Announcing our 22nd Open Textbook! Microbiology: A Laboratory Experience, by Holly Ahern! This book is dowloadable for FREE in several file formats, and can be read online: https://textbooks.opensuny.org/microbiology-a-laboratory-experience/
Category: Open Access
Open SUNY Textbooks announces the release of its latest project, A Concise Introduction to Logic. Author Craig DeLancey is Professor of Philosophy and Chair of the Department of Philosophy at SUNY Oswego. View and download the text here for free.
The textbook is an “introduction to formal logic suitable for undergraduates taking a general education course in logic or critical thinking, and is accessible and useful to any interested in gaining a basic understanding of logic. This text takes the unique approach of teaching logic through intellectual history; the author uses examples from important and celebrated arguments in philosophy to illustrate logical principles.”
About Open SUNY Textbooks
The mission of Open SUNY Textbooks is to provide an academic-friendly publishing model and infrastructure which supports faculty adoption, remixing, and creation of open educational resources (OER) and courses. We are dedicated to improving student learning outcomes and addressing the affordability of course materials.
Open SUNY Textbooks is an open access textbook publishing initiative established by State University of New York libraries and supported by SUNY Innovative Instruction Technology Grants. This pilot initiative publishes high-quality, cost-effective course resources by engaging faculty as authors and peer-reviewers, and libraries as publishing service and infrastructure.
The pilot launched in 2012, providing an editorial framework and service to authors, students and faculty, and establishing a community of practice among libraries. The first pilot is publishing 15 titles, with a second pilot to follow that will add more textbooks and participating libraries.
Participating libraries in the 2012-2013 pilot include SUNY Geneseo, College at Brockport, College of Environmental Science and Forestry, SUNY Fredonia, Upstate Medical University, and University at Buffalo, with support from other SUNY libraries and SUNY Press. The 2013-2014 pilot will add more titles, and includes new participating libraries; SUNY Oswego, Monroe Community College, and more soon.
In 2013, Milne Library published an essay by SUNY Geneseo Professor Emeritus Eugene Stelzig titled “Bob Dylan’s Career as a Blakean Visionary and Romantic.”
Upon the occasion of Dylan’s being awarded the 2016 Nobel Prize in literature, this might well be worth another look. Free PDF and ePub versions are available, and you can buy a print version from Amazon.com.
“Bob Dylan’s Career as a Blakean Visionary and Romantic” was completed in 1976 as an invited contribution to a volume of academic and scholarly essays on Dylan to be published by the Popular Press and edited by Patrick Morrow. After the volume was accepted and the publication contract was signed, the Popular Press reneged on the agreement, apparently because it felt the volume would fall between the cracks: Dylan’s popular fan base would not be interested in a book of academic articles, and academics would not be interested in a pop culture idol. Obviously things have changed considerably in the intervening decades!
This discussion—written almost four decades ago—of the deep affinities between Dylan’s song poetry and the Romantics, especially William Blake, is one of the early “scholarly” as opposed to popular appreciations of Dylan’s art and his oeuvre from his first album up to and including Desire (1976).
According to Stelzig,
“The piece has led a sort of underground life for decades in the wake of Robert Shelton listing it in the bibliography of his biography of Dylan, so I’m delighted that Milne Library is making it available and easily accessible to anyone.”
We previously announced this publication in the Open Access resources via SUNY Open Textbooks.
The Global Open Data Index, an initiative of Open Knowledge International, is at once an index of government open data and an assessment of these indexes. As the site notes, “Each year, governments are making more data available in an open format.” The Global Open Data Index tracks whether these data are released in a way that is open and accessible to citizens, the media, and the generally curious.
The Index ranks countries based on the availability and accessibility of data across 13 categories (including Election Results, Government Spending, and Legislation), displaying the results in an easily navigated infographic and map. Visitors to the site may also view open datasets, when available, by following links on these graphs or by conducting a text search. This makes the Global Open Data Index an excellent one stop shop for national data. Country rankings are updated annually. [MMB]
This review originally published in The Internet Scout.
Hybrid Pedagogy Inc. is a non-profit that “focuses on the implementation of critical digital pedagogy in education at all levels” and seeks to “prepare learners, educators, librarians, and administrators to teach, collaborate, and think with digital technology.” To further these aims, visitors to the organization’s website will find the open-access peer-reviewed journal, Hybrid Pedagogy, as well as the Digital Pedagogy Lab, where there are blog posts, podcasts, and harvested tweets.
Hybrid Pedagogy provides a venue for voices in education that might otherwise be marginalized to be published and peer reviewed. For example, academics in the throes of late-summer syllabus writing may be interested in a 2014 article, “Syllabus as Manifesto: A Critical Approach to Classroom Culture.”
The site can be a little tricky to navigate, and it’s hard to tell what portions of the content the site search covers – but a Google search on a keyword or article title + hybrid pedagogy works perfectly. In 2015 and 2016, Digital Pedagogy Lab hosted 3- and 5-day Summer Institutes at the University of Wisconsin-Madison, University of Mary Washington in Virginia, and in Canada at the University of Prince Edward Island. For those unable to attend in person, summaries and comments on talks at the 2016 Institute can be found on the website. [DS]
This review originally published in The Internet Scout.
Many high school students have mastered writing conventions but still struggle to understand and meet the expectations at the college level. Other students, perhaps out of school for a number of years, are getting reacquainted with academic writing while working to meet college-level challenges. Writing in College demystifies college-level expectations, helping students see the purpose behind the varied writing assignments they face.
Guptill skillfully positions specific and applicable advice about college writing within the larger framework of transitioning to the culture of the academy and college-level expectations. In addition, chapters can be read independently and assigned separately, and each is accompanied by further resources, suggested exercises, and advice from other student writers.
Writing in College: From Competence to Excellence
Available as ebook and PDF downloads, as well as online, at: textbooks.opensuny.org/
About the Textbook
Writing in College: From Competence to Excellence is designed for students who have largely mastered the conventions of high-school level writing and are now rising to meet more the advanced expectations of college. Students will find in Writing in College a warm invitation to think of themselves as full, self-motivated members of the academic community. With concise explanations, clear multi-disciplinary examples and empathy for the challenges of student life, this short textbook both explains the purposes behind college-level writing and offers indispensable advice for organization and expression.
About the Author
Amy Guptill is an Associate Professor of Sociology at The College at Brockport, SUNY where she has a joint appointment with the Delta College Program, an alternative interdisciplinary General Education option. Her research focuses on spatial and structural shifts in agriculture and food systems with recent work on innovative agricultural marketing. She teaches courses in the sociology of food, development and globalization, community and social change, social statistics and college writing. In addition to Writing In College: From Competence to Excellence, she is the coauthor of a recent college textbook entitled Food & Society: Principles and Paradoxes (Malden, MA: Polity, 2012).
Value of Open Access Textbooks
The author is thrilled to offer this book as an open textbook. The cost of commercial textbooks is an urgent and growing problem, and all students should have easy access to advice about how to get the most out of the hundreds of pages of writing they’ll do over the course of a four-year degree.
Licensed for reuse and remix, the Open SUNY Textbooks are a valuable addition to the open access textbook community. Freely available, the open access content is peer reviewed by fellow instructors and scholars for quality and then copy-edited before publication. Open textbooks are just one component of the open educational resources movement (OER) and provide high quality, reusable material for course instructors to create cost savings for students and institutions.
About Open SUNY Textbooks
The SUNY Textbook program is a creative means to improving access to educational materials while fostering a community of resources that spans disciplines and encourages interdisciplinary study. SUNY Libraries and faculty are leading SUNY’s open textbook publishing initiative and have already saved thousands of dollars for SUNY students. Having published 12 free online textbooks, with 14 more planned in the next 18 months, this innovative multi-institutional program is lowering the cost of textbooks for students in New York and beyond.
Open textbooks are available to everyone free of charge. Over 50,000 downloads of Open SUNY Textbooks occurred between February 1, 2015-December 14, 2015, with visitors and readers from all over the world. For program details, please visit http://textbooks.opensuny.org
It’s official — Allison Brown is Milne library’s new Digital Publishing Services Manager. Allison was the successful candidate in last summer’s nationwide search to fill the newly-created position, bringing with her a proven track record of working with authors, navigating the publishing landscape, and producing a variety of publications.
Before you scratch your head too vigorously, wondering “But hasn’t Allison been here, doing that, long before this past summer?” — yes, she had been functioning as the digital publishing coordinator here in a temporary capacity for several years, and was instrumental in helping Milne build its publishing services from the ground up. The early projects, going back to 2012, include the Genesee Valley Historical Reprints Series (33 titles); Stuart Symington’s memoir, Tagging Along; and the first Proceedings of GREAT Day.
Since then, Allison has continued to produce more from Milne’s “press,” working closely with student groups, faculty, and emeriti at Geneseo and throughout SUNY. Among the current and ongoing projects she’s involved in is Open SUNY Textbooks, for which she is project manager — working closely with authors and coordinating peer review, editing, and publishing. She also continues to assist with production of the Proceedings of GREAT Day as well as advise for and coordinate publication of Gandy Dancer, the Geneseo-based, SUNY-wide student literary magazine edited by SUNY Geneseo students. With Gandy Dancer, Allison works closely with English professor Rachel Hall’s Editing & Production Workshop classes, both in and out of the classroom.
As Digital Publishing Services Manager, Allison manages to offer both publication assistance (production, project management, software training, etc.) to authors and experiential learning to the interns with whom she regularly works. She expects both areas to grow as more authors explore alternative publishing options, including open access (OA) publications and digital projects, and more students seek help with producing and managing their publications.
Allison earned a B.A. in English from Houghton College and an M.F.A. in creative writing from Emerson College in Boston. Prior to coming to Milne Library, she worked at Boston College’s library as a circulation desk assistant. Allison is an avid consumer of audio books since, she says, she seems to spend a lot of time in her car (much of it driving between her home in Rochester and work in Geneseo), and listening is a good way to use that time.
You can find Allison in her office (Milne 108) on the Library’s lower level, or contact her at [email protected] or 585-245-6020.
OA journals perform peer review and then make the approved contents freely available to the world. Their expenses consist of peer review, manuscript preparation, and server space. OA journals pay their bills very much the way broadcast television and radio stations do: those with an interest in disseminating the content pay the production costs upfront so that access can be free of charge for everyone with the right equipment. Sometimes this means that journals have a subsidy from the hosting university or professional society. Sometimes it means that journals charge a processing fee on accepted articles, to be paid by the author or the author’s sponsor (employer, funding agency). OA journals that charge processing fees usually waive them in cases of economic hardship. OA journals with institutional subsidies tend to charge no processing fees. OA journals can get by on lower subsidies or fees if they have income from other publications, advertising, priced add-ons, or auxiliary services. Some institutions and consortia arrange fee discounts. Some OA publishers waive the fee for all researchers affiliated with institutions that have purchased an annual membership. There’s a lot of room for creativity in finding ways to pay the costs of a peer-reviewed OA journal, and we’re far from having exhausted our cleverness and imagination.
OA Archives or repositories
OA archives or repositories do not perform peer review, but simply make their contents freely available to the world. They may contain unrefereed preprints, refereed postprints, or both. Archives may belong to institutions, such as universities and laboratories, or disciplines, such as physics and economics. Authors may archive their preprints without anyone else’s permission, and a majority of journals already permit authors to archive their postprints. When archives comply with the metadata harvesting protocol of the Open Archives Initiative, then they are interoperable and users can find their contents without knowing which archives exist, where they are located, or what they contain. There is now opensource software for building and maintaining OAIcompliant archives and worldwide momentum for using it. The costs of an archive are negligible: some server space and a fraction of the time of a technician.
Do you have questions about OA? Want to know more about Open Access and how libraries are working toward these goals? Ask a librarian!
Open Access, Open Data, Open Minds features visionary ideas and inspirational speakers. It combines the 9th Prelec Lecture on excellence in healthcare informatics with dynamic leaders from influential open access initiatives, and includes panel discussions of the value and meaning of open access and open data for academics, researchers and librarians.
For more information, visit their website.