Copyright Transfer Agreements (CTA) are a rich source of rights information related to self-archiving. According to the Eprints Self-Archiving FAQ, "To self-archive is to deposit a digital document in a publicly accessible website, preferably an OAI-compliant Eprint Archive." (1) This poster describes a study undertaken by DLIST whereby the CTAs of selected LIS journals were analyzed for publisher statements on the rights of authors related to self-archiving. The study differs from efforts such as the SHERPA/RoMEO database (2) that resulted from the large open access studies of Project RoMEO (3). The main differences are: 1) our focus on LIS journals and 2) focus on journals rather than publishers, since publishers appear to have different policies and CTAs for each of their journals. RoMEO/SHERPA focus on publishers in all disciplines and as such LIS is not fully/adequately represented. DLIST, Digital Library of Information Science and Technology is an Open Access Archive (OAA) for Library and Information Science and Technology based on E-prints; a cross-institutional disciplinary repository for the Information Sciences that focus on cultural heritage institutions such as Archives, Libraries, and Museums using interdisciplinary perspectives. To some researchers cultural heritage institutions and formal educational organizations are the critical information infrastructures for building the knowledge society.
These are the preliminary results about the greening of LIS reported at the World Library and Information Congress (WLIC) 2005, Oslo, Norway, Aug. 14-18, 2005, in the poster sessions (Tues. and Wed. August 16 and 17). Materials presented at the poster session correspond to call-outs in flowchart and include the following. 1) â Greenâ and â Goldâ Approaches to Open Access for LIS (A DLIST Study) â 1-page narrative of research study (analysis of LIS CTAs) 2) Self-Archiving in DLIST - 32â x 52â poster, the flowchart showing the two steps scholars take to self-archive (and some choices they have) 3) About DLIST â http://dlist.sir.arizona.edu/915/ 4) Copyright Research & Deposit Services - http://dlist.sir.arizona.edu/forms/DlistServices.pdf 5) Permission to deposit in DLIST â http://dlist.sir.arizona.edu/forms/DlistPDA.pdf 6) Is Self-Archiving legal â a 1-page flyer excerpted from the Eprints Self-archiving FAQ. However, only the first two of these are deposited as part of this document as the others are available separately (see urls below).
This is a poster titled "DLIST: Opening LIS Research and Practice". It was presented at the National Science Digital Library (NSDL) Annual Meeting, Chicago, Illinois, November 2004. The Educational Impact and Evaluation Standing Committee (EIESC) of the NSDL is using DLIST to build an evaluation materials (evaluation of digital libraries) clearinghouse. The poster discusses the DLIST goal to connect LIS research, which is done by diverse disciplinary communities, with practice, both digital library developers as well as librarians. Techncal details about DLIST together with the processs of deposit and metadata creation are described.
A study of the properties of virtual laboratories to design interactivity metrics for an engineering digital library are described. An Interactive Checklist to help select the best resources for educational context and describe them objectively is demonstrated. Virtual laboratories are one important genre of interactive multimedia objects. Interactivities are complex objects and new digital genres or forms, with no print equivalent. A prototypical example of an interactive is the 3-d simulation virtual laboratory in GROW (Budhu & Coleman, 2002). This type of virtual laboratory provides links to prerequisite material, supplementary readings, uses multimedia formats, and different types of user interaction to motivate, engage, challenge, facilitate, and test learning. It has conceptual and physical components that can be objectively identified on which metrics for interactivity can be developed. Interactivity type and interactivity level are elements for resource description in educational metadata frameworks such as the IEEE LOM (2004). However, interactivity is hard to describe in a way that is useful as an access point or for making relevancy choices about resources in educational tasks such as teaching and learning and hence the need for objective measures. The currently available vocabularies for interactivity type are inadequate and include: active, expositive, mixed, and undefined. Similarly the values for interactivity level are equally limited and ambiguous: very low, low, medium, high, very high. The Interactive Checklist, tested with GROW, allows the metadata creator and the collection developer to easily and quantitatively measure interactivity and assign the corresponding level to learning resources of all types.
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