Faculty experiences with the National Institutes of Health (NIH) public access policy, compliance issues, and copyright practices

Abstract

There is a need to educate faculty with respect to the value of retaining their copyrights and self-archiving their publications to help advance public access and open access scholarship.

Faculty Attitudes toward Open Access and Scholarly Communications: Disciplinary Differences on an Urban and Health Science Campus

“…These results clarify the findings of other studies that have found knowledge gaps and uncertainty in the health sciences regarding open access and scholarly communication, including those by: Spezi (2013), Charbonneau and McGlone (2013), Cullen andChawner (2011), Creaser et al (2010), Dawson (2014) , andFry et al (2009). The results reported here reveal significant disciplinary differences with regard to specific aspects and elements of the scholarly communication environment.…”

“…Studies by Charbonneau and McGlone (2013), Smith et al (2006), and Kim (2010) have found a low degree of knowledge regarding copyright policies and authors' rights. Rather than focusing on respondents' understanding of copyright, we focused on what activities related to authors' rights our respondents would be willing to undertake (see Figure 1).…”

Opening Up Communication: Assessing Open Access Practices in the Communication Studies Discipline

“…Some studies show that authors are likely unaware of both the idea of open access and the ways in which the publishing contracts they sign affect their copyrights. In one study, 90 percent of faculty say they sign their copyright contract with a publisher as-is, instead of trying to negotiate for friendly deposit rights (Charbonneau & McGlone, 2013). Another Malaysian study found that 70 percent of researchers said they knew what OA was but could not give a full and correct definition (Abrizah, 2009).…”

The Future of Institutional Repositories at Small Academic Institutions: Analysis and Insights

“…As journal policies could be confusing, difficult to follow, and unclear, faculty authors usually do not examine the copyright terms and sign it as is (Charbonneau & McGlone, 2013). There is no doubt that copyright restrictions imposed by publishers will remain a key barrier for libraries to make research output publicly accessible via institutional repositories.…”