Creative Commons has responded to the European Commission’s consultation on recommended standard licenses, datasets and charging for the re-use of public sector information (PSI). See our response here. The Commission asked for comments on these issues in light of the adoption of the new Directive on re-use of public sector information. The Directive 1) brings libraries, museums, and archives under the scope of the Directive, 2) provides a positive re-use right to public documents, 3) limits acceptable charging to only marginal costs of reproduction, provision, and dissemination, and 4) reiterates the position that documents can be made available for re-use under open standards and using machine readable formats. CC recognizes the high value of PSI not only for innovation and transparency, but also for scientific, educational and cultural benefit for the entire society.
The Commission has not yet clarified what should be considered a “standard license” for re-use (Article 8). The dangers of license proliferation–which potentially leads to incompatible PSI–is still present. But it’s positive that the Commission is using this consultation to ask specific questions regarding legal aspects of re-use.
Part 3 of the questionnaire deals with licensing issues. One question asks what should be the default option for communicating re-use rights. We believe that there should be no conditions attached to the re-use of public sector information. The best case scenario would be for public sector information to be in the public domain, exempt from copyright protection altogether by amending national copyright laws. If it’s not possible to pass laws granting positive re-use rights to PSI without copyright attached, public sector bodies should use the CC0 Public Domain Dedication (CC0) to place public data into the worldwide public domain to ensure unrestricted re-use.
Another question first states that the Commission prefers the least restrictive re-use regime possible, and asks respondents to choose which condition(s) would be aligned with this goal. Again, we think that every condition would be deemed restrictive, since ideally PSI would be removed from the purview of copyright protection through law or complete dedication of the PSI to the public domain using CC0. If the Commission were to permit public sector bodies to incorporate limited conditions through licensing, then they should be expected to use standard public licenses aligned with the Open Definition (with a preference for “attribution only” licenses). A simple obligation to acknowledge the source of the data could be accomplished by adopting a liberal open license, like CC BY. Such a license would also cover other issues, such as acknowledging that an adaptation has been made or incorporating a waiver of liability. Some of the conditions listed would be detrimental to interoperability of PSI. An obligation not to distort the original meaning or message of public sector data should be deemed unacceptable. Such an obligation destroys compatibility with standard public licenses that uniformly do not contain such a condition. The UK’s Open Government License has already removed this problematic provision when it upgraded from OGL 1.0 to OGL 2.0.
In addition to mentioning CC licensing as a common solution, the questionnaire notes, “several Member States have developed national licenses for re-use of public sector data. In parallel, public sector bodies at all levels sometimes resort to homegrown licensing conditions.” In order to achieve the goals of the Directive and “to promote interoperable conditions for crossborder re-use,” the Commission should consider options that minimize incompatibilities between pools of PSI, which in turn maximize re-use. As far as we are concerned that means that governments should be actively discouraged from developing their own licenses. Instead, they should be encouraged to adopt standard public licenses aligned with the Open Definition. But even better would be to consider removing copyright protection for PSI by amending copyright law or waiving copyright and related rights using CC0.1 Comment »
Today marks the launch of the Open Access Button, a browser bookmark tool that allows users to report when they hit paywalled access to academic articles and discover open access versions of that research. The button was created by university students David Carroll and Joseph McArthur, and announced at the Berlin 11 Student and Early Stage Researcher Satellite Conference.
From the press release:
The Open Access Button is a browser-based tool that lets users track when they are denied access to research, then search for alternative access to the article. Each time a user encounters a paywall, he simply clicks the button in his bookmark bar, fills out an optional dialogue box, and his experience is added to a map alongside other users. Then, the user receives a link to search for free access to the article using resources such as Google Scholar. The Open Access Button initiative hopes to create a worldwide map showing the impact of denied access to research.
The creators have also indicated that they plan to release the data collected by the Open Access Button under CC0. Congratulations on the release of this useful tool.1 Comment »
It’s been a long time since we last wrote about the ongoing discussion of the NonCommercial and NoDerivatives licenses. Recall that last year CC heard suggestions that it should stop offering NC and ND licenses in future versions of our license suite because these licenses do not create a true commons of open content that everyone is free to use, redistribute, remix, and repurpose.
The CC community agreed to not make such a radical change as to stop offering the NC or ND licenses in the soon-to-be-released 4.0 licenses, or to spin off those licenses to another host organization. However, as promised, we have been working on several projects to help explain and clarify these issues to license users.
- We’ve improved information about which CC licenses align with definitions of “Free licenses.”
- We’ve reinstated a color-coded license spectrum graphic and provided descriptive examples of adopters of both Free and non-free licenses.
- We gathered feedback about changing the name of “NonCommercial” to “Commercial Rights Reserved” and decided that the name will stay at “NonCommercial.”
Today marks the start of Open Access Week 2013. Open Access Week is a global event for the academic and research community to continue to learn about the potential benefits of Open Access, to share what they’ve learned with colleagues, and to help inspire wider participation in helping to make Open Access a new norm in scholarship and research. There are many events you can participate in this week, both in person and virtually. Now is a great time to take a look back at the last year in open access developments. Here’s a small sample.
- The European Commission released a report that said open access to research publications is reaching a tipping point. It noted that 40% of scientific peer reviewed articles published worldwide between 2004 and 2011 are now available online for free access.
- CC developed a set of graphics that help explain the the current commercial publishing situation and what an open access would do to promote increased access and reuse to research.
- The Public Library of Science and Figshare announced a partnership that will allow authors publishing in PLOS journals host their data on Figshare.
- In the United States, the Fair Access to Science and Technology Research Act (FASTR) was introduced in both the House of Representatives and the Senate. FASTR requires federal agencies with annual extramural research budgets of $100 million or more to provide the public with online access to the research articles stemming from that funded research no later than six months after publication in a peer-reviewed journal.
- The White House issued a directive on public access to research produced by federal agencies. Each agency covered by the Directive must “Ensure that the public can read, download, and analyze in digital form final peer reviewed manuscripts or final published documents within a timeframe that is appropriate for each type of research conducted or sponsored by the agency.” The public is still waiting to see the details of the agency public access plans, which were due August 22, 2013. In addition, the White House announced an executive order in support of open data, and launched Project Open Data, an open source initiative looking for input and collaboration on how the federal government should manage open data. There’s been some great work to-date on Project Open Data, but there’s still some unresolved questions about licensing (or public domain tools) appropriate for data produced by the federal government.
- Also in the United States, there’s been several state-level bills introduced in support of public access to publicly funded research. Perhaps the most active is the legislation introduced in California–AB 609–the California Taxpayer Access to Publicly Funded Research Act. If you live in California you can write to your representatives today to tell them to support AB 609.
- The University of California passed a system-wide open access policy. The open access policy will cover 8,000 faculty who author approximately 40,000 articles each year.
- The Research Councils UK passed an open access policy, but there’s been some confusion about the open licensing provisions in the policy. And, the Business, Innovation, and Skills Committee released a report criticizing the policy and urged RCUK to reconsider several aspects of the policy, including the preference for gold open access publishing, acceptable embargo periods, and licensing options.
- PLOS hosted the Accelerating Science Award Program (ASAP). The high-profile award program seeked to highlight individuals who have used, applied, or remixed scientific research — published through open access — in order to realize innovations in science, medicine, and technology. The winners of the program will be announced today!
Today Creative Commons released a policy statement expressing its support for copyright reform efforts around the world.
At its core, Creative Commons is rooted in the broader work to reform copyright. The founders of Creative Commons believed that copyright law was out of sync with how people share content on the Internet, and they developed the CC licenses as one way to address that problem. But we’d like to see copyright law itself better aligned to its original purpose–to enable and reward creative participation in culture and society.
From time to time, people in our community bring up the question of whether Creative Commons should be only a steward of the CC licenses, or also a steward of the broader participatory culture that the licenses are meant to promote.
Creative Commons affiliates, board, and staff have worked together over the past year to develop the policy statement above. The need for a statement like this became apparent at the 2012 Global Congress on Intellectual Property and the Public Interest in Rio de Janeiro. Several CC affiliates attended, many who work on copyright reform initiatives alongside their CC outreach. In Rio, affiliates described the dual nature of their work, which they feel sometimes requires removing their “CC Affiliate hat” when involved with reform efforts. They argued that developing tools for sharing creative content and arguing that outdated copyright laws be changed to better support legal sharing were two different sides of the same coin. Affiliates asked for clarification of the organization’s policies on affiliates engaging directly in copyright law reform proposals.
Over the next several months, Creative Commons drafted a statement that re-emphasizes the many benefits that CC licenses bring to society. But it also acknowledges the limitations of CC and expresses the need for reform of the current copyright system. CC affiliates came together in Buenos Aires in August 2013 to discuss the position of Creative Commons in relation to copyright reform. Over 100 affiliates and supporters participated in a day-long pre-conference event. The policy position was drafted and reviewed by the board of directors, affiliates, and staff.
There are several reasons that we feel such a position is useful–and necessary. First, there have been several proposed laws (like SOPA/PIPA) and trade agreements (ACTA/TPP) that if enacted would be detrimental to user rights to access and use information. And, we’ve heard that in some policy discussions the success of CC as a voluntary licensing scheme is being used by incumbent interests as evidence that fundamental copyright reform is unnecessary. This is incorrect. As we wrote in March,
[The] existence of open copyright licenses shouldn’t be interpreted as a substitute for robust copyright reform. Quite the contrary. The decrease in transaction costs, increase in collaboration, and massive growth of the commons of legally reusable content spurred on by existence of public licenses should drastically reinforce the need for fundamental change, and not serve as a bandage for a broken copyright system.
The passage of increasingly harsh copyright regulations has the potential to render CC licenses and tools ineffective. The aim of these laws are counter to CC’s mission and vision. Second, it’s clear there are some areas of copyright where open licensing won’t solve the problem. One example is increasing access to copyrighted works for the visually impaired. Paul Keller explains this well:
Take the WIPO treaty for the visually impaired: There had to be a treaty because a voluntary or market driven solution to end the book famine for visually impaired people in the developing world did not emerge even though the problem had been known for a long time. Quite clearly the problem cannot not be solved by encouraging publishers to license their works openly and, instead, it required a tailored legislative approach that builds on new limitation and exemptions that address this specific issue.
Third, many CC affiliates are already deeply embedded in copyright reform activities as a part of their broader legal, policy, and digital rights advocacy work. It makes sense for those affiliates engaged in reform efforts to be able to speak and engage wearing their “CC Affiliate hat,” instead of trying to maintain the ambiguous and sometimes arbitrary separation between their “CC work” and the work they do supporting user rights and the public interest.
While we think this policy statement is noncontroversial, we must proceed with care. Historically, our organization has not been heavily involved in copyright reform efforts. Instead, we’ve been focused on the development and stewardship of the licenses and public domain tools. And this will certainly continue to be the case. Direct advocacy supporting more fundamental copyright reform has taken a backseat, for several reasons. First, we recognize and appreciate the value of neutrality, and acting as a responsible and impartial steward of our licenses, no matter who wishes to use them. Making our tools the best they can be and educating about how to use them are our core tasks. Second, as a U.S. based 501(c)(3) nonprofit corporation, we are constrained in our ability to engage in lobbying activities. Any lobbying conducted by CC headquarters staff will continue to be carefully tracked and reported. And lobbying by CC Affiliates will continue to be on behalf of the jurisdiction team in accordance with our MOU and established guidelines. Finally, there are groups that are well-positioned for advocacy activities, such as the Electronic Frontier Foundation, Open Rights Group, Open Knowledge Foundation, and La Quadrature du Net. We support and promote the crucial, timely work of these and other groups.
We reaffirm that the mission of Creative Commons will sometimes call for our involvement in reform efforts. At the Creative Commons Global Summit in Buenos Aires, Lawrence Lessig gave a talk entitled, “Laws that Choke Creativity”. Lessig said he supports the fundamental freedom to remix. “We need to share more, and share more legally,” he said. “But in order to do so, the law must change.” He said that Creative Commons is not the complete solution. “We need real change in real law if these freedoms are to be secured.”6 Comments »
This post was written by Alek Tarkowski and originally posted on the European OER Policy Project site.
A week ago, the European Commission launched the “Opening Up Education” initiative, a proposal for modernizing the European educational system. The proposal contains a strong “open” component. We’re using this opportunity to strengthen open educational policies in Europe, and we started our project with a workshop in mid-September. Below you can learn about the outcomes of our workshop, including an overview of the OER landscape in Europe, concept for a policy brief, and ideas for policy-related activities.
The workshop took place 14-15 October as part of the German “OERde13” conference. The workshop marked the public launch of CC’s collaborative „Open Educational Resources Policy in Europe” project. Eleven OER experts from all over Europe met for two days to discuss the state of OER policies in Europe and ways in which CC can increase their reach. Participants included Lisette Kalshoven (Kennisland, Netherlands), Eneli Sutt (HITSA, Estonia), Teresa Nobre (Creative Commons Portugal), Valentina Pavel (APTI, Romania), Hans de Four (KlasCement, Belgium), Bardhyl Jashari (Metamorphosis, Macedonia), Ignasi Labastida y Juan (Universitat de Barcelona, Catalonia / Spain), Ivan Matejic (Creative Commons Serbia), Kamil Śliwowski (Centrum Cyfrowe, Poland) and John Weitzmann (Creative Commons Germany). The workshop was led by Alek Tarkowski from Creative Commons Poland, open policy advisor to CC and lead of this project.
State of open education in Europe
We started with a session presenting the state of OER developments in EU countries, focusing particularly on public policies for open education. The session gave a good overview of the range of approaches to increasing adoption of OER: public e-textbook programs running in Poland and Macedonia; OER repositories such as Belgian Klascement, Dutch Wikiwijs, and Norwegian NDLA; “1 on 1” computer in school schemes used as entry channels for open content in Portugal or Macedonia; bottom-up hubs for open education communities such as German ZUM Wiki and the OER Champions project initiated in Macedonia.
We discussed the broader context for such initiatives, including national educational strategies and the specific shape of legal regulations–in particular copyright exceptions and limitations for educational use. In general, while there are very few functioning national-level policies supporting open education, there are multiple OER projects being implemented with public funding. Some are directly branded as “open education” projects, while others apply this philosophy without naming it that way.
Similarly, there are multiple initiatives at the European level, often funded by the European Union, that fit within the scope of the new initiative. The Open Education Europa portal has been developed on the basis of a previous e-learning portal. At the same time, projects that deal with ICTs in schools, e-learning, or quality of education are not necessarily aligned with OER issues. This means there might still be low awareness among key potential stakeholders. At the same time, there remains a great potential for gaining ICT allies in support of open education policy.
What kind of open education policy?
We spent part of the workshop discussing the concept of CC’s policy brief for open education in Europe. The basic policy position, achieved through a quick consensus among participants, can be summed up very easily: A free license like CC BY or CC BY-SA + (open formats, WCAG accessibility standards and metadata) should be adopted for all publicly funded educational content. (In other words, of all the varied definitions, the Hewlett Foundation OER definition is our definition of choice – and we’re happy that the new Open Education Europa portal sets a high standard by adopting CC BY as a default).
So while the basic policy rule is simple, the challenge lies in providing the best arguments for its widespread adoption. The workshop participants discussed essential elements of a successful policy brief. These should include:
- A grounding both in rights issues, in particular the right to education and right to knowledge, but also in broader pedagogical theories, such as connectivism;
- Proof that open education works, especially in economic terms; everyone knows this is not easy, often due to lack of data, but basic arguments can be made, especially about cost savings for parents and schools;
- Evidence of existing OER projects and their scale and usage, including those that are not directly framed as “open education”, but follow the general model.
Finally, a challenge that any European educational policy faces is the limited scope in which the EU deals with educational issues, which are largely left in the hands of national governments and schooling systems. Other than a new Directive (which would be binding for EU member states, but also difficult to introduce), the EU could introduce an open education policy model to apply to its own funding of educational content. It could also work with national governments by promoting good examples and following best practices and standards. A policy brief needs to address the interdependence of EU- and national-level governmental bodies.
How to promote open education policy?
Policy matters are often difficult to understand beyond a narrow circle of policymakers, experts and stakeholders. During the workshops we discussed ways of making them easier to understand. We focused on three projects, two of which we’d like to work on in the coming months.
Teresa Nobre presented the concept of a study of European exceptions and limitations for education. These are rules defined in national copyright laws that allow for legal use of copyrighted content without permission under certain conditions for educational purposes. These vary greatly between countries and between K-12 and higher education. This “balkanization” of law is one of the reasons that open education, based of course on open licensing, is such an important policy alternative. We were initially considering conducting the necessary legal comparison, but we found out during the workshop that this has already been done by Prof. Raquel Xalabarder of Universitat Oberta de Catalunya (see the WIPO-commissioned analysis). Therefore, our work will build on this analysis and in particular “translate” it into an explanation that will apply to practical issues faced by educators in order to demonstrate the real-life application of policy decisions.
Kamil Śliwowski talked about a mythbusting approach, focusing on finding counter arguments for current criticisms of open education. Kamil described experiences we’ve had in Poland debating commercial educational publishers, who have been vocal critics of open education policy. These publishers often recite arguments against OER that are not based on evidence–hence, “myths”. The mythbusting approach began last year with a presentation at the UNESCO OER Congress in Paris, and continued with a workshop at the CC Summit in Buenos Aires. As part of this project, Kamil will organize in early 2014 a sprint-type workshop during which we’ll produce an OER mythbusting publication.
Bardhyl Jashari presented the idea of open education champions, which his organization, Foundation Metamorphosis, has been implementing in Macedonia. According to Bardhyl, leaders are crucial in promoting open education policy, since these issues are often difficult to understand for many on-the-ground educators. Empowering education champions to explain these topics makes the policies easier to understand. We agreed that it is a great idea, and in line with the recently appointed European “Digital Champions.” But these education champions will be difficult to implement without the Commission’s support.
We are now starting work on our policy brief and related analyses and documents, and we’ll focus on developing these over the next few months. For early 2014, we are planning several events, culminating during Open Education Week in March.
We’re all the time looking for partners, collaborators and allies. if you care about open educational policy and want to help, please get in touch.3 Comments »
European Commission Vice President Neelie Kroes and Commission Member Androulla Vassiliou today announced Opening Up Education, an initiative that looks to increase the use of digital technologies for learning and spur the development of Open Educational Resources and policies across the European Union.
The Opening Up Education communication (PDF) indicates a strong support for Open Educational Resources. On the subject of OER, the Commission will:
- Ensure that all educational materials supported by Erasmus+ are available to the public under open licenses and promote similar practices under EU programmes;
- Use the new programmes Erasmus+ and Horizon 2020 to encourage partnerships between creators of educational content (e.g. teachers, publishers, ICT companies), to increase the supply of quality OER and other digital educational materials in different languages, to develop new business models and to develop technical solutions which provide
transparent information on copyrights and open licenses to users of digital educational resources;
- Launch with this Communication the Open Education Europa portal linking it to existing OER repositories in different languages and bringing learners, teachers and researchers together, so to improve the attractiveness and visibility of quality OERs produced in the EU.
The communication also urged Member States and education institutions to:
- Stimulate open access policies for publicly-funded educational materials;
- Encourage formal education and training institutions to include digital content, including OERs, among the recommended educational materials for learners at all educational levels and encourage the production, including through public procurement, of high-quality educational materials whose copyrights would belong to public authorities.
The communication document defined OER as “learning resources that are usable, adaptable to specific learning needs, and shareable freely.” We think that it would be better for the Commission to adopt the longstanding and well-understood OER definition promoted by the Hewlett Foundation, which defines OER as “teaching, learning, and research materials in any medium that reside in the public domain or have been released under an open license that permits their free use and re-purposing by others.”
Creative Commons provided feedback last year when the Commission was gathering information from stakeholders on how to proceed around the issues of ICT and OER. Congratulations to the EC on what looks like a promising initiative that will increase access to and reuse of open educational resources and technologies for a wide range of learners in Europe.Comments Off
This blog post was written by Teresa Sempere García, CC’s Community Support Intern June-August, 2013. The cycle graphics below were designed by Timothy Vollmer and Teresa Sempere García.
The current system for public access to research articles and educational materials is broken: ownership is often unclear, and the reuse of knowledge is limited by policies that do not maximize the impact of public funding. The following graphics will try to simplify and compare two alternative funding cycles for research publications and educational resources that emphasize the positive impacts of open policies on publicly-funded grants. More information and links to a current directory of current and proposed OER open policies can be found in the OER Policy Registry on the Creative Commons Wiki.
Cycles for Research Articles
The existing system for producing and distributing publicly funded research articles is expensive and doesn’t take advantage of the possibilities of innovations like open licensing. Without a free-flowing system, access to the results of scientific research is limited to institutions that are able to commit to hefty journal subscriptions — paid for year after year — which don’t allow for broad redistribution, or repurposing for activities such as text and data mining without additional permissions from the rightsholder. This closed system limits the impact on the scientific and scholarly community and progress is slowed significantly.
A Closed Research Model
When funding cycles for research include open license requirements for publications, increased access and opportunities for reuse extends the value of research funding. As an example, the US National Institutes of Health (NIH) Public Access Policy requires the published results of all NIH-funded research to be deposited in PubMed Central’s repository, the peer-reviewed manuscript immediately, and the final journal article within twelve months of publication. Similarly, the recent directive issued by the White House Office of Science and Technology Policy mandates that federal agencies with more than $100 million in research expenditures must make the results of their research publicly available within one year of publication, and better manage the resultant data supporting their results. These policies utilize aspects of the optimized cycle below, and are a step in the right direction for making better use of public funding for research articles.
An Open Research Model
Cycles for Educational Resources
The incumbent system for developing and sharing publicly funded educational resources doesn’t guarantee materials are accessible and reusable by the public that paid for their creation.
A Closed Education Model
If policies are put in place that mandate open licenses on publicly funded educational resources, knowledge can flow more freely because the public is clear about how they may reuse educational content, and the funders can realize a more impactful return on their investments. An example of better use of public funding for the production of educational resources, the US DOL TAACCCT Program mandates that all content created or modified using grant funds are openly-licensed (CC BY) and deposited in a public repository upon completion of the project. Being conducted in four waves, the TAACCCT program is making better use of a large (US$2 billion) investment of US taxpayer money by ensuring the public will have access the educational resources created during the four-year term, and is able to reuse and adapt them beyond what automatic copyright allows. The following graphic demonstrates an open funding model, with licensing and access recommendations to remove barriers to sharing and help speed access and reuse of publicly funded educational content.
An Open Education Model
Open policy — specifically, the idea that publicly funded materials should be openly licensed materials — is a sensible solution that ensures the public’s right to reuse the materials it paid for, and improves the efficiency of government grant funding. Open licensing is a sensible requirement for publicly funded grant programs.6 Comments »
Today the University of California (UC) Academic Senate announced the adoption of a system-wide open access policy for future research articles generated by UC faculty. The articles will be made publicly available for free via UC’s eScholarship repository.
According to the press release, the University of California open access policy will cover 8,000 faculty who author approximately 40,000 articles each year. From the UC statement:
By granting a license to the University of California prior to any contractual arrangement with publishers, faculty members can now make their research widely and publicly available, re-use it for various purposes, or modify it for future research publications. Previously, publishers had sole control of the distribution of these articles.
It appears that authors will have the option of depositing their articles under open licenses, such as Creative Commons licenses. The FAQ says,
Uses of the article are governed by the copyright license under which it is distributed, and faculty authors choose which license to use at the point of deposit. Faculty members may choose to restrict commercial re-use by choosing a Creative Commons license with a “Non Commercial” (NC) restriction when they deposit their article; or they may choose to allow it by choosing a license like the “Attribution only” license (CC BY). If no license is specified, a non-commercial license will be used by default.
The UC policy builds on existing open access policies in California, such as the one at UCSF. Here’s a link the full text of the policy. Congratulations to UC for passing this policy, and we hope that faculty will embrace sharing research articles under open licenses.Comments Off
Last week the Association of American Universities (AAU), Association of Public and Land-grant Universities (APLU), and the Association of Research Libraries (ARL) released a draft plan on how they’d support public access to federally funded research aligned with the February 22 White House public access directive. The SHared Access Research Ecosystem, or SHARE, is a plan that would draw upon existing university infrastructure in order to ensure public access to publicly funded research. SHARE works through a federated system of university repositories. Participating universities would adopt a common set of metadata fields for publicly funded research articles. The metadata will communicate specific information so the article may be easily discovered through common search engines. Minimum metadata will include author name, title, journal, abstract, and award number. The university-focused SHARE plan was announced in the same week as CHORUS, an effort championed by a coalition of commercial publishers.
In order to promote broad access and reuse of publicly funded research outputs, the SHARE proposal says that federal agencies need to be granted permissions that enable them to make the deposit system work. Therefore, universities and principal investigators need to retain sufficient rights to in turn grant those permissions (access, reuse, archiving) to the federal agencies. From the plan:
Copyright licenses to allow public access uses of publications resulting from federal awards need to be awarded on a non-exclusive basis to the funding agency responsible for deposit in order for that system of public deposit to work [...] Federal funding agencies need to receive sufficient copyright licenses to peer-reviewed scholarly publications (either final accepted manuscripts or preferably final published articles) resulting from their grants to enable them to carry out their roles in the national public access scheme. Such licenses would enable the placement of peer-reviewed content in publicly accessible repositories capable of preservation, discovery, sharing, and machine-based services such as text mining, once an embargo has expired.
The need for universities and researchers to maintain rights to make their research available under open licenses is aligned with the recommendations that Creative Commons made to the federal government in our testimony during the public hearings at the National Academies. In our comments, we urged agencies to allow authors to deposit articles immediately in a repository under a worldwide, royalty-free copyright license that allows the research to be used for any purpose as long as attribution is given to the authors. By making it possible for authors to make their research articles available immediately as open access, federal agencies will be clarifying reuse rights so the downstream users know the legal rights and responsibilities in using that research. This would include important reuse permissions noted in the SHARE proposal.
We also suggested that federal agencies require that authors deposit their manuscripts into a public repository immediately upon publication in a peer reviewed journal. This is also in line with the SHARE plan. If an embargo is present, the SHARE repository will link to the commercial publisher’s website. And once the embargo period expires, the repository would be able to “flip on” access to the article which would then made available under the open license.
The SHARE proposal also notes, “licensing arrangements should ensure that no single entity or group secures exclusive rights to publications resulting from federally funded research.” It is important that universities and scholarly authors properly manage copyrights from the get-go in order to make sure that the final manuscript is made publicly available under the requirements set out by the White House public access directive. This important consideration has been widely discussed at the federal level when the NIH Public Access Policy went into effect. In addition, universities have passed open access policies that reserve the legal rights to archive research conducted by their faculty. And author-level copyright tools have proved to be useful for faculty to preserve some rights to the articles to which they submit to commercial publishers.Comments Off