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African Library and Information Associations & Institutions (AfLIA) Conference in Nairobi, Kenya, 2019

Image courtesy of AfLIA, CC BY

 

Report by Leanne Rencken,[1] for OER Africa.

Three inspiring conversations with remarkable African librarians provided me with great hope that our libraries on the African continent are in good hands.

Why did I have these conversations? My mission was to find out more about the ongoing collaboration between the African Library and Information Associations and Institutions (AfLIA) and OER Africa

OER Africa has developed three learning pathways, as part of its grant from the William and Flora Hewlett Foundation, and, along with AfLIA, is piloting them with university and academic librarians on the continent. 

The pilot project focused on three learning pathways:

  • Find Open Content is a short tutorial for participants to acquire the skills necessary to search for open content, decipher Creative Commons rights and permissions and evaluate the accuracy and relevance of Open Educational Resources (OER) identified.
  • Adapt Open Content provides a rapid solution to adapting open content for new purposes. It covers adaptation options, and how to revise and remix open content.
  • Publish using Open Access explains what Open Access is, and why academics might consider publishing in this way. It goes on to discuss publishing options, guidelines, and touches on other Open movements.

I spent a few delightful hours on Zoom calls with Dr Nkem Osuigwe, who is based in Nigeria, but commutes to Accra, Ghana for work, Dr Sarah Kaddu, who is based in Kampala, Uganda and Dr Ayanda Lebele, who is based in Palapye, Botswana. 

With their shared vision, curiosity, thirst for knowledge, leadership, and a collection of PhDs, it’s not surprising that I’m in awe of these three women who, in one way or another, are stewards of library science and services on the African continent.

Dr Nkem Osuigwe, who is the Human Capacity Development and Training Director at AfLIA, chatted to me about the pilot, in which 50 librarians across Africa participated, and who, by completing these learning pathways, are testing innovative alternative approaches to continuing professional development (CPD), to reduce dependence on traditional workshop-based professional development. 

Dr Osuigwe reveals herself through anecdotes; she is a great storyteller and admits she is driven by curiosity and her love for anything that concerns reading. She is the only librarian in a family of medical professionals, her late father, husband, and children included. She explains that she holds a position of importance in her home, because doctors can’t know everything, and often turn to their in-house librarian for research assistance.  

This same thirst for knowledge, and innate hunger to find out more about how the world works led to her appointment at AfLIA and how she approaches her current position. 

As she describes it, AfLIA is the platform for all librarians in Africa to come together, learn from each other, and encourage one another. It’s a strong network of different types of libraries, as well as an advocate for better operating environments for libraries on the continent. One of her most vivid memories, from when she first started out at AfLIA, is of a goosebumps-inducing visit to a library in Nakaseke, just outside Kampala. She was struck by how much the humble, two-room establishment influenced and involved the community it served.

"This little library could get news from the radio, TV, newspapers, but also books. They knew when and where it was going to rain, the cost of seedlings, how to get better produce. They were passing this information down to members of the community, so, in turn that made the community go there to find out, ‘where do I sell my bananas today, at what price, how do I sell them, which market will give me higher prices…’ That was the first time I realized that public libraries can really do awesome things when the people that work there understand what it is all about, when they engage their user communities more."

Thanks to this need to know more, see more, and do more, coupled with her networking skills, Dr Osuigwe stumbled across open licensing. She pursued a friendship with Amna Singh of StoryWeaver on Twitter, and, through these interactions was introduced to Pratham Books (India) and its enormously appealing StoryWeaver project. This work sees the creation of openly licensed children’s storybooks that can be translated, copied, and adapted at will, because of the Creative Commons licence used. Once she had made the connection, written a book for the platform, and participated in a StoryWeaver competition to translate children’s stories, Dr Osuigwe had a better idea of the potential for open licensing, what it means for African libraries, and how children can access books in their mother tongue.

And because Dr Osuigwe goes all-in with everything she does, she continued to make fruitful connections, initially via Twitter and then in-person, between AfLIA and Wikimedia, as well as AfLIA and OER Africa. Subsequently, several productive projects have ensued. 

For the learning pathways pilot, AfLIA selected potential participants from amongst its tertiary-level librarian community. They received questionnaires to ascertain their knowledge of OER and open licensing, Open Access, and using the Internet to retrieve information. Librarians from nine universities in Botswana, Ghana, Kenya, and Uganda were ultimately selected. 

Dr Lebele and Dr Kaddu were two of the participants selected to participate in the pilot project, which consisted of an introductory Zoom call, followed by a call for participants for each learning pathway. The librarians had two weeks to complete the learning pathway(s) they had chosen. Participants also received pre- and post-pilot questionnaires and a user experience survey. 

For Dr Kaddu, who works as a lecturer at the East African School of Library and Information Science at Makerere University, CPD is critical, because she’s got to stay relevant to her students, who are a lot more digitally savvy than she was when she studied for the same degree. As she explains it:

"When you look at the information landscape today, you’ll see that it’s characterized by plenty, there is a lot of information available out there, so the question is, how do I navigate all this information?"

She also says that the webinars AfLIA has provided, as well as the digital skills it is supplying to support educators in their daily work, have been well received. 

"They raise awareness of existing trends that we might otherwise take a while to get to know. AfLIA, being a continental voice, has been key in unifying all that is needed on the continent, there is one place to go for guidance on curricula, for example, and it’s been very useful."

In fact, Dr Kaddu, who completed the Adapt Open Content and Publish Using Open Content learning pathways, has taken these resources and worked them into her own curriculum, so when her publishing seminars with the masters and doctoral students come up, she is teaching them a lot of what she’s just learnt. 

While Dr Osuigwe believes that much of what librarians learn during their formal education can become obsolete in five to ten years, Dr Kaddu reckons that sometimes it feels like three to six months. To counter that, she says:  

"You must continuously learn and discover what is out there to make your work better, something that is going to complement what you are doing, to make your work appreciated, otherwise your learners will challenge you. Acknowledge that there is a gap, while you are teaching, and challenge your students to help."

Prior to the pilot project, Dr Kaddu had a vague awareness of OER, and the symbols representing the various Creative Commons licensing options. However, following these tutorials, she says a lot has now been clarified for her, and in turn for her students. 

‘They were really awesome, they were well designed, the information was easy to find, the materials were very, very clear,’ she says of the tutorials, and although she only had to complete two of the three, she’s working on learning pathway one in her free time. 

Like many others in her line of work, Dr Kaddu is mindful of the fact that ‘academics are supposed to publish’. She says knowing what she now knows, she plans to publish more and is advocating for open content. 

"I really want people to put their content out in the public domain, so that it can be utilized. If we publish to a greater audience, who are available to comment on our work, we can only improve. When info is in the open, it attracts many benefits. I no longer want to have it ‘closed’ – that’s selfish, and it’s not taking Africa anywhere. We need to add on to the existing literature, content, and data we have. We want to promote our scholars."

It’s going to take some convincing though. Dr Kaddu says the initial reaction, amongst her students, to publishing using open access, is negative. She says, ‘we need to be into it, to participate in it and promote it, then they will appreciate it’.

Dr Ayanda Lebele is the Director of Library Services at the Botswana International University of Science and Technology (BIUST). She tells me that it’s impossible to talk about her professional self separately from her private self because ‘I’m passionate about librarianship, it’s generally who I am.’ While she has this in common with her colleagues from Nigeria and Uganda, there are other similarities in their approaches to work.

‘For it to be functional, and effective, it’s the people that matter the most,’ says Dr Lebele, describing her team of librarians or, as she sees them, her work family, at BIUST.

To this end, she has entrusted a lot of the processes around CPD to her team, directing them where necessary, but also letting them find their own way. That way, she’s constantly learning as well. 

With regards to the learning pathways, she had 16 members of her team sign up for the tutorials. It was a challenge, as they were just going into lockdown in Botswana at the time, so there was the related anxiety, difficulty in adapting to working from home, and data and device limitations. 

But she’s pleased to report that they succeeded and are still reaping the benefits. One of her team members, Winnie Jamara, was the self-appointed champion for the completion of the course work, while another, Barulaganye Hulela has taken the knowledge on board and applied it specifically to podcast development. 

‘She adapts content we get from the open access platforms and uses it to suit the BIUST context, and to disseminate information to our audience, who we no longer interact with face to face due to COVID-19,’ Dr Lebele explains. ‘Through the pathways we did, we’re able to enhance our service delivery.’ 

Just as Dr Kaddu admitted that there was some hesitancy in her students adopting the idea of open publishing, Dr Lebele has seen a similar attitude from teaching academics at her own institution. She believes that, as librarians, they have some responsibility towards changing this mindset.

‘We see ourselves as knowledge workers,’ she says.

"We don’t just manage giving people information, we also manage how they participate in knowledge creation. We have a responsibility to help those who don’t have the awareness, to know their role is not just to be reading knowledge created by other people; they also have to package their own knowledge, so that somebody else may benefit from it in a context that best suits their environment."

Having completed the Adapt Open Content and Publish Using Open Content learning pathways, Dr Lebele is a great believer in the subject matter, but would like to see a more basic introduction to open licensing and OER. She explains further, saying we need to take a step back to where people are, bring them on board and build their interest. She’s concerned that ‘people don’t see the need’. 

Dr Osuigwe shares this sentiment: 

"People inherently want to learn, but the point is that sometimes you don’t know that something exists, and so, you don’t hunger for it. Once you’re curious to know what’s happening in your field, and you dig into it, you stir up that hunger to learn."

Finally, Dr Osuigwe chatted to me about motivation, what will drive librarians to complete these tutorials, and thus embrace this unique opportunity for CPD.

With reference to open licensing and OER, she says:

"This is an area that people do not know much about, and it’s also an area that will help librarians generate more resources for their user communities. Where they can go and learn how to collaborate with others and to create resources if needs be. That’s the motivation for me! I believe that in everybody there’s a curiosity quotient, there’s that element in everyone born in this world to find out what’s next. But you know, life kind of puts out the fire in almost everyone, so what we are trying to do is to reignite that fire to find out what’s next, what can be done, how can this be achieved. This is the adventure!"

If you’d also like to get in on the adventure and find out more about open licensing and OER, you can complete the learning pathways available here on the OER Africa website.

 

Related articles:


[1] Leanne Rencken is an enthusiastic, happy person with years of experience in content creation, curation and publishing. She has travelled extensively across Africa, from Botswana where she grew up, to Nigeria, Kenya, Angola and beyond. She believes in the transformative power of great content, no matter the platform or product. Most recently this love of story-telling has led to her to pursuing travel, teaching English as a foreign language, and freelance writing and editing on a wide-range of topics.

 

 

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With the ever-increasing costs of textbooks, how can university students get access to the resources they need to study? This article examines the benefits of using open textbooks in the Global South.

Image: CC0 (Public domain)

With the ever-increasing costs of textbooks, how can university students get access to the resources they need to study?

Worldwide, university students find it difficult to purchase textbooks for their courses as they are too expensive. Already in 2014 in South Africa[1], and in 2011 in the United States[2], there were reports that students didn’t buy textbooks due to expense. The situation has not improved in recent years; for example, in a study of nearly fifty thousand respondents in South African universities, nearly two thirds indicated that they spent between R500 and R2500 on textbooks, and while 87% of students’ first semester modules had prescribed textbooks, 27% of students did not buy any prescribed books in the first semester of 2020. Students were opting not to purchase textbooks either because of a lack of affordability, because they did not find them contextually relevant, or because a course would only use a small portion of the textbook. [3]

Open textbooks can be regarded as a subset of Open Educational Resources (OER). They are digital textbooks published under an open licence, which means that they are freely downloadable and adaptable to suit a range of contexts (as long as the licence permits adaptation). The right to adapt is particularly important for educators who may want to tailor the textbook to their specific curriculum. An open textbook can be published with different Creative Commons licences,[4] depending on how open or restrictive the author wishes the licence to be. The principal advantages of an open textbook are its accessibility and affordability to the students, as long as they have a digital device, or have access to print at low or no cost. However, open textbooks have other advantages as well. These include:[5]

  • Local Contexts: Open textbooks can be regularly updated, and tailored to suit the local context, providing cultural relevance and addressing specific needs of students.
  • Partial Use: In some courses, only a portion of the overall textbook content is relevant. Students may hesitate to purchase an expensive textbook when they will only use a few chapters. In contrast, open textbooks allow educators to select and integrate specific sections, reducing unnecessary costs.
  • Collective Authorship: Open textbooks encourage collaborative authorship strategies. Locally produced open textbooks can involve input from multiple experts, resulting in richer and more contextually relevant content with diverse perspectives.
  • Flexibility: Open textbooks can be accessed in different formats and stored digitally, so that they are easy to share and adapt.

Of course, open textbooks also have some disadvantages, namely:

  • Availability: We provide examples of open textbook repositories below, but educators may find that there is limited selection for certain subjects or specialised topics. 
  • Quality: There may be inconsistencies in writing style, accuracy, and depth of content but these can be easily mitigated by evaluating the textbooks prior to use, as should be done for all resources to be used, including commercial textbooks.
  • Author incentives: Authors of traditional textbooks normally receive royalties from publishers as their books are sold. The open licence by which open textbooks are released means that other forms of incentive may be needed, for example in the form of grants, that may not be sufficiently enticing for many potential authors.

Research on open textbooks

Most research has been carried out in the Global North. For example, a meta-analysis of 22 studies of 100,012 students found that there were no differences between open and commercial textbooks for learning performance.[6] A research study Adoption and impact of OER in the Global South[7] had similar findings, with open textbooks being more effective that traditional ones in several instances. However, the studies reported that careful pedagogical scaffolding, including a mix of OER, produced the most effective learning. Within Africa, research findings from the Digital Open Textbooks for Development (DOT4D) Project[8] found that open textbooks addressed economic, cultural, and political injustices faced by their students, issues not considered by traditional textbooks. Summarising the research overall, we can say that open textbooks have several advantages over traditional ones, as listed above, and in terms of learning, they are equivalent. 

Examples of African institutions who have benefited from using open textbooks

Probably the best example of collaborative development of open textbooks is the University of Cape Town’s DOT4D Project. If you want to learn about the experiences of their staff and students, read UCT Open Textbook Journeyswhich documents the stories of 11 academics at the University who embarked on open textbook development initiatives to provide their students more accessible and locally relevant learning materials.

Other African universities’ libraries list sites where open textbooks and other OER are available, usually from outside the continent. Finding open textbooks for your own institution is not always easy. Here we list three sites where you can search for open textbooks. Bear in mind that, if you choose an American or European textbook, you may need to spend time adapting it for your own context. 

University of Cape Town Catalogue

26 textbook titles ranging from medical texts, through sustainable development to marketing, but also many other titles on OpenUCT.

Open Textbook Library

Based at the University of Minnesota in the United States, this repository has 1,403 titles. The view shown here groups the titles by subject.

University of Stellenbosch 

This LibGuide lists 17 platforms where you can search for open access textbooks and other free books.

Resources on developing and using open textbooks

Below is a list of resources to help you explore this growing field. The first three assist you to develop an open textbook, while the last two guide you to adopt or modify an existing open textbook.

Finally, although they are not designed for higher education, the open textbooks developed by Siyavula for high school mathematics, technology, and sciences may be useful for colleges and access courses in universities.

In summary, there are considerable benefits to using open textbooks, but with a few exceptions, African institutions have not yet taken on the challenge of producing open textbooks themselves. Clearly, funding is required for the development of open textbooks, and institutions might consider making funding applications to create (or adapt) these highly useful open education resources for the benefit of more African students.


Related resources:

 Access the OER Africa communications archive here



[1] Nkosi, B. (2014). Students hurt by pricey textbooks. Mail & Guardian. Retrieved from https://mg.co.za/article/2014-10-03-students-hurt-by-pricey-textbooks/

[2] Redden, M. (2011). 7 in 10 Students Have Skipped Buying a Textbook Because of Its Cost, Survey Finds. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/7-in-10-students-have-skipped-buying-a-textbook-because-of-its-cost-survey-finds/

[3] Department of Higher Education. (2020). Students’ Access to and use of Learning Materials—Survey Report 2020. Retrieved from https://www.usaf.ac.za/wp-content/uploads/2021/02/DHET_SAULM-Report-2020.pdf

[5] Digital Open Textbooks for Development. (2021). ‘Open Textbooks in South African Higher Education’ Roundtable Report. University of Cape Town. Retrieved from https://open.uct.ac.za/server/api/core/bitstreams/3a7e1a09-0617-4ba4-b6dd-4572bd870d60/content

[7] Hodgkinson-Williams, C. & Arinto, P. B. (2017). ‘Adoption and impact of OER in the Global South’. Cape Town & Ottawa: African Minds, International Development Research Centre & Research on Open Educational Resources. DOI: 10.5281/zenodo.1005330 

 

OER Africa is honoured to have contributed two chapters to the recently published book ‘Does Distance Education in the Developing Context Need More Research? Building Practice into Theory’. Edited by Dr Folake Ruth Aluko and Prof. Daniella Coetzee, the book explores the reciprocal relationship between theory and practice in distance education.

Research can have a transformative impact on any field, and distance education is no exception. It can, for example,  contribute to more effective use of new educational strategies, provide insights into technological advancements, and contribute to our understanding of the key successes and challenges in distance education delivery.

While the concept of distance education dates back more than a century, research in this area is relatively nascent when compared to the development of educational research in general.[1] The body of literature on the practice, influence, and impact of distance education is therefore limited, and even more so when considering developing world contexts. This, combined with the fact that distance education is experiencing significant shifts in terms of new demands and evolving technologies that provide new potential and pitfalls alike, mean that the recently published book Does Distance Education in the Developing Context Need More Research? Building Practice into Theory is a critical addition to the distance education research literature.

The book explores the reciprocal relationship between theory and practice in distance education, and OER Africa is honoured to have contributed two chapters to it. Edited by Dr Folake Ruth Aluko and Prof. Daniella Coetzee, the book is divided into two volumes which explore various themes:

Volume 1 focusses on the history, approaches and paradigms in distance education; building frameworks in distance education research; and praxis in this area.

Volume 2 moves on to address regional trends and gaps in distance education research; scholarship in this area; and quality assurance.

The two chapters that we contributed focus on the intersection of distance education and catalysing open education praxis, with each chapter approaching this intersection from a different angle. Each is outlined below.

Chapter 12 - Approaches To Continuing Professional Development For Open Education Practices In Africa

The COVID-19 pandemic brought the importance of professional development on effective teaching and learning for university academics into sharp relief. Universities found themselves having to close their campuses and were unable to teach their students face-to-face. Universities in Africa resorted to various strategies to reach students, ranging from no teaching taking place, through emergency remote teaching (ERT) with some form of online teaching, to fully implemented e-learning. Whatever form the teaching has taken, academics have found that traditional lecturing has not been effective when implementing ERT or online teaching. Those who are experienced in adult pedagogies have been expressing the inadequacies of the lecture mode for many years, and the realities of the new forms of teaching required have brought such shortcomings to the fore. Several recent opinion pieces have expressed the need for continuing professional development (CPD) of academic staff, especially with respect to their teaching competence, arguing that it needs to be a central strategy within higher educational institutions (HEIs) around the world, supporting academics with digital teaching and communities of practice.

This chapter opens with a review of successful and innovative CPD models and approaches used in HEIs around the world. It examines recent CPD activities created by OER Africa and describes their development, piloting, and deployment, together with the implications the pilot findings have for ODL institutions and research in the field. 

Chapter 13 - Measuring implementation of UNESCO’s OER Recommendation: A possible framework

Drawing on a comprehensive literature review of best practice in OER measurement, as well as experience of working with UNESCO to support implementation of the Recommendation, this chapter presents an initial framework for the measurement of the effectiveness of the OER Recommendation and proposes indicators that regions, countries, and/or institutions could adopt or adapt to rigorously measure both how OER is used and its effectiveness for improving learning. Putting in place shared understandings of what counts as effectiveness for OER is critical to inform ongoing developments and improvements in the field. Such measures can also provide an evidence base that can be used for advocacy work around the importance of OER for quality open and distance learning.

Access both volumes below:

Volume 1

Volume 2


Related articles


[1] Zawacki-Richter and Naidu (2016) quoted in Aluko, F.R. and Coetzee, D. (2023). Chapter 1: Setting the scene – Why research distance education? In Does Distance Education in the Developing Context Need More Research? Building Practice into Theory. ESI Press:

 

Why might you want to publish your research in an open access journal? Open access journals use Creative Commons licences, which lay out the terms under which they can be used and distributed. Although most open access journals are highly respected and entirely legitimate, there are scores of journals that can be classified as ‘predatory’; they prey on the unwary who want to publish or to read a reliable article.

Introduction: Why is open access publishing beneficial to academics?

Why might you want to publish your research in an open access journal? Open access journals use Creative Commons licences, which lay out the terms under which they can be used and distributed.  All Creative Commons licences require full attribution.  Open access can benefit scholars because wider access to their research, enhances visibility and citations.[1]

Figure 1 shows some of the possible benefits of OA publishing, many of which are relevant to researchers around the world, including those in Africa.

Figure 1: Benefits of open access publishing

What are predatory journals?

Most open access journals are highly respected and entirely legitimate. The Directory of Open Access Journals (DOAJ) lists more than 20,000 journals, many without an author processing fee:

Figure 2: DOAJ coverage[2]

The Department of Higher Education and Training (DHET) in South Africa includes the DOAJ journals amongst its list of accredited journals. Academics, researchers, and librarians are sure to find a reliable open access journal on the DOAJ database or any of the others that DHET lists.[3]

Even so, there are scores of journals that can be classified as ‘predatory’; they prey on the unwary who want to publish or to read a reliable article.

What is a predatory journal?  In 2019, a group of legal experts and publishers agreed on this definition:

"Predatory journals and publishers are entities that prioritize self-interest at the expense of scholarship and are characterized by false or misleading information, deviation from best editorial and publication practices, a lack of transparency, and/or the use of aggressive and indiscriminate solicitation practices."

Though it might seem straightforward, there are so many forms of predatory practices that this group of specialists had trouble agreeing on a definition to describe how predation manifests itself.[4]

Experts [5] believe that there are now more than 15,000 predatory journals, which promise:

  • Peer review with a fast turnaround time.
  • Low author processing fees—low in comparison to some of the top tier journals, but high in terms of what authors get for their money.
  • Online publication and visibility.
  • Indexing in platforms such as Scopus and Web of Science.

Figure 3: How to spot a predatory journal[6]

OER Africa has a free online tutorial on open access publishing, which includes suggestions on how to verify a journal’s legitimacy.[7] There is also a discussion in Open Knowledge Primer for African Universities on the ways in which DOAJ tries to ensure that the journals in its database are legitimate.[8]

All researchers are under pressure to publish to keep their jobs and become eligible for promotion. The pressure on African scholars is increased because they cannot afford the high publication fees some journals charge, and some may not be familiar with the steps necessary to evaluate journals.

Two researchers are quoted in a 2022 article in the Africa Edition of University World News to illustrate the dilemmas facing African scientists who must publish but have neither the funds to pay the APC costs of top-tier journals nor the knowhow to discern the legitimate from the predatory.[9]

One scientist, Euclides Sacomboio of Agostinho Neto University in Angola, had two articles published in disreputable journals. His preference would have been high-impact journals, but, as he told University World News:

"I earn US$500, and the article processing fee in reputable journals is about US$2,180. Where do I get the money without any support?"

Sacomboio added:

"To me, it was important to share my data. Worse, it was difficult to choose [where to publish] because some of these journals we call predatory have peer review processes."

The second scientist, Moses Samje of the University of Bamenda, Cameroon and a member of the African Academy of Sciences Chapter of Affiliates, was also taken in—this time because the journal’s focus was on research like his and because of the journal’s allegedly high impact factor. Samje said:

"The impact factor was quite attractive. It was too good to be true … We had to try and we submitted a paper and, in the space of 24 hours, they [the publishers] asked for the processing charge, which was getting way more affordable. In less than 48 hours, we received an e-mail [saying] our paper was online. I was quite excited."

Samje subsequently went online and discovered that the journal’s peer review process was not as it seemed; he believes that the journal is a sham.

‘Plagiarism, fraud, and predatory publishing’

The noted bioethicist, Arthur Caplan, wrote those words in 2015 and called predatory journals ‘polluting journals.’[10]

Although the points in figure 3 elucidate the major ways to identify a predatory journal, there are two additional strategies they employ. Predatory journals are noted for accepting plagiarized articles and those that have already been published elsewhere. Even though predatory journals may report that they check for plagiarism, they typically don’t.

A 2018 blog post in the Indian newsletter, The Wire, succinctly described the situation in India and gave examples. The authors wrote:[11]

"Fake journals and plagiarism in academics go hand-in-hand. The lack of peer review and a complete absence of quality checking provides a safe channel to publish plagiarised articles. It is therefore no coincidence that along with fake journals, almost all academic fields have also seen an epidemic of plagiarism."

Sometimes plagiarism is intentional; other times it is the result of a researcher’s lack of expertise on what the concept means.

It isn’t always easy to find specific examples of plagiarism. Science Integrity Digest is one source of information. In 2020, it reported on a clear case of plagiarism in which the work of the OstrowskiLab was stolen and published in a predatory journal.[12] In 2019 in the Journal of Nursing Scholarship, authors wrote about numerous instances of plagiarism in three predatory nursing journals.[13]

In South Africa, Professor Nicki Tiffin, a former researcher at the University of Cape Town (UCT) found that not only had she been plagiarized in a predatory journal, but her name had been stolen too.[14]

Unwary researchers are also trapped because some predatory journals have titles very similar to those of reputable journals. The three journals in the figure below all have similar titles but the similarity ends there.

What's in a name?

The first journal, Plant Physiology and Biochemistry is published by Elsevier, a reputable scientific publisher. The second, Journal of Plant Biochemistry and Physiology, is published by Longdom Press. Note it has phone numbers in Great Britain and in Spain and a registered address in Brussels. The journal is not included in any of the major indexing services that have quality controls, such as Web of Science, Scopus, or PubMed. The third, Journal of Plant Biochemistry & Physiology, is published by Omics, a publisher that was sued by the US Federal Trade Commission for predatory practices and ordered to pay a fine of more than $50 million.[15]

How to help researchers distinguish between the fake and the real

Above, we outlined several ways to determine legitimate journals from predatory ones. The two OER Africa publications we cited offer detailed help to students, researchers, and librarians.

Intellectual property rights, plagiarism, and referencing are taught in the Use of Libraries or embedded in the Use of English course, which is an integral part of the compulsory General Studies (GS) for first year students in Nigerian universities. However, the effect of the course on students has been found to be minimal.[16] Traditionally, African academic libraries run library orientation activities for new students. This window of opportunity could be widened to include provision of information packs or tutorials (online and physically) on information literacy, copyright, and plagiarism issues (including an introduction to plagiarism detecting software), as well as information about predatory journals.

Figure 4: AfLIA poster for use in libraries

Academic libraries can play an important role in raising awareness to the need to be wary of predatory practices.  But universities as a whole should be engaged in preventing staff and students from falling prey to these journals. They can list the open access journals for which academics associated with their institution can use for purposes of promotion, tenure, and contracts.  The DHET site discussed above would be a good place start.  Supervisors can advise their PhD students about conducting a literature review without including predatory journals.  Sarah Elaine Eaton of the University of Calgary wrote the following about the need of universities to support their students and academics against predation: [17]

"There are implications for mentors of graduate students and early-career stage academics, as well as for institutions as a whole. The issue of questionable conferences and publications is so complex that early-stage academics require support and mentorship to cultivate a deeper understanding of how to share their work in a credible way."

Dr. Eaton’s statement is valid around the world, particularly in circumstances such as Drs. Sacomboio and Samje described—insufficient funds to pay fees and insufficient guidance within the institution.


[1] See Sharing Africa’s knowledge through openly licensed publishing for more information on open access. https://www.oerafrica.org/content/sharing-africa’s-knowledge-through-openly-licensed-publishing

[3]See https://www.up.ac.za/news/post_3048195-the-department-of-higher-education-and-training-2022-accredited-journals-

[4]Grudniewicz, A., Moher, D., Cobey, K.D. et al. (2019). Predatory journals: no definition, no defence. Nature, Vol. 576: 210-212. Retrieved from https://media.nature.com/original/magazine-assets/d41586-019-03759-y/d41586-019-03759-y.pdf

[14] Simon, N. (2023). Protecting research integrity from predatory journals. University of Cape Town. Retrieved from https://www.news.uct.ac.za/article/-2023-11-09-protecting-research-integrity-from-predatory-journals

[17] See Sarah Elaine Eaton’s Resource Guide Avoiding Predatory Journals and Questionable Conferences. https://files.eric.ed.gov/fulltext/ED579189.pdf