1,473 research outputs found
RoMEO Studies 2: How academics wish to protect their open-access research paper
No full textThis paper is the second in a series of studies (see Gadd, E., C. Oppenheim, and S. Probets. RoMEO Studies 1: The impact of copyright ownership on author-self-archiving. Journal of Documentation. 59(3) 243-277) emanating from the UK JISC-funded RoMEO Project (Rights Metadata for Open-archiving). It considers the protection for research papers afforded by UK copyright law, and by e-journal licences. It compares this with the protection required by academic authors for open-access research papers as discovered by the RoMEO academic author survey. The survey used the Open Digital Rights Language (ODRL) as a framework for collecting views from 542 academics as to the permissions, restrictions, and conditions they wanted to assert over their works. Responses from self-archivers and non-archivers are compared. Concludes that most academic authors are primarily interested in preserving their moral rights, and that the protection offered research papers by copyright law is way in excess of that required by most academics. It also raises concerns about the level of protection enforced by e-journal licence agreement
RoMEO Studies 4: An analysis of Journal publishers' Copyright Agreements
No full textThis article is the fourth in a series of six emanating from the UK JISC-funded RoMEO Project (Rights Metadata for Open archiving). It describes an analysis of 80 scholarly journal publishers’ copyright agreements with a particular view to their effect on author self-archiving. 90% of agreements asked for copyright transfer and 69% asked for it prior to refereeing the paper. 75% asked authors to warrant that their work had not been previously published although only two explicitly stated that they viewed self-archiving as prior publication. 28.5% of agreements provided authors with no usage rights over their own paper. Although 42.5% allowed self-archiving in some format, there was no consensus on the conditions under which self-archiving could take place. The article concludes that author-publisher copyright agreements should be reconsidered by a working party representing the needs of both partie
RoMEO Studies 3: How academics expect to use open-access research papers
No full textThis paper is the third in a series of studies emanating from the UK JISC-funded RoMEO Project (Rights Metadata for Open-archiving). It considers previous studies of the usage of electronic journal articles through a literature survey. It then reports on the results of a survey of 542 academic authors as to how they expected to use open-access research papers. This data is compared with results from the second of the RoMEO Studies series as to how academics wished to protect their open-access research papers. The ways in which academics expect to use open-access works (including activities, restrictions and conditions) are described. It concludes that academics-as-users do not expect to perform all the activities with open-access research papers that academics-as-authors would allow. Thus the rights metadata proposed by the RoMEO Project would appear to meet the usage requirements of most academics
Attitudes to the rights and rewards for author contributions to repositories for teaching and learning
No full textIn the United Kingdom over the past few years there has been a dramatic growth of national and regional repositories to collect and disseminate resources related to teaching and learning. Most notable of these are the Joint Information Systems Committee’s Online Repository for [Learning and Teaching] Materials as well as the Higher Education Academy’s subject specific resource databases. Repositories in general can hold a range of materials not only related to teaching and learning, but more recently the term ‘institutional repository’ is being used to describe a repository that has been established to support open access to a university’s research output. This paper reports on a survey conducted to gather the views of academics, support staff and managers on their past experiences and future expectations of the use of repositories for teaching and learning. The survey explored the rights and rewards associated with the deposit of materials into such repositories. The findings suggest what could be considered to be an ‘ideal’ repository from the contributors’ perspective and also outlines many of the concerns expressed by respondents in the survey
Artists' earnings and copyright: a review of British and German music industry data in the context of digital technologies
No full textDigital technologies are often said (1) to enable a qualitatively new engagement with already
existing cultural materials (for example through sampling and adaptation), and (2) to offer a
new disintermediated distribution channel to the creator. From a review of secondary data on
music artists’ earnings and seven in-depth interviews, it appears that both ambitions have
remained, until now, largely unfulfilled. The paper discusses to what extent the structure of
copyright law is to blame, and sets out a research agenda
Re-using features of English as a foreign language (EFL) materials for special needs students of the same age group
No full textThis paper identifies a lack of age-appropriate literacy software for dyslexic teenagers in Irish classrooms and
investigates the features of English as a Foreign Language (EFL) software that could be helpful to dyslexic
students. There are often two distinct special learner groups within the same classroom: special needs students
with reading difficulties in their native language and EFL students. While there are clear differences between
these two groups, there is some overlap in their linguistic difficulties, e.g. spelling. There is a lack of age-appropriate software aimed at dyslexic teenagers; most software used is aimed at dyslexic children. However, a
lot of materials are available for teenage EFL students. The paper discusses a survey of teenage dyslexic
students and teachers/tutors of dyslexic teenagers, which identified student needs and desired features/exercises
for curriculum-focused Computer-Assisted Language Learning (CALL) software for dyslexic students that the
author is developing. Results show overlap of features and exercises present in existing EFL software
Four-wave mixing efficiency in traveling wave semiconductor optical amplifiers at high saturation
No full textRewriting Romeo and Juliet for a young audience. A corpus-assisted case study of adaptation techniques
No full textChildren’s literature has been explored from different perspectives. General agreement seems to exist on the fact that writing for children involves adjusting contents and language (vocabulary and syntax) to the target audience, but no systematic and detailed description of the linguistic strategies used or required to adapt texts to young audiences is available. The current chapter analyses two narrative versions of Shakespeare’s Romeo and Juliet written in contemporary English by the same author for two young audiences of different ages, and investigates this author’s adaptation techniques through corpus-assisted methods. The analyses show that the author has resorted to a clear set of adaptation techniques, with some differences in the two texts. These language and cultural context adaptation strategies (Klingberg 1986) are in perfect keeping with the affective needs and cognitive abilities of each age group as described in theoretical and empirical studies on children’s literature and developmental psychology
Analysis of the opinions and use of open access repositories by researchers in different disciplines; with specific focus on the development of a new institutional repository at Leeds Metropolitan University
No full textInstitutional repositories, which have been in existence since 2002, are open, web-based archives of research publications produced by members of a particular institution. Many UK Universities are now hosting or developing institutional repositories, believing that they will enhance the scholarly communication at the University and they will help to promote the institution. For IRs to become an accepted method of sharing information, a significant amount of work must be deposited in them, however to date researchers have shown little interest in depositing work in IRs. It has been suggested that differences between disciplines in terms of culture, funding, means of research and means of sharing information may account for the difference in uptake to IRs. I carried out an analysis of all the UK University IRs, and found that while there is a bias towards science/technology and medical research in the IRs compared with arts and humanities research, this corresponded to the bias in publishing output in these disciplines. Other studies have highlighted barriers that researchers perceive to placing their research in IRs. Leeds Metropolitan University is currently developing an IR and I undertook a questionnaire survey and follow-up interviews with Leeds Met research staff to compare their attitudes and behaviours towards depositing their work in IRs. I found that awareness of open access amongst research staff is quite high, with 66% having some knowledge of open access. Also, many researchers appear to understand the benefits offered by this alternative to traditional journal publishing. Concerns raised amongst the research staff included many of the same concerns as published in previous studies. I found little difference between disciplines and length-of-service of the researchers (although my survey numbers were low). The IR development team at Leeds Met should endeavour to address these concerns in order to achieve successful uptake of the new IR at the University. The success of the Leeds Met IR also depends to some extent on the self-archiving policies of publishers with which Leeds Met researchers have published their work. These self-archiving policies are not clear for many publishers, who may be re-considering their policies due to recent changes and may see the development of IRs as a threat to their business
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