Over the past ten years, researchers, institutional leaders and policymakers have begun to speak more and more about infrastructure. As more voices join the conversation, however, it can sometimes become more difficult, rather than less, to understand what exactly research infrastructure is and does. In particular in the humanities, and the digital humanities, the term is used to cover a lot of different projects, resources and approaches.

To address this gap, the PARTHENOS cluster of humanities research infrastructure projects has devised this series of training modules and resources for researchers, educators, managers, and policy makers who want to learn more about research infrastructures and the issues and methods around them.

The modules, which released on a rolling basis from late 2016, cover a wide range of awareness levels, requirements and topic areas within the landscape of research infrastructure. Parthenos provides training modules for independent learners and for instructors looking to incorporate this material into existing courses.

Short Description:
This book is a self-paced, open access training in peer review. In eight modules it asks readers to engage in a variety of activities to learn the who, what, why, and how of peer review. It is geared toward library professionals, library school students, or other academic professionals who must understand and/or engage with the peer-review process.

Long Description:
This book is a self-paced, open access training in peer review. In eight modules it asks readers to engage in a variety of activities to learn the who, what, why, and how of peer review. It is geared to library professionals, library school students, or other academic professionals who must understand and/or engage with the peer-review process. The modules are: What is Peer Review? Opportunities and Challenges in Peer Review Bias and Power Structures in Peer Review Critically Examining Established Peer-Review Practices Innovations in Peer Review Librarians and Peer Review Developing Peer Review Norms, Guidelines, and Expectations for LIS (or your discipline) Developing Your Peer Review Practice

Word Count: 7837

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This section of The Rebus Guide to Publishing Open Textbooks (So Far) will help you coordinate and implement peer review on your book, including advice on deciding what type of review is needed, the tools to use, creating a guide for reviewers, and more. It is licensed under a Creative Commons Attribution 4.0 International License (CC BY) and you are welcome to print this document, make a copy for yourself, or share with others.

Please read through the sections below, and consider the suggestions as you begin the peer review stage of your project. If you have any questions or feedback, please feel free to post them in the Rebus Community project home. This document is an evolving draft, based on our experience managing open textbook projects and community feedback. We welcome your thoughts and contributions, so let us know how it works for you, or if you have any suggestions to improve the guide.

The Peralta CC District developed an Equity Rubric instrument designed to help online instructors make the learning experience more equitable for all students. The rubric’s criteria is roughly aligned with the CVC-OEI Course Design Rubric. It includes strategies to increase students’ access to technology and different types of support (both academic and non-academic); and make explicit the instructor’s commitment to inclusion by addressing some design principles through an equity lens.

This guide provides a primer on copyright and use permissions. It is intended to support teachers, librarians, curriculum experts and others in identifying the terms of use for digital resources, so that the resources may be appropriately (and legally) used as part of lessons and instruction. The guide also helps educators and curriculum experts in approaching the task of securing permission to use copyrighted materials in their classrooms, collections, libraries or elsewhere in new ways and with fewer restrictions than fair use potentially offers. The guide was created as part of ISKME's Primary Source Project, and is the result of collaboration with copyright holders, intellectual property experts, and educators.

Project:

This project involves the experimental use of open pedagogy to teach the Scholarly Communication course in a graduate-level library and information science (LIS) program. Open pedagogy is variously defined, but generally understood as a framework that requires students to be active creators of course content rather than passive consumers of it. Proponents view this as a form of experiential learning in which students demonstrate greater understanding of content by virtue of creating it.

Students in this course learn by doing; that is, they learn about scholarly communication by participating in the process. Each student is required to develop a chapter—on a scholarly communication topic of their choosing—to be included in an open access monograph. Following the semester, the text is published under a Creative Commons license on the University at Buffalo’s institutional repository as an open educational resource (OER), allowing for reuse or repurposing in future sections of the course or in similar courses in LIS programs at other institutions. To date, students have created the following open monographs: Perspectives on Scholarly Communication, Volume 1 (2019), Perspectives on Scholarly Communication, Volume 2 (2020); and Perspectives on Scholarly Communication, Volume 3 (2021). Support for the development and production of the third volume was provided by way of the following grant:

Scholarly Communication Notebook (https://lisoer.wordpress.ncsu.edu/notebook/); Institute of Museum and Library Services (https://www.imls.gov/grants/awarded/lg-36-19-0021-19. Investigators: Will Cross (wmcross@ncsu.edu); Josh Bolick (jbolick@ku.edu); and Maria Bonn (mbonn@illinois.edu).

Outcomes:

Immediate outcomes of the “learn by doing” aspect are clear. The experience of publishing engages students in the applied side of concepts they are introduced to by way of lectures, readings, and other class activities. This experience is invaluable for those entering the field academic librarianship, and particularly for those who will have scholarly communication responsibilities.

Immediate outcomes of the open pedagogy aspect are compelling. Research shows that students ascribe a positive learning experience to the implementation of this framework, and they hold for its continued use in future sections of the course. Students are enthusiastic in their embrace of creating renewable versus disposable coursework. They express great satisfaction with contributing to the professional literature, building the discipline’s nascent OER record, and having a publication to feature in their curricular and professional dossiers. The experience also resonates with students on a philosophical level; LIS students are particularly inclined to support activities that align with the field’s abiding ethic of “free to all”.

Long-term outcomes for the course are emerging. Select chapters from these volumes are used as required readings. In this way, students are contributing to professional discourse and to the ongoing development of LIS curricula. A roadmap for this ongoing experiment is given by way of the syllabus, assignments, lectures, rubrics, and other related materials in this Open Science Framework project.

The Portage Network offers a range of training materials – everything from one-page guides to online training modules and videos – that span the research data life cycle.

With the assistance of the Portage National Training Expert Group, the Portage Network of Experts continues to develop new bilingual training aids and online modules to support a community of practice for research data management in Canada.

These materials are intended for researchers, library data specialists, research data managers, and discipline and functional experts across the research data landscape. All training resources created by Portage are licensed under CC BY-NC 4.0 and are free to share and adapt for your own needs.

If you have questions about developing RDM training at your institution or would like assistance with creating in-person or online training resources or opportunities, please contact RDM-GDR@alliancecan.ca.

This open course introduces students to the scholarly communications system — with particular emphasis on the scholarly journal publishing mechanism — wherein new information is created, evaluated, disseminated, and preserved.

The course content is organized into three parts. First, The Fundamentals aims to acquaint students with the basic framework of contemporary scholarly publishing: how it operates, who is involved, what roles they play, etc., as well as asking students to consider how they themselves might engage with the system as consumers and producers of scholarly knowledge. Chapters include sample exercises to reinforce content, as well as recommended resources for further study. Next, (Some) Problems raises questions and issues that complicate contemporary scholarly publishing. While scholarship and research have the noble goal of building and sharing new knowledge for the public good, they are also inextricably bound to real-world economic structures and inequalities. This section examines how the scholarly publishing system intersects with money, power, and privilege. It asks students to grapple with the system’s structural, systemic failings, as well as contemplate ways in which it might be improved. Finally, the course culminates in two final Assignments that instructors can use as part of the curriculum, or that independent learners can work through on their own. These are open-ended in that there are no discrete right or wrong answers, but rather opportunities for students to grapple with and reflect on the content of the course.

Material in this course can be used in classroom settings or as self-paced tutorial. Appropriate audiences include upper-level undergraduate or graduate students who are interested in publishing their work; library & information science (LIS) students or early-career librarians interested in scholarly communications; and anyone else who wants a better understanding of the scholarly publishing system and the academic culture in which it is rooted.

Joint webinar with ASAPbio, Sumeet Pal Singh and Europe PMC

Preprints enable researchers to rapidly share their work publicly before the formal peer review process. In this webinar you will learn more about preprints and their benefits for the research community from ASAPbio (Accelerating Science and Publication in biology); will hear an author’s perspective on posting preprints from Sumeet Pal Singh, a group leader at IRIBHM, ULB; and will find out how to incorporate preprints in your literature search routine by using the preprint discovery tools developed by Europe PMC.

ASAPbio is a scientist-driven nonprofit that promotes the productive use of preprints in the life sciences. ASAPbio coordinates a global community of researchers and stakeholders interested in preprints and develops resources to advance best practices and help researchers make informed decisions about communicating their work via preprints. Iratxe Puebla, Associate Director at ASAPbio, will provide an overview of preprints and their growth in the life sciences, and cover things researchers should consider before posting a preprint.

Sumeet Pal Singh is a group leader at IRIBHM, ULB and an ASAPbio fellow. Sumeet will describe the journey of publishing his first senior author paper from a preprint to a peer-reviewed article, as well as the details related to the timing of posting a preprint and its relationship to the peer-review process. He will outline a new path provided by Review Commons that allows the authors to receive peer reviews for their manuscript prior to a journal submission, as well as post the reviewer’s comments and the authors’ response on preprint server (bioRxiv).

Europe PMC indexes over 300,000 preprints abstracts and full text COVID-19 preprints from 20 life sciences preprint servers alongside published journal articles. Preprints in Europe PMC are linked to citations, data, community peer reviews and more. In this part of the talk we will demonstrate how to find relevant preprints, cite and track preprint citations, claim preprints to ORCID, or discover relevant resources.

Who is this course for?
This webinar is suitable to any biological researchers who wish to learn more about incorporating preprints into their research. No prior knowledge is required.

Outcomes
By the end of the webinar you will be able to:

Define what a preprint is
Choose a suitable preprint server for your work
Maximise the options for publication of the preprint at a journal
Decide when to post your manuscript as a preprint
Deal with community reviews and comments
Identify how to search for relevant preprints
Find data behind the preprint
Find comments or reviews associated with a preprint
Add a preprint publication to your publication list
Cite a preprint

Preprints enable researchers to rapidly share their work publicly before the formal peer review process. This webinar will demonstrate how to incorporate preprints in your literature search routine by using the discovery tools developed by Europe PMC.

Europe PMC indexes preprints abstracts and full text COVID-19 preprints from many life sciences preprint servers alongside published articles. Preprints in Europe PMC are linked to data and platforms that comment on or peer review preprints. We will demonstrate how to find the data behind preprints as well as comments and reviews associated with a given preprint. We will also share useful tips for posting your pre-prints, claiming a pre-print to your ORCID and tracking your pre-prints’ citations, revisions or recommendations by readers.

To learn more about using Europe PMC in your research try our Europe PMC: Quick tour or our webinar Using Europe PMC for effective literature research.

Who is this course for?
This webinar is suitable to any biological researchers who wish to learn more about incorporating pre-prints into their research. No prior knowledge is required.

Outcomes
By the end of the webinar you will be able to:

Define what a preprint is
Identify how to search for relevant preprints
Find data behind the preprint
Find comments or reviews associated with a preprint
Demonstrate how to add a preprint publication to your publication list
Describe how to cite a preprint

This guide focuses specifically on some of the decisions you may need to make regarding the materials you have created or used in your research process, including drawings and photographs, tables and charts, lab notes and datasets, interviews and newscasts, software and digital artworks. It describes in non-legal language the basics of a few important terms, including “fair use,” “public domain,” “Creative Commons,” and “patent” as they may apply to these materials. Failure to consider the implications of different copyright and patent approaches for your own work can limit the impact of your work. Failure to adequately review, vet, and seek permission to use others’ work can, in a worst-case scenario, prevent your work from getting published or (in rare cases) lead to legal actions.

How researchers structure their data varies by disciplines and research questions. Still, there are general guidelines for structuring data that make it more likely to be usable in the future. The following questions should be considered for any project that gathers data. These questions should be considered first at the planning stage, again as data is being gathered and stored, and once more prior to final deposit into a digital archive or repository.

1. What are the data organization standards for your field? For example, there are often standards for labeling data fields that will make your data machinereadable. There may also be specific variables and coding guidelines that you can use that will make your work interoperable with other datasets. Lastly, there may be accepted hierarchies and directory structures in your discipline that you can build upon.
2. What are the data export options in the software you are using? If using proprietary and/or highly specialized software to analyze large data sets, export the data in a format that is likely to be supported in the future, and that will be accessible from other software programs. This usually means choosing an open format that is not proprietary. Remember that you may not have access to the same software in the future, and not all software upgrades can read old file types.
3. What forms of the data will be needed for future access? Consider the various forms the data may take, and the scale of the data involved. You may need to preserve not only the underlying raw data, but also the resulting analyses you have created from it.

The soup-to-nuts exercises take students through the entire process of research with statistical data, from the very beginning when they first access the original data, through cleaning and processing the data to prepare them for analysis, to the very end when they generate the results that they present in a written report. Throughout each exercise, there will be an emphasis on adopting a transparent workflow and constructing replication documentation that ensures all the work done for the exercise can be independently reproduced.

Psychological sciences preprints from PsyArXiv are now searchable in Europe PMC, an open database of life sciences literature. Join us for this live demo to learn how to find PsyArXiv preprints in Europe PMC, how to explore links to data, citations, comments or open peer reviews, how to claim preprints to your ORCID record, and more.

Who is this course for?
This webinar is aimed at psychology researchers.

Outcomes
By the end of the webinar you will be able to:

find PsyArXiv preprints in Europe PMC
explore links to data, citations, comments or open peer reviews
claim preprints to your ORCID record

The Publishing Trap is an open educational board game designed to teach researchers, academics, doctoral students, librarians and other professionals in higher education about the impact of publishing and scholarly communication choices they make throughout their career. Following the COVID-19 pandemic the game has been shifted to be played online using virtual classroom / webinar software (e.g Zoom, Microsoft Teams). The team nature of the game requires break-out room functionality to allow each team to confer during each round of the game.

The focus of this resource is primarily on the underrepresented area of publicly engaged scholarship. It addresses a wide range of MLIS students and LIS professionals based at universities, especially those whose mission explicitly encompasses engaged scholarship initiatives. The resource also spotlights publicly engaged publishing initiatives that provide examples of scholarly communications projects with social justice values such as equity, access, fairness, inclusivity, respect, ethics, and trust deeply embedded in their design. 

While examples shared in the first iteration of the resource will focus on model practices primarily in North America, the values-based nature of the resource will have global appeal. This resource describes the publishing challenges that publicly engaged scholars often encounter and offers a framework for tackling these challenges. Video interviews and insights are included to provide a range of viewpoints from scholars, advocates, and instructors.

A critical inquiry into the politics, practices, and infrastructures of open access and the reconfiguration of scholarly communication in digital societies.

The Open Access Movement proposes to remove price and permission barriers for accessing peer-reviewed research work—to use the power of the internet to duplicate material at an infinitesimal cost-per-copy. In this volume, contributors show that open access does not exist in a technological or policy vacuum; there are complex social, political, cultural, philosophical, and economic implications for opening research through digital technologies. The contributors examine open access from the perspectives of colonial legacies, knowledge frameworks, publics and politics, archives and digital preservation, infrastructures and platforms, and global communities. The contributors consider such topics as the perpetuation of colonial-era inequalities in research production and promulgation; the historical evolution of peer review; the problematic histories and discriminatory politics that shape our choices of what materials to preserve; the idea of scholarship as data; and resistance to the commercialization of platforms. Case studies report on such initiatives as the Making and Knowing Project, which created an openly accessible critical digital edition of a sixteenth-century French manuscript, the role of formats in Bruno Latour's An Inquiry into Modes of Existence, and the Scientific Electronic Library Online (SciELO), a network of more than 1,200 journals from sixteen countries. Taken together, the contributions represent a substantive critical engagement with the politics, practices, infrastructures, and imaginaries of open access, suggesting alternative trajectories, values, and possible futures.

Short Description:
The Rebus Guide to Publishing Open Textbooks (So Far) is a living repository of collective knowledge, written to equip all those who want to publish open textbooks with the resources they need. Representing two years of collaboration, innumerable conversations and exchanges, and a wide range of collective knowledge and experience, the Guide is a book-in-progress and will evolve and grow over time. Join the project discussion and help shape its development! Version 3.0 of this Guide has been updated as of July 2022.

Long Description:
The Rebus Guide to Publishing Open Textbooks (So Far) is for anyone thinking about starting an open textbook project. It starts at the beginning of the process, with chapters on project scoping and building a team, and then moves on to content creation and editing, getting feedback and reviews, coordinating release and adoptions, and sustaining the book’s community.

The book is also a work-in-progress, an effort that will evolve and grow over time. Through conversations, use, new writers’ and editors’ contributions, and ongoing reflection and revision, it will reflect our changing perspectives on how and why we make open textbooks. Initiated by Rebus team members Zoe Wake Hyde and Apurva Ashok, the text is the result of innumerable conversations and exchanges within the Rebus Community, representing a wide range of collective knowledge and experience.

Please note those two little words in parentheses in the title: there are plenty of new learnings, knowledge, and reflexive revisions to come! Everyone is therefore invited to become a part of the project and follow its progress, as well as leave feedback, comments, and recommendations for corrections on the Rebus Community platform.

Word Count: 56612

ISBN: 978-1-989014-11-0

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OER may be distributed in a variety of formats, including electronically online, removable media (e.g. CD/DVD, or USB), and/or paper hard copies. In order to maximize its reach and visibility, OER is often distributed online which introduces new considerations such as managing file size and selecting appropriate descriptive data (commonly referred to as metadata). File size is an especially important consideration as small manageable files can be more easily downloaded in bandwidth-constrained areas. As part of the African Health OER Network, completed OER are often hosted on multiple servers: an institutional server, the official Network web space with OER Africa, and on the University of Michigan (U-M) Open Michigan website.The aim of these guidelines is to encourage the creation of OER that is easily discoverable, accessible, and adaptable.

This course was developed and taught by Ben Marwick, Professor of Archaeology at University of Washington. It is a requirement for the UW Master of Science in Data Science, introduces students to the principles and tools for computational reproducibility in data science using R. Topics covered include acquiring, cleaning and manipulating data in a reproducible workflow using the tidyverse. Students will use literate programming tools, and explore best practices for organizing data analyses. Students will learn to write documents using R markdown, compile R markdown documents using knitr and related tools, and publish reproducible documents to various common formats. Students will learn strategies and tools for packaging research compendia, dependency management, and containerising projects to provide computational isolation.