Shaping the Future of Scholarly Communication

1. Shaping the Future of Scholarly Communication Carol TenopirUniversity of Tennessee (Visiting University of New South Wales through April)ctenopir@utk.edu

2. Diffusion of Innovations Everett Rogers

3. http://www.helloscience.us/2011/10/24/elderly-people-read-ipads-three-times-faster-than-normal-books/http://www.helloscience.us/2011/10/24/elderly-people-read-ipads-three-times-faster-than-normal-books/

5. Reading and scholarship surveys • Purpose, outcome, and value from scholarly reading • Differences by discipline, status, or age of reader • Details on how and where readings are discovered, obtained, and used and format of reading • How has this changed over time? • How does social media influence reading? • Data sharing and re-use practices and opinions of scientists

6. Types of questions: • Demographic • Recollection • Critical Incident • Comments Data surveys also ask opinions, agreement/disagreement Therefore, insights into both READERS and READINGS

7. Critical incident of last reading The following questions in this section refer to the SCHOLARLY ARTICLE YOU READ MOST RECENTLY, even if you had read it previously. Note that this last reading may not be typical, but will help us establish the range of patterns in reading.

8. Critical incident of last reading The following questions in this section refer to the BOOK FROM WHICH YOU READ MOST RECENTLY, even if you had read it previously. Note that this last reading may not be typical, but will help us establish the range of patterns in reading.

9. Critical incident of last reading The following questions in this section refer to the OTHER PUBLICATION YOU READ MOST RECENTLY, even if you had read it previously. Note that this last reading may not be typical, but will help us establish the range of patterns in reading.

10. 6 conclusions • Scholarly reading remains essential • E-access has made a difference • Book reading is different • Social media users also read traditional materials • There are barriers to data sharing • Successful academics read more

11. 1. Scholarly reading remains essential to academic work.

12. Academics read a lot of material n=2117, 6 UK institutions, June 2011

13. Article readings 1977 to present by scientists and social scientists Readings per year * *2011-2012 (US) n=419, (UK),n=1013; (Australia), n= 133; 2005,n=932; 2000-03, n=397; 1993, n=70; 1984, n=865; 1977, n=2350

14. Change in Scholarly Article Reading and Time Spent per Reading on Average for U.S. Academics

15. Research & writing is the most likely principal purpose of reading (US numbers lower than UK) 74% 58% 45% 59% 47% 31% Article Readings Book Readings Other Publication Readings n=2117, 6 UK universities, June 2011

16. Readings for research are.. • Read longer • Read with greater care • Less likely to be skimmed • Ranked more highly valuable to purpose

17. 2. E-access has made a difference.

18. Use of electronic sources: 2005 n=1105, 5 US universities 2005

19. Did you obtain the article from a print or electronic source? U.S (2012) U.K (2011) n=1163 n=609 US Jan 2013, UK: June 2011

20. Use of library collections for articles n=775 n=609 UK: 6 UK universities June 2011 US: January 2013

21. Format of last article reading n=923

22. Format of last article reading

24. Where academics are obtaining articles: Percent UK, n=1189, June 2011; US, n=609 January 2013

25. Just because they read from library collections (library collections only)… UK, 2011 n=327, 5 US universities, January 2013 n=764, 6 UK universities, June 2011

26. Yet … [journals] remain central to what I produce and what I consume. However, I find myself looking at blogs more. … there are many sources that are vitally important that are neither online nor in the collection, necessitating the ILL process. Frankly, I turn to purchasing many out of print books. I don’t think people actually read journal articles as much as conference proceedings. They are too long and too out of date…They are just citation fodder.

27. 3. Book reading is different from article reading.

28. The library is the source of scholarly articles, not books % library-provided 55% 28% 9% n=2117, 6 UK universities, June 2011

29. Percent of readings from e-books Percent n=458, 5 US universities, January 2013

30. The library book collection supports younger academics % library-provided n=2117, 6 UK universities, June 2011

31. 4. Social media users also read traditional materials.

32. How many types of social media do you use (read/view)? n=1028, June 9, 2011, 6 U.K universities

33. Top 3 social media used occasionally 100% Percent n=2117, June 9, 2011, 6 U.K universities

34. How many types of social media do you create? n=1031 June 9, 2011 6 U.K universities

35. Top 3 social media created occasionally Percent n=258 n=212 n=194 June 9, 2011, 6 U.K universities

36. 5. Many researchers are interested in sharing or re-using data, but there are barriers and conditions.

37. Interest in Data Sharing

38. Gap Between Willingness to Share and Accessibility

39. Reasons for Not Making Data Available

40. Conditions for Data Sharing

41. 6. Successful academics read more.

42. Award-winning academics read more Per Month n=2117, 6 UK universities, June 2011

43. Portrait of a successful academic: In last 2 years: Has won an award andpublished four or more items. • Reads more of every type of material. • Spends more time per book and other publication readings. • Uses the library for articles • More often buys books and obtains other publications from the Internet. • Occasionally participates and creates social media content.

44. Moving forward… • Will e-books change scholarly reading? • What is the library role in open access? • How do mobile devices change reading? • How do we face sociocultural challenges of data sharing and re-use? • What features/systems help readers the most?

45. Carol Tenopir ctenopir@utk.edu