Category Archives: Benefits

Teaching in Lifelong Learning

We are very pleased to announce that the latest volume of Teaching in Lifelong Learning is now live. We now have all 3 volumes available on Open Access.

The new pages feature a host of features including information for contributors, a licence to publish, a guide to the journals peer review process and more.

Each article now has a DOI to enable direct linking. In addition DOIs are being added to all article references allowing direct cross referencing. There is an RSS feed for the journal on the front page, each article also has a range of social media links so that users can share the content via FaceBook, Twtter, Gmail, LinkedIn etc.

References are also displayed as part of the metadata and usage statistics are available for every article.

Coming in 2012

All new journal content from volume 4 onwards will be licensed under a Creative Commons Attribution 3.0 Unported License.

A new feature available early in the New Year will allow direct linking from the references displayed on the metadata page to the appropriate metadata content at other publishers.

It is also hoped to enable the SNEEP suite of social networking extensions to all journal (and University Repository) content early in the New Year – expect another blog post soon.

Customising the Repository

The main aim of the HOAP project is to use Eprints software to develop a low cost platform for our University journals. In our original project plan we scheduled this for completion by the end of month 4 of the project (August). However, we underestimated the complexity of this and also the fact that August is not the best time to meet!

The delay has also worked in our advantage as the University is currently rebranding its web presence and the HOAP pages will now reflect this. In addition, research at the University is now to be defined into the six themes below. The delay in getting the Eprints pages launched will now allow us to brand each journal we launch under one of the themes.

We have some very rough mock-ups of what the Teaching in Lifelong Learning journal may look like below. Basically we intend to have a landing page in the Repository and then a contents page for each issue which will link directly to the abstract/references and the full text in PDF.

After discussions with Eprints we have decided to create a ‘new’ Repository, which will sit alongside the existing Repository. This involves a little extra work at the planning stage; hence the delay, but the benefits far outweigh this. The main reasons for doing this are to be able to maintain navigation throughout – if we didn’t do this readers may not be able to get back to the journal front page from the abstract and PDF. In addition, we want to keep the browse list of journal article authors separate from Repository authors.

We are also working on a revised Eprints article workflow in order to streamline the workflow as much as we can. We hope to include an improved references display that will allow users to see all references, including DOI links, in the abstract view.

As CrossRef publishers we are committed to add DOIs to all article references (about 400 in total). We estimate that this will take us well beyond the end of the HOAP project, however, as part of the sustainability planning we have committed to do this. We will then build this into the workflow for issue publication and costs, which we will blog about in the coming weeks.

Preparing the Teaching in Lifelong Learning journal for open access

The journal has just published Vol. 3 Issue 1; the final print issue will be published in November. From Volume 4 the whole journal will move from print only to online – the editorial board made this decision as there are print subscriptions to honour for 2011.

Because the journal has never had an online version, we have been busy adding PDFs and metadata to the University Repository for all of the back issues. There was a slight complication in doing this, which caused us to stop adding the full text. At the same time, the University Press investigated the feasibility of joining CrossRef as a publisher. The decision was taken over the summer to do this, however, this means that we have to go back through the PDFs and add DOIs to each article. We are currently discussing how we build our DOIs before assigning them, however, we are confident that the full text for all the issues will be available by the end of the project.

Of course, things are never quite that simple! One of the membership rules states that:

Members have an obligation to link references in the journal articles they deposit via CrossRef. The Membership Agreement states that a Member has an obligation to actively maximize and maintain its own Cross-Linking to other members of PILA or other qualified users of the PILA System. Members who have not informed CrossRef within 18 months of joining that they have instituted outbound linking will have their accounts suspended. Members are encouraged to link references in other content types for which DOIs are deposited but are not currently required to do so.

We will attempt to do this as part of the project, but it will take time to complete, however as CrossRef Publishers we are now committed to do this.

Another impact of moving from a subscription model to an open access model is the need to review the notes for contributors. The current print version requires the authors to assign the copyright to the Press, but this goes against the ideals of open access.

We now have a new ‘notes for contributors’ section, which will appear on the journal pages when completed. This also includes a new ‘Licence to Publish’ (LtP), which replaces the previous copyright transfer agreement. The LtP now lets the author retain the copyright under a Creative Commons Attribution 3.0 Unported License (cc-by). This allows the University Press to publish the article first in the journal, but allows the author to add the PDF into their institutional Repository and to re-use their work as they see fit without having to ask the Press for further permission.

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 Unported License.

The LtP has been approved and amended by the University Secretary who also sits on the University Press Technical Advisory Board. This LtP is freely available for other to use and adapt as they see fit.
Once we confirm the URL for the journal landing pages we will request a new ISSN for the British Library in order to reflect the change in format.

Finally in preparation for the open access launch, we have become a member of the Committee on Publishing Ethics (COPE).
COPE is a forum for editors and publishers of peer-reviewed journals to discuss all aspects of publication ethics. It also advises editors on how to handle cases of research and publication misconduct.

The Press will cover the membership costs of CrossRef and COPE in future years, we’ll post a blog about the sustainability of the project in the next few weeks.

Moving to Open Access

Although the Summer period has seen a slowing down in both the submission of author papers and reviewers’ comments, there has been a heightened awareness of the Journal and its role as a result of the project and the communication about future issues through Network meetings (June and August 2011) and the Consortium Newsletter. The Newsletter is distributed to over 150 individuals across the North of England in Lifelong Learning institutions; the Newsletters are normally posted on boards etc, and the electronic version is available on the Consortium web site; individual email group lists are also used to distribute the e-version of the Newsletter. This ensures that something like 300 individuals also receive the e-version and links to the web site.
The experience this Summer of the latest version of the (print only) Journal confirms the potential benefits of the e-version in the future. There have been problems and delays with this edition which will not be experienced with e-versions.

The Autumn edition (which is central to the JISC HOAP project) is presently being prepared with the usual flow of reviewers’ feedback to author and their amendments, underway. I am also encouraging potential authors and the CETTs to write papers for future editions, rather than the position we have at the moment, which is more akin to the ‘just in time’ practice of industry. This is, possibly, a reflection of the practices and culture of the sector; stringent timeframes, heavy workloads and a prioritisation of action research over the writing and publication of papers being the norm. Moves to expand HE work in FE colleges may shift the focus towards the latter however, and this is where the foundations being laid by the Journal will come to fruition.

Dr. Denise Robinson
Director Consortium and HUDCETT
National Teaching Fellow

Getting started

Initiating dissemination early-on in a project seems to me to be vital for maximum potential impact at a later stage; it is part of the process rather than an end-product. In order to heighten the profile of the journal (Teaching in Lifelong Learning) and encourage more authors from the Lifelong Learning Sector (LLS) (one of the objectives of the journal created by the Centres for Excellence in Teacher Training [CETTs]), I informed the immediate audience and supporters of the journal as soon as we started to consider and during the development of the bid, as well as immediately after we were informed of its success. The members of the national Association of CETTs have responded enthusiastically and appreciate the benefits that will accrue to the sector and the work they do to support initial teacher training in the LLS and continuing professional development, as well as sustaining novice researchers and future researchers. We know there are teachers and lecturers who have undertaken projects and written dissertations for a Masters award but who have never produced any publication for a wider audience who would benefit from the dissemination of their work. Our aim is to give support to such individuals to write for publication.

Closer to home, I have informed the Post Compulsory in Education and Training (PCET) Network of teacher educators at their meeting (20th May) of the project and how this will be a benefit to themselves and their trainee teachers. This network is composed of some 27 Further Education Colleges (FECs) across the North of England which delivers the Education courses awarded by the University of Huddersfield. It includes 2,500 adults undertaking one of the following: Certificate in Education/Professional Graduate Certificate in Education; BA in Education and Professional Development; the Foundation Degree in Learning Support; and Certificate in Skills for Life. These are all in-service (i.e. they are undertaking the course on a part-time basis) and the majority (just under 2,000) are trainee teachers. This will give the teacher educators and tutors a resource that is free, easily accessible and is written by individuals from their sector.
I have also written a summary of the project for the Steering Committee of the PCET Consortium which meets bi-monthly and is responsible for the HEFCE numbers and resources that are distributed across the 27 partner FECs. This next meets on 27th May.

Dr. Denise Robinson
Director Consortium and HUDCETT
National Teaching Fellow