Reduced Inequalities

Overcoming inequality for authors, improving equity for readers

Leonie Sherwin, Manager (Research Support); Dr Tricia Kelly (Senior Research Librarian for Health, Engineering & Sciences); Douglas Eacersall (Learning Advisor, Higher Degree Research), and Margaret Bremner (Senior Research Librarian for Business, Education, Law & Arts)

There are many pathways to publishing research outputs. The drive to publish in high quality journals can sometimes result in valuable research outputs being locked behind paywalls. UniSQ Library is a strong advocate for open access pathways where possible, creating a level of equity in access for all readers.  Gold Open Access pathways can be challenging for authors without access to funding for Article Processing Charges (APCs). This creates an inequality for authors, particularly for Higher Degree by Research students beginning their publishing career.

In support of open access opportunities, UniSQ explored the potential for Transformative Agreements to reduce inequality for authors to publish Gold Open access. In 2022, UniSQ participated in a number of CAUL’s Read & Publish Agreements with publishers including CSIRO, Cambridge University Press, Oxford University Press, Springer Nature and Wiley. Under these agreements, authors from participating institutions followed the standard submission and editorial process and, if their paper was accepted, the APCs were waived. The promotion of these agreements occurred at multiple levels beginning with a spotlight webinar by the Library’s Research Support Team in the 2021 Open Access Week. Then in early 2022, the Library Director engaged with Heads of Schools and Centre Directors to encourage authors to utilise this opportunity to publish Gold Open access without the impediment of APCs.  Members of the Library’s Research Support Team and the Education Support Team continued this promotion of the agreements at group and individual levels during forums, meetings and consultations. The Library’s Research Support Team also actively engaged with research students and staff in understanding the submission process and requirements under the Agreements.

During the first six months of 2022, 38 UniSQ research articles have been successfully published as Gold Open Access without Article Processing Charges under the CAUL Read & Publish Agreements. Successful submissions with waived APCs have been achieved with CSIRO, Cambridge University Press, and Springer Nature publishers. Successful submissions have been achieved by many disciplines including Earth Sciences, Education, Computer Science, Environment, Medicine & Public Health, Economics, Finance & Accounting, Nursing, Dentistry & Healthcare, Life Sciences, Physical Sciences & Engineering, Social & Behavioural Sciences, and Materials Science. Coupled with successful publication, all readers had immediate access to the research without a financial burden or delayed access due to a publisher embargo.

Makerspace resources

Steph Piper (Coordinator, Community Engagement) talks with Emilia Bell (Coordinator, Evidence Based Practice) about how access to the Makerspace helps to reduce barriers by providing access to digital fabrication equipment and supporting skills development.

Diversifying textbooks

Nikki Andersen (Open Education Content Librarian); Adrian Stagg , Manager (Open Educational Practice)

Content advertised as “open access” and “freely accessible” may give the impression that open educational resources (OER) are universally accessible, but many users still face inequitable barriers to access. Additionally, access doesn’t equal inclusion. Textbooks often express sexism and racism contents and exclude marginalised voices.

UniSQ Library have adapted a framework and guide to enhance inclusion, diversity, equity and accessibility in OER. The framework includes considerations such as:

• Diverse and inclusive images
• Example names
• Inclusive language
• Researchers and References
• Diverse examples and balanced perspectives
• Appropriate terminology and inclusive metadata
• Indigenisation, decolonisation, and cultural inclusion
• Accessibility, usability and Universal Design for Learning
• Anti-racist and inclusive open pedagogy

Education reaches international audiences and should not be construed as a one-way communication, but rather one that embraces the diversity of experience, ways of knowing, and shared understanding that allow a society to learn from the past, but built a participatory future for all citizens.  Texts that focus on inclusive representation empower educators to apply these principles authentically for the benefit of all learners, and to transparently improve the efficacy of instructors.  The boundaries between formal and informal learning are increasingly porous, and equitable access to these types of texts is also increasingly important to inform and shape inclusive societies.