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Template ID: oceansunrise Size: 36x48 (trifold)
Steps for the Practical Assessment of
Open Access / Educational Resources
Step by step initiatives of a pilot project (2015)
supplemented by a survey (2016) to assess
the overarching value of Open Educational
Resources (OER) and Open Access (OA)
resources for users of the University of Florida
Smathers Libraries.
To date, very little assessment has been
conducted on the amount of Open
Access/OER resources and a few key
questions have been raised about their value.
References
Leonard, M. & Carrico, S. (2016). “UF Libraries
Collections – Patron Perspectives: A Qualtrics
Survey in STEM & Health.” Available in UF’s IR
Carrico, S., Leonard, M., & Gallagher, E. (2016).
Implementing and Assessing Use-Driven
Acquisitions: A Practical Guide for Librarians.
New York: Rowman & Littlefield.
Survey results (cont.)
Q. How important are Open Access (OA) /
Open Educational Resources (OER) in your
work or field of study? n=33
Future Steps
Identify high usage/user cited OA / OER
resources; drop hybrid/predatory and
under-used e-journals.
Maintain all relevant library links to keep
OA/OER parameters up to date.
Update collection management policies to
incorporate OA/OER resources.
Conduct environmental scans to gauge
the sustainability of OA/OER resources.
Communicate the value of OA/OER
. resources to stakeholders. This
will require PR and marketing initiatives.
In 2016 a survey was distributed to faculty, students, and researchers at UF’s Marston Science
Library and the Health Science Center Libraries. The responses demonstrate the value of the open
resources in their research and curriculum .
During the course of the project a
comprehensive annotated bibliography
was created to serve as a benchmark.
Methodology
Step 1 Discovery
A three pronged approach formulated this
research assessment:
1) determine the number and type of Open
Educational Resources received, defined by
subject areas and library collections.
2) include a series of usage reports
generated for the Open Access resources,
and organized by subject areas and library
collections to provide quantitative analyses.
3) focus on qualitative measurements using a
user survey distributed to faculty, students,
and researchers requesting feedback on the
value of the open resources in their research
and curriculum.
Resource/Database Subject Areas SupportedNo. of Journal
TitlesUses
Avg. Use per
Title
BioMedCentral Open Access STEM; Med 332 19,696 59.33
Freely Accessible Journals* STEM; Med; Hum & Soc Sci 6,196 107,761 17.39
HighWire Press (Free Journals) STEM; Med 474 40,407 85.25
Hindawi Pub. Open Access STEM; Med 234 1,451 6.20
IngentaConnect Free/OA STEM; Med 217 3,605 16.61
J-Stage (Japanese Sci & Tech) STEM 536 5,405 10.08
Open Access Digital Library STEM; Med; Hum & Soc Sci 4,427 36,798 8.31
Open Hum., OJS, Open Source, PLOS STEM; Med; Hum & Soc Sci 454 12,079 26.61
PubMed Central STEM 1,857 108,532 58.44
REDALyC & SCIelo Latin America (all subjects) 1,258 8,229 6.54
Total 15,985 343,963 21.52
OA/OER e-journal and usage metrics at Smathers Libraries
Step 2 demonstrates two main objectives: 1) determine the number of OER e-journals in the
collection by subject area; 2) assess usage per title from a 2008-2015 report.
Step 2: Quantitative Analysis
Step 3: Qualitative Analysis – Survey results
Michelle Leonard
& Steven Carrico
Take-away: OA/OER resources are very
important but as a supplement to library
subscribed resources .
Q. How do you incorporate
OA/OER for instruction (select all
that apply) n=50
Q. How do you incorporate OA/OER for your
research/scholarly activities? (select all that
apply) n=63
Background
Take-away: OA/OER resources are
incorporated for course assignments &
readings but not as textbooks.
Take-away: the majority of responses show
that OA/OER resources are employed for
peer-review publishing and grant activities.