This guide provides a means to identify the core components of OA and how they are implemented across the spectrum between “Open Access” and “Closed Access”. Journals have built policies that vary widely across the six fundamental aspects of OA – reader rights, reuse rights, copyrights, author posting rights, automatic posting, and machine readability. This, in turn, has caused confusion among authors seeking to make informed publishing decisions, funders seeking to formulate and enforce their access policies, and other stakeholders within the research ecosystem. The HowOpenIsIt? Open Access Guide consolidates the key elements of journal policies into a single, easy-to-follow resource that interested parties can use to move the conversation beyond the deceptively simple question of, “Is It Open Access?” toward a more productive evaluation of “How Open Is It?”.

This is an introductory-level course designed for global post-secondary educators interested in learning more about open education, open educational resources (OER), and open educational practices (OEP). The purpose of the course is to increase awareness and use of OER as part of global teaching and learning, and to connect education communities with each other. Participation within the course discussion forums requires enrolment through the OpenLearn system and may enrich your learning experience through interactions. There will also be social media and blogging opportunities to connect through Twitter and other spaces that you choose.

OER Mythbusting addresses the top seven myths about OER in North American higher education, as voted on my more than 100 faculty, librarians, students and other members of the OER community. This project grew out of a discussion during one of SPARC’s Libraries and OER Forum monthly calls, where a group of librarians from the U.S. and Canada identified a need for better resources to address misconceptions about OER. A team of volunteers developed a poll and distributed it over email lists and social media over a two week period in July 2017. The results were then used to produce this collaboratively written document.

This playbook provides a set of ideas that state legislators can consider to harness the power of OER in higher education. Recommendations can be combined or pursued independently, and while not every recommendation is right for every state, each one offers a potential pathway to benefit students. Although targeted toward higher education, the playbook has elements of use to K-12 policymaking.

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.

Project Euclid's mission is to advance scholarly communication in the field of theoretical and applied mathematics and statistics. It provides access to independent and society journals publishing in these areas. Through the site users can view tables of contents and article abstracts and benefit from a system offering full-text searching, reference linking, and cross-linking to Math Reviews, Zentralblatt, and CrossRef. The site also offers monographs and conference proceedings in these fields.