Today, I’ll be highlighting the South Asia Open Archives. The South Asia Open Archives (SAOA) is a rich, curated collection of historical and contemporary resources from and about South Asia. The SAOA collection contains hundreds of thousands of pages of books, journals, newspapers, census data, and magazines with a focus on social and economic history, literature, women and gender, and caste and social structure. The collection includes documents in English and in other languages of the region such as Hindi, Urdu and Bengali.
SAOA is administratively hosted by the Center for Research Libraries, and is the product of a broad consortium of 26 current member research libraries in South Asia and around the world, including the University of Texas Libraries. It is enriched by substantial contributions of content, human and material resources from a community of libraries, research centers, archives and other institutions partnering to bring these resources out for global scholarship and pedagogy.
Some of the titles that have been digitized with direct support from the University of Texas include: Baghi, Viplav, and Viplavi Tract. All three titles have a Leftist/Marxist focus and engage with workers and labor issues.
In keeping with the OA Week theme for this year of Open for Climate Justice, I did a search for climate,in the SAOA Collection, and found over 1200 results ranging from census information, Indian Assembly debates, newspapers, correspondence, and books. SAOA has been digitizing and will be publishing collections of colonial records related to public works (irrigation), forests, land settlement, trade and navigation, and famine that will be available to support the work of environmental historians and climate scientists.
You can find more information about SAOA within the collection in JSTOR, on Twitter, and on Instagram. To suggest sources to add to SAOA or learn more about joining or participating in SAOA, please email them at saoa@crl.edu. UT Austin faculty, staff, and students with questions about SAOA, may also reach out to Mary Rader, South Asian Studies Liaison Librarian. To learn more about open access at UT, please see our Open Access blog or our Open Access LibGuide.
Part of UT’s mission is to “contribute to the advancement of society through research, creative activity, scholarly inquiry and the development and dissemination of new knowledge”. One way we can help fulfill that mission is by making more of the University’s research and scholarship available open access. Open access (OA) is the free, immediate access to research articles coupled with the rights to use these articles fully in the digital environment (definition from SPARC).
One way UT Libraries is trying to facilitate greater access to UT Austin research is through open access deals with publishers. The University of Texas at Austin signed an agreement with Cambridge University Press (CUP) in 2021 that gives the UT community access to over 400 CUP journals and gives UT Austin authors the option to make their articles in any of those journals OA without needing to pay an article processing charge (APC). We were able to get all of this for only a very modest increase in price over our previous deal.
From January 2021 (when our deal went into effect) through June 2022, there have been 77 articles published by UT Austin authors, of which, 60 are available open access on the CUP platform, and a further eight are available OA on open repositories like arXiv and PubMed Central. If we had to pay those APCs individually, they would have cost us $117,043.50 in 2021 and $62,147 so far this year.
Giving our authors the option to publish OA with Cambridge allows us to share the knowledge being created here with people in Austin, in Texas, and around the globe. Here’s just one indication of the importance of sharing our research more widely — these 77 articles have been downloaded over 64,000 times.
UTL is excited about this Cambridge deal for several reasons. CUP journals are valued by our faculty, students, and staff both as journals to read and journals to publish in. CUP includes many journals in the fine arts and humanities; disciplines which are not always well represented in open access publishing initiatives. CUP offered us a deal that is financially sustainable for us long-term and which increases access to the research being done at UT. The CUP deal includes unlimited OA publications by UT authors. This means we don’t have to monitor a fund, we know exactly how much it will cost us this year, and we don’t have to tell any authors “sorry, this year’s funding has run out”.
Our agreement with CUP is part of a larger effort to engage with and support open access initiatives that help create a more sustainable (both financially and operationally) and equitable scholarly communication ecosystem for readers and authors.
UT authors who are interested in publishing with a Cambridge University Press journal can find out more about their journals on the CUP website. The process of selecting open access for accepted articles is relatively straightforward. More information about all our open memberships, and contact information for those with questions, are available on our Open Access LibGuide.
UT Libraries is excited to announce that Texas ScholarWorks (TSW) has crossed the 100,000 item threshold!
The 100,000th item to be added was the minutes from a meeting of Student Government on May 3rd, 1988. This item is part of a larger collection of over 3,000 documents related to UT Student Government. Gilbert Borrego, Digital Repository Specialist, has been managing this long-term project in cooperation with Student Government.
Texas ScholarWorks (formerly the University of Texas Digital Repository) was created to provide open, online access to the products of the University’s research and scholarship, preserve these works for future generations, promote new models of scholarly communication and deepen community understanding of the value of higher education. TSW went into production in September 2008, and the process of making content available online has been a team project from the start. The launch of TSW was the work of Project Institutional Repository Implementation (IRI) which started in early 2008. Over the course of approximately one year, the Project IRI team contributed 4,505 hours of work towards the launch and promotion of TSW. At the conclusion of the project in January 2009 there were 5,961 items in TSW.
The current TSW team includes our Digital Repository Specialist, Head of Scholarly Communications, a student worker, several catalogers, staff in digitization, librarians who refer faculty and students to us, and staff at Texas Digital Library who host TSW.
It’s really exciting to see the usage of resources shared in TSW. As of earlier this month, there have been over 39,000,000 total downloads of TSW materials. Top countries using TSW materials include:
We know how much amazing research and scholarship is happening at UT Austin, and being able to offer remote access to that content is really important. We’ve gotten so many comments from researchers around the world who have found relevant materials in TSW and are thankful for online access. We’ve also gotten rave reviews from faculty and staff on campus who have shared their research in TSW and seen immediate results.
Thank you so very much. I have already downloaded the dissertation and love being able to read it here at home!
You ROCK! Dr. [redacted] was thrilled to get access to [redacted] thesis. Many thanks to you and your team for keeping us in the hopper while traversing all things COVID. It was greatly appreciated.
Thanks for your help in finding this paper. In these Covid times, lots of groups, including my local library, have discontinued research services.
Thanks a lot. It really means a great deal to me.
I am extremely grateful! Thank you for acting so quickly. You have brightened my day.
We are so excited—I uploaded the report to TSW yesterday and it already has 25K views!
We are so thankful to everyone who has contributed to the success of TSW: the Project IRI team, current UT Libraries staff working on TSW, staff, faculty, and students at UT who upload their research, and our partners at Texas Digital Library for helping us reach this impressive milestone! Here’s to the next 100,000!
Much of the research being conducted at universities, colleges, and institutes around the world is written up by professors, graduate students, and research associates and published in toll-access (subscription) journals. Anyone lacking a subscription to that journal will not be able to access the articles published there. This creates a serious access problem for many people across the globe.
An alternative method of publishing, called Open Access, allows for anyone to read the results of research for free.
So, why should you care?
The short version:
expensive journals = less access to research results, especially for those outside of wealthy higher-ed institutions
less access = less research being done and/or research not happening quickly because of access barriers
UT Libraries cares deeply about the issue of access for all. For many years we’ve invested in open access publishing and infrastructure in an effort to help shift the scholarly publishing system to a more equitable form.
In celebration of Open Access Week 2020, we’d like to highlight some of the projects we’ve invested in and/or supported over the years. This support can take the form of financial contributions, technical support, content creation, and ongoing promotion and management. We encourage you to check out these open access projects and experience the wide range of disciplines and content types that they represent.
This is a newly-launched open access, peer-reviewed journal in mathematical analysis. One of the founding editors is a UT faculty member and UT Libraries financially supports this journal so that it is free for both readers and for authors.
Consejo Latinoamericano de Ciencias Sociales (CLACSO) is a Latin American open access monograph publishing effort that UT helped organize and financially supports.
SAOA is a collection of open access materials for research and teaching about South Asia. The initial emphasis was on colonial-era materials, but current selection criteria include: value to research, utility for a broad population of users, uniqueness, at risk, and complementary to other resources.
This effort is supported by the Center for Research Libraries and over 25 member libraries, including UT.
“The Information Literacy Toolkit is a collection of resources that faculty and instructors can use to help plan or implement assignments in classes. These resources can help you scaffold research skills into your classes, think of new ways to assign research, and help you assess your students’ work.“
The toolkit was created and is maintained by the Teaching & Learning Services unit within UT Libraries (UTL), although others at UTL are free to contribute.
Content is licensed with a Creative Commons License Attribution Non-Commercial license.
This resource is a starting point for educators wishing to design instructional sessions that incorporate campus collections into final digital projects. Here you will find learning outcomes, things to consider before you begin planning, sample syllabi and assignments, assessment tools, recommended readings, and guidelines for copyright and fair use
This project was created by staff from UT Libraries, LLILAS Benson, and the Harry Ransom Center.
Content is licensed with a Creative Commons License Attribution Non-Commercial license.
The Collections Portal provides free, online access to a sub-set of the UT Libraries vast collections. The platform uses open source technology like Fedora, Blacklight, and IIIF.
The Portal provides access to some of the geospatial data from the UT Libraries collections. It’s also been configured to allow users to search raster and vector datasets from other universities that utilize the GeoBlacklight infrastructure.
All items contributed by UT Libraries are free to reuse.
LADI is a digital repository that provides access to thousands of items from the 1500s to the present. The repository has an emphasis on providing access to collections that document human rights issues and underrepresented communities.
This repository provides open, online access to the products of the University’s research and scholarship. It is hosted by the Texas Digital Library, a consortium of higher ed institutions in Texas that builds capacity for preserving, managing, and providing access to digital collections.
TDR is a platform for publishing and archiving datasets created by faculty, staff, and students at UT. It is hosted by the Texas Digital Library.
Copyright status of items varies, but most are licensed for reuse.
When we started documenting all the things we support, we found the list was longer than is feasible for a single post, so please see our Open Access blog and Twitter account for more examples of open access projects being supported by UT Libraries.
Because we believe that access to information is a fundamental right, UT Libraries will continue to prioritize support for open access publishing, open educational resources, and open data.
We welcome any questions you may have about the OA projects listed above or OA projects you’d like to see us support.
Henryk Bronislaw Stenzel. From a photograph in Ferguson, 1981, courtesy BEG.
In a project to capture a discrete collection at one of the university’s CSUs, faculty and staff from the Jackson School of Geosciences and the College of Natural Sciences worked with UT Libraries staff to get a collection of over 6000 letters added to Texas ScholarWorks, the university’s digital repository.
The letters are to and from Henryk Bronislaw Stenzel, a faculty member in the Department of Geology from 1948-54 who was a notable authority in the field of Tertiary stratigraphy and paleontology, representing a partial record of a career that spanned over 50 years.
The letters cover subject matter both professional and personal, and provide insight into Stenzel’s methodology, specific projects and relationships with his peers both here and abroad.
Stenzel was born in Poland in 1899, and attended Schlesische Freidrich Wilhelms University in Breslau beginning in 1918, where he majored in paleontology and geology with a minor in physics and mathematics. He received his doctorate in 1922, with a concentration on petrofabrics under the supervision of noted German geologist Hans Cloos.
Letter to H.B. Stenzel from Hans E. Cloos on 1921-09-12.
Stenzel emigrated to the U.S. in 1925, and after being denied a position in petrology at Texas A&M, changed his specialization to Tertiary stratigraphy and paleontology to secure a second opening at the university. He taught there until 1934, when he joined the Texas Bureau of Economic Geology, a research unit at the University of Texas at Austin, and took his faculty position at UT in 1948.
Over the course of his career, Dr. Stenzel had 92 works published on petrology, paleontology and stratigraphy of the Lower Tertiary of the Gulf Coast. His most well known publications include the 1949 work Successful speciation in paleontology: The case of the oysters of the Sellaeformis stock (adaptations of species) and the 1971 work: Treatise on Invertebrate Paleontology (Oysters).
Letter to H.B. Stenzel from S.J. Olsen on 1961-10-16.
His collection of letters and exchanges have been digitized and stored for viewing on Texas ScholarWorks. Each file has a PDF view of the original letter as well as metadata, including keywords and dates of the original correspondence, if noted.
This effort was advanced by the late Ann Molineux, a curator for the Texas Natural History Collections, who developed much of the metadata for this project, and Gilbert Borrego, who provided support and guidance for the technical processes.
Texas ScholarWorks (formerly the University of Texas Digital Repository) went into production in September 2008. Texas ScholarWorks (TSW) was created to provide open, online access to the products of the University’s research and scholarship, preserve these works for future generations, promote new models of scholarly communication and deepen community understanding of the value of higher education. In honor of our first 10 years, we’d like to share some samples of the kinds of important work being shared in TSW.
A wearable technology costume from the Sharir Collection (photo by Mark Doroba)
Dance professor, Yacov Sharir, has donated his archive of videos and documents related to performances, rehearsals, workshops and events that span his four decade career at UT. UT Libraries digitized the contents of this collection and worked with Dr. Sharir, Beth Kerr, and Katie Van Winkle to describe the materials. The resulting collection in TSW is a treasure trove of information about the dance community in Austin.
UT Communications professor, Robert Hopper (1945-1998), recorded thousands of hours of everyday conversations between people over the phone, in recorded messages, and in person. Approximately 200 hours of those recordings, and their associated transcripts, are available in TSW. This is a unique collection for those who study spoken language.
The Center for Electromechanics (CEM) has chosen to share their conference proceedings, publications, and reports via Texas ScholarWorks. CEM is a leading applied research unit on campus and their researchers are recognized experts in advanced energy storage and power generation rotating machines for both intermittent and continuous duty applications.
Waller Creek, a tributary of the Colorado River, goes through the UT campus and is a focus of research for people at UT and in the Austin community. In an effort to improve the efficiency of finding information about Waller Creek, researchers have chosen to use Texas ScholarWorks as an archive for the publications, data, maps, images and class projects about the creek.
Before his death in 2006, club owner and Austin music scene icon Clifford Antone brought his vast knowledge of music — more specifically the blues and rock and roll — to the Forty Acres for a lecture series hosted by the Department of Sociology called “The History of the Blues According to Clifford Antone.” The series of lectures was recorded and resides both in the collection of the Fine Arts Library and online at Texas ScholarWorks.
Photograph from the Sharir Collection taken between 1980-1996.
The process of making content available in TSW is a team project and has been from the start. The launch of TSW was the work of Project Institutional Repository Implementation (IRI) which started in early 2008. Over the course of approximately one year, the Project IRI team contributed 4,505 hours of work towards the launch and promotion of TSW. At the conclusion of the project in January 2009 there were 5,961 items in TSW. Today we have over 58,000 items. You can find documentation from Project IRI in TSW.
Many thanks to the Project IRI team, current UT Libraries staff working on TSW, and our partners at Texas Digital Library.
Earlier this year, the UT Libraries hosted a panel discussion called, Can I Use That?: Remix and Creativity. The event was the brainchild of Juliana Castro, a graduate student in the School of Design & Creative Technologies. She worked with librarians Becca Pad, Gina Bastone and Colleen Lyon to plan a panel event that dove into issues around rules of copyright and reuse as they relate to creative fields of inquiry.
The panelists for the event included: Dr. Carma Gorman, Design; Dr. Philip Doty, School of Information; Dr. Carol MacKay, English; and Gina Bastone, UT Libraries. The question and answer session of the panel was particularly lively as participants engaged with our experienced panel on a variety of reuse issues.
The capstone of the event was an opportunity to bind a Cita Press public domain book, The Yellow Wall-Paper, by Charlotte Perkins Gilman. UT Libraries is pleased to work with scholars like Juliana Castro who are interested in exploring new ways to freely share information, and is excited to help her introduce Cita Press.
Public domain is a legal term used to refer to visual or written works without intellectual property rights. Works enter the public domain for different reasons, including expiration of the rights, forfeiture, waiver, or inapplicability, as in the case of pieces created before an existing legal framework. At the end of the eighteenth century, copyrights lasted only 14 years in the USA, with an option of renewing for another 14 years. However, copyright terms have expanded dramatically over the course of the twentieth century in the USA.
Since the passage of the Sonny Bono Copyright Extension Act of 1998, most copyrighted works do not re-enter the public domain until 70 years after the death of the author. These extensions are created to benefit creators’ interests, but not only do they oftentimes fail to do so, but can stifle creativity, free speech, and the democratic exchange of ideas.
In the last three centuries, women have gradually made their way into the publishing industry as active writers, often exploring topics considered inappropriate or even immoral for women to address. The printing press was developed by Johannes Gutenberg c.1439. By 1500, printing presses were operating all throughout Europe; by 1539 Spanish colonists were printing in Mexico; and by 1638 English colonists were printing in New England. However, until the early nineteenth century, writing was still a suspect occupation for women. Because often times writing was viewed as unfeminine, the few women who had the educational background to write works of public interest would often publish anonymously, using masculine pseudonyms to avoid jeopardizing their social status.
Art and literature have been sexist arenas, and as Joanna Russ points, for centuries women have had to fight outright prohibitions, social disapproval, lack of role models, isolation, and other forms of suppression in order to get their work published and recognized. Most of the nineteenth century’s feminist literature is now in the public domain, but many of these writings are not being republished by commercial publishers. When publishers do reprint public-domain texts, they rarely do so in open-access book formats. Because commercial publishers invest in curating and marketing well-designed collections of reprints, they frequently commission original annotations or introductions from scholars, which in turn enables them to copyright and profit from their new editions.
In contrast, Internet-based archives such as Google Books, HathiTrust, and Archive.org make an enormous corpus of public-domain books available for free online, but do so as scans or in poorly designed digital formats. Moreover, internet archives usually do not make their collections particularly navigable or appealing to non-scholarly audiences, nor do they make it properly designed and easy to print.
WHAT’S NEXT?
Cita’s purpose is to celebrate and make accessible the work of female authors, and inspire people to explore open publishing formats. In the future, I plan to extend Cita’s reach as an active open-source editing platform that is committed to intersectionality and that welcomes diverse voices and backgrounds by republishing new works, especially in Spanish, including those of living authors who are willing to open-license their works.
As is the case with most successful open-source projects, Cita needs user-contributor engagement in order to grow. The existing collaborative community is likely to extend their work towards creating new material, and potential new contributors will be encouraged to join in at different levels of the book-creating process, including cleaning texts, reformatting HTML, designing covers, laying out texts, marketing the site, etc. I plan to apply for small grants that can cover certain parts of the book making process, such as formatting and free distribution of printed copies. But Cita’s success will ultimately rely on the efforts of those who are interested in celebrating and making women’s art and literature more accessible.
Please follow, join, contribute and share: citapress.org
Juliana Castro is a Colombian graphic designer and editor, and a graduate student in the School of Design & Creative Technologies at The University of Texas at Austin.
March 5-9 is Open Education Week Throughout the week, guest contributors will present their perspectives on the value of open education to research, teaching and learning at The University of Texas at Austin. Today’s installment is provided byJeannette Okur, Lecturer, Middle Eastern Studies.
Jeannette Okur
For a year and a half now, I have been designing and piloting an OER textbook and online curricular materials designed to bring adult learners of modern Turkish from the Intermediate-Mid/High to the Advanced Mid proficiency level. The textbook, titled Her Şey Bir Merhaba İle Başlar (Everything Begins With A Hello), will – hopefully – be available on the UT Center for Open Education Resources and Language Learning (COERLL) website in Fall 2019; and the complementary series of primarily auto-correct listening, viewing, reading and grammar exercises and quizzes will be made available on a public Canvas course site. This new set of OER materials is aligned with the ACTFL standards for Intermediate- and Advanced-level communicative skills and intercultural proficiency descriptors, and also reflects my department’s (and my personal) commitment to blended instruction and the flipped classroom model. I’ve now designed five thematic units that promote the following pedagogical goals:
Introduce the learner to culturally and socially significant phenomena in Turkey today.
Introduce the learner to various print, audio and audio-visual text types aimed at native Turkish audiences and guide them to use (and reflect on) the reading, listening and viewing comprehension strategies needed to understand these Advanced-level texts.
Engage the learner in active recognition and repeated practice of new vocabulary and grammar items.
Guide the learner through practice of oral and written discursive strategies specific to the Advanced proficiency level.
Balance the four communicative skills.
Balance seriousness and fun!
I’m excited about OER’s potential to transform students’ and teachers’ experiences with Less Commonly Taught Languages (LCTL) like Turkish. A readily accessible and modifiable OER for this level of Turkish language instruction, in particular, makes a whole lot of sense, because the for-profit textbook model is a non-starter! In other words, because no one can make a profit off of Turkish language teaching materials outside of Turkey; few of the teaching materials that U.S.-based Turkish language instructors design ever get published or shared. In fact, creating an OER for Turkish-language learning has made sharing my ideas, teaching materials and methodology possible!
I believe wholeheartedly that being able to share and modify OER teaching/learning materials via online platforms leads to collaboration among educators and eventually to better educational products and practices. I hope that other Turkish language educators, upon engaging with my OER materials, will learn a few small but important lessons from me, namely:
Adults learning Turkish need help practicing and learning vocabulary, not just grammar.
Identifying and discussing cultural differences/commonalities on the basis of actual socio-cultural phenomena captured in texts aimed at target culture audiences is key to increasing learners’ cultural proficiency, especially when those learners are not learning in the target culture.
The blended instruction/flipped classroom model really works because engagement with reading, listening and grammar materials at home gives learners more time to practice SPEAKING in class (or with a tutor).
I also look forward to learning from the colleagues and learners who engage with my materials in varied settings beyond the University of Texas at Austin.
March 5-9 is Open Education Week Throughout the week, guest contributors will present their perspectives on the value of open education to research, teaching and learning at The University of Texas at Austin. Today’s installment is provided by Jocelly Meiners, Lecturer, Department of Spanish and Portuguese.
Jocelly Meiners
In recent years, the development of Spanish language courses designed specifically for heritage language learners has gained much attention throughout K-12 and post-secondary education in the US. Heritage language learners are students who were exposed to Spanish at home while growing up. These students usually have a broad knowledge about their cultural heritage, and varying degrees of language dominance. Over the years, it has been found that these learners have different pedagogical needs than second language learners, and that they benefit greatly from language instruction that is catered to their specific needs. Throughout the country, as more institutions realize these needs, Spanish instructors at all levels are forming programs and creating materials to serve this student population. It seems that we all have some common goals: to help heritage Spanish speakers develop their bilingual skills, to empower them to apply those skills in academic and professional settings, and to feel proud of their cultural and linguistic heritage. So if we all have similar goals in mind and are all working on creating programs and materials to serve these students, why not share all the work we are doing?
I have been teaching courses for heritage Spanish learners here at UT for over 4 years, and about a year and a half ago I started working as the community moderator for the Heritage Spanish Community (https://heritagespanish.coerll.utexas.edu). This web-based community, which is hosted by COERLL (The Center for Open Educational Resources and Language Learning), serves as a space for Spanish instructors to collaborate, share and communicate with others about the teaching and learning of Spanish as a heritage language. We encourage instructors at all levels to ask questions on our online forum, to help other instructors, and to share the materials they are working on. Open Educational Resources are an excellent way to share these types of materials, since they can easily be adapted to the specific needs of each instructor’s particular student population.
As community moderator, I add useful content to our website, create interesting questions for discussion, and encourage others to explore our website and share their work. I have also been able to share my own materials as OER, and it has been very rewarding to hear form people in other parts of the country who have found my resources useful and are adapting them for their own heritage Spanish programs. I believe that if we all collaborate and share our resources openly, we will be much more successful in attaining both our personal and common goals.
March 5-9 is Open Education Week Throughout the week, guest contributors will present their perspectives on the value of open education to research, teaching and learning at The University of Texas at Austin. Today’s installment is provided by Orlando R. Kelm, Associate Professor, Department of Spanish and Portuguese
Orlando R. Kelm
Open Access seems to be at the core of materials development for those of us who teach what is called LCTLs (less-commonly taught languages). In academic settings, publishing companies are less likely to take a chance on publishing materials where the market is small. There have been multiple occasions when I have been told by publishing companies something similar to, “If you could do this project for us in Spanish we would be interested, but unfortunately the market in Portuguese is not big enough to take on such a project.” Although it has been discouraging to hear such replies, it was also understandable.
However, it today’s world of innovative technologies, online, electronic, digital, social media, video and podcasts, Open Access pedagogical materials in foreign language, especially for the less-commonly taught languages, have provided a boon of opportunities. Here at the University of Texas at Austin, for example, the College of Liberal Arts (LAITS), the Center for Open Educational Resources and Language Learning (COERLL) and the Center for Global Business have all been supportive of our development of online and open access materials for those who want to learn Portuguese. COERLL helps maintain our BrazilPod site, where all our Portuguese materials are available for everyone, anytime, Open Access, and with Creative Commons license. Here’s the URL: https://coerll.utexas.edu/brazilpod/index.php
This site contains a number of videos, podcasts, exercises, transcripts, translations, and a number of other materials. We have seen how users, both teachers and private learners, have integrated, modified and added these materials to the study of Portuguese. Some access the materials online, others embed content into exercises and quizzes, others create ancillary activities for organized courses. Open Access has revolutionized the way that learners of LCTLs share materials and expose learners to content.
It also seems a bit ironic when we think of the initial rejection from publishing companies. If they were to approach us today to publish in traditional formats, chances are that we would react by saying, “Thanks, but our ability to share with Open Access works for us better than the traditional publication methods.”
