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Attitudes to the rights and rewards for author contributions to repositories for teaching and learning

journal contribution
posted on 29.08.2007 by Melanie Bates, Steve Loddington, Susan Manuel, Charles Oppenheim
In the United Kingdom over the past few years there has been a dramatic growth of national and regional repositories to collect and disseminate resources related to teaching and learning. Most notable of these are the Joint Information Systems Committee’s Online Repository for [Learning and Teaching] Materials as well as the Higher Education Academy’s subject specific resource databases. Repositories in general can hold a range of materials not only related to teaching and learning, but more recently the term ‘institutional repository’ is being used to describe a repository that has been established to support open access to a university’s research output. This paper reports on a survey conducted to gather the views of academics, support staff and managers on their past experiences and future expectations of the use of repositories for teaching and learning. The survey explored the rights and rewards associated with the deposit of materials into such repositories. The findings suggest what could be considered to be an ‘ideal’ repository from the contributors’ perspective and also outlines many of the concerns expressed by respondents in the survey.

History

School

  • Science

Department

  • Information Science

Citation

BATES, M. ... et al (2007). Attitudes to the rights and rewards for author contributions to repositories for teaching and learning. ALT-J : research in learning technology, 15 (1), pp. 67-82

Publisher

© Taylor & Francis (Routledge)

Publication date

2007

Notes

This article is restricted access. It was published in the journal, ALT-J: research in learning technology [© Taylor & Francis (Routledge)]. The definitive version is available at: http://www.tandf.co.uk/journals/titles/09687769.asp

ISSN

0968-7769;1741-1629

Language

en

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