This easy to use framework walks students through how to analyze any United States copyright problem. This tool could be used to learn copyright law when applying it to given real or hypothetical situations.

One of the most difficult issues for educators, when faced with a copyright problem, is simply knowing where
to begin -- which parts of the legal rules and doctrines apply to the specific problem? To deal with this uncertainty, we suggest working through the following five questions, in the order they are presented. They are simple questions, but they are not easy to answer; by working through them in order, it is possible to identify which of the parts of copyright law apply to the specific problem or fact pattern that you need to address.

This tutorial introduces GitHub as a free static website publishing platform. No installation of additional software is required, however, you will need a GitHub account. By the end of this tutorial, you will have your own version of an open textbook template available for further editing. This tutorial is estimated to take between 30 and 60 minutes to complete.

This practical toolkit is designed to support open education leaders and community members across states and districts interested to increase awareness of OER and digital equity. It contains talking points, sample newsletter or website language, and sample social media posts, for anyone to use and adapt in their communications.

In October 2022, the #GoOpen National Network launched an important strategic policy action to advocate for integrating OER into digital equity implementations and this toolkit supports the network's communications strategies.

Funded by the federal bipartisan Infrastructure Investment and Jobs Act (IIJA, P.L. 117-58), the Digital Equity Act of 2021 requires the National Telecommunications and Information Administration (NTIA) to establish grant programs for promoting digital equity, supporting digital inclusion activities, and building capacity for state-led efforts to increase adoption of broadband by their residents. As states craft their Digital Equity Plans, they have a unique opportunity to leverage OER to support equity and capitalize on improved digital infrastructure.

The #GoOpen Policy Letter and Guidance documents were shared with state level IT and broadband infrastructure leaders across the country and are available as resources featured in the #GoOpen Hub on OER Commons.

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 how to guide has been developed to assist teachers, teaching support personnel and educational technology administrators to: understand the value of open education, OER and open textbooks for teaching and learning; appreciate the potential value of developing an open textbook platform; select appropriate technology to build an open textbook platform, using either existing services offered free on the Internet or open-source tools, based on local needs and resources; and build, manage and maintain an open textbook platforms.

A handbook for faculty interested in practicing open pedagogy by involving students in the making of open textbooks, ancillary materials, or other Open Educational Resources.

This review was commissioned by the joint UK higher education (HE) funding bodies as part of the Future Research Assessment Programme (FRAP). It revisits the findings of the 2015 review The Metric Tide to take a fresh look at the use of indicators in research management and assessment.

While this review feeds into the larger FRAP process, the authors have taken full advantage of their independence and sought to stimulate informed and robust discussion about the options and opportunities of future REF exercises. The report should be read in that spirit: as an input to ongoing FRAP deliberations, rather than a reflection of their likely or eventual conclusions.

The report is written in three sections. Section 1 plots the development of the responsible research assessment agenda since 2015 with a focus on the impact of The Metric Tide review and progress against its recommendations. Section 2 revisits the potential use of metrics and indicators in any future REF exercise, and proposes an increased uptake of ‘data for good’. Section 3 considers opportunities to further support the roll-out of responsible research assessment policies and practices across the UK HE sector. Appendices include an overview of progress against the recommendations of The Metric Tide and a literature review.

Abstract
For knowledge to benefit research and society, it must be trustworthy. Trustworthy research is robust, rigorous, and transparent at all stages of design, execution, and reporting. Assessment of researchers still rarely includes considerations related to trustworthiness, rigor, and transparency. We have developed the Hong Kong Principles (HKPs) as part of the 6th World Conference on Research Integrity with a specific focus on the need to drive research improvement through ensuring that researchers are explicitly recognized and rewarded for behaviors that strengthen research integrity. We present five principles: responsible research practices; transparent reporting; open science (open research); valuing a diversity of types of research; and recognizing all contributions to research and scholarly activity. For each principle, we provide a rationale for its inclusion and provide examples where these principles are already being adopted.

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.

HuMetricsHSS supports the creation of values-based frameworks to guide all kinds of scholarly process, and to promote the nurturing of a values-enacted approach to academia writ large. During the 2016 Triangle Scholarly Communication Institute (SCI), the authors sketched a preliminary set of core values for enriching scholarship, highlighting five: Equity, Openness, Collegiality, Quality, Community. They created a framework which is intended to help transform how scholarship is created, assessed, and valued in the humanities.

At the workshops and in the toolkit, they emphasize that values are locally negotiated and frameworks locally built. That’s the explicit point of the workshop, to make space for open conversation about values and their meaning, to come to agreement on what matters for a given group, and then to work on constructing a framework that could be used to guide evaluation in the academy — whether that’s through the tenure and promotion process, the setting of annual goals, the hiring of new faculty, or decision-making about what kinds of digitization projects to take on, what kinds of collections to develop, or what kinds of projects to publish at an academic press.

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

This OER campus administrator guide, officially entitled "OER & Online Learning: Administrator Quick Start Guide, Strengthening the Shift to Online Learning in California Community Colleges Through the Use of OER", is an outcome of a project by ISKME, supported by a grant from the Michelson 20MM Foundation, to conduct a study and develop a set of resources to accelerate OER use for distance education, especially the urgent shift to remote learning during the pandemic in 2020.

The Guide, created in collaboration with a selection of OER and online education champions across California community colleges (CCC), seeks to support community college administrators in California and beyond in more effectively supporting faculty use of OER as they work to address the reality of online learning in response to COVID-19 and future disruptions. The guide provides quick tips and starting points for campus administrators as they work to create the policy and practice environments needed to foster increased OER use for online learning.

See the associated OER and Online Learning: Faculty Quick-Start Guide for more in-depth tools and resources targeted to faculty and instructional design support, at: https://www.oercommons.org/courses/oer-online-learning-faculty-quick-start-guide

The Image Data Resource (IDR) is a public repository of reference image datasets from published scientific studies. IDR enables access, search and analysis of these highly annotated datasets. Datasets are usually CC0 or CC BY 4.0.

Journal article abstract: With the help of academic search engine optimization (ASEO), publications can more easily be found in academic search engines and databases. Authors can improve the ranking of their publications by adjusting titles, keywords and abstracts. Carefully considered wording makes publications easier to find and, ideally, cited more often. This article is meant to support authors in making their scholarly publications more visible. It provides basic information on ranking mechanisms as well as tips and tricks on how to improve the findability of scholarly publications while also pointing out the limits of optimization. This article, authored by three scholarly communications librarians, draws on their experience of hosting journals, providing workshops for researchers and individual publication support, as well as on their investigations of the ranking algorithms of search engines and databases.

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.

Although all of the Copyright Statutes and related Treaties are already available online, this handy open access textbook supplement collates them in one handy location.

 How does copyright law vary around the world? When you’re working across borders, which laws apply? Ana Enriquez, Scholarly Communications Outreach Librarian, created this interactive PowerPoint to address these questions. This is intended to be used as an interactive workshop. This workshop can be adapted for between 60 and 90 minutes depending on the content included. The content includes hypothetical questions of international copyright for discussion.

This resource was created by Allison Kittinger, a library science master’s student at UNC-Chapel Hill, and Jennifer Solomon, an adjunct instructor at UNC-Chapel Hill. Allison and Jennifer are passionate about fostering bibliodiversity in scholarly communications and want to increase awareness of bibliodiversity among library science graduate students and early-career scholarly communications librarians. After engaging with this resource, learners will: gain an understanding of bibliodiversity, its urgency, and its importance; be able to articulate the concept of bibliodiversity in their own words/apply it in their work; and gain additional tools to apply DEI concepts in scholarly communications.

More background is available at https://lisoer.wordpress.ncsu.edu/2021/04/13/bibliodiversity-and-oer-a-student-perspective/.