The OPEN (Open Project Engagement Network) Incubator is a research development program and modular curriculum designed to advance a project from idea to proof-of-concept, infused with and aware of open scholarship principles and practices.

The OER Toolkit aims to improve equitable access to open learning resources and services to college students by providing a province-wide academic support platform for faculty to use while designing courses and assignments. The Toolkit is a one-stop guide to open educational resources, providing faculty and library staff with tools and information to understand, engage with, create, and sustain OER in their work and practice.

The Toolkit is designed to be used by anyone involved with OER at an academic institution, whether you are part of a team that is collaborating to create OER, a library staff member who is supporting OER development and use, an advocate for OER at your institution, or an instructor seeking to incorporate OER and open pedagogy in the classroom. The primary purpose of this Toolkit is to support faculty and library staff at Ontario colleges; however, it is openly available for use beyond the Ontario college community.

Students will engage in problem-based learning to determine the cause of a described disease and find published sources that will help develop a treatment protocol. (The wrinkle is that students will not have the same access to information.)

This is an edited volume of chapters from copyright experts around the globe explaining complex copyright issues in a clear, concise way. The majority of the chapters are licensed CC-BY. 

The Open Access Directory is an online compendium of factual lists about open access to science and scholarship, maintained by the community at large. It exists as a wiki hosted by the School of Library and Information Science at Simmons University in Boston, USA. The goal is for the open access community itself to enlarge and correct the lists with little intervention from the editors or editorial board. For quality control, editing privileges are granted to registered users. As far as possible, lists are limited to brief factual statements without narrative or opinion.

"Open Access Explained" is an excellent short YouTube video created by Nick Shockey and Jonathan Eisen that explains the reasoning for Open Access publishing.

Open Access publishing with a Creative Commons Attribution License Ageement, for example (CC-BY 4.0 Interntional) for publications and research data is currently required by federal agencies within the United States with Publication/Data public access policies. In addition, more International Foundations like the Gates Foundation have established an Open Access Policy effective for all new agreements.

Academic publishing processes are shaped by the ways in which scholars within the field review and evaluate the work of their peers. In an ideal world, these methods would simply promote the publication of the best forms of research without prejudice or subjectivity. In reality, issues such as Knobloch-Westerwick, Glynn, and Huge’s Matilda effect, Merton’s Matthew effect, Blank’s institution bias, and Robert’s and Verhoef’s gender bias shape the ways that scholarly inquiry are evaluated.

Knowing that the peer review process can introduce issues of bias, what then of other aspects of the publishing cycle? For example, what of the subvention funding provided by some institutions to support their faculty in pursuing dissemination of research in Open Access (OA) journals? This Open Educational Resource (OER) will present an overview of the OA landscape and provide learners with tools to develop their own inquiries into the inequities present within the OA publishing industry. All assignments include suggested grading rubrics and build upon one another in a cumulative manner.

The “Open Access: Strategies and Tools for Life after College” workshop was developed to give students the tools to continue academic research after graduation. Students may not recognize that the library provides many electronic resources for their research that is automatically given to them during their enrollment; by acknowledging their privileged access to information, they are prepared to be responsible researchers beyond campus. The workshop was requested by international students who were concerned about losing access to LMU resources when they returned home.

OATP is a crowd-sourced social-tagging project running on free software to capture new developments on open access to research. Its mission is (1) to create real-time alerts for OA-related news and comment, and (2) to organize knowledge of the field, by tag or subtopic, for easy searching and sharing.

If you work in a university, you are almost certain to have heard the term 'open access' in the past couple of years. You may also have heard either that it is the utopian answer to all the problems of research dissemination or perhaps that it marks the beginning of an apocalyptic new era of 'pay-to-say' publishing. In this book, Martin Paul Eve sets out the histories, contexts and controversies for open access, specifically in the humanities. Broaching practical elements alongside economic histories, open licensing, monographs and funder policies, this book is a must-read for both those new to ideas about open-access scholarly communications and those with an already keen interest in the latest developments for the humanities.

Four-volume curriculum about open access for library schools, from UNESCO:

Module 1: Introduction to Open Access
Contents: Scholarly Communication Process; Open Access: History and Developments; Rights and Licenses; Advocacy for Open Access; Open Access Research Impacts
https://unesdoc.unesco.org/ark:/48223/pf0000231920.locale=en

Module 2: Open Access Infrastructure
Contents: Open Access Repositories; Open Journals; More about Open Approaches
https://unesdoc.unesco.org/ark:/48223/pf0000232204.locale=en

Module 3: Resource Optimization
Contents: Open Access Mandates and Policies; Content Management in Open Access Context; Harvesting and Integration
https://unesdoc.unesco.org/ark:/48223/pf0000232201.locale=en

Module 4: Interoperability and Retrieval
Contents: Resource Description for OA Resources; Interoperability Issues for Open Access; Retrieval of Information for OA Resources
https://unesdoc.unesco.org/ark:/48223/pf0000232199.locale=en

Five-volume curriculum about open access for researchers, from UNESCO:

Module 1: Scholarly Communication
Contents: Introduction to Scholarly Communication; Communicating with Peer Review Journals; Electronic Journals and Databases; Serials Crisis
https://unesdoc.unesco.org/ark:/48223/pf0000231938.locale=en

Module 2: Concepts of Openness and Open Access
Contents: Introduction to Open Access; Routes to Open Access; Networks and Organizations Promotion Open Access; Open Access Mandates and Policies; Open Access Issues and Challenges
https://unesdoc.unesco.org/ark:/48223/pf0000232207.locale=en

Module 3: Intellectual Property Rights
Contents: Understanding Intellectual Property Rights; Copyright; Alternative to a Strict Copyright Regime
https://unesdoc.unesco.org/ark:/48223/pf0000232208.locale=en

Module 4: Research Evaluation Metrics
Contents: Introduction to Research Evaluation Metrics and Related Indicators; Innovations in Measuring Science and Scholarship; Article and Author Level Measurements; Online Citation and Reference Management Tools
https://unesdoc.unesco.org/ark:/48223/pf0000232210.locale=en

Module 5: Sharing Your Work in Open Access
Contents: The Publishing Process; Share Research Results in Open Access
https://unesdoc.unesco.org/ark:/48223/pf0000232211.locale=en

Knowledge of open access stakes and initiatives is critical for understanding and promoting the fundamental role of faculty and librarians in the scholarly information cycle as academia aims to become diverse, equitable, and inclusive and make scholarship more accessible. Despite the open movement being decades old, there is still a gap in research on Black, Indigenous, and faculty of color (BIPOC) in the context of open access. Understanding the motivations for and barriers against Open Access (OA) publishing (and the relationships between them) among BIPOC faculty helps LIS practitioners and Open advocates design incentives to increase participation and decrease lack of knowledge and stigma around OA.

In 2020, Principle Investigator, Tatiana Bryant and her research team designed an original qualitative study that uncovers ways in which pre-tenure and tenured BIPOC perceive attitudes towards the legitimacy of open access publishing, especially as it relates to their own tenure and promotion processes. To advance this research, select study instruments are available in the Scholarly Communication Notebook for reuse and adaptation as part of a lesson plan designed to teach LIS students and professionals to consider how qualitative research methods can support their praxis.

The Internet lets us share perfect copies of our work with a worldwide audience at virtually no cost. We take advantage of this revolutionary opportunity when we make our work “open access”: digital, online, free of charge, and free of most copyright and licensing restrictions. Open access is made possible by the Internet and copyright-holder consent, and many authors, musicians, filmmakers, and other creators who depend on royalties are understandably unwilling to give their consent. But for 350 years, scholars have written peer-reviewed journal articles for impact, not for money, and are free to consent to open access without losing revenue.

In this concise introduction, Peter Suber tells us what open access is and isn’t, how it benefits authors and readers of research, how we pay for it, how it avoids copyright problems, how it has moved from the periphery to the mainstream, and what its future may hold. Distilling a decade of Suber’s influential writing and thinking about open access, this is the indispensable book on the subject for researchers, librarians, administrators, funders, publishers, and policy makers.

This handout provides a brief overview of open access to scholarly literature. It looks at the problems with traditional journal publishing, the promise of open access as a solution, and the different paths to open access.

OpenAlex is a fully open catalog of the global research system. Its dataset describes scholarly entities and how those entities are connected to each other. OpenAlex provides documentation and guidance on how to use API to retrieve thier data. Thus, one can this resource to prepare an API workshop or for professional development.

The open edition of the SPARC Open Education Leadership Program curriculum. This program runs over two semesters, corresponding to the academic year. It begins with an intensive online course in the fall, followed by an independent capstone project with mentorship support in the spring. Fellows complete the program as part of a cohort of peers that adds a rich layer of ongoing support, community, and knowledge-sharing on top of the curriculum. The program is facilitated by an instructor who provides ongoing feedback, support, and evaluation.

A short introduction video about open education pedagogy for simple education purposes. The goal is to help educational organizations increase inclusivity, belonging, equity and diversity. This is done by designing curriculum with the student, instead of for the student.

This course is a guide for creating a self-paced community of learning-style curriculum for understanding the basics of Open Educational Resources (OERs). Originally developed in Canvas, this guide includes five learning modules with reflection questions, optional live discussion topics, and quizzes.  The purpose of this OER Community of Learning curriculum is to establish a campus-wide baseline knowledge on the subject of OERs.

The resource is made available by the UNESCO to achieve its mandate of sustainable developmental goal by year 2030.