JGME is Open Access

“Beginning in 2021, all articles in the Journal of Graduate Medical Education are open access. With the support of the ACGME, JGME removed the paywall that had been in place for research articles during the first year of publication. This move aligns with the ACGME mission of enhancing the quality of resident and fellow education by providing easy access, regardless of an institution’s or individual’s resource level, the evidence-based, data-driven research and innovation conducted at institutions across the country and around the world. By eliminating financial barriers to access, JGME also opens its doors to more diversity, equity, and inclusion, and further establishes itself as a vital service to the GME community. Submission and publication of manuscripts continue to be free of charge to authors….”

Library as Key Partner in Open Pedagogy (part 1) – YouTube

“As part of the author series from Open Pedagogy Approaches: Faculty, Library, and Student Collaborations, you are invited to discover different ways in which faculty, library staff, and students work together to engage and enrich the learning process.

In this workshop, authors Anne Brown and Amanda MacDonald (Virginia Tech) will share their work from the chapter, Open Pedagogical Practices to Train Undergraduates in the Research Process: A Case Study in Course Design and Co-Teaching Strategies. Following, Laurie Taylor and Brian Keith (University of Florida) will discuss the ideas in their chapter, Open Pedagogical Design for Graduate Student Internships, A New Collaborative Model….”

Library as Key Partner in Open Pedagogy (part 1) – YouTube

“As part of the author series from Open Pedagogy Approaches: Faculty, Library, and Student Collaborations, you are invited to discover different ways in which faculty, library staff, and students work together to engage and enrich the learning process.

In this workshop, authors Anne Brown and Amanda MacDonald (Virginia Tech) will share their work from the chapter, Open Pedagogical Practices to Train Undergraduates in the Research Process: A Case Study in Course Design and Co-Teaching Strategies. Following, Laurie Taylor and Brian Keith (University of Florida) will discuss the ideas in their chapter, Open Pedagogical Design for Graduate Student Internships, A New Collaborative Model….”

Open access to health and education research outside academia: perspectives of research users, research intermediaries and researchers – White Rose eTheses Online

Abstract:  The thesis investigates how publics outside academia engage with ideas of open access (OA) to research publications. To do this, it analyses data from interviews with users of health and education research in two non-academic contexts, as well as with researchers interested in communicating their work to wider audiences. It draws on constructivist grounded theory (Charmaz, 2006) and situational analysis (Clarke, 2005). The literature review highlighted a need to empirically explore OA outside academia. The study focused on the ways in which publications were accessed and used outside academia and the factors enabling and preventing access. It also explored perceptions of OA within a wider context of communicating research to non- academic audiences, and identified areas of contestation. The study found that there was a demand for OA, although the demand was perceived to be limited. There were significant sources of friction in accessing research publications, including paywalls, which could be circumvented through file/password sharing and drawing on contacts. Conceptual access (e.g. understandability) was also found to prevent engagement with research publications in some cases, although this varied according to levels of expertise. The study identified research intermediaries as playing an important dual role, as they accessed research in order to make it accessible to a wider audience. The study found a disconnect between some OA advocacy and research-user perceptions. and a disconnect between researchers’ commitment to communicating their work outside the academy and their support of OA. Attitudes towards OA were influenced by bureaucratic mandates, high APCs and belief that there would be little demand for their research. Findings indicated however, that OA could complement other forms of research communication in specific contexts. Finally, the study suggested that a narrow focus on ‘tangible outcomes’ for non- academic publics (Moore, 2019) risked obscuring attempts to develop a more equitable scholarly communications system.

 

Sci-Hub and Libgen Up against Academic Publishers: A Death Knell for Access to Research? – Part III | SpicyIP

“This post is in continuation of my previous posts dealing with the background on the copyright infringement suit against Sci-Hub and Libgen (here) and the applicability of the fair dealing exception to the impugned use of copyrighted works (here). In this post, I discuss the exception in the Copyright Act for use of works for the purposes of education and the interim injunction plea sought by the plaintiffs….”

MERAL Portal: Next steps for OA in Myanmar | EIFL

“Myanmar’s research community has enthusiastically embraced the new Myanmar Education Research and Learning (MERAL) Portal. 

In just four months since the launch of the MERAL Portal in July 2020, content has doubled. The portal now includes almost 6,000 journal articles, conference papers, theses and dissertations, research papers, books and books chapters from 19 universities. 

The MERAL Portal is a partnership between the Myanmar Rectors’ Committee, National Education Policy Commission, Department of Higher Education, the Ministry of Education, EIFL and the National Institute of Informatics, Japan. The partners signed an agreement to develop a national portal for research outputs from Myanmar universities in February, 2020. …”

Agency Open Access Policy | European Agency for Special Needs and Inclusive Education

“The European Agency for Special Needs and Inclusive Education (the Agency) acts as a platform for collaboration and information-sharing across a diverse range of countries, languages and contexts. The Agency is co-funded by the ministries of education in its member countries and by the European Commission via an operating grant within the European Union (EU) Erasmus+ education programme.

In 2020, the Agency adopted an Open Access (OA) Policy to maximise the reach and impact of Agency outputs. This policy affirms the Agency’s commitment to providing resources and tools for all relevant stakeholders, including educational policy-makers, researchers, school leaders, teachers, learners and families. The policy also clarifies usage and modification rights of Agency resources.

Agency resources are copyrighted but are available on the Agency website for the public to access, download and share. Certain resources, such as practical tools, are open source. The main distinction between open-source and open-access resources is that the latter cannot be modified without Agency approval.

As part of its commitment to open sharing, the Agency is also working to configure its own digital open access repository. Currently, users can search through Agency outputs by visiting the Agency’s publications listing page. This OA Policy will be updated as the Agency continues to enhance its open access offerings….”