Center for Information and Communication Studies Shaping the Future of Scholarly Communication Carol Tenopir University of Tennessee (Visiting University of New South Wales through April)

Center for Information and Communication Studies Diffusion of Innovations Everett Rogers

Center for Information and Communication Studies ipads-three-times-faster-than-normal-books/

Center for Information and Communication Studies

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

Center for Information and Communication Studies Types of questions: 1.Demographic 2.Recollection 3.Critical Incident 4.Comments Data surveys also ask opinions, agreement/disagreement Therefore, insights into both READERS and READINGS

Center for Information and Communication Studies 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. Critical incident of last reading

Center for Information and Communication Studies 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. Critical incident of last reading

Center for Information and Communication Studies 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. Critical incident of last reading

Center for Information and Communication Studies 6 conclusions 1.Scholarly reading remains essential 2.E-access has made a difference 3.Book reading is different 4.Social media users also read traditional materials 5.There are barriers to data sharing 6.Successful academics read more

Center for Information and Communication Studies 1. Scholarly reading remains essential to academic work.

Center for Information and Communication Studies Academics read a lot of material n=2117, 6 UK institutions, June 2011

Center for Information and Communication Studies Article readings 1977 to present by scientists and social scientists * * (US) n=419, (UK),n=1013; (Australia), n= 133; 2005,n=932; , n=397; 1993, n=70; 1984, n=865; 1977, n=2350 Readings per year

Center for Information and Communication Studies Change in Scholarly Article Reading and Time Spent per Reading on Average for U.S. Academics

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

Center for Information and Communication Studies Readings for research are.. Read longer Read with greater care Less likely to be skimmed Ranked more highly valuable to purpose

Center for Information and Communication Studies 2. E-access has made a difference.

Center for Information and Communication Studies Use of electronic sources: 2005 n=1105, 5 US universities 2005

Center for Information and Communication Studies 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

Center for Information and Communication Studies Use of library collections for articles n=775 UK: 6 UK universities June 2011 US: January 2013 n=609

Center for Information and Communication Studies Format of last article reading n=923

Center for Information and Communication Studies Format of last article reading

Center for Information and Communication Studies

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

Center for Information and Communication Studies n=764, 6 UK universities, June 2011 Just because they read from library collections (library collections only)… n=327, 5 US universities, January 2013 UK, 2011

Center for Information and Communication Studies Yet … [journals] remain central to what I produce and what I consume. However, I find myself looking at blogs more. 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. … 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.

Center for Information and Communication Studies 3. Book reading is different from article reading.

Center for Information and Communication Studies The library is the source of scholarly articles, not books % library-provided n=2117, 6 UK universities, June % 28% 9%

Center for Information and Communication Studies Percent of readings from e-books Percent n=458, 5 US universities, January 2013

Center for Information and Communication Studies The library book collection supports younger academics % library-provided n=2117, 6 UK universities, June 2011

Center for Information and Communication Studies 4. Social media users also read traditional materials.

Center for Information and Communication Studies How many types of social media do you use (read/view)? n=1028, June 9, 2011, 6 U.K universities

Center for Information and Communication Studies Top 3 social media used occasionally n=2117, June 9, 2011, 6 U.K universities Percent 100%

Center for Information and Communication Studies How many types of social media do you create? n=1031 June 9, U.K universities

Center for Information and Communication Studies Top 3 social media created occasionally June 9, 2011, 6 U.K universities Percent n=194n=212 n=258

Center for Information and Communication Studies 5. Many researchers are interested in sharing or re- using data, but there are barriers and conditions.

Center for Information and Communication Studies Interest in Data Sharing

Center for Information and Communication Studies Gap Between Willingness to Share and Accessibility

Center for Information and Communication Studies Reasons for Not Making Data Available

Center for Information and Communication Studies 40 Conditions for Data Sharing

Center for Information and Communication Studies 6. Successful academics read more.

Center for Information and Communication Studies Award-winning academics read more Per Month n=2117, 6 UK universities, June 2011

Center for Information and Communication Studies  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. Portrait of a successful academic: In last 2 years: Has won an award and published four or more items.

Center for Information and Communication Studies 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?

Center for Information and Communication Studies Carol Tenopir