Changing the Default to Support Open Access to Education Research
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| Title: | Changing the Default to Support Open Access to Education Research |
|---|---|
| Language: | English |
| Authors: | Roehrig, Alysia D., Soper, Devin (ORCID |
| Source: | Educational Researcher. Oct 2018 47(7):465-473. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Access to Information, Shared Resources and Services, Educational Research, Internet, Periodicals, Journal Articles, Authors |
| DOI: | 10.3102/0013189X18782974 |
| ISSN: | 0013-189X |
| Abstract: | This essay explores factors underlying the underutilization of Open Access (OA) to make education research literature freely available online, where it can benefit a global audience of researchers, students, teachers, and policymakers. Situating this autobiographical self-study in the context of the broader global and scholarly context, we use Bullough and Pinnegar's (2001) setting-convocation-resolution approach to present our stories as points of departure for reflection, conversation, research, and action. We do so to raise awareness and enhance understanding of the complex and rapidly evolving legal, ethical, and practical issues surrounding public accessibility to scholarship. We also issue a call to action by outlining concrete, stakeholder-specific steps that would help OA become the new default for publication of education research. |
| Abstractor: | As Provided |
| Number of References: | 49 |
| Entry Date: | 2018 |
| Accession Number: | EJ1192929 |
| Database: | ERIC |
| Abstract: | This essay explores factors underlying the underutilization of Open Access (OA) to make education research literature freely available online, where it can benefit a global audience of researchers, students, teachers, and policymakers. Situating this autobiographical self-study in the context of the broader global and scholarly context, we use Bullough and Pinnegar's (2001) setting-convocation-resolution approach to present our stories as points of departure for reflection, conversation, research, and action. We do so to raise awareness and enhance understanding of the complex and rapidly evolving legal, ethical, and practical issues surrounding public accessibility to scholarship. We also issue a call to action by outlining concrete, stakeholder-specific steps that would help OA become the new default for publication of education research. |
|---|---|
| ISSN: | 0013-189X |
| DOI: | 10.3102/0013189X18782974 |
