also discussed.

Active academics whose careers span several decades have witnessed a changing landscape for disseminating their research and scholarship. As technology changes, the ability to share research increases exponentially, and the choice of outlets becomes more intricate. This article discusses the role of scholarship in the lives of seasoned college educators, describes some of the major changes in the world of scholarly publication, and speculates about how this evolving environment might change our publishing strategies. Finally, the article offers advice to senior faculty members for playing a more active role in the future of knowledge sharing.

Long-awaited rulings in the copyright infringement lawsuit provide the most specific guidance available to date on the fair use of certain types of materials in e-reserves systems and online course management systems. Unless successfully appealed or otherwise overturned, this case represents a significant victory for Georgia State University specifically and higher education in general. In addition to rejecting the 1976 Classroom Copying Guidelines for Books and Periodicals as an appropriate legal standard for fair use, the case holds that semester-to-semester use of the same material is permitted under fair use. Further, at least for non-fiction books, this case provides somewhat formulaic standards for evaluating fair use. Finally, the potential financial implications of this case are analyzed and suggestions for institutional due diligence are recommended.

Peter Conolly-Smith, a history professor at Queens College, uses the textbook "The American Promise," since 1998, and now in its seventh edition. He has been using this book for twenty years, and it has accompanied him from one school to another, providing the backbone of his post-1865 survey course. The relationship he has developed with this text is complicated. He started out feeling great enthusiasm for the book, and he continues to recommend it to graduate students about to enter the classroom. However, the book also displays certain weaknesses, especially in its more recent editions. These weaknesses include what he later refers to as a "thinning" of the text, as well as an ideological shift that set in with the third edition and became more glaring with each new incarnation thereafter. These, along with changes determined by the academic textbook marketplace, are the subject of the second half of the article.

As libraries build in-house publishing programs, they can aid campus undergraduate research journal efforts in several ways. They may provide publishing platforms, archive student work such as multimedia, professionalize titles through activities such as assigning DOIs, and offer instructional training that introduces undergraduates to the content creation process. To better understand the current landscape of undergraduate research publications, this study establishes an index of undergraduate research journals for the United States across all disciplines. This article examines several qualitative characteristics from a sample size of the index, including the publication processes, the review process, intellectual property issues, journal professionalization, and library involvement. The authors also offer an outline of guiding principles that can assist faculty mentors and students in making decisions regarding the student publication process.

This study examined the impact of e-book text-tracking design on 4th graders' (10-year-old children's) learning of Chinese characters. The e-books used in this study were created with Adobe Flash CS 5.5 and Action Script 3.0. This study was guided by two main questions: (1) Is there any difference in learning achievement (Chinese character writing, lexical comprehension, and lexical usage) between groups with different e-book text-tracking designs?; and (2) Is there any difference in learning motivation (attention, confidence, relevance, satisfaction) between groups with different e-book text-tracking designs? This study was an experimental design where the independent variable was text-tracking design for e-books: word-based tracking or line-based tracking. A sample of forty-nine 4th graders participated in the study and participants were randomly assigned into these two groups. They were asked to do a pre-test, and then they read their assigned e-books for forty minutes. After they finished reading, they were given a post-test and motivation survey. The result showed that students in the line-based tracking design group performed better in Chinese character writing and lexical comprehension. There was no significant difference in learning motivation between groups. This study hopes to contribute to e-book design principles for young learners and serve as a reference for elementary school teachers and e-book publishers.

Due to the constant performance upgrades and regular price reductions of mobile devices in recent years, users are able to take advantage of the various devices to obtain digital content regardless of the limitations of time and place. The increasing use of e-books has stimulated new e-learning approaches. This research project developed an e-book hub service on a cloud computing platform in order to overcome the limitations of computing capability and storage capacity that are inherent in many mobile devices. The e-book hub service also allows users to automatically adjust the rendering of multimedia pages at different resolutions on terminal units such as smartphones, tablets, PCs, and so forth. We implemented an e-book hub service on OpenStack, which is a free and open-source cloud computing platform supported by multiple large firms. The OpenStack platform provides a large-scale distributed computing environment that allows users to build their own cloud systems in a public, private, or hybrid environment. Our e-book hub system offers content providers an easy-to-use cloud computing service with unlimited storage capacity, fluent playback, high usability and scalability, and high security characteristics to produce, convert, and manage their e-books. The integration of information and communication technologies has led the traditional publishing industry to new horizons with abundant digital content publications. Results from this study may help content providers create a new service model with increased profitability and enable mobile device users to easily get digital content, thereby achieving the goal of e-learning. (Contains 2 tables and 16 figures.)

This paper asks if there is an optimal wait period for e-books that balances libraries' desire to acquire books soon after their publication with the frequent desire to purchase books electronically whenever feasible. Analyzing 13,043 titles that Temple University Libraries received on its e-preferred approval plan in 2014-15, the author looks at the delays from the publication of print books to publication of their electronic versions. The analysis finds that most books on the approval plan are published electronically within a week of the print. Recommended wait periods are provided for different subjects.

Introduction: The founding of a new open access journal is described in terms of its use of the open source software Open Journal Systems, its contribution to a new field of inquiry and its ability to operate on a zero budget in terms of regular expenses. Method: A case study method is deployed describing the circumstances of the journal's founding and current manner of publishing. Analysis: The use of online and open source software, as well as a global team of volunteers is presented as the basis of sustaining an open access approach to publishing. Results: The journal has been able to operate with a zero dollar operating budget over the course of its first six issues and is in a position to continue in this manner. Conclusions: A strong commitment to the principles of developing a new field of inquiry committed to global issues of access to knowledge, in combination with open source and Internet technologies, has lowered the barriers to the exercise of academic freedom on a modest, but nonetheless global scale.

We explore questions around the design, development, and dissemination of digital curriculum materials, the perspectives in these areas, and how these perspectives align with broader discourses in education. We identify and briefly describe four perspectives: (1) designer perspective; (2) policy perspective; (3) private sector perspective (e.g., publishers and philanthropists); and (4) user (teachers and schools) perspective. We discuss how these perspectives converge and diverge by looking at the different features of curriculum materials emphasized by each perspective and the reasons for these emphases. The discussion and findings speak to the promise of digital programs as well as limitations related to the rationales related to the development, dissemination and use of digital curriculum resources. The emergence of a dominant perspective speaks to broader concerns about educational priorities being formulated according to a market-based rationality.

The open-source "Journal of Speech and Language Pathology-Applied Behavior Analysis" ("JSLP-ABA") was published online from 2006 to 2010. We present an annotated bibliography of 80 articles published in the now-defunct journal with the aim of representing its scholarly content to readers of "The Analysis of Verbal Behavior." We hope this effort will stimulate discussion, research, and treatment applications with respect to disorders of speech, language, hearing, swallowing, and voice and that collaborative efforts may be fostered between the two professions represented by "JSLP-ABA": speech-language pathology and applied behavior analysis.

Professor Michael A. Peters has worked in an era of transformation that has taken him from a labour-intensive paper-based form of production to the computerised reproduction of thought, and the current shift in the publishing landscape from a reader-subscription to an author-pays model. Most of what he has learned in publishing and editing he has discovered by accident and hard work, through something that worked, or that continues to drive his interest in experimenting with the relationship between the production of thought and the publication of thinking related to current problems. Peters has mastered the art of provocative editorials that rile against the sterile reproduction of ideas already exposited in the published articles of a given issue. This article presents an interview that expands on these themes and more.

Bob Davis is Editor of the "Journal of Philosophy of Education" and is Head of School and Professor of Religious and Cultural Education in the School of Education Administration at the University of Glasgow. In this interview Davis provides his insight on topics such as the role of learned societies in philosophy of education, engagements with new publishing formats in a digital age, and the future relevance of philosophy of education.

Gert J. J. Biesta is a widely known and respected scholar in the field of education. He has published a large number of articles, books, chapters and other work. He is currently professor of Education in the Department of Education at Brunel University London. This interview with Biesta touched on a wide range of topics. This article is a selection of some of the topics that have been discussed, with a focus on: (1) changes and developments in journal publishing over the last 15 years, including online publishing, open-access journal options and the increased number of publications in the field; (2) considerations for early career academics and emergent researchers in relation to publishing; and (3) questions about journal rankings, quality control and the peer-review process. Biesta shared his thoughts based on his vast experience in the field and his international experience, having worked at universities in various European countries and with a wide range of scholars around the globe. The interview took place during the Philosophy of Education Society of Australasia Conference held in December 2014 in Hamilton, New Zealand.