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The primary purpose of this paper is to investigate what factors crucially affect scholar's acceptance of e-journals. Before reviewing various aspects of e-journals, it is necessary to fully understand the traditional journal system, because the developments, roles, and deficiencies of the paper journal system will illustrate some basic requirements for successful e-journals. This article also examines the developments of e-journals and presents a comprehensive examination of the economic, technological and cognitive, and sociological aspects of e-journals based upon an extensive literature review. With regard to the economic and technological and cognitive aspects, the benefits of scholarly e-journal publishing appear to be, by and large, favorable to the transition from paper to electronic journals. However, the major stumbling block is the credibility of scholarly e-journals. Whether or not scholars can obtain the same recognition or rewards through e-journal publication as they obtain through paper journal publication must be one of the key factors that affect scholar's acceptance of e-journals.
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Notwithstanding reports of increased awareness and use of Open Educational Resources (OER) in higher education, the literature notes that awareness and use of and institutional support for OER remain major challenges to campuses seeking to reduce student cost burden and support access to materials. OER also support faculty who desire to move beyond the traditional textbooks in order to increase their students’ engagement and thereby access to learning, to support pedagogical changes they are making that enhance student learning, and to give faculty greater control over their courses. The university website, as a public-facing vehicle to aid students, parents, alumni, faculty, the community, and interested others in being aware, among other things, of the resources available, is examined for findable support for OER. The purpose of this study is to show, through examination of their websites, a snapshot of the response of Connecticut universities and colleges to OER. Through an examination of these websites, we gage the ability to connect with information related to OER through the university website.
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In the past several years, many colleges and universities have developed institutional repositories as a means of highlighting the research and scholarship conducted at their institution as well as a means of combating the current publication model. Past studies have concentrated on growth in the total number of repositories, but none has looked at how the number of repositories in a particular region compares to those institutions without a repository. The primary purposes of this study were to find out how many colleges and universities in Connecticut have developed institutional repositories and how they have used these institutional repositories. Overall, this study revealed that less than a third of the academic institutions in Connecticut have institutional repositories. These repositories are most frequently found in the state sponsored universities and the independent, nonprofit schools. On the other hand, none of the community colleges, which constitute one of the largest proportion of schools in the state behind independent, nonprofits, has a repository. A vast majority of the repositories are registered with OpenDOAR, and nearly all of them use Digital Commons as their platform. The two most popular types of content found in Connecticut institutional repositories are journal articles and theses & dissertations.
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The primary purposes of the study were to investigate how often bullying occurs in libraries and whether bullying policies exist in libraries. The first survey questionnaire was sent to library personnel in the six New England states through statewide email distribution lists. Altogether 571 library staff members completed the survey. The second survey questionnaire was sent to large public and academic libraries in New England to see if they have anti-bullying policies in the workplace. The results of the study clearly showed there were significant reports of workplace bullying in all kinds of libraries. Nonetheless, not many libraries have policies that deal with this workplace challenge.
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- Journal Article (4)
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Between 2000 and 2026
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