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Final draft, December 2015 Accepted for Charleston 2015 Proceedings Page 1 of 14 The Open Movement: What Libraries Can Do Sheila Corrall ([email protected]) Professor and Chair, Library & Information Science Program, University of Pittsburgh School of Information Sciences Abstract Open approaches have moved beyond open access, open source software, and open courseware to developments with open infrastructure and open processes. Open initiatives are gaining momentum as a result of both bottom-up grassroots activism and top-down policy agenda. In a few instances, they have already reached a tipping point; but in many cases they are being pursued separately by specialist groups, suffering from fragmentation, and not always having their expected outcomes or impact. Our study of open initiatives uses a simple overarching definition of open resources, and introduces a convenient framework enabling shared understanding of three different types of openness – open content, open process, and open infrastructure – illustrated by a dozen examples of open domains relevant to libraries and information services. We explain the common attributes, existing synergies, mutual benefits, and natural limits of open approaches that need to be taken into account when developing and implementing policies and strategies to advance openness in organizations. We argue that librarians and other information specialists can make important contributions in promoting a holistic open culture in education, workplaces, communities, and society; and we identify a continuum of nine potential roles as recommended operational, tactical, and strategic interventions for information professionals, individually and collectively. Practitioners can use the models and tools presented to gain a fuller understanding of the concept of openness and its implications for libraries and their parent institutions; and, more significantly, to review, evaluate, and determine their own current and future roles as advocates, collaborators, and leaders of the open movement. The Open Movement Open has been asserted as “the default modus operandi for research and higher education” (e- Infranet, 2013), and now extends beyond familiar concepts, such as open access, open source software, and open courseware, to many other examples, including open linked data, open peer review, and open textbooks. Libraries and librarians are getting involved across the whole spectrum of open activities. Notable examples include discussions around support for text and data mining (Orcutt, 2014), and a surge of interest in massive open online courses (MOOCs), evidenced by recent literature, including an environmental scan from ACRL, and a case study of the copyright and permission service at Duke University (Fowler & Smith, 2013; Kazakoff-Lane, 2014; Kaushik, 2015).
Transcript of Final draft, December 2015 Accepted for Charleston 2015...
Finaldraft,December2015 AcceptedforCharleston2015Proceedings
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TheOpenMovement:WhatLibrariesCanDo
SheilaCorrall([email protected])ProfessorandChair,Library&InformationScienceProgram,
UniversityofPittsburghSchoolofInformationSciencesAbstractOpenapproacheshavemovedbeyondopenaccess,opensourcesoftware,andopencoursewaretodevelopmentswithopeninfrastructureandopenprocesses.Openinitiativesaregainingmomentumasaresultofbothbottom-upgrassrootsactivismandtop-downpolicyagenda.Inafewinstances,theyhavealreadyreachedatippingpoint;butinmanycasestheyarebeingpursuedseparatelybyspecialistgroups,sufferingfromfragmentation,andnotalwayshavingtheirexpectedoutcomesorimpact.Ourstudyofopeninitiativesusesasimpleoverarchingdefinitionofopenresources,andintroducesaconvenientframeworkenablingsharedunderstandingofthreedifferenttypesofopenness–opencontent,openprocess,andopeninfrastructure–illustratedbyadozenexamplesofopendomainsrelevanttolibrariesandinformationservices.Weexplainthecommonattributes,existingsynergies,mutualbenefits,andnaturallimitsofopenapproachesthatneedtobetakenintoaccountwhendevelopingandimplementingpoliciesandstrategiestoadvanceopennessinorganizations.Wearguethatlibrariansandotherinformationspecialistscanmakeimportantcontributionsinpromotingaholisticopencultureineducation,workplaces,communities,andsociety;andweidentifyacontinuumofninepotentialrolesasrecommendedoperational,tactical,andstrategicinterventionsforinformationprofessionals,individuallyandcollectively.Practitionerscanusethemodelsandtoolspresentedtogainafullerunderstandingoftheconceptofopennessanditsimplicationsforlibrariesandtheirparentinstitutions;and,moresignificantly,toreview,evaluate,anddeterminetheirowncurrentandfuturerolesasadvocates,collaborators,andleadersoftheopenmovement.TheOpenMovementOpenhasbeenassertedas“thedefaultmodusoperandiforresearchandhighereducation”(e-Infranet,2013),andnowextendsbeyondfamiliarconcepts,suchasopenaccess,opensourcesoftware,andopencourseware,tomanyotherexamples,includingopenlinkeddata,openpeerreview,andopentextbooks.Librariesandlibrariansaregettinginvolvedacrossthewholespectrumofopenactivities.Notableexamplesincludediscussionsaroundsupportfortextanddatamining(Orcutt,2014),andasurgeofinterestinmassiveopenonlinecourses(MOOCs),evidencedbyrecentliterature,includinganenvironmentalscanfromACRL,andacasestudyofthecopyrightandpermissionserviceatDukeUniversity(Fowler&Smith,2013;Kazakoff-Lane,2014;Kaushik,2015).
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Partnershipapproachesarethedominantmodelhere,withinitiativessuchastheGlobalOpenKnowledgebase(GOKb)developingopenlinkeddataforelectronicresourcemanagementandscholarlycommunicationusingacommunity-managedapproach(Hanson,Song&Wilson,2015),andtheOpenLibraryofHumanities,whichisalsobasedonlibrarypartnercontributions,withlibrariesfundinginfrastructuredevelopment–ratherthanpurchasingindividualjournals–inagroundbreakingprojectenablinghumaniststoexperimentwithnewmodelsofopenaccesspublishing(Eve&Edwards,2015).Publiclibrariesarealsoengagingwithopenagenda,forexamplebyhostingopendatahackathonsandexploringotherwaysofworkingwiththeopendatacommunity,whilealsostrengtheninglinkswithlocalgovernment(Carruthers,2014).DefinitionsofOpennessTable1presentssampledefinitionsofopenconceptsfoundintheliteratureandreportedinourpriorwork(Corrall&Pinfield,2014).Concept Definition SourceOpenaccess “...freeavailabilityonthepublicinternet,permittinganyuserstoread,
download,copy,distribute,print,search,orlinktothefulltextsofthesearticles,crawlthemforindexing,passthemasdatatosoftware,orusethemforanyotherlawfulpurpose,withoutfinancial,legal,ortechnicalbarriersotherthanthoseinseparablefromgainingaccesstotheinternetitself.Theonlyconstraintonreproductionanddistribution,andtheonlyroleforcopyrightinthisdomain,shouldbetogiveauthorscontrolovertheintegrityoftheirworkandtherighttobeproperlyacknowledgedandcited.”
BOAI(2002)
Openbibliography
“systematiceffortstocreateandmaintainstoresofOpenlyaccessible,machine-readablebibliographicdata”
Jonesetal.(2011)
Opencontent “...acollectivenameforcreativeworkpublishedunderanon-restrictivelicencethatexplicitlypermitstheworktobecopiedand–dependingontheparticularlicencechosen–toalsobeadaptedanddistributed.”
Keller&Mossink(2008,p.13)
Opencourseware(OCW)
“freeandopendigitalpublicationofhighqualitycollegeanduniversity-leveleducationalmaterials....organizedascourses,andoftenincludecourseplanningmaterialsandevaluationtoolsaswellasthematiccontent....openlylicensed,accessibletoanyone,anytimeviatheinternet.”
OCWConsortium[n.d.]
Opendata “Datathatmeetsthecriteriaofintelligentopenness.Datamustbeaccessible,usable,assessableandintelligible.”
RoyalSociety(2012,p.12)
Opendevelopment
“thecommunity-leddevelopmentmodelfoundwithinmanysuccessfulfreeandopensourcesoftwareprojects.”
Anderson(2009)
Openeducationalpractices(OEP)
“...collaborativepracticeinwhichresourcesaresharedbymakingthemopenlyavailable,andpedagogicalpracticesareemployedwhichrelyonsocialinteraction,knowledgecreation,peer-learning,andsharedlearningpractices.”
Ehlers(2011,p.6)
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Openeducationalresources(OER)
“...teaching,learningandresearchmaterialsinanymedium,digitalorotherwise,thatresideinthepublicdomainorhavebeenreleasedunderanopenlicensethatpermitsno-costaccess,use,adaptationandredistributionbyotherswithnoorlimitedrestrictions.”
UNESCO(2012,p.1)
Openinnovation(OI)
“theuseofpurposiveinflowsandoutflowsofknowledgetoaccelerateinternalinnovation,andexpandthemarketsforexternaluseofinnovation,respectively....assumesthatfirmscanandshoulduseexternalideasaswellasinternalideas,andinternalandexternalpathstomarket”
Chesbrough(2006,p.1)
Openliteraturereview
“...usesasocialnetworkingspacetoaggregateandcollectivelydiscussanevolvingbodyofliteraturearoundasetofcoreresearchquestions.”
Conole&Alevizou(2010,p.6)
Opennotebookscience
“aformofOpenSciencewherethelaboratorynotebookismadepublicinasclosetorealtimeaspossible”
Bradley,Owens,&Williams(2008)
Openpeerreview
“theoppositeofdoubleblind,inwhichauthors’andreviewers’identitiesarebothknowntoeachother(andsometimespubliclydisclosed),but...alsousedtodescribeotherapproaches,suchaswherethereviewersremainanonymousbuttheirreportsarepublished.”
Ware(2011,p.25)
Openscience “makingmethodologies,dataandresultsavailableontheInternet,throughtransparentworkingpractices”
Lyon(2009,p.6)
Opensource “...thepracticethatgivesfreeaccessinproductionanddevelopmenttothesourcematerialforanendproduct;inmostcases,oneisdealingwithsoftware.”
Keller&Mossink(2008,p.9)
Opensourcesoftware
“Theessenceofopensourceisnotthesoftware.Itistheprocessbywhichsoftwareiscreated.Thinkofthesoftwareitselfasanartifactoftheproductionprocess.Andartifactsareoftennottheappropriatefocusofabroaderexplanation.”
Weber(2004,p.56)
Openstandards“Openstandardsaredevelopedinatransparentandcollaborativeprocess,areavailableforfreeoratanominalcostandcanbeimplementedroyaltyfree–inparticularregardingsoftwareinteroperabilitystandards–oratreasonablecost.”
Undheim&Friedrich,(2008,p.2)
Opensystems “...conformtointernationallyagreedstandardsdefiningcomputingenvironmentsthatallowuserstodevelop,runandinterconnectapplicationsandthehardwaretheyrunon,fromwhateversource,withoutsignificantconversioncosts”
Bryant(1995,p.32)
Table1:SampledefinitionsofopenconceptsInterpretationsof“open”varyfordifferentstakeholderandpractitionergroups,especiallyinthecommercialarena(e.g.,openstandards)andforemergentareas(e.g.,openpeerreview).Insomecases,conceptsandtermsusedforoneareaofpracticehavebeenadoptedandadaptedforanotherdomain.ThusSuber(2012,pp.65,66)usesterminologyfromopensourcesoftwaretodefinetwo“sub-species”ofopenaccess:
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“GratisOAisfreeofcharge...Usersmuststillseekpermissiontoexceedfairuse.GratisOAremovespricebarriersbutnotpermissionbarriers.”“LibreOAisfreeofchargeandalsofreeofsomecopyrightandlicensingrestrictions…LibreOAremovespricebarriersandatleastsomepermissionbarriers.”
Inothercases,practitionershavedevelopedtheirownspecificframeworksandmeaningsforconceptsandtermsthathavemoregeneralapplication,suchasthe“4Rs”frameworkforopeneducationalresources(Wiley,2010,p.6):• Reuse:therighttoreusethecontent in itsunaltered/verbatimform(e.g.,makeabackup
copyofthecontent)• Revise: the right to adapt, adjust, modify, or alter the content itself (e.g., translate the
contentintoanotherlanguage)• Remix: the right to combine the original or revised contentwith other content to create
somethingnew(e.g.,incorporatethecontentintoamashup)• Redistribute:therighttosharecopiesoftheoriginalcontent,therevisions,ortheremixes
withothers(e.g.,giveacopyofthecontenttoafriend).Openapproachesarecontinuingtoevolveinacomplex,pluralistknowledgeeconomy,usingmultipledefinitions.Theopenaccessmovementisamongthemorematureexamples,whereresearchshowsOAhasreachedatippingpointglobally,i.e.,thestagewhereamajorityofarticlesarefreelyavailable.StudiesbyScience-MetrixfortheEuropeanCommissionrevealedall34Europeancountriesexamined“havetippedtowardsamajorityofpapersinOA”andinfourcountriestheaggregateavailabilityforthe2008-2013periodwasabove70%;whileinNorthAmerica,theUS(67.9%)andCanada(64.4%)havedefinitelypassedthetippingpoint(Archambault,Caruso&Nicol,2014,p.20).ThecomplexityoftheOAlandscapeisillustratedbytheplethoraofinterpretationsinthatfieldalone.AsArchambaultetal.(2014,p.4)observe,
“Access-canbeopen(free),restrictedorpaid;withunrestrictedorrestrictedusagerights;qualitycontrolledornot;pre-print(pre-refereeing),post-print(post-refereeing),orpublishedversion(withfinalcopyeditingandpagelayout);immediateordelayed;permanentortransient.”
Theyprovidedefinitionsfor10categoriesofaccess,withsub-categoriesinseveralinstances(notshownhere):• OpenAccess• IdealOpenAccess• RestrictedAccess• PaidAccess• RestrictedOpenAccess
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• GreenOpenAccess• GoldOpenAccess• RobinHoodOpenAccessorRogueOpenAccess• DelayedOpenAccess• TransientOpenAccessHowever,despitetheplurality,scholarsandpractitionersareincreasinglyidentifyingtheoreticalandpracticallinksbetweenopenresearchandopeneducation(Conole&Alevizou,2010;Esposito,2013),andalsowiderconnectionstoopensource,opengovernment,openeconomy,andopensociety(Peters,2010;Willinsky,2005).OthershaveusedBoyer’s(1990;1996)modelofscholarshipasdiscovery,integration,application,teaching,andengagementtopromoteaholisticviewofopen/socialscholarshipinthedigitalworld(Greenhow&Gleason,2014;Scanlon,2014).TheEuropeanNetworkforCo-ordinationofPoliciesandProgrammesone-Infrastructure(e-InfraNet)hasmadeaseminalcontributionhereinacomprehensivereportproclaiming“‘Open’asthedefaultmodusoperandiforresearchandhighereducation.”TheprojectprovidesasimpleoverarchingdefinitionofOpenthatcanbeusedtopromoteaunifiedinterpretationoftheconcept(e-InfraNet,2013,p.12):
“Openmeansensuringthatthereislittleornobarriertoaccessforanyonewhocan,orwantsto,contributetoaparticulardevelopmentoruseitsoutput.”
ATypologyofOpenWesuggestasanaidtounderstandingandplanning,itisusefultothinkaboutopennessintermsofthreebasictypesofopen,concernedwithcontent,process,andinfrastructure,withthefollowingaims:• OpenContent–makingcontentofvarioussortsfreelyaccessibleandavailableforreuse
(e.g.,publications,reports,presentations,theses,dissertations,datasets,metadata,learningobjects,computercode)
• OpenProcess–carryingoutacademicorbusinessprocessesinthepublicarena(e.g.,productandserviceinnovation,softwaredevelopment,scientificwork,peerreview,pedagogicalpractices)
• OpenInfrastructure–creatinganinteroperabletechnicalenvironmentforeducation,research,andadministration(e.g.,standards,systems)
Eachopentypeisrepresentedbydistinctopendomainsofactivity,thoughsomedomains(e.g.,opensourcesoftware)relatetomorethanonetype.Table2(takenfromCorrall&Pinfield,2014,p.298)presentsourproposedtypology.
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OpenType OpenDomain
OpenContent
Openaccesstoresearchpublications(OA)OpendataOpeneducationalresources,includingopencoursewareandopentextbooksOpenbibliography/metadataOpensourcesoftware
OpenProcess
OpendevelopmentOpeneducationalpracticesOpenpeerreviewOpenresearch,includingopenliteraturereviewandopennotebookscienceOpeninnovation
OpenInfrastructure
OpenstandardsOpensystems
Table2:AtypologyofopenAsalreadyindicated,althoughopenactivitieshavegenerallybeenpursuedseparatelybydiversespecialistcommunities,stakeholdersareincreasinglyseeingconnectionsandidentifyingimportantsynergiesamongthedifferentdomains:
“Astheavailabilityofandaccesstocontentandinfrastructuralresourcesincreases,theneedforanduseof‘openprocesses’becomesmoreevident.Where‘opencontent’isusedandproducedin‘openprocesses’withinanopeninfrastructuralsetting,acultureof‘openness’graduallyemerges”(e-Infranet,2013,p.13).
Thenotionofanopencultureisanimportantadditionaldimensionoftheopenlandscapethatneedstobeconsideredandpromotedtoadvancetheopenmovement.Figure1(fromCorrall&Pinfield,2014,p.299)presentsahigh-levelmodelofopenaddingculturetothemix.
Figure1.High-levelopentypology
Inpractice,thedifferentopendomainsoverlapandsupporteachother,andinturnstimulatenewformsofopenness.Thus,opendatafromresearchbuildsonopenaccesstopublications,andbothoftenuseopensourcesoftwaretomakecontentaccessible,suchasDSpacefromtheMassachusettsInstituteofTechnology(MIT)orEPrintsfromtheUniversityofSouthampton(Lynch,2003).Openeducationalresourcessimilarlyoftenuseopensourcesystemstomanage
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andprovideaccesstocoursecontent,andresourcesharingisencouragingfacultytosharepedagogicalpracticesandpromotepeerlearning;forexample,Abelson,MiyagawandYue(2012,p.9)describeaninitiativeatMITintendedto:
“sharenotjustthecontentthatMITusesinteaching–theoriginalOCWmodel–butalsoexplicitinformationonhowweteachatMIT.Thiswillpotentiallyincludepedagogicalstatementsfromandinterviewswithparticipatingfaculty,linkstoexemplaryteachingpractices,showcasesofeducationalinnovations,andotherframinginformationthatplacesthecontentsharedincontextofourteachingphilosophies.”
Suchrelationshipsanddependenciesareakeyfeatureoftheevolvinglandscape,whichmeanthatpolicyinterventionsinoneareacanhavebeneficialeffectsinotherdomains,asdepictedinFigure2(Corrall&Pinfield,2014,p.301).
Figure2:Evolvingmodelofopen
TheCaseforCoordinationandIntegrationAdecadeago,Willinsky(2005)advancedathreefoldargumentforthe“unacknowledgedconvergence”betweenopenaccessandopensourcesoftware.First,thedifferentopendomainshaveashared“commitmenttotheunrestrictedexchangeofinformationandideas,”evidencedintheirsharedassociationswithtransparency,publicgood,andpublicaccountability(resonatingwiththeinterestsofpolicymakers).Secondly,theyaregovernedbycommon“economicprinciples,”basedontheefficacyoffreeknowledgeresources,aneconomyofrecognition,andtheexistenceof“free-or-subscribe”models.Thirdly,theyhavesharedcharacteristicsderivedfromtheircommitmentandprinciples.Wearguethatthedefactointerconnectednessbetweenopendomainsthatcontinuestodevelopisafourthcommonality(Corrall&Pinfield,2014).
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Inaddition,openinitiativesshareseveralcommonattributes:theyaregenerallydrivenbytheimpulseofintellectualcuriosity;theysupportaneconomyofreputationbuilding;andarefacilitatedbymotivationfor“competitivesharing.”Theyalsooffersignificantcommonbenefitsforinstitutionsandindividuals,suchasvisibilityandimpact,reuse,innovationandagility,costeffectiveness,qualityenhancement,andreputationandtrust(e-Infranet,2013;Read,2011).Thepotentialbenefitsofopennessareimportantfactorstoconsiderwhenformulatingpoliciesorstrategieswithininstitutions.Itisalsoimportanttoacknowledgethereare“natural”limitstoopenness,suchastheexclusionofroyalty-generatingliterature;restrictionsonsharingpersonaldataandcommercialinformation;theexistenceofastrongmixedeconomyforsoftware;andselectivityinsharingeducationalresourcesarisingfromconcernsaboutquality,competitiveness,andotherissues(Corrall&Pinfield,2014).WhereDoWeGoFromHere?Thedifferentopendomainsareatvariousstagesofevolutionandmaturity.Openapproachescontinuetobepromotedbydiversecommunitiesofpractice,butoftenonparalleltracks,withlittleornopracticalconnectionbetweenthem.Initiativesarebeingmanagedatmultiplelevels–institutional,consortial,national,andinternational–butwithinsufficientcollaborationandcoordinationtorealizetheirfullpotential.Theopendomainsarepredicatedonsharedvalues,theyhavecommongoals,andfacesimilarpracticalissues(e.g.,intellectualpropertyrights,businessmodels,sustainability).Librariansandotherinformationspecialistsarealreadydoinggreatworkinmanyareas:theyhavealonghistoryofinvolvementinopenaccess,theyareengagingwiththechallengesofopendata,anddoingpioneeringworkonopentextbooks(Clobridge,2015;Corrall,Kennan&Afzal,2013;Pinfield,2015).Librariesareespeciallywellplacedtoexploitthesynergiesandopportunitiesacrossthewholeopenarena,andhavethecapacitytomakeoperational,tactical,andstrategicinterventionsthatwilldeliverrealbenefitstotheircommunitiesandsociety.Manyoftheproblemsidentifiedbyothersplaytoourstrengths,forexample:
“Repositorydevelopmentandimplementationpresentsnumerouschallengesrelatedtointellectualpropertyrights,datacuration,long-termpreservation,infrastructuredevelopmentandinteroperability”(Archambaultetal.,2014,p.6).
Thereisalsoanurgentneedforactivemonitoringofdevelopmentsglobally,whichtheprofessionhastheexpertise,networks,andstructurestodo.Archambaultetal.(2014,p.15)haveissuedanimportantwarning:
“ManymandatesbeingpromulgatedatthemomentruntheriskoffavouringashiftfromBEPA[BackEndPaidAccess]toFEPA[FrontEndPaidAccess],frominaccessibilitytoinequality.”
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Types OpenContent OpenProcess OpenInfrastructure
Domains
OpenAccess
OpenData
OpenEducationalResources
OpenBibliography/Metadata
OpenSourceSoftware
OpenDevelopment
OpenEducationalPractices
OpenPeer
Review
OpenScience/Research
OpenInnovation
OpenStandards
OpenSystems
Roles
Use
Educate
Advocate
Facilitate
Mediate
Collaborate
Coordinate
Integrate
Lead
Table3:PotentialrolesinopendomainsTable3showspotentialrolesforlibrariesinopendomains.Thematrixcanbeusedasatooltoassessyourcurrentsituationandsetgoalsformovingforwardbyansweringthefollowingquestions:
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• Howoftenareyounowperformingthesuggestedrolesforthedefineddomains–Frequently?(F)Occasionally?(O)Rarely?(R)Never?(N)
• Howoftenwillyoubeperformingthesuggestedrolesforthedefineddomainsnextyear–
Frequently?(F)Occasionally?(O)Rarely?(R)Never?(N)Thekeyareawherelibrariescould–andarguablyshould–makeasubstantialcontributionisinpolicyandstrategydevelopmentfortheirinstitutionsandcommunities.Somelibrariesandinformationserviceshavepriorexperienceofinstitutionalinformationstrategiesfromthe1990s,fromwhichlessonscanbelearnedfortheopenera(Bernbom,1997;Hughes,1997;Michalko,2000).Wecanalsolooktomanagementscienceandotherarenasformodelsandframeworks.Ackoff’s(1970)classicconceptofinteractiveplanning,basedontheprinciplesofparticipation,continuity,andholism,wouldbeagoodfitforaconcertedefforttodevelopaunifiedstrategy.Thethreeprinciplesincorporateastakeholderapproach,real-timestrategy-making,andmiddle-up-downplanning,withtheprocessconceivedas:• Participative–everyonewhocouldbeaffectedbytheplansshouldbedirectlyinvolvedor
representedintheplanningprocess,tobuildunderstandingandhelpimplementation;• Continuous–plansshouldbecontinuouslyrevisedinlightoftheirperformance,unexpected
developments,andthelatestinformation,toanticipateandrespondtochangesintheenvironment;and
• Holistic–everypartofasystemandeverylevelofitshouldbeplannedforsimultaneouslyandinterdependently,toco-ordinateandintegratemultipleunitsanddifferentlevels.
AnothermodelforconsiderationisKipling’s(1902)questions,alsoknownasthe5W1Hproblem-solvingmethod(orWWWHWaW0),whichisusedinjournalism,engineering,andmanagement,andsimilarlyasanobservationalframeworkinsocialresearch(Patton,2002).Thesixquestionscanbeusedtoidentifyissuesforconsiderationinpolicydevelopment,e.g.,• Why?(Rationale)–externaldrivers,institutionalmissions,individualincentives• What?(Scope)–opentypes/domains,selectioncriteria,formatsandstandards• When?(Timing)–deposit,release,embargoes(publishers,sponsors/funders)• Where?(Venues)–institutional/communityrepositories,storagelocusandaccessroute• Who?(Players)–stakeholderresponsibilities,governancearrangements• How?(Practicalities)–opennessdefinitions,licenseconditions,operationalprocedures.Librariesareuniquelypositionedtocollaboratewithotherstakeholdersincoordinatingeffortstomovebeyondatomisticpoliciesandstrategiestowardsthedesignanddeliveryofholisticintegratedinstitution-wideendeavorstoadvancetheopenagenda.Policyandstrategylagbehindthinkingandpractice,andlibrariescantaketheleadindevelopingacoherentresponse.
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AcknowledgmentThestudypresentedhereformspartofanongoingprogramofresearchconductedwithDr.StephenPinfield,UniversityofSheffieldInformationSchool.ReferencesAbelson,H.,Miyagawa,S.,&Yue,D.(2012).MIT’songoingcommitmenttoOpenCourseWare.
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