This week is International Open Access Week with universities around the world taking stock of the emergence of open access as a critical part of research and innovation. The basic principle behind open access is to facilitate public access to research, particularly research funded by taxpayers. This can be achieved by publishing in an open access journal or by simply posting a copy of the research online.
In recent years, many countries have implemented legislative mandates that require researchers who accept public grants to make their published research results freely available online within a reasonable time period. While Canada has lagged, a growing number of funding agencies, including the Canadian Institutes of Health Research, the Canadian Cancer Society, and Genome Canada have adopted open access policies.
The result is unprecedented public access to cutting-edge research. There are now more than 4,000 peer-reviewed open access academic journals worldwide and more than 30 million articles freely available through Scientific Commons. An estimated 20 percent of the world’s medical literature is openly accessible within two years of first publication. Nearly ten percent is immediately available. Moreover, there is budding momentum behind open educational resources, or open access teaching materials. A growing number of governments foresee significant benefits – both economic and pedagogical – behind developing open educational resources that could supplement or replace conventional textbooks.
Notwithstanding the success stories, my weekly technology law column (Toronto Star version, homepage version) argues that two major barriers remain.
