40 · Survey Results: Survey Questions And Responses
Activity 1 Activity 2 Activity 3
New faculty luncheons where author
rights retention and IR deposit are
promoted.
Author rights brochure is available and
is given out at new faculty luncheons as
well.
Not sure, haven’t measured in any way.
One-on-one interviews. Web site.
One-on-one visits. Presentations to graduate students. Presentations to faculty.
One-on-one visits, tailored to the
individual requester.
Presentation to graduate students —
it’s rare that anyone has talked to grad
students about author rights they are
very interested especially as they are
about to embark on their own careers.
One-on-one visits with faculty/grad
students: answer in depth questions and
give lots of personal guidance usually try
to include the liaison librarian as well.
Presentations.
Presentations to faculty. Presentations to grant writers. Web site with information, instructions,
link to addendum.
Presentations to faculty are effective,
though it is difficult to get such
opportunities. We recently had the
opportunity at an on-campus teaching/
technology conference. We presented on
author rights. Attendance was low, but
those that came were engaged.
One-on-one visits with faculty are
the most effective. These meetings
are opportunistic, in that you may be
meeting about something else, but have
the opportunity to bring up author rights.
Our library has a Web site on author
rights, where we feature our addendum.
General knowledge about author rights
leads authors to engage in ways to retain
their rights, which may mean they will
use an addendum.
Presentations to faculty departments
and groups where faculty get the deer in
the headlights look when you describe
what happens when they give away their
author rights. They start using addenda
after that and also want to participate in
the institutional repository. There have
also been many individual meetings
as follow up from these department
meetings.
Active engagement with the Office
of Research. He has now mandated
that faculty who receive Leadership in
Action research grants from the Office
of Research must put their materials in
the institutional repository. This includes
proceedings from conferences held on
campus, new born digital journals, and
led to their reliance on library expertise
for education about the NIH Public
Access Mandate.
Presentations to graduate students
and graduate student advisors under
the auspices of the Graduate School.
The Graduate School now uses the
institutional repository for open access
masters theses (students download
themselves) and we are working on
piloting open access to dissertations.
Presentations to faculty through
departmental meetings and brownbags.
Letters and e-mails to authors. Web site on scholarly communications
issues.
Activity 1 Activity 2 Activity 3
New faculty luncheons where author
rights retention and IR deposit are
promoted.
Author rights brochure is available and
is given out at new faculty luncheons as
well.
Not sure, haven’t measured in any way.
One-on-one interviews. Web site.
One-on-one visits. Presentations to graduate students. Presentations to faculty.
One-on-one visits, tailored to the
individual requester.
Presentation to graduate students —
it’s rare that anyone has talked to grad
students about author rights they are
very interested especially as they are
about to embark on their own careers.
One-on-one visits with faculty/grad
students: answer in depth questions and
give lots of personal guidance usually try
to include the liaison librarian as well.
Presentations.
Presentations to faculty. Presentations to grant writers. Web site with information, instructions,
link to addendum.
Presentations to faculty are effective,
though it is difficult to get such
opportunities. We recently had the
opportunity at an on-campus teaching/
technology conference. We presented on
author rights. Attendance was low, but
those that came were engaged.
One-on-one visits with faculty are
the most effective. These meetings
are opportunistic, in that you may be
meeting about something else, but have
the opportunity to bring up author rights.
Our library has a Web site on author
rights, where we feature our addendum.
General knowledge about author rights
leads authors to engage in ways to retain
their rights, which may mean they will
use an addendum.
Presentations to faculty departments
and groups where faculty get the deer in
the headlights look when you describe
what happens when they give away their
author rights. They start using addenda
after that and also want to participate in
the institutional repository. There have
also been many individual meetings
as follow up from these department
meetings.
Active engagement with the Office
of Research. He has now mandated
that faculty who receive Leadership in
Action research grants from the Office
of Research must put their materials in
the institutional repository. This includes
proceedings from conferences held on
campus, new born digital journals, and
led to their reliance on library expertise
for education about the NIH Public
Access Mandate.
Presentations to graduate students
and graduate student advisors under
the auspices of the Graduate School.
The Graduate School now uses the
institutional repository for open access
masters theses (students download
themselves) and we are working on
piloting open access to dissertations.
Presentations to faculty through
departmental meetings and brownbags.
Letters and e-mails to authors. Web site on scholarly communications
issues.
