This document discusses open access and open educational resources. It defines open access as digital scholarship that is freely available online without cost or restrictions. Open access takes advantage of the web and open licensing to provide free access to research. The document also defines open educational resources as education materials that are shared freely online under open licenses. OER allow anyone to legally use, share, and build upon educational content. The document explains how open access research can be incorporated into OER and the benefits of open models for both students and faculty.

1. Unit 5: Creative Commons for
Librarians
Marianne E. Giltrud, MSLS
This work is licensed under a Creative Commons Attribution 4.0 International License

2. What is Open Access and Why Is It
Important
 Open Access “Open System” of
scholarly communication
 Peter Suber states, “Open-
access (OA) literature is digital,
online, free of charge, and free
of most copyright and licensing
restrictions.”
 Takes full advantage of digital
technologies, the web, and open
licensing to provide free access
to scholarship.
Open Access logo; art designer at PLoS, modified by Wikipedia users Nina, Beao, and JakobVoss [CC0]

3. What is Open Access and Why Is It
Important
 Proprietary Publishers “Closed
System” of scholarly communication
 Copyright owned by publisher
 Research is typically government
sponsored using public funds to
conduct the research.
 Results are hidden behind a
paywall, subscription database,
or other technology.
Web of Science-Source: http://wokinfo.com/nextgenwebofscience

4. Budapest Open Access Initiative
 The Budapest Open Access Initiative,
Open Access (OA) to research
means free “availability on the public
internet, permitting any users to
read, download, copy, distribute,
print, search, or link to the full texts
of [research] articles, crawl them for
indexing, pass them as data to
software, or use them for any other
lawful purpose, without financial,
legal, or technical barriers other than
those inseparable from gaining
access to the internet itself.”
A logo celebrating the tenth anniversary of the Budapest Open Access Initiative.
Located in Budapestí. Ceu Konferencia Központ. - Budapest, Kerepesi út 87, 1106
· http://ceucenter.hu
CC BY 3.0

5. Open Access Model Components
 Authors keep their copyright.
 Zero embargo period.
 Share the research data with the
article.
 Add a Creative Commons license to
the research article that enables text
and data mining (CC BY preferred
but ND accepted)
 Open access provides the public
access to research funded by public
funds.
The number and proportion of open access articles split between Gold, Green, Hybrid, Bronze and closed access (from 1950 -
2016); Haustein, Stefanie; West, Jevin; Farley, Ashley; Norlander, Bree; Matthias, Lisa; Alperin, Juan Pablo; Larivière, Vincent; Priem,
Jason; Piwowar, Heather - Haustein, Stefanie (2018-02-13); CC BY-SA 4.0

6. Open Access Options
Gold OA
 Making the final version of the
manuscript freely available
immediately upon publication by the
publisher, typically by publishing in
an Open Access journal and making
the article available under an open
license.
 OA Gold Journal PLOS (Public
Library of Science)
 An index of DOAJ (Directory of
Open Access Journals)
Directory of Open Access Journals; Doajplus (CC BY SA 3.0 unported)
https://commons.wikimedia.org/wiki/File:DOAJ_logo.jpg
Public Library of Science; (CC BY-SA 3.0); https://en.wikipedia.org/wiki/PLOS#/media/File:PLOS_logo_2012.svg

7. Open Access and How Open Is It?
A Guide for Evaluating the Openness of Journals

8. Open Educational Resources (OER)
 Open education is an idea and
community that allows for free,
open, effective learning materials
worldwide with free access.
 Open Educational Resources (OER)
are education materials that are
shared at no cost with legal
permissions for the public to freely
use, share, and build upon the
content.
UNESCO Global Open Educational Resources Logo ; Jonathasmello ; CC BY 3.0

9. Open Educational Resources (OER)
Why OER?
 Education resources are (mostly)
born digital
 The internet makes it simple for the
public to share digital content
 Creative Commons licenses make it
simple and legal to retain copyright
and legally share education
resources with the world.
 Replaces proprietary content

10. What is the Relationship between OA and
OER?
OA Scholarly Research
 Open access materials may be used in creating
OER because they are freely available for use.
 Authors can place open access manuscripts in
an institutional repository or open access
journal/book that are freely available for use.
 The Authors Alliance Resources helps authors
understand various aspects of authors that can
be applied when publishing materials.
 When authors/creators create content they use
the Scholar's Copyright Addendum Engine to
help them generate a PDF form to attach to a
journal publisher's copyright agreement to
ensure that the certain rights are retained.
Licenses used by gold and hybrid OA journals in DOAJ; https://doaj.org/faq#alldata; CC BY 4.0

11. What is the Relationship between OA and
OER?
OER Learning Materials
 Open Educational Resources are
educational and learning materials
that are shared without legal
permission for the public to freely
use, share, and build upon the
content.
 OER are born digital; shared via the
internet; and Creative Commons
Licenses are simple, legal ways to
retain copyright at the same time
share them with the world.
Source: Step One: What Are OER, Why Are They Important, and What are the ...

12. Open Content in Open Educational
Resources

13. Why is Open Access Important For Faculty
and Students?
 Open access is important to student because scholarly research is made freely
available for their research needs without paywalls, or technological barriers or
limitations.
 The research freely available to students is current, relevant, and rigorous.
 Open access is crucial to progress and the advancement of knowledge and the
students future.
 Faculty can find state of the art and cutting edge research to use in their courses.
 Faculty retain the copyright and determines if their research is openly available.
 Faculty can promote an open access policy on their campus.

14. Why OER for Students and Faculty?
Students and faculty
benefit with Open
Educational Resources
David Wiley. Slide. CC BY 4.0 ...

15. Why Are Open Educational Resources
Important For Faculty And Students?
 Students have access to learning materials as soon as they start the class and
saves the student the cost of a textbook.
 The learning resources are freely available to students without technological
barriers or limitations.
 The learning materials are relevant, current, state of the art, and high quality to
meet the course learning objectives.
 Faculty are able to adapt, adopt, or create learning materials that meet the
learning outcomes as well as one that matches their teaching style.
 Faculty can advance their course materials by utilizing a wide cadre of open
educational resources from a wide variety of sources including MIT; Yale U.; Rice
U., Harvard U., and more.

16. References
Authors Alliance Resources. (n.d.). Retrieved August 7, 2019, from
https://www.authorsalliance.org/resources/
Budapest Open Access Initiative. (2017, February 14). Retrieved August 5, 2019, from
https://www.budapestopenaccessinitiative.org/boai15-1.
Directory of Open Access Journals. (2019). Retrieved August 7, 2019, from Directory of Open Access
Journals website: https://doaj.org/
HowOpenIsit? A guide for evaluating the openness of journals. (2017, January 01). Retrieved August 5,
2019, from https://sparcopen.org/our-work/howopenisit/
MIT Open Courseware . (2001, 2019). Retrieved August 7, 2019, from Massachusetts Institute of
Technology website: https://oyc.yale.edu/courses
OER Commons . (2007, 2019). Retrieved August 7, 2019, from OER Commons website:
https://www.oercommons.org/browse?f.provider=harvard-university
Open Stax . (1999, 2019). Retrieved August 7, 2019, from Open Stax website: https://openstax.org/
PLOS. (n.d.). Retrieved August 7, 2019, from Public Library Of Science website: https://www.plos.org/
Scholar’s copyright addendum engine. (n.d.). Retrieved August 7, 2019, from Scholar’s Copyright
Addendum Engine website: https://labs.creativecommons.org/scholars/
Scholar’s copyright addendum engine. (n.d.). Retrieved August 7, 2019, from Scholar’s Copyright
Addendum Engine website: https://labs.creativecommons.org/scholars/
Suber, P. (2015, December 5). Open Access. Retrieved August 5, 2019, from http://bit.ly/oa-overview.
Yale Open Courses . (2019). Retrieved August 7, 2019, from Yale Open Courses website:
https://oyc.yale.edu/courses