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Ingelore Clason
Today, the White House Office of Science and Technology Policy (OSTP) released A Framework for Federal Scientific Integrity Policy and Practice, a roadmap that will help strengthen scientific integrity policies and practices across the federal government.
This framework builds on the assessment of federal scientific integrity policies and practices described in the January 2022 report, Protecting the Integrity of Government Science, and draws from extensive input from federal agencies, as well as from across sectors, including academia, the scientific community, public interest groups, and industry. It has several key components that federal departments and agencies will use to improve scientific integrity policies and practices, including:
The framework requires all agencies to designate a scientific integrity official, and agencies that fund, conduct, or oversee research to designate a chief science officer, and it establishes the National Science and Technology Council (NSTC) Subcommittee on Scientific Integrity to oversee implementation of the framework, and evaluate agency progress.
The framework was developed following a robust effort to study and improve scientific integrity policies and outcomes, and extensive engagement with stakeholders inside and outside of the federal government starting in May 2021. This process included engaging 30 federal agencies, and processing feedback from over 1,000 individuals and organizations through three listening sessions, three roundtables, and two requests for information.
Strong policies and effective practices protecting scientific integrity are essential for the development of evidence-based policies. By bolstering these policies and practices across the federal government, this first-of-its-kind framework will strengthen the ability of agencies and federal scientists to produce critical scientific information for evidence-based policymaking that can help make our nation healthier, safer, more prosperous, and more secure.
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MIT recognizes that the value in published scholarship originates in the labor of authors, peer reviewers, and editors, and the institutions that support them. The benefits to society are greatest when this scholarship is freely and immediately available to the entire world to access, read, and use; without restriction and for any lawful purpose.
As MIT continues to lead in transforming scholarly communications from a system focused primarily on paywalled journal articles towards a system providing open access to the products of the full research life-cycle, many MIT scholars continue to value the services provided by journals and journal publishers. Those services include, but are not limited to, editorial oversight, curation, and coordination of the submission and peer review processes. Increasingly, scholars also value the availability of scholarly content as a corpus that is stored, described, and accessible for non-consumptive, computational access and analysis.
The MIT Libraries seek to provide services that enhance the use, reuse, analysis, discovery, curation, and preservation of those outputs. In a rapidly evolving scholarly communications landscape, such services may be offered by commercial, non-profit, or community-owned platforms and resources. We will strive for a portfolio of services that meets the needs of our scholars, reflects core MIT principles and values, and advances the public good and the progress of science.
The MIT Framework creates a mechanism for ensuring scholarly research outputs are openly and equitably available to the broadest and most inclusive audience possible, while also providing valued services to our community. The vision we seek to advance through the application of this framework is one in which enduring, abundant, equitable, and meaningful access to scholarship serves to empower and inspire humanity.
MIT intends to rely on this Framework as a guide for our relationships with publishers regardless of the actions of any of our peer institutions or other organizations. We are, however, delighted that the following institutions have decided that that these principles will advance open scholarship and the public good, and have therefore decided to endorse this Framework:
To support and reinforce institutional capacity to intentionally serve, Excelencia developed a framework that integrates essential components of transformation into a comprehensive institutional strategy for SERVING students. This framework represents learning from over 20 years of working with higher education institutions.
Excelencia is committed to working in partnership with institutions to share and learn strategies that align data, practice, and leadership as a community of learners to accelerate Latino student success. Further, we recognize that developing the ability to serve Latino students enhances the capacity of institutions to serve all students.
While California is engaging in litigation to restore its authority to protect the public health of its residents, it has finalized with six participating automakers individual bilateral agreements based upon the Framework unveiled last year.
Automakers who voluntarily agreed to the framework agreements are BMW of North America (including Rolls Royce for purposes of the agreement), Ford, Honda, Volkswagen Group of America (including VW and Audi), and Volvo.
The framework agreements are voluntary commitments that support continued annual reductions of vehicle greenhouse gas emissions through the 2026 model year, encourage innovation to accelerate the transition to electric vehicles, provide industry the certainty needed to make investments and create jobs, and save consumers money.
Each of the automobile manufacturers that have finalized Framework agreements have made additional and individual commitments to expedite the transition to zero-emission vehicles. These agreements, designed to further advance innovation and investment, are memorialized in a separate appendix for each company, and are designated as Confidential Business Information because they relate to specific model production plans and similar matters. Generally they promote enhanced distribution of zero-emission vehicles.
Under the framework agreements, gasoline and diesel cars and light trucks will get cleaner through 2026 at about the same rate as the former Obama-era program, preventing hundreds of millions of tons of greenhouse gas emissions over the lifetime of the agreements.
Print copies may be purchased from the Association of College and Research Libraries for $15.00 for a package of 10, including standard postage. Expedited shipping is available for an additional charge. Orders can be placed on the last Tuesday of each month. However, this day is subject to change at the discretion of ACRL.
This Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. During the fifteen years since the publication of the Information Literacy Competency Standards for Higher Education,1 academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula. However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem. Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically. Teaching faculty have a greater responsibility in designing curricula and assignments that foster enhanced engagement with the core ideas about information and scholarship within their disciplines. Librarians have a greater responsibility in identifying core ideas within their own knowledge domain that can extend learning for students, in creating a new cohesive curriculum for information literacy, and in collaborating more extensively with faculty.
The Framework offered here is called a framework intentionally because it is based on a cluster of interconnected core concepts, with flexible options for implementation, rather than on a set of standards or learning outcomes, or any prescriptive enumeration of skills. At the heart of this Framework are conceptual understandings that organize many other concepts and ideas about information, research, and scholarship into a coherent whole. These conceptual understandings are informed by the work of Wiggins and McTighe,2 which focuses on essential concepts and questions in developing curricula, and also by threshold concepts3 which are those ideas in any discipline that are passageways or portals to enlarged understanding or ways of thinking and practicing within that discipline. This Framework draws upon an ongoing Delphi Study that has identified several threshold concepts in information literacy,4 but the Framework has been molded using fresh ideas and emphases for the threshold concepts. Two added elements illustrate important learning goals related to those concepts: knowledge practices,5 which are demonstrations of ways in which learners can increase their understanding of these information literacy concepts, and dispositions,6 which describe ways in which to address the affective, attitudinal, or valuing dimension of learning. The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. The six concepts that anchor the frames are presented alphabetically:
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