The FOSTER portal is an e-learning platform that brings together the best training resources addressed to those who need to know more about Open Science, or need to develop strategies and skills for implementing Open Science practices in their daily workflows. Here you will find a growing collection of training materials. Many different users - from early-career researchers, to data managers, librarians, research administrators, and graduate schools - can benefit from the portal. In order to meet their needs, the existing materials will be extended from basic to more advanced-level resources. In addition, discipline-specific resources will be created.

The link takes users to "Research Data Management" topic. Howevere, there are other topics to explore.

Note: Unless otherwise stated, all materials created by the FOSTER consortium are licensed under a CREATIVE COMMONS ATTRIBUTION 4.0 INTERNATIONAL LICENSE.

This is a guide to good practices for college and university open-access (OA) policies. It's based on the type of rights-retention OA policy first adopted at Harvard, Stanford, MIT, and the University of Kansas. Policies of this kind have since been adopted at a wide variety of institutions in North America, Europe, Africa, and Asia, for example, at public and private institutions, large and small institutions, affluent and indigent institutions, research universities and liberal arts colleges, and at whole universities, schools within universities, and departments within schools.

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?”.

Step-by-step guidance about how to make peer-reviewed research articles and unrefereed preprints available open access.

The programme aims to equip learners with the skills and knowledge required to engage in the use of a range of metrics around research impact and gain understanding of the research landscape. This is a flexible programme – you can do as much or as little as suits you. While some Things are interlinked, each of the Things is designed to be completed separately, in any order and at any level of complexity. Choose your own adventure!

There are three levels for each Thing:

Getting started is for you if you are just beginning to learn about each topic
Learn more is if you know a bit but want to know more
Challenge me is often more in-depth or assumes that you are familiar with at least the basics of each topic

A presentation on Institutional Repositories and Open Access Movement by Rupesh Kumar A, Assistant Professor, Department of Studies and Research in Library and Information Science, Tumkur University, Tumakuru, Karnataka, India.

Progress of every profession, academic discipline and society at large rides on the back of research and development. Research generates new information and knowledge. It is a standardized process of identifying problem, collecting data or evidence, tabulating data and its analysis, drawing inference and establishing new facts in the form of information. Information has its life cycle: conception, generation, communication, evaluation and validation, use, impact and lastly a fuel for new ideas. Research results are published in journals, conference proceedings, monographs, dissertations, reports, and now the web provides many a new forum for its communication. Since their origin in the 17th century, the journals have remained very popular and important channels for dissemination of new ideas and research. Journals have become inseparable organ of scholarship and research communication, and are a huge and wide industry. Their proliferation (with high mortality rate), high cost of production, cumbersome distribution, waiting time for authors to get published, and then more time in getting listed in indexing services, increasing subscription rates, and lastly archiving of back volumes have led to a serious problem known as "Serials Crisis". The ICT, especially the internet and the WWW, descended from the cyber space to solve all these problems over night in the new avatar of e-journals. Their inherent features and versatility have made them immensely popular. Then in the beginning of the 21st century emerged the Open Access (OA) movement with the Budapest Open Access Initiative (BOAI). Philosophy of open access is to provide free of charge and unhindered access to research and its publications without copyright restrictions. The movement got support from great scientists, educationists, publishers, research institutions, professional associations and library organizations. The other OA declarations at Berlin and Bethesda put it on strong footings. Its philosophy is: research funded by tax payers should be available free of charge to tax payers. Research being a public good should be available to all irrespective of their paying capacity. The OA has many forms of access and usage varying from total freedom from paying any charges, full permission to copy, download, print, distribute, archive, translate and even change format to its usage with varying restrictions.
In the beginning, OA publications were doubted for their authenticity and quality: established authors and researchers shied away both from contributing to and citing from OA literature. But Committee on Publication Ethics (COPE, 1997) and its code of conduct formulated in collaboration with DOAJ and OASPA, etc. have stemmed the rot. They have defined best practices and compiled principles of transparency for quality control to sift the grain from the chaff; to keep the fraudulent at bay. Now it is accepted that contributors to OA get increased visibility, global presence, increased accessibility, increased collaboration, increased impact both in citations and applications, and lastly instant feedback, comments and critical reflections. This movement has got roots due to its systematic advocacy campaign. Since 2008 every year 21-27 October is celebrated as the OA week throughout the world. There are many organizations which advocate OA through social media and provide guidance for others.
Open Access research literature has not only made new ideas easy and quick to disseminate, but the impact of research can be quantitatively gauged by various bibliometric, scientometric and webometric methods such as h-index, i-10 index, etc. to measure the scientific productivity, its flow, speed and lastly its concrete influence on individuals, and on the progress of a discipline. The OA movement is gaining momentum every day, thanks to technology, organizational efforts for quality control and its measureable impact on productivity and further research. It needs to be strengthened with participation of every researcher, scientist, educationist and librarian. This module covers five units, covering these issues. At the end of this module, you are expected to be able to:
- Define scholarly communication and open access, and promote and differentiate between the various forms of Open Access;
- Explain issues related to rights management, incl. copyright, copy-left, authors’ rights and related intellectual property rights;
- Demonstrate the impact of Open Access within a scholarly communication environment.
This is Module One of the UNESCO's Open Access Curriculum for Library Schools.
Full-Text is available at http://unesdoc.unesco.org/images/0023/002319/231920E.pdf.

In these texts, Peter Suber makes the case for open access to research; answers common questions, objections, and misunderstandings; analyzes policy issues; and documents the growth and evolution of open access during its most critical early decade.

Labor Equity in Open Science is an interactive lesson plan designed to introduce students to labor equity issues in open science practices. The lesson is designed for MLIS students, and assumes no prior knowledge. During the lesson, students are given a persona representing a researcher, encompassing various professional and personal identities. Students are then given multiple scenarios and asked to predict how their persona would respond and why. Through group discussion and personal reflection, students consider the ways that researchers in different positions engage with open science in different ways.

Quickly following what many expected to be a wholesale revolution in library practices, institutional repositories encountered unforeseen problems and a surprising lack of impact. Clunky or cumbersome interfaces, lack of perceived value and use by scholars, fear of copyright infringement, and the like tended to dampen excitement and adoption. This collection of essays, arranged in five thematic sections, is intended to take the pulse of institutional repositories—to see how they have matured and what can be expected from them, as well as introduce what may be the future role of the institutional repository.

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.)

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.