“Such misuse of terms not only justifies the erroneous practice of research bureaucracy of evaluating research performance on those terms but also encourages editors of scientific journals and reviewers of research papers to ‘game’ the bibliometric indicators. For instance, if a journal seems to lack adequate number of citations, the editor of that journal might decide to make it obligatory for its authors to cite papers from journal in question. I know an Indian journal of fairly reasonable quality in terms of several other criteria but can no longer consider it so because it forces authors to include unnecessary (that is plain false) citations to papers in that journal. Any further assessment of this journal that includes self-citations will lead to a distorted measure of its real status….
An average paper in the natural or applied sciences lists at least 10 references.1 Some enterprising editors have taken this number to be the minimum for papers submitted to their journals. Such a norm is enforced in many journals from Belarus, and we, authors, are now so used to that norm that we do not even realize the distortions it creates in bibliometric data. Indeed, I often notice that some authors – merely to meet the norm of at least 10 references – cite very old textbooks and Internet resources with URLs that are no longer valid. The average for a good paper may be more than 10 references, and a paper with fewer than 10 references may yet be a good paper (The first paper by Einstein did not have even one reference in its original version!). I believe that it is up to a peer reviewer to judge whether the author has given enough references and whether they are suitable, and it is not for a journal’s editor to set any mandatory quota for the number of references….
Some international journals intervene arbitrarily to revise the citations in articles they receive: I submitted a paper with my colleagues to an American journal in 2017, and one of the reviewers demanded that we replace references in Russian language with references in English. Two of us responded with a correspondence note titled ‘Don’t dismiss non-English citations’ that we had then submitted to Nature: in publishing that note, the editors of Nature removed some references – from the paper2 that condemned the practice of replacing an author’s references with those more to the editor’s liking – and replaced them with, maybe more relevant, reference to a paper that we had never read by that moment! …
Editors of many international journals are now looking not for quality papers but for papers that will not lower the impact factor of their journals….”
“cOAlition S strategy of applying a prior licence to the Author’s Accepted Manuscript (AAM) is designed to facilitate full and immediate open access of funded scientific research for the greater benefit of science and society. It helps authors exercise their ownership rights on the AAM, so they can share it immediately in a repository under an open licence.
The manuscript – even after peer-review – is the intellectual creation of the authors. The RRS is designed to protect authors’ rights. The costs that publishers incur for the AAM, such as managing the peer-review process, are covered by subscriptions or publication fees. Delivering such publication services does therefore not entitle publishers to limit, constrain or appropriate ownership rights in the author’s AAM.
Some subscription publishers have recently put in place practices that attempt to prevent cOAlition S funded researchers from exercising their right to make their AAM open access immediately on publication.
The undersigned – cOAlition S funders and other stakeholders in academic publishing – wish to provide clarity to researchers about these practices, and caution them about the possible consequences….”
Abstract: Despite the calls for change, there is significant consensus that when it comes to evaluating publications, review, promotion, and tenure processes should aim to reward research that is of high “quality,” has an “impact,” and is published in “prestigious” journals. Nevertheless, such terms are highly subjective and present challenges to ascertain precisely what such research looks like. Accordingly, this article responds to the question: how do faculty from universities in the United States and Canada define the terms quality, prestige, and impact? We address this question by surveying 338 faculty members from 55 different institutions. This study’s findings highlight that, despite their highly varied definitions, faculty often describe these terms in overlapping ways. Additionally, results shown that marked variance in definitions across faculty does not correspond to demographic characteristics. This study’s results highlight the need to more clearly implement evaluation regimes that do not rely on ill-defined concepts.
“Open access (OA) is a set of principles and a range of practices through which research outputs are distributed online, free of cost or other access barriers. With open access strictly defined (according to the 2001 definition), or libre open access, barriers to copying or reuse are also reduced or removed by applying an open license for copyright….”
“I’d put this historically. “Gold OA” originally meant OA delivered by journals regardless of the journal’s business model. Both fee-based and no-fee OA journals were gold, as opposed to “green OA”, which meant OA delivered by repositories….”
“Tristan Louis gives weight to new term that I like a lot: fauxpen. Faux in French means “false” or “fake”. So fauxpen means fake open. There has always been a lot of that going around, but since the world of tech inevitably contains more of everything, there’s more fauxpen stuff than ever….”
“Furthermore, it appears that the turn toward open access in the scholarly communications landscape is increasingly facilitating the agendas of an oligopoly of for-profit data analytics companies. Perhaps realizing that “they’ve found something that is even more profitable than selling back to us academics the content that we have produced,”5 they venture ever further up the research stream, with every intent to colonize and canalize its entire flow.6 This poses a severe threat to the independence and quality of scholarly inquiry.7
In the light of these troubling developments, the expansion from Dotawo as a “diamond” open access to a common access journal represents a strong reaffirmation of the call that the late Aaron Swartz succinctly formulated in his “Guerilla Open Access Manifesto”: …
Swartz’s is a call to action that transcends the limitations of the open access movement as construed by the BOAI Declaration by plainly affirming that knowledge is a common good. His call goes beyond open access, because it specifically targets materials that linger on a paper or silicon substrate in academic libraries and digital repositories without being accessible to “fair use.” The deposition of the references from Dotawo contributions in a public library is a first and limited attempt to offer a remedy, heeding the “Code of Best Practices in Fair Use” of the www?Association of Research Libraries, which approvingly cites the late Supreme Court Justice Brandeis that “the noblest of human productions — knowledge, truths ascertained, conceptions, and ideas — become, after voluntary communication to others, free as the air to common use.”9 This approach also dovetails the interpretation of “folk law” recently propounded by Kenneth Goldsmith, the founder of public library www?Ubuweb….”
Abstract: Open Educational Resources (OER) “are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others” (UNESCO). In November 2019, UNESCO adopted a resolution on OER that had five objectives:
1. Building capacity of stakeholders to create access, use, adapt and redistribute OER;
2. Developing supportive policy;
3. Encouraging inclusive and equitable quality OER;
4. Nurturing the creation of sustainability models for OER; and
5. Facilitating international cooperation.
Overall this policy represents well the state of the art in OER and would serve to further the aims and objectives of open online education. Having said that, the document suffers from numerous cases of ambiguous terminology, some of it in places where serious misunderstandings could arise. The purpose of this article is to review this resolution, highlighting areas of ambiguity or where further discussion is needed in the OER community.