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Author ORCID Identifier

https://orcid.org/0000-0003-1372-5337

Abstract

This article argues for the expansion of undergraduate journal publishing as both a pedagogical approach and a form of resistance to open access publishing driven by article processing charges. Drawing on the academic literature, the article explores undergraduate journals against the backdrop of the wider crisis of APC-driven open access, where exorbitant article processing charges (APCs) negatively impact early researchers as well as researchers from under-resourced institutions and regions. The article examines the benefits of undergraduate journals that employ diamond open access publishing approaches (free to publish in and free to read) for research skills development and publishing literacy, framing these journals theoretically through the lenses of the knowledge commons, bibliodiversity, and knowledge justice. The authors advocate for the continued embedding of undergraduate journals within curricula as credit-bearing modules, course-based undergraduate research experiences (CUREs) or as elective pathways to publication, as a scalable and meaningful strategy for preparing the next generation of researchers, editors and authors from the outset of their academic journey, to recognise, challenge, and ultimately reshape exploitative publishing models.

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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