Paid Open Access: A Comparative Study of Selected International Publishers

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53 | IIIJJJOOODDDLLLSSS

Electronic journals in the University libraries of Punjab: the present

situation and future perspective

DR. NAV JYOTI DHINGRA Library Assistant A.C. Joshi Library

Panjab UniversityChandigarh, India Email: [email protected]

DR. PREETI MAHAJAN Professor

Department of Library and Information Science Panjab University, Chandigarh, India

Email: [email protected]

Abstract

E-journals offer many opportunities to today’s users that were not available to their predecessors. Because of the multidimensional features of e-journals, they are becoming the choice of academic as well as public library users. The paper examines the results from a questionnaire-based survey of users of university libraries of Punjab including undergraduate, postgraduate, research scholar and faculty. The purpose of this paper is to find out the level of awareness and use of e-journals by the university users. The study reveals that currently the trend of users’ is shifting towards electronic format but the pace is very slow. Some suggestions are also given to enhance the use of electronic journals.

Keywords: Academic libraries, Electronic journals, University libraries, Online journals, user study.

A journal may be looked upon as an information shell in a subject. For more than three centuries, print journals have occupied a central role in information creation and dissemination. Besides being a formal channel of scholarly communication, print journals hold crucial significance in higher education. Significant growth in information and communication technology (ICT) sector that introducing changes and progressively replacing the print publication to electronic publications worldwide and as a result, e-journals are becoming increasingly prevalent in the information landscape of libraries.

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54 | IIIJJJOOODDDLLLSSS capabilities. Electronic journals are often referred to interchangeably as “electronic publishing”, “electronic serials”, “online journals” and “electronic periodicals”. According to Harrods’s Librarians Glossary, an e-journal is “a journal which is available in electronic format; a physical printed version may also be available”4.E-journal, hence, is a term used to describe a journal that is published in digital form to be displayed on a computer screen. The concept of the e-journal does democratize journal publishing, since anyone with access to a computer equipped with a modem and suitable software can produce and distribute an e-journal through a computer network.

Objectives of the Study: The main objectives of the study are:-

 To study the present use of e-journals in higher education with special reference to Guru Nanak Dev University, Panjab University, Punjab Agricultural University and Punjabi University.

 To find out frequency of using e-journals.

 To find out the prefered place for accessing the e-journals.

 To assess the user satisfaction about e-journals access in these libraries.  To study the problems and difficulties of users in accessing e-journals.  To suggest ways and means for maximum utilization of e-journals.

Scope of the study: The proposed study intends to assess the satisfaction of the users including students and the faculty in terms of availability of e-journals as provided by their respective university libraries. The study will include the following four university libraries in Punjab and Chandigarh:

1. Guru Nanak Dev University (GNDU), Amritsar. 2. Panjab University (PU), Chandigarh.

3. Punjab Agricultural University (PAU), Ludhiana. 4. Punjabi University (Pbi Uni.), Patiala.

The study will analyze the use of e-journals by the respective users of the above mentioned four university libraries.

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55 | IIIJJJOOODDDLLLSSS Response to the Questionnaire

Universities Total questionnaires circulated

Response

received

Percentage

PUC 125 122 97.6%

PAU 125 118 94.4%

PUP 125 120 96%

GNDU 125 120 96%

TOTAL 500 480 96%

Table shows that the data was collected by circulating the questionnaire to a total of 500 users (i.e., 125 users each from all the four universities under study). Out of 500 questionnaires distributed, 480 questionnaires were received back which make an overall of 96% response from all the four universities.

Analysis of data: The data were collected through the questionnaires have been organized and tabulated by using simple statistical methods.

Table 1: Sources of Information about Electronic Journals

SOURCE UNIVERSITIES TOTAL

PUC PAU PUP GNDU

University/Library Website 55 (45.08) 31 (26.27) 26 (21.67) 60 (50) 172 (35.83) Library Professionals 18 (14.75) 28 (23.72) 15 (12.5) 19 (15.83) 80 (16.67) Advertisements 28

(22.95) 15 (12.71) 54 (45) 39 (32.5) 136 (28.33) Friends/Colleagues 49

(40.16) 46 (38.98) 33 (27.5) 20 (16.67) 148 (30.83) Teacher/Research Guides 28 (22.95) 31 (26.27) 19 (15.83) 25 (20.83) 103 (21.45) Internet surfing 22

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56 | IIIJJJOOODDDLLLSSS It is noted that there are different sources through which the user comes to know the availability of any e-journal in his/her subject. These include library website, library professionals, teachers, advertisements or through web surfing. Table 1 indicates the response of the users regarding the source through which they got information about the availability of e-journals. About 35.83% of respondents stated that University/library websites is the major source from where they got the information about e-journals, whereas 30.83% of respondents got information from their friends and colleagues. Internet surfing and advertisements are the source of information for 28.33% of respondents. 21.45% of respondents stated that their teachers and Research guides informed them about the e-journals and 16.67% of respondents reveal that the library professionals informed them about the e-journals in their fields.

Table 2: Training Provided to Use E-Journals

University Importance of Training Provision of Training

Yes No Yes No

PUC 92

(75.40) 30 (24.6) 65 (53.28) 57 (46.72)

PAU 91

(77.11) 27 (22.89) 39 (33.05) 79 (66.95)

PUP 94

(78.33) 26 (21.67) 68 (56.67) 52 (43.33)

GNDU 95

(79.17) 25 (20.83) 58 (48.33) 62 (51.67)

TOTAL 372

(77.5) 108 (22.5) 230 (47.91) 250 (52.09) (Percentages are given within parenthesis)

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57 | IIIJJJOOODDDLLLSSS respondents do not feel the requirement for same. The above table also enumerates whether any hands on training is being provided by universities for using e-journals. Majority of (56.67%) respondents from PUP expressed that they are getting training, followed by 53.28%, 48.33% and 33.05% of respondents from PUC, GNDU and PAU respectively. 66.95% of respondents from PAU expressed that they are not getting any training, followed by 51.67%, 46.72%, and 43.33% of respondents from GNDU, PUC, and PUP respectively stated the same. Overall analysis reveals that 47.91% of users are getting training for the usage of e-journals, whereas 52.09% of users expressed that they are not getting any formal training for that purpose. Infact, whenever a user seeks any help, it is being provided in all the university libraries under study.

Table 3: Place for Accessing the E-Journals

Place UNIVERSITIES Total

Computer Centre 23 (18.86) 28 (23.73) 21 (17.5) 12 (10) 84 (17.5)

Library 61

(50) 53 (44.92) 40 (33.33) 42 (35) 196 (40.83)

Home 3

(2.47) 2 (1.69) 9 (7.5) 7 (5.83) 21 (4.38)

Hostel 15

(12.29) 20 (16.94) 37 (30.83) 17 (14.17) 89 (18.54)

Departments 41

(33.60) 25 (21.19) 45 (37.5) 47 (39.17) 158 (32.91) Other locations (cyber café) 2 (1.63) 4 (3.39) 2 (1.67) 7 (5.83) 15 (3.12) (Multiple answers allowed) (Percentages are given within parenthesis)

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58 | IIIJJJOOODDDLLLSSS 28(23.73%) in PAU, 21(17.5%) in PUP and 12(10%) in GNDU access e-journals from computer centre and 15(12.29%), 20(16.94%), 37(30.83%), 17(14.17%) users from PUC, PAU, PUP and GNDU respectively access e-journals from their hostels. Only a small percentage of users, i.e., 3 (2.47%), 2 (1.69%), 9 (7.5%) and 7 (5.83%) from PUC, PAU, PUP and GNDU respectively access e-journals from their homes also.

Table 4: Purpose of Using the E-Journals

Purpose UNIVERSITIES Total

Writing papers 31 (25.41) 20 (16.94) 25 (20.83) 24 (20) 100 (20.83)

Projects 32

(26.23) 35 (29.67) 31 (25.83) 23 (19.17) 121 (25.21) Research Work 57 (46.73) 67 (56.78) 47 (39.17) 43 (35.83) 214 (44.58) Preparing Notes 15 (12.29) 8 (6.78) 26 (21.67) 24 (20) 73 (15.20)

Seminars 20

(16.39) 6 (5.08) 25 (20.83) 27 (22.5) 78 (16.25) Others(if any) 9

(7.38) 8 (6.78) 6 (5) 5 (4.17) 28 (5.83) (Multiple answers allowed) (Percentages are given within parenthesis)

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59 | IIIJJJOOODDDLLLSSS and 25.41% of users’ access e-journals for writing papers, followed by the purpose of preparing for seminars (16.39%).

Table 5: Frequency of Using E-Journals

Frequency UNIVERSITIES Total

Daily 33

(27.05) 21 (17.8) 24 (20) 26 (21.67) 104 (21.67) Once in a

week 18 (14.76) 28 (23.73) 29 (24.17) 23 (19.17) 98 (20.41) 2-3 times in a

week 50 (40.98) 43 (36.44) 50 (41.67) 54 (45) 197 (41.04) Occasionally 21

(17.21) 26 (22.03) 17 (14.16) 17 (14.16) 81 (16.88) (Percentages are given within parenthesis)

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60 | IIIJJJOOODDDLLLSSS Table 6: Advantages of Electronic Journals

Advantages Irrelevant Neutral Very

Important

Available from Desktop 67 (13.96%)

173 (36.04%)

240 (50%) Speed of Publication 67

(13.96%)

125 (26.04%)

288 (60%)

Easy search 67

(13.96%)

77 (16.04%)

336 (70%)

Hyperlinks 48

(10%)

106 (22.08%)

326 (67.92%) Graphic Capabilities 77

(16.04%)

163 (33.96%)

240 (50%)

On screen reading 115

(23.96%)

202 (42.08%)

163 (33.96%) Access from different

Location 60 (12.5%) 108 (22.5%) 312 (65%)

24/7 availability 48

(10%)

96 (20%)

336 (70%)

Full Text 67

(14.96%)

144 (30%)

269 (56.04%) Down loading facility 84

(17.5%)

108 (22.5%)

288 (60%)

Archival Facility 60

(12.5%)

162 (33.75%)

258 (53.75%) Easy Accessibility 60

(12.5%)

78 (16.25%)

342 (71.25%) (Percentages are given within parenthesis)

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61 | IIIJJJOOODDDLLLSSS Table 7: Usage of Electronic Journal Articles in a Week

Number of

articles

UNIVERSITIES

Total

01-02 40

(32.79) 43 (36.44) 33 (27.5) 19 (15.83) 135 (28.12)

03-05 46

(37.70) 41 (34.75) 34 (28.33) 39 (32.5) 160 (33.33)

06-10 20

(16.39) 20 (16.94) 32 (26.67) 43 (35.83) 115 (23.96) More than 10 16

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62 | IIIJJJOOODDDLLLSSS Table 8: Hindrances in Using E-Journals

Problems UNIVERSITIES Total

Lack of infrastructure 30 (24.6) 37 (31.35) 27 (22.5) 32 (26.67) 126 (26.25) Not easy to use 15

(12.29) 30 (25.42) 28 (23.33) 23 (19.17) 96 (20)

Unorganized 16

(13.11) 12 (10.16) 14 (11.67) 22 (18.33) 64 (13.33) Difficult to read 36

(29.5) 42 (35.59) 34 (28.33) 37 (30.83) 149 (31.04) Lack of training 65

(53.28) 51 (43.22) 57 (47.5) 62 (51.67) 235 (48.96) Preference to paper Journals 30 (24.59) 34 (28.81) 26 (21.67) 29 (24.17) 119 (24.8) (Multiple answers allowed) (Percentages are given within parenthesis)

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63 | IIIJJJOOODDDLLLSSS journals. 24.8% respondents gave preference to paper journals, followed by 20% respondents, who found e-journals not easy to use, 13.33% respondents found e-journals as unorganized.

Table 9: Satisfaction with E-Journals

Universities

Satisfied with no. of

e-journals available

Need for subscription of

more e-journals

Yes No Yes No

PUC 35

(28.69) 87 (71.31) 90 (73.77) 32 (26.23)

PAU 56

(47.46) 62 (52.54) 60 (50.85) 58 (49.15)

PUP 23

(19.17) 97 (80.83) 100 (83.33) 20 (16.67)

GNDU 37

(30.83) 83 (69.17) 84 (70) 36 (30)

TOTAL 151

(31.46) 329 (68.54) 334 (69.58) 146 (30.42) (Percentages are given within parenthesis)

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64 | IIIJJJOOODDDLLLSSS Table 10: Satisfaction Level of Infrastructural Facilities for Accessing E-Journals

Satisfaction level UNIVERSITIES Total

Fully satisfied 41 (33.6) 32 (27.11) 50 (41.67) 54 (45) 177 (36.88) Partially satisfied 51

(41.8) 48 (40.68) 45 (37.5) 35 (29.17) 179 (37.29)

Dissatisfied 30

Table 10 presents the assessment of users regarding the availability of library infrastructure available to access the e-journals. The data analysis reveals that majority of users from GNDU are fully satisfied with the infrastructure, accounting for 54(45%), followed by PUP, PUC and PAU, i.e. 50(41.67%), 41(33.6%) and 32(27.11%) respectively. Whereas major portion of respondents from PUC are partially satisfied with the available infrastructure, which constitutes 41.8%, followed by PAU, PUP and GNDU i.e. 40.68%, 37.5% and 29.17% respectively. 32.21% users from PAU, 25.83% users from GNDU, 24.6% users from PUC and 20.83% users from PUP are dissatisfied with the facilities provided by libraries. Overall analysis reveals that 37.29% respondents are partially satisfied, 36.88% respondents are fully satisfied and rest 25.83% respondents are dissatisfied with regard to the infrastructure available in the libraries for accessing e-journals.

Table 11: Satisfaction Level of Internet Connectivity

Level UNIVERSITIES Total

Fully Satisfied 41 (33.61) 42 (35.6) 44 (36.67) 35 (29.17) 162 (33.75) Partially Satisfied 51 (41.80) 40 (33.9) 49 (40.83) 45 (37.5) 185 (38.55) Dissatisfied 30

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65 | IIIJJJOOODDDLLLSSS Table 11 depicts the satisfaction level of the respondents about the Internet connectivity available to them. Majority of users (36.67%) from PUP are fully satisfied with the Internet connectivity, as it provides Internet connections in all deptts/centres/labs/units, etc. followed by PAU (35.6%), PUC (33.61%) and GNDU (29.17%), Major portion of respondents who are partially satisfied with Internet connectivity, constitutes 41.80% in PUC, followed by 40.83% in PUP, 37.5% in GNDU and 33.9% in PAU. 33.33% users from GNDU, 30.5% users from PAU, 24.59% users from PUC and 22.50% users from PUP are dissatisfied with the Internet connectivity. Overall analysis reveals that 38.55% respondents are partially satisfied, 33.75% respondents are fully satisfied and 27.70% users are dissatisfied with the Internet connectivity available to them for accessing e-resources.

Table 12: Preference of Usage

Preference of

Use

UNIVERSITIES

Total

Print 54

(44.26) 45 (38.13) 42 (35) 31 (25.83) 172 (35.83) Electronic 38

(31.15) 30 (25.43) 27 (22.5) 22 (18.33) 117 (24.38)

Both 30

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66 | IIIJJJOOODDDLLLSSS Table 13: Ways to Make E-Journals’ Facility More Efficient

Method UNIVERSITIES TOTAL

More training programmes 75 (61.48) 84 (71.19) 63 (52.5) 70 (58.33) 292 (60.83) Improve the speed of

Internet 66 (54.09) 32 (27.11) 23 (19.17) 36 (30) 157 (32.70) Improve infrastructure 45

(36.9) 40 (33.9) 28 (23.33) 52 (43.33) 165 (34.38) Provide access to

unlimited users 22 (18.03) 10 (8.48) 15 (12.5) 18 (15) 65 (13.54) Cooperation of the

staff 30 (20.6) 24 (20.33) 33 (27.5) 36 (30) 123 (25.62) Promotion of

e-journals 41 (33.60) 47 (39.83) 45 (37.5) 38 (31.67) 171 (35.62) (Multiple answers allowed) (Percentages are given within parenthesis)

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67 | IIIJJJOOODDDLLLSSS Table 14: Print versus E-Journals: Future Perspective

University

UNIVERSITIES

Total

Fully agree 49 (40.16) 35 (29.66) 42 (35) 29 (24.17) 155 (32.29) Partially Agree 43 (35.24) 41 (34.74) 47 (39.17) 50 (41.67) 181 (37.71)

Disagree 30

(24.6) 42 (35.6) 31 (25.83) 41 (34.16) 144 (30) (Percentages are given within parenthesis)

Table 14 enumerates the assessment of users regarding strength of electronic journals in fully replacing the printed journals. The data analysis reveals that 49 (40.16%) users from PUC, 42(35%) users from PUP, 35 (29.66%) users from PAU and 29 (24.17%) users from GNDU fully agree with the statement that e-journals can replace the printed journals. 35.6% respondents from PAU followed by 34.16 % respondents from GNDU, 25.83% respondents from PUP and 24.6% respondents from PUC disagree with the statement that e-journals can fully replace the printed journals. Whereas 50 (41.67%) respondents from GNDU partially agree with this statement, followed by PUP, PUC and PAU, i.e., 47(39.17%), 43 (45.24%) and 41 (34.74%) respectively. Overall analysis reveals that 37.71% respondents partially agree, 32.29% respondents fully agree and 30% respondents disagree with this statement.

Findings:

 University/Library website and Friends or Colleagues are the sources of information about the availability of e-journals for 35.83% and 30.83% users respectively. 28.33% users stated that advertisements and Internet surfing are the source of information.

 77.5% users of total population studied stated that training is very important for accessing e-journals, whereas 22.5% users opined that it is not necessary.

 Library is the centralized place for accessing e-journals for 40.83% users. 32.91% users stated that they access e-journals from their concerned departments.

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68 | IIIJJJOOODDDLLLSSS  Users seem to use the electronic journals to support their research needs mainly.

44.58% users use e-journals for their research work. E-journals are also being used for project works by 25.21% users, for writing papers by 20.83%, for seminars by 16.25% users, for preparing notes by 15.20% and for other works by 5.83% users.  Only 16.88% users use journals occasionally, whereas 41.04% users access

e-journals 2-3 times in a week. 21.67% users access e-e-journals daily and 20.41% users’ access e-journals once in a week.

 33.33% respondents read 3-5 electronic articles in a week, followed by 1-2 articles, 6-10 articles and 11-20 articles by 28.12%, 23.96% and 14.59% of respondents respectively.

 48.96% respondents indicated that ‘lack of training’ is the major cause of less usage of e-journals, followed by ‘difficult to read from screen’ (31.04%), ‘lack of infrastructure’ (26.25%), ‘preference to paper journals’ (24.8%), ‘not easy to use’ (20%) and ‘unorganized’ (13.33%).

 37.29% respondents of total population studied, indicated that they are partially satisfied with the facilities provided by their concerned university libraries for accessing e-journals, followed by 36.88% users who are fully satisfied and 25.83% respondents who are dissatisfied with the available facilities.

Suggestions:

 Authorities of all the universities must ensure better computer infrastructure facilities like improvement of Internet speed, enough number of workstations with Internet connectivity, laser printers, and so on.

 One of the important features of e-journals is accessibility at various locations. But in case of Indian universities this very purpose is forfeited as access to e-journal is provided within the university premises. Libraries must evolve some mechanism to provide access to e-journals beyond the four walls of the university campuses.

 Electronic journals require more promotional activities than is currently taking place in university libraries.

 Every library should have its own website or the organisational web page. In the case of an organisational web page, the library’s site must be included at the index page. For a quick and easy access, library should provide e-journals lists, which could be accessed publisher wise, subject wise, or alphabetically.

 It is highly recommended that libraries should include e-journals in OPAC (Online Public Access Catalog) and the links should be provided to access those e-journals.  Every library should also select relevant free e-journals which are available in the

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69 | IIIJJJOOODDDLLLSSS  Online tutorials for use of e-journals should be provided on the library website.

 Regular user training/orientation programmes should be given for the maximum utilisation of electronic journals when they visit the library.

 Users’ studies should be conducted to know about their electronic information needs as well as problems they are facing while searching information through e-journals.

Conclusion: Electronic journals have emerged as major stakeholders in the ecosystem of electronic publishing. These have provided excellent opportunities to access online information resources, which were previously beyond the reach of libraries due to geographical constraints. Currently there is a shift towards e-journals, though the pace is quite slow and user is hesitant in Indian academic libraries. The slow pace of usage is because of some hindrances faced while accessing them which include slow downloading, lack of maintenance, lack of training and lack of infrastructure, etc. But it is expected that e-journals will become more popular when each and every part of the country is connected with the world’s Information Super Highway. Users expect their libraries to build and maintain a collection of e-journals while simultaneously maintaining and growing traditional print collections. To cope with the problems of tremendous explosion of information, financial constraints, availability of information in different forms, etc., the resource sharing networks have emerged as important alternatives.

Bibliography:

Ray, Prytherch, (Comp.) (2005). Harrod’s Librarians’ Glossary. (10th_{ed.) Elder Shot:} Ashgate, 243.

Mounissamy, P.,Kaliammal, A,Swaroop, Rani. User’s attitude towards electronic journal. IASLIC Bulletin. V.50(2), Jun 2005. pp. 91-95.

Chan, Liza. (1999). Electronic journals and Academic libraries. Library Hi-Tech, 17(1),16-19. Retieved May 7,2010. Website:

http://www.emeraldinsight.com/Insight/viewPDF.jsp?contentType=Article&Filename=html/Ou tput/Published/EmeraldFullTextArticle/Pdf/2380170102.pdf

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WEB-BASED LIBRARY CLASSIFICATION SCHEMES LEARNING

ENVIRONMENT FOR LIS EDUCATION

Miss. Pranali B. Gedam Dr. Ashwini Paradkar Librarian Librarian

M.B. Patel College, Sakoli S.F.S College, Nagpur

[email protected] [email protected] Mob No. 9767224489 Mob No. 9545900636

Abstract

The study highlights on Web-Based Library Classification Schemes in this paper. Web-based mode of teaching is gradually evolving as an important component of LIS education in India. Library Classification Schemes are extremely helpful to classify books which are important portion for study in LIS education. They use as a tool to classify universe of knowledge. The study deals with Online Accessible Library Classification Schemes especially ‘WebDewey’ (Online product of DDC 22nd ed.) and ‘UDC Online’ (UDC) in the paper. These are constantly updated Library Classification schemes. This study mainly describes Library Classification, based learning, Impact of Web on Library Classification Schemes, Objectives of Web-based Library Classification Schemes, Web-Based Library Classification Schemes- WebDewey, UDC Online.

Keywords: Web-based Library Classification Schemes, Dewey Decimal Classification,

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WEB-BASED LIBRARY CLASSIFICATION SCHEMES LEARNING ENVIRONMENT FOR LIS EDUCATION

Introduction

Library classification is very important part in LIS education. Thanks, to Melvil Dewey,

Paul Otlet and Henry La Fontain and S.R. Ranganathan who originated great Library

Classification Schemes. As a result, the students enable how to classify the books. So, this is

the basic education gives to students in the field of Library and Information Science.

LIS course is more practical oriented and also expected that the students would come

out with substantial gain after completing the course. The large growth of Libraries and

Library and Information Science schools and fast changing technology on libraries and

information handling have thrown greater threats and challenges to the LIS professionals.

1. Library Classification

LibraryClassification is a technique of knowledge organization. Library classification

helps to arrange documents in a systematic order, which is most convenient, time saving and

conserve energy of the readers and the library staff. So, it needs to use some method or device

which is automatic, systematic and following helpful arrangement.

These are Dewey Decimal Classification, Universal Decimal Classification, Library of

Congress Classification which are the topmost classification schemes all over the world.

Classification allows managing and controlling ideas, so that it can be used conveniently.

2. Objectives of the Study

1. To identify Web-based Library Classification Schemes.

2. To collect information regarding Web-based Library Classification Schemes

3. To access the Web-based databases of Library Classification Schemes.

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3. Research Methodology

1) Surfing on the Internet with the Keyword “Web-based Library Classification Schemes”

2) Finding DDC, UDC, LCC are three Web-based Library Classification Schemes and

information was collected from their official websites and using relevant appropriate

keywords for searching on WWW.

3) The online databases have been accessed through Trial Accounts.

4. Limitations

The study is limited to select Two Web-based Library Classification Systems-

WebDewey (Web product of DDC 22nd ed.) and UDC Online (UDC).

5. Web-based Learning

The World Wide Web can be described as enormous, distributed, multifarious,

machine-driven, dynamic, and rapidly evolving. It provides nascent, pinpointed and

up-to-date information to its users.

W3 is like an angel to access any information. It is the repository of information

spread all over the world and all the sites are dynamically linked together. The users can

access the web pages are linked to each other with hyperlinks. The users search for the terms;

it carries out efficiently and enables the retrieval of more relevant results. There is a

combination of subject categorization with terms searching has proven to be an effective and

efficient approach in resource directory and data mining.

In web and multimedia based learning, the help menus provide support to the students

to navigate through the course material.

6. Impact of Web on Library Classification Schemes

A great change of information technology is making libraries modern, advanced,

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73 | IIIJJJOOODDDLLLSSS Web-based Library Classification Schemesare almost different from traditional classification

schemes.

Traditionally, there are number of Library Classification Schemes like Dewey

Decimal Classification, Universal Decimal Classification, Library of Congress Classification,

Colon Classification, Subject Classification etc. They provide very limited types of indexes

like alphabetical indexes, DDC provide its relative index. The students learn how to find out

the class numbers using these indexes.

But, in the 21st century, with the impact of IT some traditional Library Classification

Schemes have changed in a glorious way. DDC and UDC are the top most and web based

Library Classification schemes. They provide a variety of online services to the users. Users

can browse and search the class number by clicking on that it is used to organize electronic

data as well as classify libraries. It is the power of hypertext on the web, any item or class

number placed at multiple positions in a web based classification schemes. It provides several

ways how to get the same class number and the concept. The design of traditional scheme is

quite different the design of web based schemes and tends.

 User-centered

 Users can create their own notes. Ex. DDC facilitates personal and institutional notes.

Online library classification system plays an exclusive role on web. Online editions

have many additional features over the print version and allow multiple searching by terms

and numbers and have user friendly browsing option.

7. Objectives of Web-based Library Classification Schemes 1. To provide schedules Online.

2. To provide online services.

3. To provide searching and browsing facility

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74 | IIIJJJOOODDDLLLSSS 5. To provide Online Subject Heading

6. To provide links to OPAC

7. To provide Glossary, Dictionary

8. To facilitate Tutorials

9. To provide Help to users

10. To hyperlink WebPages

11. To make available Users Notes

12. To facilitate Truncation searches

13. To avail Wild cards

14. To avail Boolean operators for advance searches

15. To provide built numbers

16. To show hierarchical and relative classes at one place

17. To provide links to relevant important sites.

8. Web-Based Library Classification Schemes

There are two Web-based Library Classification Schemes.

 WebDewey (DDC 22nd ed.)

 UDC Online

Electronic versions of the DDC and UDC make it possible to realize the potential of

Library Classification to improve subject retrieval. It creates renewed interest in classification

as an organizing and retrieval device for information resources has been sparked by the

growth in usage of the Internet and World Wide Web (WWW). UDC is also powerful on web.

8.1 WebDewey (DDC 22nd ed.)

DDC is the oldest and most prevalent system all over the world. It is a universal

classification system. It is efficiently working not only in print, but in online environment

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WebDewey: The Web Product of DDC 22nd ed.

[Source: http://connexion.oclc.org/ (Last Accessed on 28/7/2011)]

‘WebDewey’, the online exclusive product of Dewey Decimal Classification 22nd ed.

8.1.1 Main Features of WebDewey

 The webpage has 04 buttons under Dewey Services.

 It facilitates search and browse to the users. It avails 8 searchable and 6 browsable

indexes to search DDC class numbers and terms.

 It provides create user notes and search for users notes.

 WebDewey avails use of truncation and wildcards for expanding a term to include

variant endings.

 It provides readymade Build numbers to the users according to ‘Add to base no.’

instructions and avails work area for building DDC number.

 It provides Tutorials as well as Trial account to users to learn more about WebDewey.

 It also provides OPAC links to the users.

For clearing the Search results for text box, user needs to click on Clear Search Keystroke shortcut : press Alt + 1 to access

WebDewey Search Screen The webpage has 4 buttons

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Table – 8.1.1 WebDewey Search Indexes WebDewey Search Indexes (Label) Abbre-viations

Fields included Display Results Example

All Fields (al:) All fields/data are included in all indexes of the WebDewey database

 It improves results when a search on another index produces too few hits.

 It finds all

occurrences of a term in the database.

Economics (330)

Dewey Numbers

(dd:) All Dewey entry numbers in the

schedules, tables, manual and Relative Index

It finds all occurrences of a specific DDC Class Number.

It uses truncation to match all class numbers that begin with the same sequence of digits.

020 (Library and

Information Science)

Captions (cp:) Words in the captions It finds a record for a DDC number when you know the caption or part of the caption.

It determines whether a term is part of a DDC caption. Chemistry (540) LCSH (Editorially Mapped)

(em:) Words in the editorially mapped Library of Congress subject headings (LCSH) only

It determines whether an LCSH term has been associated with a DDC class number by the DDC editors

Women Education (370.82)

LCSH (lc:) Words in all Library of Congress subject headings (LCSH) that have been mapped to DDC class numbers, either editorially or statistically

It determines whether an LCSH term has been associated with a DDC class number, either by the DDC editors or by a statistical process

Electronics

Relative Index

(ri:) Words in the Relative Index, including See Also and See Manual

It finds records that encompass a subject in the context of

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Entries various disciplines

Notes (nt:) Words and Dewey numbers in the notes, fields of the schedules, tables and manual

It finds special instructions

regarding a subject or a class number

Ecology (577)

All Dewey (ad:) All data included in these indexes: Dewey

Numbers, Captions, Relative Index and Notes

It omits the mapped LCSH from the search

Psychology (150)

Table 8.1.1 describeseight types of search indexes for easy searching of a DDC number

or caption.

Table – 8.1.2

WebDewey Browse Indexes WebDewey

Browse Indexes (label)

Fields included Results Display Example Dewey Numbers with Captions

All Dewey entry numbers in the schedules, tables, manual, and Relative Index. Results show number and associated caption in Dewey number order.

Browse for a Dewey number. It displays the Dewey number the user entered in the context of all Dewey entry numbers in sequence, with captions. It is easy to navigate from the number user browsed for to others in the immediate vicinity.

510

LCSH Words and phrases in all Library of Congress Subject Headings (LCSH) associated with Dewey numbers in the WebDewey database listed

alphabetically by first word.

Browse for a heading by typing the first word (or several words).

It includes punctuation such as parentheses and hyphen /s to find an exact match for a specific heading.

Displays the heading in an alphabetical list of all subject headings so it is easy to navigate from the heading user browsed for to others in the immediate vicinity.

web.

LCSH (KWIC)

Words in all associated Library of Congress Subject Headings (LCSH) listed alphabetically in context.

Browse for a word that occurs anywhere in an indexed heading. It displays headings that begin with the word, and then headings that contain the word in positions other than the beginning, in alphabetical

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78 | IIIJJJOOODDDLLLSSS order.

LCSH (Editorially Mapped)

Words and phrases in the editorially mapped Library of Congress subject headings (LCSH) listed

alphabetically by first word.

Browse for a heading by typing the first word (or several words).

It includes punctuation such as parentheses and hyphens to find an exact match for a specific heading.

mice

Relative Index

Words and phrases in the Relative Index, including See Also and See Manual entries, listed alphabetically by first word

Browse for an entry by typing the first word (or several words).

It includes punctuation such as parentheses and hyphen / s to find an exact match for a specific entry. . telephone Relative Index (KWIC)

Words in the Relative Index, including See Also and See Manual entries, listed

alphabetically in context

Browse for a word that occurs anywhere in a Relative Index entry.

It displays entries that begin with the word, and then entries that contain the word in positions other than the beginning, in alphabetical order.

birds

Table 8.1.2 provides 06 types of browse indexes for easy search of a DDC number or

caption.

Table – 8.1.3

Boolean Operators Search Boolean

Operators

Retrieval With Examples

AND (default)

Records that contain both of the combined

terms in the field(s) specified for each term. Dog AND Dogs

OR

Records that contain at least 1 of the combined terms in the field(s) specified for that term; records can contain either term or both terms.

Marathi OR Hindi

NOT Records that do not contain the term that

follows NOT in the field(s) specified. Marathi NOT Hindi

Table – 8.1.3 highlights on the Boolean operator (AND, OR, NOT) for doing the

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Table – 8.1.4

Fields in Dewey User Notes (Steps)

Fields Includes Purpose to Use Required

DDC# It should identify the number to which the note applies and using a number from the schedules, tables or manuals.

No

Title It describe the content of note in Title. It indicates when or how the note applies to a classification task.

It displays in brief entries for retrieved notes in search results.

Yes

Type of Note It enables selective display of notes by typing.

It enables using of note type as a restrictor when searching the notes database.

Yes

Keywords It allows adding multiple keywords in the keyword box using comma or semicolon.

No

Note It includes the information about the instructions, guidelines, tips, supplemental information, examples of numbers and/or examples of subjects to classify under the number.

Yes

Table – 8.1.4 describes User notes. They are attached to the records and it appears in a

separate area labeled User Notes, immediately following the Notes area.

8.1.2 Current Outlook of DDC -

Currently, DDC published its 23rd edition full 2011 and 14th abridged ed. in 2004 both

in print and online version.There are several major changes included in publication of print

and web version WebDewey 2.0 simultaneously. It is dynamic, much revised, updated and

easy to navigate on the online version.

8.2 Universal Decimal Classification

Universal Decimal Classification is a wide-ranging scheme for classifying the whole

universe of knowledge. It is one of most expanded, most prevalent, developed, revised,

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80 | IIIJJJOOODDDLLLSSS scheme, but now that the UDCC (Universal Decimal Classification Consortium) has created

an international (and eventually multilingual) database. Today, UDC is on the second position

in using the schemes all over the world. UDC is a system which provides the place for all

branches of knowledge, though traditionally it is considered stronger in sciences and

technology subjects.

UDC ONLINE

[Source: http://www.udconline.net/ (Last Accessed on 3/11/2009)]

‘UDC Online’ is the online product of Universal Decimal Classification. UDC is

available on Web from 2001. UDC Online is a well developed database performing very well

the current needs of the users. It works extremely fine with computers and using software as it

did with earlier automatic sorting devices.

8.2.1 Main Features of UDC Online

 UDC Online is an international database.

 It has developed colour combined numbers specially Main Tables, Common Auxiliaries

and Special Auxiliaries

 It provides powerful search and browse.

 It enables broadening and narrowing searches.

 It enables to cover new subjects easily.

UDC Online provides two types of searches

1. Search For A Term

2. Search For Numbers

It is the homepage of UDC Online. It facilitates searching and browsing UDC Class number. It avails browse UDC database and showing number

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81 | IIIJJJOOODDDLLLSSS  There are two different search methods available.

 It provides search through ‘UDC Dictionary’.

 It keeps good control over truncation/stemming.

 Number building boxes are provided for synthesized complex numbers.

 Special Auxiliaries are not shown separately. It is displayed with specific colour when

search results are displayed.

 It includes a ‘Hierarchy Tree’.

 UDC Online is a colourful database recognizing numbers specially with a particular

colour.

 It gives easy and quick checking of related and associated classes.

 It gives also quicker finding and building of UDC numbers.

9. Conclusion

On the basis of whole study it is observed that both DDC and UDC are well known

Web-based Library Classification Systems. They published in print, electronic version

(CD-ROM), web version. They are easy accessing and user friendly databases. They are more

handy, easy to use and navigate to all the users. They also provide ‘Trial Accounts’ to the

users how to learn these databases.

WebDewey has the extraordinary features like multiple indexes to the users to find out

the class numbers, Tutorials, Boolean Operators, Links to OPAC, Glossary, Thousands of

Built numbers, User Notes comparatively to UDC Online database. The students must learn

these databases how can access the class numbers.

Sources Used

 http://connexion.oclc.org/ (Last Accessed on 28/12/08)

 http://www.oclc.org/dewey/enhancements/enhancement200508.htm (Last Accessed

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82 | IIIJJJOOODDDLLLSSS  http://www.oclc.org/dewey/news/conferences/udcddc.ppt (Last accessed on

23/10/2010)

 http://www.oclc.org/dewey/updates/enhancements/ (Last Accessed 27/5/09)

 http://www.oclc.org/support/documentation/dewey/ (Last Accessed 27/5/09)

 http://www.oclc.org/support/documentation/glossary/dewey/ (Last Accessed 27/5/09)

 http://www.udcc.org/bibliography.htm (Last Accessed on 3/11/2009)

 http://www.udcc.org/notes.htm (Last Accessed on 27/7/09)

 http://www.udcc.org/seminar07/presentations/bsi.pdf (Last Accessed on 3/11/2009)

 http://www.udcc.org/seminar2009/presentations/balikova_UDCSeminar2009.pdf

(Last accessed on 13/12/2009)

 http://www.udconline.net/ (Last Accessed on 3/11/2009)

 http://www.ukoln.ac.uk/metadata/desire/classification/class_6.htm

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Management in India

MS. PURNIMA JOSHI

Librarian, K. C. Law College 123, Dinsha Waccha Road, Churchgate, Mumbai – 400 020 E-mail:[email protected]

Abstract

This paper tries to study and critically review the provisions regarding Digital Rights

Management in the Indian Copyright (Amendment) Bill, 2010. This bill was approved by

the Union Cabinet on December 24, 2009, and was introduced in the Rajya Sabha on

April 19, 2010. In the statement of purpose of the bill, it is stated that “the Bill seeks to

modernise copyright law in view of the challenges raised by the new digital environment

and the Internet”. Therefore, some of the provisions of this bill are compared to the Digital

Millennium Copyright Act of the USA that has incorporated the provisions of the WIPO

Introduction:

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84 | IIIJJJOOODDDLLLSSS technological developments. This has increased plagiarism and control of infringement has become very difficult. The global reach and widespread use of Internet have added to the problems in combating infringement acts in this digital era. The rights possessed by copyright owner on digital media are called digital rights. Digital Rights Management in its simplest form means technologies that restrict the use of digital files in order to protect the interests of copyright holders. It can prevent or restrict a computer from altering, sharing, copying, printing or saving protected digital files. In essence, it provides owners of copyrighted works a strong control over the way in which their works are viewed, duplicated, listened to or installed. Digital rights are similar to the traditional rights possessed by a copyright owner. To understand the management of digital rights, it is important to look at the origins of and developments in the traditional copyright law.

Origins of copyright law in India:

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85 | IIIJJJOOODDDLLLSSS The Union Government is empowered to enact laws relating to copyright, patents and trademarks by the Entry 49 of Schedule VII of the Indian Constitution. However, neither the Constitution of India nor the Copyright Act is clear about the purpose/objective of Indian copyright law1. This also might be as a result of Indian Copyright Act being a mere extension of the UK Act.

Objective and Purpose of Copyright law:

The basic purpose of the copyright law is to protect the fruits of a man's work or skill from being taken away by other people. Copyright applies to “original works of authorship” fixed in tangible medium of expression. There is no copyright in an idea. Rather copyright protects the various expressions of an idea into different material forms.

Objective of Copyright law is to encourage authors, composers and artists to create original works by rewarding their creativity with an exclusive right over their works for a limited period of time. This prevents persons from unfairly availing themselves of the work of others, whether that work may be scientific, literary or artistic. Economic and social development of a society is dependent on the creativity of its members. So creativity has to be encouraged for the progress of a society. The protection provided by copyright to the writers, artists, designers, architects, computer software producers, etc. creates an atmosphere conducive to creativity. It motivates them and also others to create original works.

Copyright does not protect the following:

 Works not fixed in a tangible form

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86 | IIIJJJOOODDDLLLSSS  Works with no transformative value

Nature and Scope of Copyright law:

Copyright is a negative right by nature since it prevents others from copying or reproducing the work in other formats. The owner may exploit the work himself or license others to exploit it in a particular way. Copyright becomes applicable as soon as a work is fixed in a tangible form. In case of published works. The act of publication with a copyright notice is enough to claim copyright. Formal registration is not required. But in case of any dispute, it is always better to have the work registered in the Copyright Office. In case of unpublished works, registration is a must as it establishes date of authorship.

Fair Dealing:

Copyright law was designed to provide a balance between incentives to authors of original works on one hand and ensuring free flow of information on the other. But if copyright law is applied rigidly, it can obstruct the free flow of information and can affect economic and cultural progress of the society. The exceptions to copyright law were created so as to maintain an appropriate balance between the rights of copyright owners and the interests of the society as a whole. Some of these exceptions are the uses of the copyrighted work for:

 Research and private study;

 Criticism or review;

 News reporting;

 Judicial proceedings; and

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87 | IIIJJJOOODDDLLLSSS These exceptions are listed in detail in Section 52 of the Indian Copyright Act. Here such uses are termed as 'Fair dealing'. UK Act of 1988- ss 29and 30 deal with fair dealing. It specifically mentions the implications of copying by librarians. American Copyright law includes the Doctrine of Fair Use. The US Copyright Act of 1976 gives four factors that determine fair use as:

1) the purpose and character of the use; 2) the nature of the copyrighted work;

3) the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and

4) the effect of the use upon the potential market for or value of the copyrighted work.

Provisions of fair dealing allow copying in specific circumstances and can also be used to defend copyright infringement.

Need for DRM:

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88 | IIIJJJOOODDDLLLSSS copyrighted works, Digital Rights Management (DRM) systems have evolved in this digital age.

Few examples of the DRM technologies are:

1. Encryption,

2. Persistent association (watermarking, digital signature), 3. Genuine certificate verification (Softwares licenses), 4. Trial use of a software for a limited period of time, 5. Online registration to activate the software,

6. Access control and copy control devices.

Rather than tracking illegal uses after they occur, the latest DRM technologies seek to prevent them from occurring in the first place. These controls are normally embedded in the work and accompany it when it is distributed to the consumer. DRM systems are intended to operate after a user has obtained access to the work. For example, new technologies like the Windows Media Rights Manager (WMRM) protect digital audio and video content not only until files are transferred to the user but also after they are transferred. DRM poses serious issues for libraries and users due to this “downstream” control over the use of legally acquired works.

Facets of DRM:

DRM has two main aspects / facets / perspectives / functions:

1. Management of digital rights pertaining to the works and rights of the persons or entities involved in their creation and administration; and

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Laws governing DRM:

Digital rights of the copyright owners can be protected with the help of ‘Anti-circumvention laws’ which prohibit the manufacture and sale or dissemination of any technology that can be used to break or circumvent the technologies adopted for DRM. Such laws that make the circumvention of protection technologies illegal have been enacted in various nations. The USA has enacted the Digital Millenium Copyright Act in 1998, that has incorporated the anti-circumvention provisions of the WIPO Copyright Treaty into the US Law.

Anti-circumvention laws provide strong protection to the copyright owners but they deprive the public of the rights they have over the copyrighted works. As circumvention is illegal, any measures to make fair use of the work would also be illegal. This will result in depriving the public of their right to free use. Thus, the anti-circumvention laws give rise to a conflict in this modern era. Under the anti-circumvention law of United States, the Digital Millennium Copyright Act (DMCA), a person can be prosecuted for publishing the paper containing the details of a circumvention software. The anti-circumvention technologies even restrict the limited usage permitted by the local laws of the users. For e.g. Indian copyright law recognizes certain exceptions for the disabled over the use of copyrighted works, like exporting them via Braille terminal. But a software made in U.S. might restrict such an action2.

Indian scenario:

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90 | IIIJJJOOODDDLLLSSS The newly added Section 2 (xa) defines Rights Management Information that is to be included with digital content as:

a) the title or other information identifying the work or performance;

b) the name of the author or performer;

c) the name and address of the owner of rights;

d) terms and conditions regarding the use of the rights; and

e) any matter or code that represents the information referred to in Sub-clauses (a)

to (d), but does not include any device or procedure intended to identify the user.

It is important to note that within the definition of RMI the provision specifically excludes any device or procedure intended to identify the user from the

definition.

For introduction of anti circumvention provisions in India, Section 65A and B have been added to the proposed bill3. Section 65A is reproduced as follows:

65A. Protection of Technological Measures

(1) Any person who circumvents an effective technological measure applied for the

purpose of protecting any of the rights conferred by this Act, with the intention of

infringing such rights, shall be punishable with imprisonment which may extend to two

years and shall also be liable to fine.

(2) Nothing in sub-section (1) shall prevent any person from,—

(a) doing anything referred to therein for a purpose not expressly prohibited by this Act:

Provided that any person facilitating circumvention by another person of a technological

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including his name, address and all relevant particulars necessary to identify him and

the purpose for which he has been facilitated; or

(b) doing anything necessary to conduct encryption research using a lawfully obtained

encrypted copy; or

(c) conducting any lawful investigation; or

(d) doing anything necessary for the purpose of testing the security of a computer

system or a computer network with the authorisation of its owner; or

(e) operator; or

(f) doing anything necessary to circumvent technological measures intended for

identification or surveillance of a user; or

(g) taking measures necessary in the interest of national

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92 | IIIJJJOOODDDLLLSSS According to this sub-section 2, breaking DRM is not prohibited as long as it is encryption research using a lawfully obtained encrypted copy; or conducting any lawful investigation; or testing the security of a computer system or network, surveillance or identification of a user or for “national security”.

The Indian bill does does not distinguish between technological measures which prevent unauthorised access to a copyrighted work and measures that prevent unauthorised copying of a copyrighted work. The DMCA of the USA incorporated the “anti-circumvention provisions” into U.S. law in 1998. It only prohibits the circumvention of the access control measures and not the copy control measures because copying of a work may be fair use under appropriate circumstances.

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The current Provision 52 (ac) states, “Certain acts not to be in infringement of

copyright include: the observation, study or test of functioning of the computer programs

in order to determine the ideas and principles which underlie any elements of the

program while performing such acts necessary for the functions for which the computer

program was supplied”.

The proposed amendment states that:

52 (1) The following acts shall not constitute an infringement of copyrights, namely:

(i) (a) a fair dealing with a literary, dramatic, musical or artistic work not being a

computer program for the purposes of:

(ii) private use, including research

(iii) Criticism or review, whether of that work or of any other work.

The newly added Section 65B is a penal clause that defines the punishment for removing or altering any rights management information without authority or knowingly disseminates copies of any works that have been so altered. Here again the users of the information seem to be favoured because they can be punished only if they disseminate any work with the knowledge that the rights management information has been removed or altered. This section has been reproduced below.

Section 65B: Protection of Rights Management Information –

Any person who knowingly

i) removes or alters any rights management information without authority, or

ii) distributes, imports for distribution, broadcasts or communicates to the public,

without authority, copies of any work, or performance knowing that electronic

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shall be by punishable with imprisonment which may extend to two years and shall also

be liable to fine.

The DMCA Provides for a civil right of action, in addition to criminal remedies. Therefore, any person injured by the circumvention of the technological measures intended to protect his rights can seek monetary damages against the offender in the U.S. Federal Court. The Indian Bill, however, fails to give copyright holders a right of action and provides only for criminal remedies.

Conclusion:

The Copyright (Amendment) Bill, 2010 is the first step towards bringing in DRM provisions in India. The positive aspect from user’s point of view is that only those who intentionally circumvent the DRM technologies will be liable for punishment. This clause will be very helpful to scholars and researchers and will help promote research and development.

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References:

1. Prasad Krishna. 2009. “Right to knowledge for persons with print impairment: a proposal to amend the Indian copyright regime”. Accessed October 19, 2011.

http://www.cis-india.org/accessibility/publications/uploads/Case%20for%20Amendment%20of% 20Copyright%20Regime%20in%20India%20November%2022-%202009.pdf

2. Gagrani, Harsh. 2010. “DRM and Anti-Circumvention in India- Good, Bad or Ugly?”. Accessed October 13, 2011. http://www.mightylaws.in/145/drm-anti-circumvention-india-good-bad-or-ugly

3. Government of India, Ministry of Human Resources Development. 2010. “Copyright Amendment Bill, 2010: a bill further to amend the Copyright Act,

1957”. Accessed October 19, 2011.

http://www.prsindia.org/uploads/media/Copyright%20Act/Copyright%20Bill%2020 10.pdf

4. Gagrani, op. cit.

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Paid Open Access: A Comparative Study of Selected International

Publishers

DR. RUPAK CHAKRAVARTY

Assistant Professor,

Department of Library & Information Science, Panjab University, Chandigarh, INDIA.

DIMPLE SHARMA

Library Assistant,

University Institute of Legal Studies, Panjab University, Chandigarh, INDIA.

Abstract

Open Access as emerged as a global movement in the academic sphere providing free online access to scholarly literature. Generally author submits a manuscript to the open access journals and after the peer-reviewing and editorial process is over the article is published for free access and download. Some publishers have developed a model in which either the author(s) or their parent organization has to pay the open access fee or article processing charges. This paper aims to provide an insight of selected international publishers who have adopted paid open access model. In the data analysis section the facts have been presented in tables and charts focusing on various aspects of paid open access. At the end of the paper some practical recommendations have been made for sustaining and removing the shortcomings of this model.

Key words: Open Access, Paid Open Access, Article Processing Charges, OA Fee,

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1. Paid Open Access:

Some publishers are now offering an optional arrangement for articles, whereby they

offer enhanced visibility of the final article through facilitating some form of

free-to-view archiving. Typically this involves a substantial additional fee, which may or may

not be included in research costs. Opinions differ as to the desirability of such

options and to the scale of charges which are applied. Details differ between

publishers. In some cases, the option simply consists of making the published

version freely available from the publisher's own server, without any other rights or

permissions being granted. In others, material is still placed under an embargo.

Neither of these facilities can be counted as real "open access". Offerings from the

major companies include archiving the published version in third party repositories

without embargo, which comply with the principal funding mandates. These

arrangements can be seen in a number of ways. A case can be made for this to offer

a model for smooth transition to true open access publishing, with publishers

reducing their subscriptions as additional income is obtained through this model. As

it exists at present, in many cases it can rather be seen as an archiving service

offered by publishers, rather than a publishing model.

2. Statement of the Problem

If the authors are made aware of such approach of making their paper available as

OA they can put pressure on their parent organization or funding body to provide

financial assistance by bearing the author fee. In absence of such awareness, many

of the scholarly articles are published in paid journal & thus available to selected

readers. Moreover very less higher education institutions like universities, research

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awareness & information regarding fee details & embargo period is decreasing the

impact of OA movement.

3. Scope of the Study

The study was aimed to explore & highlight the area & concept of paid open access

available for authors. The study was identified the publishers which have the

provision of author fees, publisher fee or paid open access & presented the results in

a systematic manner. The actual amount of the fee was verified/cross checked from

the selected publishers in the study. The study was also tried to identify any

conditions attached with the publisher paid open access policy.

4. Objectives of Paid Open Access

1. To enhance the awareness regarding the paid open access.

2. To identify the publishers with paid open access options.

3. To do a comparative study of the selective publishers.

4. To analyze the embargo period & conditions if any of the publishers with paid

open access publishers.

5. Research Methodology & Data Collection

 Journal article pertaining to the area of study was being examined.

 Search using goggle & google scholar was also being made with the search

term like paid open access, author fees and open access fees.

 The SHEPRA (Securing a Hybrid Environment for Research Preservation and

Access) / ROMEO (Rights MEtadata for Open archiving) was also considered

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99 | IIIJJJOOODDDLLLSSS  Individual website of the selective publisher was also being consulted for

up-dating & authentically the figures.

 Data was also collected for various aspect be ending email request to the

individual publishers.

6. Limitations

Only selected international publishers was being covered which were of international

repute & popular.

7. LITERATURE REVIEW

King, D. W. (2010) discusses a few of the favorable and unfavorable issues and

proposes an approach that takes advantage of the favorable aspects and

overcomes some of the unfavorable ones. It requires extensive government

support, which may or may not be feasible, but the approach is presented here

nevertheless. Some evidence is given for the potential savings that would be

achieved by scientists, publishers and libraries in the US.

McLennan, J. (2009) focuses on the overview of business models for

open-access journals by SPARC through its publication of a guide titled "Income Models

for Open Access: An Overview of Current Practice." It notes the provision of

several supply-side models by the guide including Article Processing Fees,

Advertising, and Sponsorships. Furthermore, it states the supplication of the

functionality for each model by the guide.

Bird, C. (2008)” discusses the paid OA initiative at OUP. In 2004, Oxford Journals