INTRODUCTIONThe literature of institutional repositories generally indicates that faculty do not self-deposit, but there is a gap in the research of reported self-deposit numbers that might indicate how widespread and common this is. METHODS This study was conducted using a survey instrument that requested information about whether a repository allowed self-deposit and what its rates of self-deposit were, if known. The instrument contained additional questions intended to gather a broader context of repositories to be examined for any correlations with higher rates of self-deposit. It also included questions about the kinds of labor required to populate an IR as well as satisfaction with the rates of self-deposit. RESULTS Of 82 respondents, 80 were deemed to fall within the study's parameters. Of these, 55 respondents' institutions allowed self-deposit, and 10 reported rates of self-deposit of more than 20 items per month. More than half the total respondents reported using at least three methods other than relying on self-deposit to add content to their repository. Respondents are generally unsatisfied with their deposit profiles, including one at a school reporting the highest rate of self-deposit. DISCUSSION From the responses, no profile could be formed of respondents reporting high rates of self-deposit that did not entirely overlap with many others reporting little or no self-deposit. However, the survey identifies factors without which high rates are unlikely. CONCLUSION The results of this survey may be most useful as a factor in administrative prioritizations and expectations regarding institutional repositories as sites of scholarly self-deposit. Received: 06/13/2017 Accepted: 09/25/2017 Correspondence: Ruth Kitchin Tillman, 126 Paterno Library, University Park, PA 16802, rkt6@psu.edu
RESEARCHJournal of Librarianship and Scholarly Communication
IMPLICATIONS FOR PRACTICE1. This study supports the general understanding in the community of people who maintain IRs that, despite outreach, few faculty self-deposit anywhere.2. When attempting future projects that require broad faculty buy-in, librarians and administrators should ask themselves whether they are repeating assumptions made about IR buy-in.3. The levels of respondent satisfaction with repository self-deposit and number of additional methods being used to fill repositories present opportunities for research about job satisfaction, emotional well-being, and retention in librarians tasked with filling repositories.
INTRODUCTIONFourteen years since Clifford Lynch's (2003) assertion that institutional repositories (IRs) were essential infrastructure for 21st-century scholarship, where are we? Has the institutional repository transformed how faculty produce scholarship? Are faculty eagerly depositing their work, or are they at least interested once the repository has been "seeded" with enough articles to attract their attention? Will the next pilot project or the next outreach session turn things around? Can we catch them as graduate students and hol...