Bronze, Free, or Fourrée? An Open Access Commentary

By Dr Eamon Costello 

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Image by Rabenspiegel on Pixabay

fourrée (noun) A coin, most often a counterfeit, that is made from a base metal core that has been plated with a precious metal to look like its solid metal counterpart:

Open access journal articles have been posited as a special type of Open Educational Resource (OER) (Anderson, 2013). One that could be of particular use in graduate education. In theory, one could build an entire academic course of study around open access articles. Students would be be free to read, download, save and build upon the work contained in these articles. This freedom would be afforded to students as the articles would be open. The Creative Commons licensing architecture is one great enabler of this freedom, as it helps to make, and keep, intellectual works open. Freedom and openness are not simple synonyms however.

A recent large scale study (Piwowar et. al., 2018) has highlighted the presence of articles that are free to access from journal publisher websites, but that do not fall under traditional open access definitions. The term “bronze access” has been suggested to describe such articles. In a recent essay (Costello, 2019) I reflect on this term, and also that used by the publishers themselves, which often describe such articles as “free”. The language we use is important, for it can contain value judgments about phenomena. This essay draws on the language of the open source and open access movements to attempt to examine who these free articles best serve, and how we might critically evaluate them from a framework of openness.

Read the full article:

https://doi.org/10.6087/kcse.157

References:

Anderson, T. (2013). Open access scholarly publications as OER. The International Review of Research in Open and Distributed Learning, 14(2), 81–95. DOI https://doi.org/10.19173/irrodl.v14i2.1531

Costello, E. (2019). Bronze, free, or fourrée: an open access commentary. Science Editing, 6(1), 69-72. DOI : https://doi.org/10.6087/kcse.157

Piwowar, H., Priem, J., Larivière, V., Alperin, J. P., Matthias, L., Norlander, B., … Haustein, S. (2018). The State of OA: A large-scale analysis of the prevalence and impact of Open Access articles. PeerJ, 6, e4375.  DOI https://doi.org/10.7717/peerj.4375

The Inside Track on Outdoor Learning

By Clare Gormley

albertpark.jpgI remember three things very vividly from my primary school education: on my first day of school, I remember feeling immensely proud of the little plasticine/márla ‘biscuits’ I made with the approval of my first ever teacher Mrs Kenny. A few years later, I remember the delight of learning the wonderfully atmospheric poem The Listeners by Walter de La Mare. And lastly, I cannot overstate the excitement of childhood memories from getting on the train in Galway and going to Dublin Zoo with my pals for a school tour. It is that last memory that leads me to this blog post where I’d like to share some thoughts on what I believe are the under explored opportunities of outdoor learning – not just for little ones but for much older students too.

albertparkline-orlaleading.jpgAt ‘The Sipping Point’ recently we ran a session on the great outdoors with a promise we would “experience some outdoor learning activities, and begin to appreciate the potential for learning in, through and about the outdoors”. So it was that on two days in January (one cold but crisp, the other cold and damp) we found ourselves gathered to set off on an ‘Outdoor Learning’ walk under the expert tutelage of Dr Orla Kelly, DCU School of STEM Education, Innovation & Global Studies.

So what exactly did we do, you may wonder? To find out the answer to this question, then read more on Clare’s person blog Learning Rush.