News: Academic Publishing Weekly

Path to Open updates, Crossref and GetFTR collab, and the latest journals to shutter

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Year Two of Path to Open

Path to Open revealed that it will be including “300 new books from 44 university presses in 2024,” marking the second year of the open access pilot. JSTOR shared that several books are from publishers new to the program and all 2024 titles will be available on JSTOR following publication. Rebecca Seger, VP of Institutional Participation and Strategic Partnerships at ITHAKA, underscored that, “It’s still early days, but Path to Open shows significant promise and is a tremendous demonstration of how our community of nonprofit presses, libraries, and organizations can come together to build affordable, high-impact solutions.” The American Council of Learned Societies (ACLS) also formed a Path to Open Community Advisory Committee, comprised of a range of academics, librarians, and publisher employees. As explained by ACLS, the group will “advise on priorities and goals for Path to Open, engage with other open access initiatives to encourage shared learning, and foster understanding among scholars and administrators about the value of this model for open access publishing.”



AI Developments: GPT-4o and Web of Science Research Intelligence

OpenAI has released a desktop version of ChatGPT and a new AI model, GPT-4o. The model “allows ChatGPT to handle 50 different languages with improved speed and quality, and it will also be available via OpenAI’s API making it possible for developers to begin building applications using the new model.” OpenAI further aims to include a Voice Mode and to “allow users to video chat with ChatGPT.” GPT-4o is currently available for ChatGPT Plus members and free users can access the model with message limits. Next, Clarivate provided an overview of its Web of Science Research Intelligence Platform after detailing the forthcoming Web of Science Research Assistant earlier this month. Clarivate explained that the Platform focuses on “unification, innovation, and impact” and will help institutions and researchers measure the social impact of their research and find “relevant funding opportunities within emerging research areas.”


Fake Studies and Journal Closures

Wiley is facing journal trouble once again. Inside Higher Ed reported that Wiley will be removing 19 journals from its portfolio, all formerly owned by Hindawi. A spokesperson for Wiley “acknowledged that some of the journals had been impacted by fraudulent studies, but attributed the closures to other factors, such as low submission rates.” Wall Street Journal/Microsoft Start also had coverage, finding that 11 of the 19 closed journals were delisted from Clarivate’s Web of Science last year. WSJ’s Nidhi Subbaraman further highlighted tactics used by paper mills, tools developed by researchers to identify problematic papers, and how publishers including Wiley and IOP Publishing are taking precautions against fraudulent research.



Peer Review Report Reveals Disparities

IOP Publishing (IOPP) published the State of Peer Review 2024 Report, receiving more than 3,000 responses from global peer reviewers. Of note, the report found disparities between researchers from high and low-income countries, with those from wealthier areas more likely to report being overloaded by review requests compared to reviewers from low and middle-income regions. Similarly, 28 percent of late-career researchers reported a burdensome number of requests compared to PhD students and postdoctoral researchers. In response, Laura Feetham-Walker, Reviewer Engagement Manager at IOPP, stressed the need to spread review requests more evenly and the benefits of IOPP’s peer review training. Other findings from the report include a preference for double-anonymous review and a desire to receive reviewer feedback over monetary payment for completing reviews. [Library Technology]


Open Access Updates: TA in Brazil, GetFTR and Crossref Collab, and D2O

The State University of Campinas (Unicamp) in Brazil has entered its first transformative agreement with Taylor & Francis. Faculty and students will be provided with reading access to Taylor & Francis’s international journals and the partnership will enable open access publishing in “more than 2,300 Taylor & Francis and Routledge journals, both hybrid and full OA.” In other news, Get Full Text Research (GetFTR) is partnering with Crossref to provide retraction information to researchers using the GetFTR Browser Extension. GetFTR explained the implementation of “Update” and “Retraction” buttons in search results and articles for researchers and stressed the importance of publishers continuously updating their data. Last, MIT Press published an impact report for its OA initiative Direct to Open (D2O), revealing that the 240 books funded thus far have been downloaded 483,623 times. MIT Press stressed that both HSS and STEAM D2O books receive more citations than non-OA titles, with Amy Harris, senior manager of library relations and sales at MIT Press, underlining that, “…our usage and citation stats demonstrate that readers around the world are embracing open access scholarship across a wide range of fields and for many purposes.”


EDUCAUSE and Jisc Look at AI in Education

Two new reports provide a look at AI in higher education, analyzing the technology’s impacts and utilization by students, faculty, and staff. First up, the 2024 EDUCAUSE Teaching and Learning Horizon Report examined several social, technological, economic, environmental, and political trends from the perspective of global higher education experts. EDUCAUSE highlighted technology influencing teaching and learning, spotlighting AI along with data privacy and inclusive learning processes. Next up, Jisc updated its 2023 student perspectives of generative AI report, considering how perceptions evolved this past winter. In particular, students tend to use generative AI as a “collaborative tool” and are more aware of ethical issues surrounding AI. That said, the updated report revealed that students want to develop AI skills and found a “clear expectation by students/learners for comprehensive generative AI integration across education, with competent usage by educators and policies that ensure a fair and effective AI-enhanced learning environment.”