{"id":28,"date":"2025-11-05T12:19:29","date_gmt":"2025-11-05T17:19:29","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/openscholarship\/chapter\/what-is-open-scholarship\/"},"modified":"2026-02-10T16:10:45","modified_gmt":"2026-02-10T21:10:45","slug":"what-is-open-scholarship","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/openscholarship\/chapter\/what-is-open-scholarship\/","title":{"raw":"What is Open Scholarship?","rendered":"What is Open Scholarship?"},"content":{"raw":"Open scholarship is an umbrella term which encompasses open access, open research, open science, open data, open education, open pedagogy and all other forms of openness in the scholarly and research environment. In this text, we\u2019ve broken open scholarship into three main units: Open Access, Open Research, and Open Education, which we\u2019ll briefly introduce\n

Open Access<\/h2>\nThe term open access was first clearly articulated in 2002 in the\u00a0Budapest Open Access Initiative<\/a> and in its simplest expression refers to academic research that is freely accessible \u201con the public internet\u201d and available for the public to \u201cread, download, copy, distribute, print, search, or link to\u201d.[footnote]Budapest Open Access Initiative. (2002). Make research publicly available. Retrieved November 12, 2025, from https:\/\/www.budapestopenaccessinitiative.org\/[\/footnote] Importantly, open Access is a public good, based on the belief that the public, who largely funds education and research, should have broad and unfettered access to the knowledge being produced by the academy.\u00a0 Since the Budapest Open Access Initiative, approaches to achieving open access have proliferated.\n\nToday, multiple forms of open access \u2013 Green, Gold, Platinum etc. \u2013 provide researchers with a variety of paths and approaches that allow them to achieve varying degrees of openness. While the multiplicity of paths provides necessary flexibility, it has also allowed various stakeholder groups \u2013 funders, publishers, governments, universities \u2013 to present and promote \u201clesser, degraded forms of open access\u201d[footnote]Budapest Open Access Initiative. (2017, February 14). BOAI15: 15th anniversary. https:\/\/www.budapestopenaccessinitiative.org\/boai15-1[\/footnote] and frustrate attempts to truly transform scholarly publishing. In 2017, reflecting on the 15 year anniversary of the original declaration, the BOAI reiterated its foundational principles and acknowledged that further work would need to be done to \u201calign incentives for scholars to share their work openly and \u2026lower costs related to open access publishing\u201d[footnote]Ibid[\/footnote]\u00a0if Open Access was to supplant traditional publishing methods. Today, this is where much of the workaround open access is concentrated, not in articulating the public good of open access, but in developing strategies to make it the default method of academic knowledge dissemination. Finally, the values inherent in the open access movement continue to be influential and have come to form a set of foundational principles visible in all areas of open scholarship.\n\nIn the Open Access chapters, we will explore the history and basic economics of scholarly publishing as well as the value of intellectual property to academics and publishers. We will also define different types of open access and dive into the benefits and challenges that open access brings to scholarship.\n

Open Research<\/h2>\nThe sharing of research results, methods, and data is central to scientific practice, and stimulates new forms of communication and collaboration. Today many funding agencies are mandating open access to the outputs and processes of research, accelerating research and learning, and increasing the impact universities can have beyond their walls. Open science and open data work together to further the reach of scientific research outputs. Open science is a \u201cmovement which aims to make scientific research, data and dissemination accessible to all levels of an inquiring society\u201d (LERU, 2018). It supports the scientific community and the advancement of scientific discovery by promoting transparency and in turn supporting reproducibility and credibility. Open data focuses on making machine-readable datasets from a primary source accessible within the confines of privacy and cultural protocols.\n\nTransparency is a core value in both open science and open data and refers to open sharing of data, research design, and materials, making it easier to reproduce the evidence derived from research.[footnote]McKiernan, E. C., Bourne, P. E., Brown, C. T., Buck, S., Kenall, A., Lin, J., McDougall, D., Nosek, B. A., Ram, K., Soderberg, C. K., Spies, J. R., Thaney, K., Updegrove, A., Woo, K. H., & Yarkoni, T. (2016, July 7). Point of view: How open science helps researchers succeed<\/em>. eLife<\/em>, 5, e16800. https:\/\/doi.org\/10.7554\/eLife.16800<\/a> [\/footnote] Openness in the sciences also seeks to make research outputs comprehensible to a broader public providing the opportunity for scientific research to have applications in non-academic environments.[footnote]Bartling, S., & Friesike, S. (2014). Opening science: The evolving guide on how the internet is changing research, collaboration and scholarly publishing. Springer.[\/footnote]\u00a0 The \u201ccitizen science movement\u201d creates the opportunity for public participation in research and practical applications supporting the greater reach of scientific outputs.\n\nIn the Open Research chapter,\u00a0we will examine the relationship between open workflows and open software and reproducible research. We\u2019ll also look at the value and importance of open data for enabling research transparency, reproducibility, and innovation.\n

Open Education<\/h2>\nOpen education can trace its roots to the the Universal Declaration of Human Rights, adopted by the United Nations 1948, which\u00a0states\u00a0\u201ceveryone has a right to education.\u201d[footnote]United Nations General Assembly. (1948, December 10). Universal Declaration of Human Rights (English translation). Office of the United Nations High Commissioner for Human Rights. https:\/\/www.ohchr.org\/sites\/default\/files\/UDHR\/Documents\/UDHR_Translations\/eng.pdf[\/footnote] The seminal\u00a02007 Cape Town Open Education Declaration stated that open education and the use of open educational resources (OER) contribute \u201cto making education more accessible, especially where money for learning materials is scarce. They also nourish the kind of participatory culture of learning, creating, sharing and cooperation that rapidly changing knowledge societies need.\u201d[footnote]Cape Town Open Education Declaration. (2007). Read the Declaration. Retrieved November 12, 2025, from http:\/\/www.capetowndeclaration.org\/read-the-declaration[\/footnote] In 2012, the UNESCO Paris OER Declaration recommended that governments \u201cpromote and use OER to widen access to education at all levels, both formal and non-formal, in a perspective of lifelong learning, thus contributing to social inclusion, gender equity and special needs education.\u201d[footnote]UNESCO. (2012, June 20\u201322). Paris OER Declaration [Declaration]. UNESCO. https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000246687[\/footnote]\n\nOpen education thus encompasses a set of practices directed at making the process and products of education more transparent, understandable and available to all people. Open educational resources (OER)\u00a0are\u00a0\u201cteaching, learning, and research resources that are free of cost and access barriers, and which also carry legal permission for open use. Generally, this reuse permission is granted by use of an open license (for example, a\u00a0Creative Commons license<\/a>) which allows anyone to freely use, adapt and share the resource\u2014anytime, anywhere\u201d.[footnote]SPARC. (n.d.). Open education. https:\/\/sparcopen.org\/open-education\/[\/footnote] OER creates accessible learning opportunities on a large scale by eliminating cost barriers to educational resources and providing opportunities to adopt, reuse, and adapt resources for sustainable use in classrooms.\n\nIn the Open Education chapters, we\u2019ll explore the basic concept of Creative Commons licenses and how they can be applied to educational resources, we\u2019ll discuss strategies for adapting and contextualizing learning materials that have open licenses, and examine the pedagogical benefits and impacts to integrating an open approaches into teaching and learning.","rendered":"

Open scholarship is an umbrella term which encompasses open access, open research, open science, open data, open education, open pedagogy and all other forms of openness in the scholarly and research environment. In this text, we\u2019ve broken open scholarship into three main units: Open Access, Open Research, and Open Education, which we\u2019ll briefly introduce<\/p>\n

Open Access<\/h2>\n

The term open access was first clearly articulated in 2002 in the\u00a0Budapest Open Access Initiative<\/a> and in its simplest expression refers to academic research that is freely accessible \u201con the public internet\u201d and available for the public to \u201cread, download, copy, distribute, print, search, or link to\u201d.[1]<\/sup><\/a> Importantly, open Access is a public good, based on the belief that the public, who largely funds education and research, should have broad and unfettered access to the knowledge being produced by the academy.\u00a0 Since the Budapest Open Access Initiative, approaches to achieving open access have proliferated.<\/p>\n

Today, multiple forms of open access \u2013 Green, Gold, Platinum etc. \u2013 provide researchers with a variety of paths and approaches that allow them to achieve varying degrees of openness. While the multiplicity of paths provides necessary flexibility, it has also allowed various stakeholder groups \u2013 funders, publishers, governments, universities \u2013 to present and promote \u201clesser, degraded forms of open access\u201d[2]<\/sup><\/a> and frustrate attempts to truly transform scholarly publishing. In 2017, reflecting on the 15 year anniversary of the original declaration, the BOAI reiterated its foundational principles and acknowledged that further work would need to be done to \u201calign incentives for scholars to share their work openly and \u2026lower costs related to open access publishing\u201d[3]<\/sup><\/a>\u00a0if Open Access was to supplant traditional publishing methods. Today, this is where much of the workaround open access is concentrated, not in articulating the public good of open access, but in developing strategies to make it the default method of academic knowledge dissemination. Finally, the values inherent in the open access movement continue to be influential and have come to form a set of foundational principles visible in all areas of open scholarship.<\/p>\n

In the Open Access chapters, we will explore the history and basic economics of scholarly publishing as well as the value of intellectual property to academics and publishers. We will also define different types of open access and dive into the benefits and challenges that open access brings to scholarship.<\/p>\n

Open Research<\/h2>\n

The sharing of research results, methods, and data is central to scientific practice, and stimulates new forms of communication and collaboration. Today many funding agencies are mandating open access to the outputs and processes of research, accelerating research and learning, and increasing the impact universities can have beyond their walls. Open science and open data work together to further the reach of scientific research outputs. Open science is a \u201cmovement which aims to make scientific research, data and dissemination accessible to all levels of an inquiring society\u201d (LERU, 2018). It supports the scientific community and the advancement of scientific discovery by promoting transparency and in turn supporting reproducibility and credibility. Open data focuses on making machine-readable datasets from a primary source accessible within the confines of privacy and cultural protocols.<\/p>\n

Transparency is a core value in both open science and open data and refers to open sharing of data, research design, and materials, making it easier to reproduce the evidence derived from research.[4]<\/sup><\/a> Openness in the sciences also seeks to make research outputs comprehensible to a broader public providing the opportunity for scientific research to have applications in non-academic environments.[5]<\/sup><\/a>\u00a0 The \u201ccitizen science movement\u201d creates the opportunity for public participation in research and practical applications supporting the greater reach of scientific outputs.<\/p>\n

In the Open Research chapter,\u00a0we will examine the relationship between open workflows and open software and reproducible research. We\u2019ll also look at the value and importance of open data for enabling research transparency, reproducibility, and innovation.<\/p>\n

Open Education<\/h2>\n

Open education can trace its roots to the the Universal Declaration of Human Rights, adopted by the United Nations 1948, which\u00a0states\u00a0\u201ceveryone has a right to education.\u201d[6]<\/sup><\/a> The seminal\u00a02007 Cape Town Open Education Declaration stated that open education and the use of open educational resources (OER) contribute \u201cto making education more accessible, especially where money for learning materials is scarce. They also nourish the kind of participatory culture of learning, creating, sharing and cooperation that rapidly changing knowledge societies need.\u201d[7]<\/sup><\/a> In 2012, the UNESCO Paris OER Declaration recommended that governments \u201cpromote and use OER to widen access to education at all levels, both formal and non-formal, in a perspective of lifelong learning, thus contributing to social inclusion, gender equity and special needs education.\u201d[8]<\/sup><\/a><\/p>\n

Open education thus encompasses a set of practices directed at making the process and products of education more transparent, understandable and available to all people. Open educational resources (OER)\u00a0are\u00a0\u201cteaching, learning, and research resources that are free of cost and access barriers, and which also carry legal permission for open use. Generally, this reuse permission is granted by use of an open license (for example, a\u00a0Creative Commons license<\/a>) which allows anyone to freely use, adapt and share the resource\u2014anytime, anywhere\u201d.[9]<\/sup><\/a> OER creates accessible learning opportunities on a large scale by eliminating cost barriers to educational resources and providing opportunities to adopt, reuse, and adapt resources for sustainable use in classrooms.<\/p>\n

In the Open Education chapters, we\u2019ll explore the basic concept of Creative Commons licenses and how they can be applied to educational resources, we\u2019ll discuss strategies for adapting and contextualizing learning materials that have open licenses, and examine the pedagogical benefits and impacts to integrating an open approaches into teaching and learning.<\/p>\n

  1. Budapest Open Access Initiative. (2002). Make research publicly available. Retrieved November 12, 2025, from https:\/\/www.budapestopenaccessinitiative.org\/ ↵<\/a><\/li>
  2. Budapest Open Access Initiative. (2017, February 14). BOAI15: 15th anniversary. https:\/\/www.budapestopenaccessinitiative.org\/boai15-1 ↵<\/a><\/li>
  3. Ibid ↵<\/a><\/li>
  4. McKiernan, E. C., Bourne, P. E., Brown, C. T., Buck, S., Kenall, A., Lin, J., McDougall, D., Nosek, B. A., Ram, K., Soderberg, C. K., Spies, J. R., Thaney, K., Updegrove, A., Woo, K. H., & Yarkoni, T. (2016, July 7). Point of view: How open science helps researchers succeed<\/em>. eLife<\/em>, 5, e16800. https:\/\/doi.org\/10.7554\/eLife.16800<\/a> ↵<\/a><\/li>
  5. Bartling, S., & Friesike, S. (2014). Opening science: The evolving guide on how the internet is changing research, collaboration and scholarly publishing. Springer. ↵<\/a><\/li>
  6. United Nations General Assembly. (1948, December 10). Universal Declaration of Human Rights (English translation). Office of the United Nations High Commissioner for Human Rights. https:\/\/www.ohchr.org\/sites\/default\/files\/UDHR\/Documents\/UDHR_Translations\/eng.pdf ↵<\/a><\/li>
  7. Cape Town Open Education Declaration. (2007). Read the Declaration. Retrieved November 12, 2025, from http:\/\/www.capetowndeclaration.org\/read-the-declaration ↵<\/a><\/li>
  8. UNESCO. (2012, June 20\u201322). Paris OER Declaration [Declaration]. UNESCO. https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000246687 ↵<\/a><\/li>
  9. SPARC. (n.d.). Open education. https:\/\/sparcopen.org\/open-education\/ ↵<\/a><\/li><\/ol><\/div>","protected":false},"author":1076,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-28","chapter","type-chapter","status-publish","hentry"],"part":27,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/openscholarship\/wp-json\/pressbooks\/v2\/chapters\/28","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/openscholarship\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/openscholarship\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/openscholarship\/wp-json\/wp\/v2\/users\/1076"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.bccampus.ca\/openscholarship\/wp-json\/pressbooks\/v2\/chapters\/28\/revisions"}],"predecessor-version":[{"id":29,"href":"https:\/\/pressbooks.bccampus.ca\/openscholarship\/wp-json\/pressbooks\/v2\/chapters\/28\/revisions\/29"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/openscholarship\/wp-json\/pressbooks\/v2\/parts\/27"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/openscholarship\/wp-json\/pressbooks\/v2\/chapters\/28\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/openscholarship\/wp-json\/wp\/v2\/media?parent=28"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/openscholarship\/wp-json\/pressbooks\/v2\/chapter-type?post=28"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/openscholarship\/wp-json\/wp\/v2\/contributor?post=28"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/openscholarship\/wp-json\/wp\/v2\/license?post=28"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}