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Descriptors:
Public Agencies; Public Policy; Scientific Research; Periodicals; Access to Information; Federal Aid; Federal Government; Publishing Industry

Abstract:
The National Science Foundation (NSF), in carrying out the Obama administration's new push for greater public access to research published in scientific journals, will consider exclusivity periods shorter than the 12-month standard in the White House directive, as well as trade-offs involving data-sharing and considerations of publishers' financial sustainability. The administration's directive, announced on Friday after two years of deliberation, asks agencies that sponsor research to impose a 12-month upper limit on how long journals can hold subscription-only rights to articles describing research that was financed with federal funds. The National Institutes of Health (NIH) adopted such a requirement almost five years ago, and now all other federal agencies that spend at least $100-million a year on research and development are being given six months to draft a similar policy. The NIH announced this past November that it would soon begin enforcement by blocking the renewal of grant awards in cases where journal publications arising from the awards do not comply with its open-access rule. The NSF, the largest provider of federal money for basic scientific research after the NIH, will very likely follow the NIH in setting a 12-month period of exclusivity as its general rule. The White House science adviser, John P. Holdren, in announcing the new policy on Friday, described an expansion of public access to federally financed research as important to economic growth. Scientific research supported by the federal government spurs scientific breakthroughs and economic advances when research results are made available to innovators. Demands for open-access research have generated years of heated debate involving publishers, universities, researchers, and various advocacy groups. The NIH instituted its 12-month policy in April 2008, but only after strenuous objections from private publishing companies that fought back against an original proposal for six months. Congress has refused to pass a government-wide mandate, despite several years of attempts by some lawmakers. And only a year ago, the Obama administration appeared to have given up on the idea, after a year of studying the question. In the end, the plan outlined by Mr. Holdren does "a very good job of balancing interests" of libraries, universities, researchers, and publishers. Industry representatives appeared to agree. In a statement issued Friday, the Association of American Publishers said the new policy "outlines a reasonable, balanced resolution of issues around public access to research funded by federal agencies." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Homework; Video Technology; Computer Software; Textbooks; Electronic Publishing; Electronic Learning; Courseware; Individualized Instruction; College Faculty; Surveys; Publishing Industry; Online Courses

Abstract:
Textbook publishers argue that their newest digital products should not even be called "textbooks." They are really software programs built to deliver a mix of text, videos, and homework assignments. But delivering them is just the beginning. No old-school textbook was able to be customized for each student in the classroom. The books never graded the homework. And while they contain sample exam questions, they could not administer the test themselves. One publisher calls its products "personalized learning experiences," another "courseware," and one insists on using its own brand name, "MindTap." For now, this new product could be called "the object formerly known as the textbook." Major publishers have spent hundreds of millions of dollars in the past few years buying up software companies and building new digital divisions, betting that the future will bring an expanded role for publishers in higher education. So far publishers produce only a limited number of titles in these born-digital formats, and the number of professors assigning them is relatively small. Only about 2 percent of textbooks sold at college bookstores are fully digital titles, according to a survey of 940 bookstores run by Follett Higher Education Group. But if these new kinds of textbooks catch on, they raise questions about how much control publishers have over curriculum and the teaching process, as online education expands. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Elementary School Teachers; English (Second Language); Second Language Learning; Vocabulary Development; Second Language Instruction; Publishing Industry; Grammar; Language Teachers; Foreign Countries; Learning Processes; Independent Study; Visual Aids

Abstract:
Posters, either as promotions by various ELT publishing houses or prepared by ELT teachers and students, are widely used on the walls of many foreign language classrooms. Many of them consist of colourful pictures along with L2 vocabulary, grammar, and texts in order to contribute to the foreign language learning process. However, many ELT teachers envisage posters only as decorative class motifs rather than as educational tools in and of themselves. The aim of this study, conducted in a private Turkish primary school, is to show that students can actually enhance their L2 vocabulary knowledge through posters as a result of self-directed learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Faculty; Journal Articles; Early Childhood Education; Peer Evaluation; Young Children; Researchers; Publishing Industry; College Students; Authors

Abstract:
Publishing outlets in the field of early childhood vary widely in terms of emphasis on theory, practice, and research as they relate to the care and education of the very young; these outlets also have different readerships (i.e., primarily for teachers, the teachers of their teachers, or the fellow scholars/researchers). Included in the mixture of publications in the early childhood field are two broad categories: (1) professional magazines that are intended primarily for an audience of practitioners and (2) journals that are intended primarily for college students, teacher education faculty, and researchers. This article begins with a discussion of the extrinsic and intrinsic benefits of publishing for the early childhood professional as well as some of the impediments to scholarship in the field. It then surveys 24 different publishing outlets in early childhood education and provides descriptive data on each magazine or journal. Next, it explains the anonymous peer review process that is used to evaluate journal articles. The article concludes with practical advice to authors seeking to publish in the early childhood field. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing for Publication; Early Childhood Education; Educational Research; Publishing Industry; Publications; Ethics; Plagiarism

Abstract:
This article provides practical strategies for beginning scholars to assist in writing for professional publications. Specific strategies include awareness/understanding of publication requirements of institutions, types of manuscripts, creating time and space for writing, knowing publication outlets in the field, ethics/plagiarism, the manuscript submission and evaluation process, and ideas for turning rejected articles into accepted ones. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing for Publication; Early Childhood Education; Educational Research; Publications; Scientific Research; Publishing Industry; Scholarship; Writing (Composition)

Abstract:
Published research results in early childhood education contribute to the field's knowledge, theory, and practice. They also guide future early childhood education research studies. The publication of research articles is an essential requirement for academics. For some researchers, however, writing may be a difficult activity, particularly the process of getting the study published. This article discusses basic issues in scholarly writing and offers guidelines on ways to organize and write scientific research manuscripts that are appropriate for early childhood education and other disciplines. It explains the importance of publishing, defines the meaning of a scientific research publication, and explains the process in manuscript preparation to guide emerging researchers to write research manuscripts that are comprehensible and will have a high probability of being accepted for publication. Finally, it describes the publication process. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Internet; Online Systems; Textbooks; Costs; Publishing Industry; Supplementary Reading Materials; Electronic Publishing; Introductory Courses; College Faculty; College Students; English; Computer Mediated Communication; Homework; Printed Materials

Abstract:
The story of one University of Maine student's quest for a reasonably priced textbook reveals just how complicated course materials have become as the textbook industry makes its awkward transition from print to digital. The student is Luke Thomas, a senior majoring in business on the Orono campus, who last semester took a 250-person introductory English course called "The Nature of Story." The required textbook was compiled by the professor, John R. Wilson, and published by Cengage. Mr. Wilson also asked students to purchase access to online supplementary materials that came bundled with new copies of the textbook. Total price tag for the book and an access code to get to the online system: $150. Mr. Thomas was taking the course with his then-fiancee (now wife), so he hoped to buy just one textbook they could share. The trick, though, was that each student in the course needed his or her own access code to get to the online discussion board and homework-submission system. And Mr. Thomas was told by the professor and by officials at the campus bookstore that the textbook and code came only as a package deal, meaning the couple would have to pay $300 to get the two access codes and an extra book they didn't need. In the good-old days when print was the only option, students had plenty of free or cheap ways to get required textbooks. Borrow one from a friend. Check out a copy from the library. Buy a used copy for a fraction of the price. Or rent a copy through one of several companies providing that service. But the latest textbook enhancements, which require individual access codes to get to bonus materials online, threaten to displace all of those alternatives. Most access codes are good only for a limited time, and once they are activated they can't be used by other students. In some cases, publishers charge almost as much for the access code alone as they do for a new printed textbook. It's common sense that things that are digital should be less expensive and better for consumers. But with textbooks, the underlying problem with the market is the fact that publishers get to set the price of textbooks without any input from students because students need to buy whatever they're assigned. In other areas, if students don't like the price they can go buy something else. The majority of university courses still use printed textbooks without requiring online supplements. But the use of added online materials is growing fast, and certainly faster than all-digital options, in which a printed book is cast aside completely. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Credentials; Ethics; Scientists; Deception; Peer Evaluation; Publishing Industry; Periodicals

Abstract:
This article reports on how some scientists impersonate outside reviewers for journals and give high marks to their own manuscripts. Scientists appear to have figured out a new way to avoid any bad prepublication reviews that dissuade journals from publishing their articles: Write positive reviews themselves, under other people's names. In incidents involving four scientists--the latest case coming to light two weeks ago--journal editors say authors got to critique their own papers by suggesting reviewers with contact e-mails that actually went to themselves. According to Irene Hames, a member of the Committee on Publication Ethics, Blame lies with those journals that allow authors to nominate their own reviewers and do not check credentials and contacts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Libraries; Publishing Industry; Electronic Publishing; Cooperatives; Library Administration; College Faculty; Vignettes

Abstract:
This study explores possible futures for university-based library publishing services (LPS) and uses scenario planning as its research method. The study posits that the major force in developing LPS is the level of funding from the host university, with the most uncertain factor being whether faculty will adopt LPS. The study participants comprised university library directors, library managers responsible for publishing services, and library association personnel and consultants involved in publishing. Many participants saw collaborating with multiple libraries and other stakeholder organizations to establish publishing cooperatives as essential. Issues discussed include whether university libraries will embrace this role, faculties' level of satisfaction with existing services, divergent disciplinary experiences, opportunism as a mechanism to develop services, technology challenges, international dynamics, traditional vs. new forms of scholarly publishing, and publishing cost considerations. (Contains 2 figures, 1 table and 23 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Lists; Online Courses; College Students; Textbooks; Publishing Industry; Access to Education; Purchasing; Enrollment; Foreign Students

Abstract:
Colleges are not the only enterprises interested in the possibilities of free, online courses. Publishers have begun to investigate whether so-called MOOC's, or massive open online courses, can help them reach new readers and sell more books. For the moment, providers of the classes encourage professors not to require students to buy texts, in order to keep access as open as possible. So publishers cannot count on MOOCs to generate a course-adoption sales. But online courses do have recommended-reading lists, and enrollments in the tens of thousands. The courses' recommended-reading lists represent "a promising market for university-press titles," says the director of one press. Online courses have another advantage: They attract many international students, a group that university presses are trying harder to reach. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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