APA Statement on Open Access to Scholarly Publishing in the UK

On February 6, President Denis Feeney and I on behalf of the APA submitted comments to a British Parliamentary Committee investigating the government’s policy on Open Access (OA). Although most scholars support OA in principle, a recent proposal in the UK, resulting from a high-level report in 2012 (the Finch Report), has raised concerns particularly among scholars in the humanities. The proposal would require all UK research that is supported by public funds to be published in OA journals,  with the costs to be borne by the researchers themselves rather than the journals. The proposal is complex and the issues are difficult, but Denis and I have tried to present a concise summary (as required by the Committee) of our concerns.

I would be happy to hear any comments you might have on the matter.
Michael Gagarin, VP for Publication and Research (gagarin@austin.utexas.edu)

For those who want more information about this issue, you may go to two responses by the President of the Royal Historical Society, the first with links to the Finch Report and other relevant materials:
www.royalhistoricalsociety.org/RHSPresidentE-letterOctober2012.pdf
www.royalhistoricalsociety.org/RHSPresidentE-letterJanuary2013.pdf

Open Access (OA) to Scholarly Publishing in the UK
Comments submitted by
The American Philological Association (APA)
Denis Feeney, President (dfeeney@princeton.edu)
Michael Gagarin, Vice President for Publication and Research (gagarin@austin.utexas.edu)

The APA, the principal learned society representing scholars and teachers of Classics located primarily in the US and Canada, is strongly committed to OA as a goal for all publication and research in the area of Classics. We recognize, however, that the move to OA raises complex and difficult issues, and we thus welcome the proposals made in the Finch Report to address these issues, many of which would be positive steps in the direction of OA. At the same time, the Finch report raises some significant concerns, which in our view must be addressed in any plan for implementing their recommendations. Many of these stem from the fact that the report views OA primarily as it affects medical and scientific research. Because conditions affecting the social sciences and humanities differ in several significant respects, we are concerned about the negative effects on research in Classics in the US and abroad.

1. Most research in Classics is single-author, and either is not funded or is funded by grants or fellowships that only provide relief from teaching; this leaves no consistent funding for author publishing charges (APCs). Requiring researchers to pay to have their work published would seriously burden those who are poor or not connected to a well-endowed institution; any system that favors the rich could significantly reduce the quality of journal publications.

2. Publication in the form of monographs or collections of essays is much more important in the social sciences and humanities than in the sciences. In Classics in particular, the proliferation of essay collections in the last few decades has meant that many senior scholars -- those with the best access to APC funds -- rarely if ever publish in refereed journals. Journals would therefore be left to recover the costs of publishing almost entirely from younger scholars, who are least able to pay.
We mention as a footnote that an experiment, funded by the Mellon Foundation, is underway in the US for an OA monograph series; it is too early to predict the results.

3. Classics, like many humanistic fields, is broadly international; indeed a good many APA members are housed in other countries, including the UK. Many journals publish articles in more than one language and scholars everywhere publish their work with presses and journals in many other countries. Any movement to OA in the UK alone, especially if a requirement for OA is included in future Research Assessments, would restrict the ability of UK scholars to have their work published, reduce the submission of papers to UK journals by non-UK scholars, and discourage journals in other countries from publishing the work of UK scholars. The harm done to the international exchange of ideas in Classics would be notable.

4.For all of these reasons, we strongly support the Conclusion of the British Academy's submission to the House of Lords Select Committee, that the special circumstances of the humanities and social sciences be particularly considered in planning the implementation of the proposed OA policies.
 

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A yellowed manuscript page with Ancient Greek script written on it, with large margins and a letter M drop cap at the beginning.

When I learned that I would be teaching my department’s graduate Greek survey in Fall 2021, I promptly burst into tears. The assignment was not what I was expecting; more painfully, it brought up all the barely suppressed memories of my own survey experience.

In one sense, that experience had been a success. It transformed me from a glacially slow reader of Greek into a slightly faster one, familiar with a range of authors and genres and capable of passing my Greek qualifying exam. It also left me with an enduring sense of inferiority, even fraudulence. I didn’t make it through a single one of our assignments (the standard 1,000 lines per week). I never felt in command of the language or my own learning. The fact that I had improved seemed more like a happy accident than an effect of the curriculum, let alone something I could be proud of. For years afterwards, even post-graduation, I would wake up wondering how many lines I had to read that day and then calculate by how far I would fail.

This might seem like an extreme reaction, but from what I can tell, it’s not uncommon. Greek and Latin Surveys, the foundation of Classics graduate curricula in the US, leave many people feeling ashamed of their language skills.

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Program of the 1st IConiC Conference

Audience Response in Ancient Greek and Latin Literature 

02-03 September 2022  

https://sites.google.com/uoi.gr/iconic 

Via Ms Teams 

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Directed by Christopher Bungard

Erin Moodie translator 

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Kairos in ancient arts and techniques

Submission deadlines:

October 1, 2022 (Title & Abstract)
April 30, 2023 (Text)

Vol. 11, Issue 2, 2023 

Edited by Giada Capasso & Alessandro Stavru

The international Journal Thaumàzein devotes a special issue to the relationship between kairos and the techniques in Graeco-Roman antiquity.

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Keynote Speakers: Jenny Strauss Clay (Virginia) and Stamatia Dova (Hellenic College and CHS)

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The following obituary is reposted from legacy.com.

You can read the original posting at this link.

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This is Part 2 of a three-part series. Find Part 1 and Part 3 here.

Only by abandoning traditional grading and performance assessment practices can we achieve our ultimate educational objectives.

Alfie Kohn

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The National Humanities Center invites applications for academic-year or one-semester residential fellowships. Mid-career, senior, and emerging scholars from all areas of the humanities with a strong record of peer-reviewed work are encouraged to apply. Scholars from all parts of the globe are eligible; stipends and travel expenses are provided. Fellowship applicants must have a PhD or equivalent scholarly credentials. Fellowships are supported by the Center’s own endowment, private foundation grants, contributions from alumni and friends, and the National Endowment for the Humanities. Located in the vibrant Research Triangle region of North Carolina, the Center affords access to the rich cultural and intellectual communities supported by the area’s research institutes, universities, and dynamic arts scene. Fellows enjoy private studies, in-house dining, and superb library services that deliver all research materials.

Applications and all accompanying materials are due by 11:59 p.m. EDT, October 6, 2022.
 

For more information and to apply, please visit:
https://nationalhumanitiescenter.org/become-a-fellow/.
 

View full article. | Posted in Awards and Fellowships on Wed, 07/20/2022 - 10:27am by .
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This is Part 1 of a three-part series. Find Part 2 and Part 3 here.

Picture a student getting back a graded essay or exam. They glance at the letter or number at the top of the page and throw the paper in the recycling on their way out the door without reading the feedback, even when you think it will help them succeed on the next major assignment.

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