Author : Erin C. McKiernan
Open scholarship, such as the sharing of articles, code, data, and educational resources, has the potential to improve university research and education as well as increase the impact universities can have beyond their own walls.
To support this perspective, I present evidence from case studies, published literature, and personal experiences as a practicing open scholar. I describe some of the challenges inherent to practicing open scholarship and some of the tensions created by incompatibilities between institutional policies and personal practice.
To address this, I propose several concrete actions universities could take to support open scholarship and outline ways in which such initiatives could benefit the public as well as institutions. Importantly, I do not think most of these actions would require new funding but rather a redistribution of existing funds and a rewriting of internal policies to better align with university missions of knowledge dissemination and societal impact.
URL : Imagining the “open” university: Sharing scholarship to improve research and education
DOI : https://doi.org/10.1371/journal.pbio.1002614
Authors : Melody Dale, Nickoal Eichmann-Kalwara, Sheeji Kathuria, Mary Ann Jones
This study analyses the extent of gold open access (OA) publishing options in 377 anthropology journals by applying a six-level coding scheme (0=non-transparent publishing, 5=fully OA, i.e., free to read and publish without embargo).
This analysis is meant to simplify the process of identifying OA journal publishing options in the discipline of anthropology, in addition to sharing findings on some of the prominent issues in OA publishing as they relate to anthropology journals, including non-transparency among publishers and the prevalence and price of article processing charges (APCs).
We conclude that publishers should be more transparent about their OA publishing options and policies by providing conspicuous and straightforward information to potential authors. Further, we find that in the anthropology scholarly communication ecosystem,
APCs for hybrid journals are more expensive than those for fully gold OA journals, thus contradicting the assumption that gold OA is more costly to researchers.
URL : http://scholar.colorado.edu/libr_facpapers/92/
Author : Samuel A. Moore
Open access (OA) is a contested term with a complicated history and a variety of understandings. This rich history is routinely ignored by institutional, funder and governmental policies that instead enclose the concept and promote narrow approaches to OA.
This article presents a genealogy of the term open access, focusing on the separate histories that emphasise openness and reusability on the one hand, as borrowed from the open-source software and free culture movements, and accessibility on the other hand, as represented by proponents of institutional and subject repositories.
This genealogy is further complicated by the publishing cultures that have evolved within individual communities of practice: publishing means different things to different communities and individual approaches to OA are representative of this fact.
From analysing its historical underpinnings and subsequent development, I argue that OA is best conceived as a boundary object, a term coined by Star and Griesemer (1989) to describe concepts with a shared, flexible definition between communities of practice but a more community-specific definition within them.
Boundary objects permit working relationships between communities while allowing local use and development of the concept. This means that OA is less suitable as a policy object, because boundary objects lose their use-value when ‘enclosed’ at a general level, but should instead be treated as a community-led, grassroots endeavour.
URL : https://rfsic.revues.org/3220
Author : Erin C McKiernan
Open scholarship, such as the sharing of articles, code, data, and educational resources, has the potential to improve university research and education, as well as increase the impact universities can have beyond their own walls.
To support this perspective, I present evidence from case studies, published literature, and personal experiences as a practicing open scholar. I describe some of the challenges inherent to practicing open scholarship, and some of the tensions created by incompatibilities between institutional policies and personal practice.
To address this, I propose several concrete actions universities could take to support open scholarship, and outline ways in which such initiatives could benefit the public as well as institutions.
Importantly, I do not think most of these actions would require new funding, but rather a redistribution of existing funds and a rewriting of internal policies to better align with university missions of knowledge dissemination and societal impact.
URL : Imagining the ‘open’ university: Sharing scholarship to improve research and education
DOI : https://doi.org/10.7287/peerj.preprints.2711v3
Author: Brian Rappert
In recent years, the promotion of data sharing has come with the recognition that not all scientists around the world are equally placed to partake in such activities. Notably, those within developing countries are sometimes regarded as experiencing hardware infrastructure challenges and data management skill shortages.
Proposed remedies often focus on the provision of information and communication technology as well as enhanced data management training. Building on prior empirical social research undertaken in sub-Sahara Africa, this article provides a complementary but alternative proposal; namely, fostering data openness by enabling research.
Towards this end, the underlying rationale is outlined for a ‘bottom-up’ system of research support that addresses the day-to-day demands in low-resourced environments. This approach draws on lessons from development financial assistance programs in recent decades.
In doing so, this article provides an initial framework for science funding that call for holding together concerns for ensuring research can be undertaken in low-resourced laboratory environments with concerns about the data generated in such settings can be shared.
URL : Fostering Data Openness by Enabling Science: A Proposal for Micro-Funding
DOI : http://doi.org/10.5334/dsj-2017-044
Authors : Christoph M. Flath, Sascha Friesike, Marco Wirth, Frédéric Thiesse
The reuse of existing knowledge is an indispensable part of the creation of novel ideas. In the creative domain knowledge reuse is a common practice known as “remixing”. With the emergence of open internet-based platforms in recent years, remixing has found its way from the world of music and art to the design of arbitrary physical goods.
However, despite its obvious relevance for the number and quality of innovations on such platforms, little is known about the process of remixing and its contextual factors. This paper considers the example of Thingiverse, a platform for the 3D printing community that allows its users to create, share, and access a broad range of printable digital models.
We present an explorative study of remixing activities that took place on the platform over the course of six years by using an extensive set of data on models and users.
On the foundation of these empirically observed phenomena, we formulate a set of theoretical propositions and managerial implications regarding (1) the role of remixes in design communities, (2) the different patterns of remixing processes, (3) the platform features that facilitate remixes, and (4) the profile of the remixing platform’s users.
URL : Copy, transform, combine: exploring the remix as a form of innovation
Alternative location : https://link.springer.com/article/10.1057/s41265-017-0043-9
Author : Catherine Cronin
Open educational practices (OEP) is a broad descriptor of practices that include the creation, use, and reuse of open educational resources (OER) as well as open pedagogies and open sharing of teaching practices.
As compared with OER, there has been little empirical research on individual educators’ use of OEP for teaching in higher education. This research study addresses that gap, exploring the digital and pedagogical strategies of a diverse group of university educators, focusing on whether, why, and how they use OEP for teaching.
The study was conducted at one Irish university; semi-structured interviews were carried out with educators across multiple disciplines. Only a minority of educators used OEP. Using constructivist grounded theory, a model of the concept « Using OEP for teaching » was constructed showing four dimensions shared by open educators: balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching role expectations.
The use of OEP by educators is complex, personal, and contextual; it is also continually negotiated. These findings suggest that research-informed policies and collaborative and critical approaches to openness are required to support staff, students, and learning in an increasingly complex higher education environment.
URL : http://www.irrodl.org/index.php/irrodl/article/view/3096/4301