Open Access: Open Access Looking for ways to increase the reach and impact of your research?
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Open Access: Looking for ways to increase the reach and impact of your research? (presentation for Social Work department)
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Open Access: Open Access Looking for ways to increase the reach and impact of your research?
- 1. Open Access Looking for ways to increase the reach and impact of your research? • Rafia Mirza • Digital Humanities Librarian • Faedra Wills • Digital Project Librarian 11/6/2014 1
- 2. LEARNING OBJECTIVES PARTICIPANTS WILL: learn about degrees of openness. have a working definition of green open access and gold open access and the distinction between the two. Will understand the different models for gold OA (hybrid, APC, etc.). Will learn how repositories (both institutional and disciplinary) facilitate green OA. • depositing your work in the Research Commons (our Institutional Repository) • sharing all forms of scholarship (grey literature, reports, proceedings, data sets etc.)
- 3. “Co py ri g h t i s a fo rm o f prote c t i o n g ro un de d i n t h e U.S. Consti tution and granted by law for original works of authorship fixed in a tangible medium of expression. Copyright covers both publ ished and unpubl ished works. ” via copyright.gov 11/6/2014 Image via http://ygraph.com/chart/2306 3
- 4. COPYRIGHT Al l Rights are Reserved This means you must ask for permission for any use not covered by Fair Use Without the copyright holder's permission, the work cannot be Used Adapted Copied Published Modified 11/6/2014 Image via Cory Doctorow http://flic.kr/p/c1fe 4
- 5. PUBLIC DOMAIN These works are unavailable to private ownership, or are publicly available. This occurs when intellectual property rights have expired are forfeited or are inapplicable Examples: Expired, created before 1923: Notes on Nursing by Florence Nightingale (published 1860) Inapplicable: Works by the United States Government are considered public domain Image via USCapitol https://flic.kr/p/mEU9QZ 11/6/2014 5
- 6. PUBLIC DOMAIN You do not need to request permission or pay a license fee to use these works; and, for the most part, you can use these works in any way you wish because they are not covered by copyright law. Derivative works – No restriction in the public domain Translation Dramatization 11/6/2014 Image via https://creativecommons.org/weblog/entry/41688 6
- 7. FAIR USE According to U.S. Copyright, fair use is permitted use by exception. These are generally for comment or criticism, reporting, teaching and scholarship, or research. 11/6/2014 http://www.erikjheels.com/2007-07-18-drawing-that-explains-copyright-law.html 7
- 8. FAIR USE The four factors that determine whether reproduction is fair use are purpose, nature, amount, and market . Purpose: Educational and non-profit Nature: Published, factual, nonfiction material Amount: Small portion of a work Market: Little or no effect on sales 11/6/2014 8
- 9. OPEN ACCESS Open access literature is digital, online, free of charge, and free of most copyright and licensing restrictions. - Peter Suber
- 10. CLAIMS FOR OPEN ACCESS Serials crisis → Access crisis Scholars write for impact rather than money Conventional publishers acquire their key assets from academics without charge Giving scholarly work to publishers, who then sell it, harms scholars’ interests OA is in the interests of the author, not just the reader Public domain image courtesy johnny_automatic via openclipart
- 11. WHAT OA IS NOT Not an attempt to bypass peer review Not an attempt to reform or abol ish copyright Not an attempt to deprive royalty-earning authors of income Not a n a t tempt to r e d u c e a u t h o r s’ r i g h ts ove r t h e i r wo rk Not an attempt to reduce academic freedom Not an attempt to relax rules against plagiarism Not an attempt to punish or undermine conventional publ ishers Does not require boycotting l iterature/publishers Not primarily about bringing access to lay readers Not universal access -Suber , P. What Open Ac c es s i s not Public domain image via Wikimedia Commons
- 13. LEVELS & TYPES OF OPENNESS Image courtesy SPARC
- 14. REUSE RIGHTS: LIBRE & GRATIS Gratis OA removes price but not permission barriers: content is free of charge but requires permission to exceed fair use Libre OA removes price and at least some permission barriers: by removing some copyright/licensing restrictions, users can exceed fair use in cer tain ways Image via Opensource.com http://flic.kr/p/dz19kc
- 15. CREATIVE COMMONS 11/6/2014 Image via Jan Slangen http://flic.kr/p/9vXrpm 15
- 16. HOW OPEN IS IT? Image courtesy SPARC
- 17. MAKING RESEARCH OPEN ACCESS: The Green way is for researchers to deposit their published journal articles in an open access repository. Gold bar image viaWikimedia Commons Slide adapted from Stevan Harnad at http://openaccess.eprints.org/ GOLD VS. GREEN The Gold way is for publishers to convert their journals into Open Access journals.
- 18. OPEN ACCESS PUBLISHING: GOLD Has taken time for impact factors and reputation to bui ld Business models sti l l eme rging: “Go l d OA” d o e s not a lway s mean that Ar ticle Processing Charges (APCs) are present. Author-pays model has better traction in the STM community Eme r ging c h a l lenges wi t h ‘ p r e d ato r y’ practices Rising of an OA publishing trade organization for legitimate OA publishers (OASPA) and Directory of Open Access Journals (DOAJ) that l ists journals with acceptable publ ishing practices.
- 19. OPEN ACCESS ARCHIVING: GREEN
- 20. Public Library of Science: Article- Level Metrics telling a different side of the story (http://altmetrics.org)
- 21. ACADEMIC ONLINE PROFILE Creating Your Web Presence: A Primer for Academics
- 22. OA FOR PRACTITIONERS & IMPACT “Science has made an impact in a lot of different ways, not just on other scholars, but on the public, or on practitioners, or on teaching environments. Altmetrics help us measure those,”[Heather] Piwowar… founder of ImpactStory - By Christina Szalinski
- 23. WHAT IS AN INSTITUTIONAL REPOSITORY? • Digital collections capturing and preserving the intellectual output/wealth of a university community in a single location. • The primary goals of institutional repositories are to increase access to research and to provide long-term preservation and storage for the University’s scholarly output. • They are intended to complement, rather than replace, other forms of publication.
- 24. WHAT IS AN INSTITUTIONAL REPOSITORY? • There are two main categories of repositories: • discipline-specific • institutional
- 25. WHAT IS A DISCIPLINARY REPOSITORY?
- 26. RESEARCHCOMMONS DSPACE.UTA.EDU • Established in 2007 • On the DSpace operating platform • First items into the ResearchCommons were ETDs • Currently have 22,690 items in the ResearchCommons
- 27. WHO CAN ADD MATERIAL TO THE RESEARCHCOMMONS ? • Faculty • GRAs • Staff • Student Organizations
- 28. WHAT CAN BE ADDED TO THE RESEARCHCOMMONS *Articles *Lectures *Images *Ebooks *Newsletters *Datasets *Audiovisual materials *Technical and conference papers *Theses and dissertations
- 29. WHY SHOULD FACULTY ADD THEIR SCHOLARLY WORKS INTO THE RESEARCHCOMMONS? 1. Alternative publishing method with no economic barriers to access 2. Immediate access to research 3. A durable URL is provided ensuring their research is permanently available to a global audience 4. Increase the likelihood of having their research cited 5. Fulfills requirements of federally funded grants such as those from the NIH and NSF to publish their research in an open access repository 6. Recruitment and public relations tool
- 33. HOW CAN FACULTY GET STARTED? 1. Faculty can upload and curate their own collections or designate a GRA to do so 2. Faculty can upload their own materials with Library staff providing the metadata for their works 3. Library staff can pull the faculty members CV from Mentis and do all the work on their behalf
- 34. wills@uta.edu or TO GET STARTED LIBRARY-RC@LISTSERV.UTA.EDU
- 35. ADDITIONAL OPEN ACCESS PUBLISHING TOOLS Open Access Journals (OJS) - Provides online hosting for academic journals for UTA faculty, staff and students. The OJS system has a highly configurable system for editorial workflows with features including: • Online author submission • Blind, double-blind, or open peer-review processes • Online management of copyediting, layout, and proofreading • Delegation of editorial responsibilities according to journal sections • Management of publication schedule and ongoing journal archiving • Customizable presentation features
- 36. ADDITIONAL OPEN ACCESS PUBLISHING TOOLS Open Conference System (OCS) - free Web publishing tool that will create a complete Web presence for your scholarly conference. OCS will allow you to: • create a conference Web site • compose and send a call for papers • electronically accept paper and abstract submissions • allow paper submitters to edit their work • post conference proceedings and papers in a searchable format • register participants
- 37. ATTRIBUTION Por tions of this work were originally created by Sarah L. Shreeves and revised: by Marisa L. Ramírez and Joy Kirchner on June 3, 2013. by Clarke Iakovakis & Rafia Mirza in June 2014. by Faedra Wi l ls & Rafia Mirza in Nov. 2014. This work is l icensed under the Creative Commons Attribution- NonCommercial -ShareAlike 3.0 United States License. To view a copy of the l icense see: http://creativecommons.org/licenses/by -nc-sa/3.0/us/
Editor's Notes
- Rafia The ways in which OA is allowing users to measure impact at an article level rather than at the journal level (alt-metrics).
- http://libguides.uta.edu/copyright Rafia
- http://www.copyright.gov/help/faq/faq-general.html#what RAFIA http://copyright.lib.utexas.edu/teachact.html http://www.ala.org/advocacy/copyright/teachact/faq http://www.ala.org/Template.cfm?Section=Distance_Education_and_the_TEACH_Act&Template=/ContentManagement/ContentDisplay.cfm&ContentID=25939 http://www.ala.org/Template.cfm?Section=distanceed&Template=/ContentManagement/ContentDisplay.cfm&ContentID=34705 RAFIA "Technology, Education and Copyright Harmonization Act" (the TEACH Act) “The TEACH Act: Section 110(2) Of The Copyright Act The Technology, Education and Copyright Harmonization Act (aka TEACH Act) was enacted eight years (2002) ago as an amendment to Section 110(2) of the Copyright Act. It is, in fact, simply the current version of Section 110(2) and is not a separate law. Referencing the TEACH Act, after so many years, as the TEACH Act, has actually become misleading at this point. It is more accurate, when considering whether or not to transmit performances and displays of copyrighted materials - such as those used in online courses - to assess the options as follows: 1. Is permission required from the copyright holder? 2. Does the proposed use constitute a fair use as outlined in Section 107 of the Copyright Act? or 2. Does the proposed use fit within the transmission performance and display exception (Section 110(2)) of the Copyright Act? Of course, if you are the copyright holder of the work or the work is in the public domain, you may use the work freely. http://www.provost.ncsu.edu/copyright/toolkit/ RAFIA
- Other examples of materials that fall in the public domain include works by Shakespeare and the King James version of the bible. Derivative works can be created from materials in the public domain without having to get permissions; however, the derivative work becomes its own separate work and copyright applies accordingly. Talk about citing photos here
- PEACE Other examples of materials that fall in the public domain include works by Shakespeare and the King James version of the bible. Derivative works can be created from materials in the public domain without having to get permissions; however, the derivative work becomes its own separate work and copyright applies accordingly. Talk about citing photos here
- PEACE
- PEACE In addition to the aforementioned reasons, fair use involves the following factors The idea of fair use operates on a continuum, in that there are situations that are clearly within fair use, e.g., a short quote in an assignment, and situations that are clearly outside of fair use, e.g., reprinting an entire book. However there are many cases that are less clear, and people may interpret it differently.
- Rafia This presentation will give a current overview of OA of open access. Next week Faedra will go into how you can see what a journals’ OA policies are, and how the RC helps with green OA. If you would like to go more into the theory and history of OA, we will be doing a session during Open Access week in October about those topics.
- Clarke Subscription prices are rising faster than inflation and library budgets. Even the wealthiest academic libraries in the world suffer serious access gaps, and of course the situation is worse for institutions in the developing world. When most peer-reviewed research journals are toll access, a pricing crisis entails an access crisis because subscribers respond to skyrocketing prices by canceling subscriptions and cutting monograph budgets. Scholars write for impact rather than money & score career points when making the impact they hoped to make. Conventional publishers acquire their key assets from academics without charge. Authors donate the texts of new articles and the rights to publish them. Editors and referees donate the peer-review judgments to improve and validate their quality. Funding agencies pay for the research. But publishers charge all for access and retain all ownership rights. Publishers add value, but the other players add far more value than publishers Closed access harms their interest by: Shrinking the audience Reducing the global impact Distorting professional goals by steering towards popular topics rather than specialized research OA cultivates greater audience, impact, visibility, retrievability, usage, and citations. When there is no compensation, there is no reason to settle for smaller audience of paying customers. OA articles are cited more often than non-OA articles. "There’s growing evidence that OA articles are downloaded more often as well, and that journals converting to OA see a rise in their submissions and citation impact.“ This is most likely due sheerly to increased visibility and a larger audience, including professionals at institutions unable to afford database subscriptions
- Clarke Peer review: OA is compatible with all types of peer review The OA movement isn’t limited to unrefereed preprints and, if anything, focuses on OA to peer-reviewed articles All participants can continue peer review without a loss of revenue Copyright Although reforms would be beneficial to OA, they aren't required, and typical means of avoiding copyright problems--public domain and copyright holder consent--still apply Royalties scholarly journal authors don't earn royalties and OA can't publish content without the copyright holder's consent Author’s rights Actually OA requires authors to exert more control than conventional publishing, where all rights are handed to the publisher, as they may be able to decide to retain some of the rights they formerly gave publishers, including the right to authorize OA to permit more uses than they formerly permitted, including permission for authors to make OA copies of their work Academic freedom The object is not to tell authors where they can publish Some grant funders do require some level of OA, but typically they "build in exceptions, waiver options, or both" Plagiarism All the public definitions of OA support author attribution All the major open licenses require author attribution Anyway, plagiarism is still punished by the institution (not the law), and OA advocates aren't trying to change it OA even deters plagiarism, as the full text of the work is indexed in search engines and so plagiarism is easier to detect Punish publishers The goal is constructive, not destructive Basically the traditional model is being superseded like the typewriter was by the computer OA is just one business model for publishing content, not a total replacement In fact, most toll-access publish- ers are already adapting, by allowing author-initiated OA, providing some OA themselves, or experimenting with OA Boycotting Those who choose to publish in OA journals and edit/referee only OA journals are doing so freely Probably no one refuses to read non-OA journals (although journals by putting up barriers are boycotting less affluent readers) Lay readers If anything, the OA movement focuses on bringing access to professional researchers whose careers depend on access. Many professional researchers do not have access to conventionally published articles In any case, the distinction is unnecessary; OA is about bringing access to any reader with any purpose Universal access. Remaining barriers include: Filtering & censorship barriers (decided by institutions) Language barriers: Most online literature is in English, or another single language, and machine translation is still very weak. Handicap access barriers: not as accessible as they should be Connectivity barriers: digital divide issues
- Rafia Journals can be more open or less open, but their degree of openness is intrinsically independent from their: Impact, Prestige, Quality of Peer Review, Peer Review Methodology, Sustainability, Effect on Tenure & Promotion, and Article Quality (from SPARC http://www.sparc.arl.org/sites/default/files/OAS_PowerpointSlides.pdf) A common concern of faculty is that open access compromises one or more of the above, but they are generally unrelated.
- Clarke Harms of strict copyright Vagueness of fair use & differing conceptions of fair use globally Users are hampered by barriers erected to serve intermediaries rather than authors Usefulness of authors' work is limited Readers can't make uses they need even when they have access Harms research from both directions Benefits of removing restrictions Readers aren't limited by ability to pay/budgets of institutions (libraries) who provide access Scholars can use and reuse literature for scholarly purposes Reading/searching Redistributing Translating Text mining Migrating to new medium Long-term archiving Other unforeseen uses Most journals do not publish libre OA. Careful when talking to this about faculty because you do not want to confuse gratis OA and libre OA (licensing issues)
- Rafia
- Rafia The important thing to take away is that there are various levels and types of openness—the person you’re speaking with may be thinking of a different type of openness, so keep in mind, when talking about open access it is a kind of reference interview, where you need to understand their perspectives and concerns so that you’re discussing the same thing. For example, a faculty member may think that open access means giving up their copyright, but you may be referring to making the article available to read. Types of openness include reader rights, which refers to the most basic tenet of open access, which is the right to read. This spectrum goes from toll access (available only with a subscription), to various types of embargoes, to fully open access. There is also reuse rights, or the extent to which the copyright holder permits people to build upon the work, which moves from no reuse rights beyond fair use to generous reuse rights, the most generous of which (aside from public domain dedication) is CC Attribution. Copyright rights refer to who holds the copyright—traditionally the publisher holds the full copyright with no author reuse permitted, but this can scale up to authors permitted some reuse or authors holding the full copyright with no restrictions. Related to this is author posting rights—is the author permitted to deposit versions of the article to repositories? And finally, there are machine readability rights, which we will discuss shortly.
- Clarke Gold Open Access depends on the publishing community. Green Open Access depends only on the research community. The research community cannot require the publishing community to convert to Gold Open Access. But the research community can itself convert to Green Open Access. (Harnad) So faculty may be thinking about gold OA, but you’re talking about green. Always determine what concept of OA they have. This conversation should be handled carefully. Faculty perceive a need to publish in certain journals, specifically high impact factor journals, and may think you’re telling them to publish in a gold OA journal instead. In essence, especially in science, “authors surrender their copyright for free to high impact factor publishers to maximise the reputational value that can be extracted from their works of scholarship. This, in turn, empowers publishers with absolute control over conditions of access to, and reuse of, scientific literature” (Frosio, 2014 http://www.create.ac.uk/blog/2014/01/21/create-working-paper-20141-open-access-publishing-a-literature-review-available-now/) However, with green OA, faculty publish wherever they want, and archive a copy with the ResearchCommons. Never leave them with the impression you’re telling them where to publish. Scholars do not have to choose between prestige and OA; the two are compatible, for one because a number of gold OA journals have earned prestige; and for another, most toll access journals, including the prestigious, already allow OA (green) archiving. Green and gold are complementary. Green expedites registration (time stamp) and has professionals ensuring archival preservation. (note: mostly will allow preprints). Gold has peer review (certification). Both are good models for distribution
- Rafia Thomson Reuters/ISI is still very slow to index and provide impact factors for new (and OA) journals– it is a slow business to get recognized. About 30% of OA journals have OA fees. “Gold OA” does NOT mean OA fees are present. They may be but not necessarily. About 50% of OA journal *articles* are published under OA author fees– might have cited this in my last paper. The reason for the shift is that these mega OA journals that publish thousands of *articles* per year do charge OA fees. Keeping the “predatory” issue in mind: Jeffry Bealls is one librarian who came up with his own standards for determining the legitimacy of a journal. I don’t dispute him but also prefer the more positive take of recommending OASPA and DOAJ that have executive and advisory boards coming up with bench marks. If faculty question the legitimacy of a journal, we can help with that. Everything on the internet has an associated scam. The predatory scam is not specific to OA, the web just makes it easy to find victims.
- Rafia Open Access Archiving via Institutional repositories Map of the 2481 repositories across the major platforms (DSpace, EPrints, bepress, etc) according to the Directory of OA Repositories and the Registry of OA Repositories through a site called repository66.org Institutional repositories often include a range of material including student work, grey literature, theses and dissertations, etc. There is a difference between institutional and subject repositories—subject repositories will only include information relating to a certain discipline, and will accept deposits from anyone regardless of institutional affiliation. ResearchCommons is our institutional repository, and that’s what you’ll generally be referring to when discussing this with faculty. For published literature, what can be deposited can be confusing (post print, pre print, published version?) and sometimes requires mediation and negotiation between author and publisher. Copyright issues murky and (often) frustrating Faedra will be talking more about these issues in two weeks.
- Clarke Example: altmetrics Social media networks + open systems = ability to track readership through sharing, bookmarking, posting, tweeting, etc Specific examples – screenshots of PLoS, JLSC? Creative Commons http://altmetrics.org/manifesto/ Option - Cool example - http://jlsc-pub.org/jlsc/vol1/iss3/3/, click on the Altmetric button. (This is Ada’s article, btw).
- 2nd bullet – enables faculty to self-archive 3rd bullet: A faculty member may publish their article in a standard, high impact journal in order to meet tenure requirements, and yet negotiate rights that allow them to place their article or some form (pre/post) of it in an IR. Also provides an outlet for grey literature to be published and available, ex. Working papers and technical reports
- 2nd bullet – enables faculty to self-archive 3rd bullet: A faculty member may publish their article in a standard, high impact journal in order to meet tenure requirements, and yet negotiate rights that allow them to place their article or some form (pre/post) of it in an IR. Also provides an outlet for grey literature to be published and available, ex. Working papers and technical reports http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0000308#pone-0000308-g002
- 2nd bullet – enables faculty to self-archive 3rd bullet: A faculty member may publish their article in a standard, high impact journal in order to meet tenure requirements, and yet negotiate rights that allow them to place their article or some form (pre/post) of it in an IR. Also provides an outlet for grey literature to be published and available, ex. Working papers and technical reports
- Discipline-specific repositories store and provide access to the scholarly output of a particular subject area, for example an individual discipline. Institutional repositories - are operated mostly by universities in order to enable their own members to archive manuscripts and other materials digitally and, in this way, to make them available to the public.
- A paper must be part of the world-wide scholarly discourse covered by one or more of SSRN's subject area networks to be eligible for inclusion and public display in SSRN's eLibrary. Every submitted paper is reviewed by SSRN staff to ensure that the paper is a part of the scholarly discourse in its subject area.
- Also can get to RC from libstaff page DSpace - open source repository software package originally developed by MIT and HP Labs. It was first in November 2002. One of the milestones of the S05 Strategic Initiative – Digitize and archive a broad variety of creative works and intellectual output from UTA faculty and students is to increase the items in the RC by 100% - over 22,500 items
- Kevin asked that the downloaded student group meetings for the Golden Key International Honour Society and the National Society of Collegiate Scholars that were on the old Echo server be added to RC.
- While this presentation is going to focus exclusively on faculty and the research in their CV/Mentis profiles, there is so much more potential growth for the RC then just faculty articles. So, when you are out talking to the faculty, keep your ears open. We encourage librarians/staff to let us in DC know if there are faculty, staff, etc doing work that would be a great fit in the RC. If over 100 items or large files, Library staff need to be contacted first. Examples: Melissa – SUPA publications Rafia – Dr. Stvan, Linguistics – faculty poster sessions Eli – Student videos from an English class
- Very important when talking to faculty about adding their works to the RC to assure them that even though their works will become freely available, they still maintain copyright to their research unless stipulated otherwise by prior publishing contracts. We only post articles for which we obtain either the copyright holders or the publisher’s permission. Alternative publishing method with no economic barriers to access * free access since works are not hidden behind a subscription provider – A lot university’s have seen budget reductions and can no longer afford the breadth of resources that they once used to. The lack of resources for subscription services is even more pronounced in developing countries, so by putting research into the RC enable faculty to reach a global audience which may not be possible under traditional publishing modules. * great for older works which might only be in print. If the faculty member is allowed to provide us a pre-post or original copy of the article or if we can digitize it for them, then we are immediately providing greater access to that research. *Enables and encourages interdisciplinary approaches to research Immediate Access to Research * Once I hit the submit button on a new entry in the RC, the work becomes immediately available to other scholars. The research no longer has to wait sometimes several years for an article to be published. They are provided a durable URL ensuring their research is permanently available to a global audience *Easy free way to ensure that their research is permanently available to a global audience *The URL is discoverable in search engines * Allows them to host self-created content for their courses or their colleagues * Nursing faculty member wanted to use a another faculty members article in her class. Complications on getting it on e-reserve. Found out we were allowed to post pre-print into RC. Within 10 minutes of receiving the email, the article was available in the RC with a dedicated URL the nursing faculty member could share with her students. * Post-doc grad student in biology is writing a book. There is a table in the book that talks about some computational research that he has done. He asked us to place the formula for his research into the RC so anyone can validate his research. The URL will be added to the book. Increase the likelihood of having their research cited *By making their research freely and globally accessible to the public without the subscription barriers as already mentioned – in essence it increases the profile of the author *Statistics are available for each item in the RC so they can easily check to see how often their work is being accessed Recruitment and public relations tool *Showcase what their students have accomplished and possibly attracting new faculty and students *Showcase their areas of interest to new audiences *Showcase their works to potential funding agencies and other universities and possibly attracting external revenue streams *RC can provide the author a central archive of their work – each community provides a link to the faculty member’s Mentis profile *By hosting the academic achievements of an institution in one place rather than just spread amongst hundreds of journals, the RC can serve as tangible indicators of a university's quality and to demonstrate the scientific, societal, and economic relevance of its research activities, thus increasing the institution's visibility, status, and public value. TIE IN WITH OA HERE IN WRAPUP ::::::::: THE GOAL OF ALL SIX POINTS IS ULTIMATELY TO MAKE RESEARCH FREELY AVAILABLE TO A BROADER, GLOBAL AUDIENCE WITHOUT ACCESS OR ECONOMIC BARRIERS – ONE OF THE MAIN TENENTS OF OPEN ACCESS AND GOALS OF SCHOL COMMUNICATION