Library Faculty/Staff Scholarship and Research
Permanent URI for this collectionhttp://hdl.handle.net/1903/11
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Item Accessibility in Open Access Institutional Repositories(2016-10) Carter, CaitlinPresentation from the Conference on Inclusion and Diversity in Library and Information Science (CIDLIS) at the University of Maryland on October 21, 2016. Despite the implied “access” in open access institutional repositories, digital repositories overall lack consistency in how they make information and content accessible to users. Inconsistency in metadata does not promote interoperability or discoverability between repositories and within the repository itself. Moreover, several institutional repositories do not make great effort to ensure content is accessible to users with disabilities by ignoring best practices in universal web development. Finally, repository users often lack a clear understanding of how to deposit their items into a repository with enriched metadata, what items the repository accepts in terms of file types, and what will be done to protect their data so it can be retrieved in the future. Therefore, within the greater umbrella of accessibility, the following areas should be prioritized: metadata standards to ensure universal discoverability; web development standards to ensure access to users with disabilities; policy development to provide transparency; and along with the aforementioned priorities, preservation standards to ensure that research is maintained for future generations.Item Find It Fail: What ILL can tell us about Challenges related to Known Item Discovery(2015-07-30) Thompson, HilaryWhen discovery of known items fail, library users often turn to interlibrary loan for assistance obtaining these materials. At the University of Maryland Libraries, Interlibrary Loan staff members then fill the requests by directing the user to subscription e-resources or items that are freely available on the web. The resulting transactions—approximately 2,500 per year—provide insight into the difficulties encountered by library users in finding and accessing known items online. Data gathered in ILLiad’s Document Delivery module during FY2014 and FY2015 sheds light on which user groups have trouble finding material readily available online and which types of resources most often go undiscovered. Analyzing this data has led the UMD ILL unit to identify several strategies to help users better locate these materials themselves. The poster will cover how we collect this data, specific issues that the data reveals, the actions we are taking in response, and how we hope to measure the success of our efforts to improve known item discovery within the UMD community.Item Open Access(2012-02-13) Owen, Terry M.Item Interview with Eugene Garfield(American Chemical Society, Division of Chemical Information, 2006) Baykoucheva, Svetla; Garfield, EugeneItem Digital Repositories and the Arts & Humanities(2009-12-02) Owen, Terry M.Item Digital Repositories(2007-12-06) Owen, Terry M.Item Open Access: Entitlement, Opportunity, or Peril?(2010-01-17) Owen, Terry M.Item ETDs in Lock-Down: Trends, Analyses and Faculty Perspectives on ETD Embargoes(2009-06-10) Owen, Terry M.; Hackman, Timothy; Harrod, ThomasSince September 2006, graduate students at the University of Maryland have had the option of restricting access to their ETD in the university’s digital repository (DRUM) for either a one- or six-year period. Embargo requests must be approved by the student’s faculty advisor and submitted to the Graduate School prior to uploading the ETD. Since the beginning of the program, an average of 32% of the ETDs that have been submitted each semester have been embargoed. While Engineering has the largest number of embargoes (150), Chemical and Life Sciences has the greatest percentage (54%), followed closely by Agriculture and Natural Resources (51%) and Business (47%). The College of Arts and Humanities, specifically the English Department, has the largest number of six-year embargoes (75). Faculty advisors who had approved at least one embargo request since 2006 were surveyed to gain insight into their perspectives on publicly available ETDs and ascertain their reasons for approving embargo requests. In general, faculty advisors indicated that they approve ETDs without attempting to change the students’ choice of embargo period, indicating that the student plays a major role in deciding whether or not to embargo their ETD. In addition, faculty stated that the primary reason for approving embargoes was to protect opportunities for future publication. While the percentage of embargoes has remained relatively constant each semester, our goal is to decrease the number of embargoes by educating faculty and students on the benefits of making their research widely available. We are working with the Graduate School and library faculty to develop a scholarly communications program that not only educates faculty and graduate students about the consequences of embargoes, but also makes them more aware of open access issues in general.Item A Crash Course on Open Access(2009-03) Owen, Terry M.; Michael, Courtney