"Caring teachers listen to [learners] and help them to acquire the knowledge and attitudes needed to achieve their goals, not those of a pre-established curriculum.” - Nel Noddings

Link to the Voyant "distant reading" tools for WIW No. 40.

Image: Voyant Visualizer Wordcloud

Link to the Voyant "distant reading" tools for WIW No. 39.

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Link to the Voyant "distant reading" tools for WIW No. 28.

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Link to the Voyant "distant reading" tools for WIW No. 27.

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Link to the Voyant "distant reading" tools for WIW No. 26.

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Link to the Voyant "distant reading" tools for WIW No. 12.

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Link to the Voyant "distant reading" tools for WIW No. 7.

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Link to the Voyant "distant reading" tools for WIW No. 3.

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Link to the Voyant "distant reading" tools for WIW No. 9.

Image: Voyant Visualizer Wordcloud

Like this! When you see text highlighted in yellow later on in this page, clicking on it will pop out an additional interactive element.

<iframe src="https://wisc.pb.unizin.org/oersourcebook/wp-admin/admin-ajax.php?action=h5p_embed&id=75" width="744" height="248" frameborder="0" allowfullscreen="allowfullscreen" title="Subject-Verb Agreement Practice Set 2 - Words like "each" as subject"></iframe><script src="https://wisc.pb.unizin.org/app/plugins/h5p/h5p-php-library/js/h5p-resizer.js" charset="UTF-8"></script>

<iframe src="https://wisc.pb.unizin.org/oersourcebook/wp-admin/admin-ajax.php?action=h5p_embed&id=74" width="651" height="260" frameborder="0" allowfullscreen="allowfullscreen" title="Subject-Verb Agreement Practice Set 1 - Subject Follows Verb"></iframe><script src="https://wisc.pb.unizin.org/app/plugins/h5p/h5p-php-library/js/h5p-resizer.js" charset="UTF-8"></script>

How? Is this because embedded resources (YouTube, etc.) will send information to their host sites? Is this process automatic on displaying the padlet or is it something that would happen on clicking the resource?

A partial answer below addresses this - this does appear to create engagement trackable through those original sites. "You may access Third Party Services through the Service, for example by watching a YouTube video on a padlet. "

Permalink to page as of 12.2020

In 2016, the UW-Madison Teaching Academy interviewed a group of students about their office hours experiences and their ideas for improving office hours. One of the suggestions the group made was to change the title. "Student Hours" conveys the idea that this time is for student conversations, not simply a time when faculty are on campus and grudgingly willing to be interrupted.

Source: March 2016 U-Class - What Works for Office Hours?

Permalink

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Ah - this partly answers my last question

is this necessarily true? I've certainly experienced it in some cases (esp. with larger blocks of text that I can read faster than I can hear), but I'm betting it's not obligatory..../

This is a lovely way to introduce this topic.

Sara Webb-Sunderhaus @webbsusa https://twitter.com/webbsusa/status/1237197494410457089

It is vital to remind students to TEST THESE TECHNOLOGIES before the conference. They need to make they're logged on, volume is up, etc, before their appointed time. Otherwise, they may run into problems and spend the entire conference time trying to log on.

Sara Webb-Sunderhaus @webbsusa https://twitter.com/webbsusa/status/1237197494410457089

Sara Webb-Sunderhaus @webbsusa https://twitter.com/webbsusa/status/1237197494410457089

We welcome you to share your own answers to this question! (Opens in new window.)

Below are participant responses to the survey questions.

Click the "more" button at the bottom right corner of this annotation to see additional survey responses. You can also [view the results in a larger page] (https://wisc.pb.unizin.org/wiwgrangerized/back-matter/poll-results/). (Opens in new window)

If you see error messages in the frames below, try opening this text in another browser.

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Hi there!

This is what an annotation looks like!

Timothy Robbins emphasizes this goal in his guidelines for contributors to the latest Rebus Community iteration of the Open Anthology of Earlier American Literature. In a distillation I find particularly elegant, he notes: "In its best iteration, “open pedagogy” entails the spread of access to knowledge with an invitation to participate in the re-creation of new knowledge" ("Guidelines: Section Introductions.") 

In the current universe, Twitter also makes a number of predictions about users that could be used as proxy variables for economic and cultural characteristics. It can display things like your audience's net worth as well as indicators commonly linked to political orientation. Triangulating some of this data could allow for other forms of intended or unintended discrimination.

I've already been able to view a wide range (possibly spurious) information about my own reading audience through these analytics. On September 9th, 2019, I started a Twitter account for my 19th Century Open Pedagogy project and began serializing installments of critical edition, The Woman in White: Grangerized. The @OPP19c Twitter account has 62 followers as of September 17th.

Having followers means I have access to an audience analytics toolbar. Some of the account's followers are nineteenth-century studies or pedagogy organizations rather than individuals. Twitter tracks each account as an individual, however, and I was surprised to see some of the demographics Twitter broke them down into. (If you're one of these followers: thank you and sorry. I find this data a bit uncomfortable.)

Within this dashboard, I have a "Consumer Buying Styles" display that identifies categories such as "quick and easy" "ethnic explorers" "value conscious" and "weight conscious." These categories strike me as equal parts confusing and problematic: (Link to image expansion)

I have a "Marital Status" toolbar alleging that 52% of my audience is married and 49% single.

I also have a "Home Ownership" chart. (I'm presuming that the Elizabeth Gaskell House Museum's Twitter is counted as an owner...)

....and more

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As of 2019, the website clickclickclick.click playfully dramatizes what your browser can tell people about your interactions with it.

This content is still under development. Please check back soon for the official version! If you would like to be a beta-reader for this section, I'd welcome your thoughts. Feel free to contact me at nsalmon [at] wisc [dot] edu.

In the current universe, Twitter also makes a number of predictions about users that could be used as proxy variables for economic and cultural characteristics. It can display things like your audience's net worth as well as indicators commonly linked to political orientation. Triangulating some of this data could allow for other forms of intended or unintended discrimination.

I've already been able to view a wide range (possibly spurious) information about my own reading audience through these analytics. On September 9th, 2019, I started a Twitter account for my 19th Century Open Pedagogy project and began serializing installments of critical edition, The Woman in White: Grangerized. The @OPP19c Twitter account has 62 followers as of September 17th.

Having followers means I have access to an audience analytics toolbar. Some of the account's followers are nineteenth-century studies or pedagogy organizations rather than individuals. Twitter tracks each account as an individual, however, and I was surprised to see some of the demographics Twitter broke them down into. (If you're one of these followers: thank you and sorry. I find this data a bit uncomfortable.)

Within this dashboard, I have a "Consumer Buying Styles" display that identifies categories such as "quick and easy" "ethnic explorers" "value conscious" and "weight conscious." These categories strike me as equal parts confusing and problematic: (Link to image expansion)

I have a "Marital Status" toolbar alleging that 52% of my audience is married and 49% single.

I also have a "Home Ownership" chart. (I'm presuming that the Elizabeth Gaskell House Museum's Twitter is counted as an owner...)

....and more

As of 2019, the website clickclickclick.click playfully dramatizes what your browser can tell people about your interactions with it.

This section of Undissertating is in development is not yet published to a wider readership, but will be soon.

If, however, you're excited to chat about it in advance, please feel free to reach out on Twitter at @Naomi_Salmon and we can figure out a mode of conversation from there!

This content is still under development. Please check back soon for the official version! If you would like to be a beta-reader for this section, I'd welcome your thoughts. Feel free to contact me at nsalmon [at] wisc [dot] edu.

Char Brooks's 2014 post "On Information Privilege" examines this topic from Brooks's perspective as a librarian and educator.

Duke University's Library 101 Toolkit provides additional information, classroom activities, student readings, and a CC-BY-NC-licensed infographic about information privilege. (Click infographic hyperlink for larger version.)

Works Cited:

Brooks, Char. "On Information Privilege" Infomational, 1 December 2014, https://infomational.com/2014/12/01/on-information-privilege/. Permalink: perma.cc/Y7AT-C6VZ.

"Information Privilege." Library 101 Tookit, Duke University, 13 August 2018, https://sites.duke.edu/library101_instructors/2018/08/13/information-privilege/. Permalink: perma.cc/DNY3-HHUM.

<iframe title="vimeo-player" src="https://player.vimeo.com/video/70518465" width="640" height="360" frameborder="0" allowfullscreen></iframe> This Huntington video shows a strategy that grangerizers often used to embed images within existing texts.

How to Inlay a Print [in-gallery video] (EXHIBITIONS | Illuminated Palaces) from The Huntington on Vimeo.

To share annotations of your own:

1) You'll need a free Hypothes.is account.

2) Toggle between the UW-Madison Pressbooks layer and the Public annotation layer.

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3) Share your thoughts! (Don't forget to click "Post to public!"

Click here for additional information and instructions about this book's annotation layer.

Remi Kalir and Antero Garcia are in the process of revising and gathering feedback on their forthcoming book, Annotation. The early drafts of this book came out after I first composed this section of The Woman in White: Grangerized. I'm thrilled to be reading Kalir and Garcia's text in the present and am looking forward to drawing in some of their points in this critical edition. Future additions of this chapter will reflect their thoughtful, exciting work!

The main source images for this collage:

Borrow, George Henry, and E. J. Sullivan. "I did not like reviewing at all--it was not to my taste." Lavengro, Macmillan and Co., London, 1896, p. 296. British Library Flickr, HMNTS 012621.h.20. Accessed 1 February 2018.

Dodge, Mary Elizabeth. "A Terrible Tiger." When Life is Young: a Collection of Verse for Boys and Girls, Century Co., 1894, New York, p. 201. British Library Flickr. Accessed 1 February 2018.

Jeff Spies of the Center for Open Science provides an anecdote about this process at work in other fields in an interview with documentarians for the film Paywall. He notes:

"Research efficiency comes with increases in quality, increases in inclusivity, increases in diversity, increases in innovation. . . . I had a visit to the University of Belgrade a few years ago, and I was meeting with grad students before my lecture, and we were going around the room talking about what each researcher did and were working on for their thesis. And almost everyone in the room was working on implicit cognition. And it was amazing that there were so many students working on this particular area of research, and so I said, 'Why are all of you doing this? How has that become this be the area that's so popular?' And the immediate response was, 'Well, we can access the literature in this area.' 'What do you mean?' I said. 'Well, there is a norm of all the leading researchers in your field: all of you put your papers online. So, we can find them and we can know what’s going on right now in this literature that we can’t get access to in other sub-disciplines.' I was blown away by that, right? That they made some decisions about what to study based on what they could access (Paywall 00:16:19 - 00:17:54)

This content is still under development. Please check back soon for the official version! If you would like to be a beta-reader for this section, I'd welcome your thoughts. Feel free to contact me at nsalmon [at] wisc [dot] edu.

This content is still under development. Please check back soon for the official version! If you would like to be a beta-reader for this section, I'd welcome your thoughts. Feel free to contact me at nsalmon [at] wisc [dot] edu.

This content is still under development. Please check back soon for the official version! If you would like to be a beta-reader for this section, I'd welcome your thoughts. Feel free to contact me at nsalmon [at] wisc [dot] edu.

This content is still under development. Please check back soon for the official version! If you would like to be a beta-reader for this section, I'd welcome your thoughts. Feel free to contact me at nsalmon [at] wisc [dot] edu.

This content is still under development. Please check back soon for the official version! If you would like to be a beta-reader for this section, I'd welcome your thoughts. Feel free to contact me at nsalmon [at] wisc [dot] edu.

This content is still under development. Please check back soon for the official version! If you would like to be a beta-reader for this section, I'd welcome your thoughts. Feel free to contact me at nsalmon [at] wisc [dot] edu.

This content is still under development. Please check back soon for the official version! If you would like to be a beta-reader for this section, I'd welcome your thoughts. Feel free to contact me at nsalmon [at] wisc [dot] edu.

This content is still under development. Please check back soon for the official version! If you would like to be a beta-reader for this section, I'd welcome your thoughts. Feel free to contact me at nsalmon [at] wisc [dot] edu.

This content is still under development. Please check back soon for the official version! If you would like to be a beta-reader for this section, I'd welcome your thoughts. Feel free to contact me at nsalmon [at] wisc [dot] edu.

This content is still under development. Please check back soon for the official version! If you would like to be a beta-reader for this section, I'd welcome your thoughts. Feel free to contact me at nsalmon [at] wisc [dot] edu.

"You don't have to worry about overlooking anyone"... except the students who have personal reasons to be wary of opting into data collection about their learning.

This section of Undissertating is in development is not yet published to a wider readership, but will be soon.

If, however, you're excited to chat about it in advance, please feel free to reach out on Twitter at @Naomi_Salmon and we can figure out a mode of conversation from there!

This section of Undissertating is in development is not yet published to a wider readership, but will be soon.

If, however, you're excited to chat about it in advance, please feel free to reach out on Twitter at @Naomi_Salmon and we can figure out a mode of conversation from there!

This section of Undissertating is in development is not yet published to a wider readership, but will be soon.

If, however, you're excited to chat about it in advance, please feel free to reach out on Twitter at @Naomi_Salmon and we can figure out a mode of conversation from there!

This section of Undissertating is in development is not yet published to a wider readership, but will be soon.

If, however, you're excited to chat about it in advance, please feel free to reach out on Twitter at @Naomi_Salmon and we can figure out a mode of conversation from there!

This section of Undissertating is in development is not yet published to a wider readership, but will be soon.

If, however, you're excited to chat about it in advance, please feel free to reach out on Twitter at @Naomi_Salmon and we can figure out a mode of conversation from there!

This section of Undissertating is in development is not yet published to a wider readership, but will be soon.

If, however, you're excited to chat about it in advance, please feel free to reach out on Twitter at @Naomi_Salmon and we can figure out a mode of conversation from there!

This section of Undissertating is in development is not yet published to a wider readership, but will be soon.

If, however, you're excited to chat about it in advance, please feel free to reach out on Twitter at @Naomi_Salmon and we can figure out a mode of conversation from there!

This section of Undissertating is in development is not yet published to a wider readership, but will be soon.

If, however, you're excited to chat about it in advance, please feel free to reach out on Twitter at @Naomi_Salmon and we can figure out a mode of conversation from there!

This section of Undissertating is in development is not yet published to a wider readership, but will be soon.

If, however, you're excited to chat about it in advance, please feel free to reach out on Twitter at @Naomi_Salmon and we can figure out a mode of conversation from there!

This section of Undissertating is in development is not yet published to a wider readership, but will be soon.

If, however, you're excited to chat about it in advance, please feel free to reach out on Twitter at @Naomi_Salmon and we can figure out a mode of conversation from there!

This section of Undissertating is in development is not yet published to a wider readership, but will be soon.

If, however, you're excited to chat about it in advance, please feel free to reach out on Twitter at @Naomi_Salmon and we can figure out a mode of conversation from there!

This section of Undissertating is in development is not yet published to a wider readership, but will be soon.

If, however, you're excited to chat about it in advance, please feel free to reach out on Twitter at @Naomi_Salmon and we can figure out a mode of conversation from there!

This section of Undissertating is in development is not yet published to a wider readership, but will be soon.

If, however, you're excited to chat about it in advance, please feel free to reach out on Twitter at @Naomi_Salmon and we can figure out a mode of conversation from there!

This section of Undissertating is in development is not yet published to a wider readership, but will be soon.

If, however, you're excited to chat about it in advance, please feel free to reach out on Twitter at @Naomi_Salmon and we can figure out a mode of conversation from there!

This section of Undissertating is in development is not yet published to a wider readership, but will be soon.

If, however, you're excited to chat about it in advance, please feel free to reach out on Twitter at @Naomi_Salmon and we can figure out a mode of conversation from there!

We welcome you to share your own answers to this question! (Opens in new window.)

Below are participant responses to the survey questions.

Click the "more" button at the bottom right corner of this annotation to see additional survey responses. You can also [view the results in a larger page] (https://wisc.pb.unizin.org/wiwgrangerized/back-matter/poll-results/). (Opens in new window)

If you see error messages in the frames below, try opening this text in another browser.

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The September 8, 1860 Literary Gazette review of The Woman in White calls attention to these lines in a series of excerpts about Wilkie Collins's style and characterization.

The September 8, 1860 Literary Gazette review of The Woman in White calls attention to this sentence in a series of excerpts about Wilkie Collins's style and characterization.

The September 8, 1860 Literary Gazette review of The Woman in White calls attention to this sentence in a series of excerpts about Wilkie Collins's style and characterization.

The September 8, 1860 Literary Gazette review of The Woman in White calls attention to these lines in a series of excerpts about Wilkie Collins's style and characterization.

The September 8, 1860 Literary Gazette review of The Woman in White calls attention to this sentence in a series of excerpts about Wilkie Collins's style and characterization.

The September 8, 1860 Literary Gazette review of The Woman in White calls attention to this final sentence in a series of excerpts used to illustrate Wilkie Collins's style and characterization.

The September 8, 1860 Literary Gazette review of The Woman in White calls attention to these lines in a series of excerpts used to illustrate Wilkie Collins's style and characterization.

The September 8, 1860 Literary Gazette review of The Woman in White calls attention to these lines in a series of excerpts used to illustrate Wilkie Collins's style and characterization.

Writing inscriptions and irreverent marginal notes in books also has a role in feminist activism today. As one example, the Double Union feminist coding space in San Francisco, USA, has a copy of the book Lean In on its shelves that participants are invited to write critiques in together.

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For more information, see Rebecca Greenfield's article, "Why Silicon Valley Needs The Coder Grrrls Of Double Union, The Feminist Hacker Space." Fast Company, 14 July 2014, https://www.fastcompany.com/3031944/why-silicon-valley-needs-the-coder-grrrls-of-double-union-the-feminist. Permalink: https://perma.cc/462U-ER3L

Two examples of such platforms:

1. Hypothes.is, the social annotation app where this very note lives, and
2. the LiquidText app (pictured below and in text), a program that allows scholars to view all of their highlights within a document at once, quickly copy-paste for notetaking, organize their notes into a mind-map, and draw on all of these notes using a stylus.

Screenshot subject: Cronin, Catherine. Openness and praxis: A situated study of academic staff meaning-making and decision-making with respect to openness and use of open educational practices in higher education. 2018, PhD Dissertation, National University of Ireland--Galway. http://hdl.handle.net/10379/7276. (CC-BY-NC-ND)

A personal anecdote: before I started working with these apps, I spent a long time pasting physical cutouts from texts onto a huge scroll of butcher paper that would fill my living room. Being able to spatially organize ideas using string and sticky-notes or nonlinear note-taking apps is important to my own research process.

The day before this installment hit the shelves, the Hull Packet and East Riding Times (a periodical published in a town in Yorkshire, England) weighed in on Collins's use of letters and found documents in his novel:

In All the Year Round, Mr Wilkie Collins, whose Antonina made him suddenly famous, is continuing his most exciting story of “The Woman in White” Usually novels composed of extracts from the letters and diaries of the characters moving in the story, are failures: and to this rule Sir Walter Scott’s Red Gauntlet, even, is no exception. Mr Wilkie Collins, is, however, a great artist in the mechanical development of a story, and, therefore, in spite of the continued extracts from “Miss Halcombe’s diary,” and “Walter Hartright’s journal,” and “Miss Michelson’s narrative,” “The Woman in White,” holds the reader in breathless suspense, and we venture to say that the thousands might be multiplied by many tens who, week after week, and month after month, feel it one of their pressing anxieties to know through what new tribulations Mr. Wilkie Collins’s imaginary heroines will have to pass. In other articles in All the Year Round too much of the mannerism which characterized the papers in Household Words is apparent. Mr. Dickens’s own papers “The Journeys of the Uncommercial Traveller,” are interesting enough, but the imitation of Mr Dickens’s style in the same periodical are often sadly dull and wearisome.

"Literature." Hull Packet and East Riding Times [Hull, England] 4 May 1860: n.p. 19th Century British Newspapers. 7 Apr. 2015.

Cliff's notes: The boat is too small and it is leaking.

Kenneth Burke's metaphor of the 'unending conversation' of scholarship is a touchstone reference for many writers:

Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally's assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress.

Burke, Kenneth. Philosophy of Literary Form: Studies in Symbolic Action. Louisiana State University Press, 1941, pp. 110-111.

Google image search provides anecdotal support for this point.

Typing "scholar" into a Google search brings back a series of images of male scholars who are the only people in the frame.

Note: I conducted this search in an incognito browser to lessen the likelihood that my previous search history would shape my present search results.

Link to enlarged image. [Opens in new window.]

Predictably, Cengage's 2018 Annual Report also assures stockholders that it has a plan to increase profits in this area:

We plan to continue to aggressively invest in the growth of our digital products and platforms while increasingly focusing and incentivizing our Go-To-Market team in this area" (6).

Just for fun: If we use the Voyant Word Cloud Visualizer tool to examine the Elsevier Open Access job posting, we can see the most common words in the listing (pictured here):

<iframe src="https://wisc.pb.unizin.org/undissertating19c/wp-admin/admin-ajax.php?action=h5p_embed&id=10" width="959" height="840" frameborder="0" allowfullscreen="allowfullscreen"></iframe><script src="https://wisc.pb.unizin.org/app/plugins/h5p/h5p-php-library/js/h5p-resizer.js" charset="UTF-8"></script>

Topping the list: OA (8 occurrences), policy (8), team (7), access (6), analysis (6), business (6), identify (5), management (5), strategy (5), and support (5).

George Cham, the author/illustrator behind PhD Comics, created a visual explainer video that unpacks the rationale behind open access:

<iframe src="https://www.youtube.com/embed/L5rVH1KGBCY" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>

If you'd like a bigger picture of the University of California System's other publisher relationships, economics professor Ted Bergstrom has requested and hosted these contracts on his journal-tracking website:

• UC Agreement with Wiley - 2013-2015
• UC Agreement with Springer - 2013-2015
• UC Agreement with Cambridge University Press - 2014
• UC Agreement with Oxford University Press - 2014
• UC Agreement with Sage - 2012-2013
• UC Agreement with Taylor and Francis - 2010-2012

Many thanks to Steel Wagstaff for sharing this resource with me.

To see a tiny, interactive version of this chart, click the "More" option at the bottom of this marginal annotation and scroll down in the iframe below.

To view the Bureau of Labor Statistics' interactive chart in full-screen mode, visit the live or permalink version of the 2016 report "College tuition and fees increase 63 percent since January 2006."

To learn more about the data displayed, see "How BLS Measures Price Change for College Tuition and Fees in the Consumer Price Index."

<iframe src="https://wisc.pb.unizin.org/undissertating19c/wp-admin/admin-ajax.php?action=h5p_embed&id=8" width="958" height="1096" frameborder="0" allowfullscreen="allowfullscreen"></iframe><script src="https://wisc.pb.unizin.org/app/plugins/h5p/h5p-php-library/js/h5p-resizer.js" charset="UTF-8"></script>

'Morally flexible policy frameworks,' perhaps?

Because here's what happened when the UC system tried to negotiate open publishing agreements for its scholars within a new contract. First, they gave UC librarians an astronomically high price for open access publishing. University Librarian Jeffrey MacKie-Mason writes:

We also wanted a contract that integrated a paid subscription with open access publishing fees. It would have been a transformative agreement, one that would shift payments for reading journal articles into payments for publishing them, and publishing them open access.

Elsevier eventually offered to do something like what we wanted, for open access, but they wanted to charge us a lot more. Our current calculations are that they would have increased the amount of our payments by 80 percent — an additional $30 million over a three-year contract.

Next, Elsevier tried to manipulate members of the UC community to see them as team players.

Elsevier made a new, quite complex, but novel proposal to us at the end of January. On Monday, our negotiating team gave them a written response outlining our appreciation for Elsevier’s effort, but saying that conditions had to be met for us to sign a contract, and that we thought we were pretty far apart. We knew if they couldn’t accommodate us, there was not much point in continuing to negotiate at this time.

Elsevier wanted to keep meeting with us, and we have a meeting scheduled for tomorrow (Friday), but yesterday they approached our faculty directly — faculty who are editors of Elsevier journals, who they have working relationships with — and also the media, and presented a rosy view of the offer they’d made to us. Their characterization of the offer left things out, and they didn’t mention what we’d proposed as conditions. They went public with it. So, we announced the end.

Best not to repeat that strategy, I'd say.

There's a lot of focus here on compliance and monitoring, isn't there...

Heather Morrison does a nice job of putting this into context:

It appears as though the tendency towards aggregation by both publishers and libraries is converging towards open access. If all of the works of a publisher, the “big deal” are available to researchers at every university in a country, this may seem similar to open access, and occasionally people will refer to this as open access.

Elsevier (2011) even has a term for this: universal access. The basic idea is that if everyone who can afford to subscribe or pay–per–view to Elsevier’s resources does, and this is supplemented by a little bit of charitable access, then everyone has access. On the surface, this sounds plausible, at many libraries, the online environment has meant greatly expanded access. Many a small library has greatly expanded their journal offerings in the online environment.

The major problem with this is who owns the information. Elsevier is a corporation, an organization with a mission of maximizing profits to shareholders. As long as Elsevier continues a policy of full copyright transfer by authors, Elsevier is free to define the payment terms of its universal access. That is, everyone can have access — provided that they are willing to pay on Elsevier’s terms. Or, Elsevier could abandon this approach altogether in favor of another seen as more profitable. If Elsevier is generally selling site wide licenses to libraries rather than pay–per–view, it is much more likely because this is how Elsevier reaps the most financial benefit, not because pay–per–view is less compatible with universal access. In 2010 Elsevier made £724m (US$1.1 billion) on revenues of £2 billion (as reported repeatedly in the Economist [8). What if a wealthy country or group of countries (or even a group of oligarchs) were to offer Elsevier £3 billion annually to provide them with exclusive access to the works owned by Elsevier?

MORRISON, Heather. Economics of scholarly communication in transition. First Monday, [S.l.], may 2013. ISSN 13960466. Available at: https://firstmonday.org/ojs/index.php/fm/article/view/4370/3685. Date accessed: 03 mar. 2019. doi:https://doi.org/10.5210/fm.v18i6.4370.

Can we get a "such as?"

Link to the Voyant "distant reading" tools for WIW No. 29.

Image: Voyant Visualizer Wordcloud

Link to the Voyant "distant reading" tools for WIW No. 22.

Image: Voyant Visualizer Wordcloud

Link to the Voyant "distant reading" tools for WIW No. 1.

Image: Voyant Visualizer Wordcloud

Link to the Voyant "distant reading" tools for WIW No. 2.

Image: Voyant Visualizer Wordcloud

Link to the Voyant "distant reading" tools for WIW No. 2.

Image: Voyant Visualizer Wordcloud