Category Archives: Report

Open Access 'One Way'

OAwe and wonder: a long year of open access

RCUK Report cover 2014Friday, 12 September marked the end of the first extended year of RCUK’s Open Access (OA) policy. There were some tense moments in the Research Services office as we put the finishing touches to our report before the high noon deadline. The data and compliance report we submitted includes details of the payments made from the block grant and full-text deposits in Manchester eScholar, our institutional repository. You can see the report and all supporting data in our institutional repository.

Prior to the launch of the RCUK policy we’d delivered campus-wide communications and we monitored publishing activity throughout the year. We’d had some very invigorating discussions with researchers about the pros and cons of OA and efficiencies in publication procedures and we monitored OA engagement throughout the year to see if they’d listened. We wondered which way authors would jump – Gold or Green? Would they choose different journals if their first choice wasn’t compliant with the policy? And how much more nudging would they need to change their established publishing behaviour? We continued our communication throughout the year, partly reminders of the policy and partly targeted messages to authors of non-OA RCUK-funded papers.

At final count we paid for 575 papers from the block grant and identified 59 Green OA papers. This total (634) represents 53% compliance. We estimate an overall compliance level of 65%, based on a sample of data from Web of Knowledge.

RCUK approved us spending part of the grant on an OA monograph and this was our highest charge – £6,500. Our highest Article Processing Charge (APC) was almost £4,200. Our average APC for Year One, not taking account of institutional discounts, works out at £1,510.

Looking to the year ahead

Open Access 'One Way'
Open Access: Green or Gold?

We wonder how strictly RCUK will define compliance after Year One? We know that 29% of Gold OA papers are not licensed as CC-BY and no Green OA papers are licensed as CC-BY-NC. We don’t know why this is because we don’t approve payments for journals that don’t offer CC-BY. In terms of Green compliance, we aren’t aware that publishers are offering CC-BY-NC as an option. The role of publishers in influencing licence choices and displaying licence information is something we hope RCUK will investigate more in Year Two – rather than penalising individuals whose papers aren’t correctly licenced this year. We’ve found that some publishers are willing and able to amend licences for RCUK-funded authors after publication on request but that others won’t.

We know that we haven’t changed culture entirely in Year One, but we’ve made some significant progress and have a solid foundation on which to build towards increased compliance with RCUK and HEFCE’s OA policies.

Mind map workshop

A great conference for a newbie

Group workshops at the BLA Conference 2014
Group workshops at the BLA Conference 2014 in Leicester

I recently attended my first conference representing The University of Manchester, for the annual Business Librarians Association (BLA). It was a particularly good conference for a first-timer as the themes were interesting and relevant to most academic libraries across the country, not to mention the friendly and welcoming atmosphere from fellow delegates and sponsors.

The major themes were:

  1. Customer Service Excellence
  2. Employability and Information Literacy
  3. Marketing

Customer Service Excellence

Many academic libraries are thinking about Customer Service Excellence (CSE) status, which The University of Manchester Library achieved in 2013. Helen Loughran from Leeds Metropolitan University (soon to be known as Leeds Beckett University) spoke about her experiences with her institution’s application, which is the largest university in the country to achieve accreditation so far.

While Helen’s talk was of most benefit to people thinking about or currently working towards CSE status, there were certainly ideas to take away for those with it already, to maintain and continuously improve standards. She posed some thought-provoking questions:

  • Are customers engaging with a library’s social media platforms, asking questions? If so, are there staff allocated and trained to answer these questions?
  • Do all staff across the institution know who to pass online queries on to, including when received in error?
  • When a customer has expressed dissatisfaction, should we consider inviting them in for a chat?

To this I would add my own thought:

  • Could we use a computer-aided text analysis program for determining the tone of free-text (typed words) feedback? There are many processes for qualitative data summation, but putting qualitative text data through a tool like Diction could give better analysis.

How do librarians improve student employability?

The position of a careers service will vary between institutions, in some cases being closely tied to the library. But I think everyone whose work is related to students will have some concern for those students’ employability. Paul Chin from the University of Hull quoted that 79% of students go to university to improve their job opportunities (NSS, 2011). He went on to explain that people don’t always realise all the skills that they have already, asking this question:

Can students articulate their graduate attributes?

Mind map workshop
Image-enhanced mind map of information literacy and employability at academic libraries

In addition to developing and offering excellent training, if we can help students to be able to explain why they studied and what it will enable them to do, this will ultimately improve their interview performance.

Kaye Towlson from De Montfort University ran a breakout session titled How do librarians improve student employability? In groups, we produced an image-enhanced mind map to visualise a student’s journey through the library. Our group’s mind map (pictured) includes a customer-centric hub with spoke roads leading to books, social media, technology, skills portfolio, meeting spaces and global citizenship.

Jane Secker from LSE spoke about how information literacy relates to digital literacy. It’s not just about technology, but extends out of the library into the curriculum for all students. She also made this suggestion:

Just because young people are mostly “tech-savvy”, this does not mean that they can “just do” academic research without guidance.

Tuning out the white noise

Ned Potter from the University of York gave a great presentation on library marketing, explaining how unfocused communication is often lost or not seen at all (noticeboards, websites, some email). He suggested ways to counter it. We may well be offering services beyond the traditional (book lending) remit of a library:

Promote non-library specific expertise via non-library specific channels.

This could include ensuring your content is searchable via Google, which is used must more than a library’s website as a starting point (much more). Ned also encouraged the use of direct, tailored and targeted communications to ensure the message about library value really hits home.