Category Archives: OA Journals

UVic Libraries Publication Launch: in CIRCULATION

We are pleased to announce the library’s new signature publication, in CIRCULATION––a magazine focused on library impact at UVic and abroad.

Featuring stories about podcasting, digital preservation, the Peter and Ana Lowens UVic Libraries Special Collections Student Fellowship, and recent library news, this donor-focused magazine celebrates the committed work of library staff on campus and in the community.

in CIRCULATION will be published annually with a small print run.

Please share widely with your colleagues and friends.

Best,
Lisa A (on behalf of Christine, Samantha, Artie and Shahira)

OTESSA Journal volume 2, Issue 1 & 2

Please check out the latest work published in the OTESSA Journal (Volume 2, Issues 1 and 2 published Dec 2022). The journal is using a continuous publication model, so will be posting articles as they move through the editorial process. It is an open-access journal with no Article Processing Charges, so your membership, sponsorship, and conference registration supports the publication activities of OTESSA among the other work we do as we build and grow. The journal is now quietly welcoming submissions from the global public in the discourse, research, or practice sections. To join or renew your membership, please visit the membership form on our website.

We will be pushing out our social media promotion of these works from our @OTESSA_org, @OTESSA_fr, and @OTESSAjournal accounts on Twitter and other platforms. Thank you in advance for helping to promote these works as they are shared! We encourage you to share these works out using the #OTESSA and #OTESSAjournal hashtags in addition to those relevant to the article content.

VOLUME 2, ISSUE 1 

 Discourse Articles

Outside-In: Entangled Openness as Subversion Influencing Emergent Change, Maha Bali

Research Articles

A Synthesis of Research on Mental Health and Remote Learning: How Pandemic Grief Haunts Claims of Causality, Stephanie Moore, George Veletsianos, Michael K. Barbour

Crowdsourcing the (Un)Textbook: Rethinking and Future Thinking the Role of the Textbook in Open Pedagogy, Michelle Harrison, Michael Paskevicius, Irwin Devries, Tannis Morgan

Practice Articles

The UK Open University COVID Response: A Sector Case Study, Martin Weller

Humanizing with Humility: The Challenge of Creating Caring, Compassionate, and Hopeful Educational Spaces in Higher Education, Sarah Driessens, Michelann Parr

ePortfolio Pedagogy: Stimulating a Shift in Mindset, Rita Zuba Prokopetz

VOLUME 2, ISSUE 2

Discourse Articles

On the Misappropriation of Spatial Metaphors in Online Learning, Jon Dron

Research Articles

Surveillance in the System: Data as Critical Change in Higher Education, Samantha Szcyrek, Bonnie Stewart

Introducing A Reflective Framework for the Assessment and Recognition of Microcredentials, Francisco Iniesto, Rebecca Ferguson, Martin Weller, Rob Farrow, Rebecca Pitt

Integrating Technology With Instructional Frameworks to Support all Learners in Inclusive Classrooms, Diane Montgomery

Elders’ Conversations: Perspectives on Leveraging Digital Technology in Language Revival, Melissa Bishop

CFP – KULA Special Issue : Metadata as Knowledge

KULA: Knowledge Creation, Dissemination, and Preservation Studies invites proposals for its Special Issue on Metadata, Knowledge, and Open Knowledge Projects

https://kula.journals.publicknowledgeproject.org/index.php/kula/announcement/view/1

We encourage submissions on a wide range of work, projects, and ideas in relation to metadata and knowledge including, but not limited to, the following:

  • How metadata functions as knowledge and/or creates meaning
  • The use of linked open data to facilitate the interaction between metadata and bodies of knowledge
  • Critiques of metadata and what is “knowable”
  • The role of metadata and open knowledge in addressing, or not addressing, issues of under- and misrepresentation of traditionally marginalized groups and knowledge
  • The role of metadata and open knowledge projects in addressing human rights issues and inequality
  • The creation of tools and technologies that allow metadata and open knowledge platform data to interact and flow into one another
  • Open knowledge projects that re-purpose metadata created elsewhere
  • Cultural heritage organization (libraries, archives, galleries, and museums) and academic projects that contribute to or leverage open knowledge platforms such as Wikidata
  • Reports of practical and technical elements of the contribution and reception of open and community-contributed knowledge in cultural heritage organization and academic project metadata

We are seeking contributions in diverse formats: short- to medium-length scholarly articles; project or technical reports; and creative (visual and/or audio) representations of projects or ongoing work. Please submit abstracts of 300-500 words through the journal’s website by January 31, 2021. Based on these abstracts, we will then invite authors to submit full pieces for editorial consideration and, if applicable, peer review.

For more information please see the KULA website:

https://kula.journals.publicknowledgeproject.org/index.php/kula/announcement/view/1

KULA is an open-access journal requiring no author publication charges (APCs). Authors retain full copyright to their works, which will be published under a Creative Commons license.

Co-edtors

Stacy Allison-Cassin, PhD, Assistant Professor, Teaching Stream, Faculty of Information, University of Toronto

Dean Seeman, Head, Metadata, University of Victoria Libraries

Direct Messaging: Warning Labels on Alcohol

December 12, 2019 | UVic News

Researchers from the University of Victoria’s Canadian Institute for Substance Use Research (CISUR) and the Canadian Centre on Substance Use and Addiction in Ottawa (the Canadian Substance Use Costs and Harms project) are working on a pilot project in the Yukon. Together they are studying changes in consumer drinking patterns and knowledge of health risks after warning labels are affixed to alcohol containers. The results from the pilot were so well received that the project findings became:

[an]… international media story, with articles in the New York Times and the Wall Street Journal. Media outlets in Ireland, a country that was debating cancer warning labels on alcohol containers around the same time, were frequently referencing the Yukon study…

Both Tim Stockwell (UVic’s CISUR director) and Kate Vallance who participated in the study have also published open access articles that are available in the University of Victoria’s institutional repository, UVicSpace. We encourage you to visit UVicSpace to browse and read the important work of both Stockwell and Vallance.

Featured research: Emergency remote education and COVID-19

A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis

By Aras Bozkurt, et al.

Two UVic researchers are co-authors on this open access paper: Valerie Irvine and Michael Paskevicius.

Abstract:

Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K-12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62,7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.
This is an open access article distributed under the terms of the
Creative Commons Attribution License. https://creativecommons.org/licenses/by-sa/4.0/
This article was originally published at:
10.5281/zenodo.3878571
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., … &
Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19
pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance
Education, 15(1), 1-126. https://doi.org/10.5281/zenodo.3878572.

To read more, visit UVicSpace