use existing resources, how you can develop a program that is scalable and extensible. There's a big interest, once again, in open access primarily because of the cost of journals in the United States. And this is largely brought about from the University of California system's debacle with Elsevier over the past few months.

So librarians have been increasingly looking for ways to engage their campuses, campus administrators, faculty and students with the whole concept of open access.

So one of the issues is just talking about the different types of content that are available. A lot of folks at my institution, the University of Maryland, when they hear open access, they just think that it means journals.

And they're surprised to hear that there's such things as open access monographs. I had a musicologist say to me last week, there's open access monographs? How does that even work? So we had an interesting discussion. We have a huge interest in open educational resources. My state and a lot of other jurisdictions in the United States have policies about textbook affordability.

There's just an increasingly high demand for open education resources. Of course, open research data, open audio visual material is a huge topic. And of course, gray literature, which may include any of the above.

So some of the elements in developing an open access program include things from just instruction about an advocacy for open access. And this is a great way to begin if you haven't even had that conversation yet at your institution.

And I'm surprised at how many places this hasn't started. I'm at a large research university and we still have a lot of people who have not even had that initial conversation yet. Elements of a program can include consulting about data plans, consulting

about open access venues, consulting about compliance for various funder mandates. And then the next step is if you're able to facilitate open access with APC funds, OER initiatives, data management, workshops about open access.

And one of the things that I have pointed out to colleagues, both at my own institution and at others, is that you may be doing some of these throughout your library and you just haven't put these things together programmatically. So this is a good place to begin. So some of the elements for creating

and implementing an open access program, I like to divide this into sort of three stacks. Shareholders, which can include the users, personnel who are providing various types of support,

the resources needed for starting an open access program, including funding, technology, facilities, and then what services you could offer. Again, advising, consulting and facilitating. So just to discuss a few of these in a little bit more detail.

The who, the stakeholders. So researchers, librarians, instructors, and other content creators and users. This also includes, of course, students who fall into all of these categories.

One of the things we're doing at my institution right now is that the library is working with the Office of the President and the Office of the Provost. To create a formal open access program and policy.

And so one of the things that we're doing right now is identifying what are the technical support personnel. The open access requires a lot of back end support. The stakeholders who you need to include, of course, include managers and administrators who are responsible for resource allocation.

Policy creation, implementation and enforcement. And then, of course, legal and policy consultants. If you're getting into open access and it's new at your institution, I highly recommend that you talk to your office of general counsel or whatever your legal office is in your institution.

We have where we're fortunate at my institution that we have a an attorney on staff in the Office of General Counsel who's very knowledgeable about copyright issues. So that's been extremely helpful. So the what for the stakeholders is are these things?

What do what can our stakeholders do? Content creation for information about open access. So involving the personnel who are responsible for things like Web site development, advocacy and communication.

This is a good place, as I said before, to begin having the conversation about open access training about open access issues. We began this at my institution with in-house training for our library personnel, librarians and support staff. So that when we talk about open access, we actually know what we're talking about.

I've heard librarians make sort of egregious claims that they probably should have known better. You know, open access means that all the research is going to be free in the future and we can cancel all of our journals. And not next week. So and again, policy creation and implementation.

And one of the things you need to do when you're planning an open access program and you're planning any program is have an assessment plan. Never begin any sort of program without a plan for assessing how you're going to determine success for the program.

Resources. This is where the open access discussion at a lot of institutions really gets hung up.

Is how are we going to fund an open access program who's going to be responsible for the resources that we need to do this? So you can kind of think about these things in two different categories. The first are fiscal and personnel, which are related because I don't know about you, but my staff don't work if I don't pay them.

But personnel, project managers, if you're beginning a program like any program, it's essential that you have a project manager or a point person or at least somebody to coordinate the efforts. One of the discussions I've had with a colleague of mine who's a librarian at a very small liberal arts college.

She said, you know, I realized that we're doing you know, we only have like five librarians and they're each doing things related to open access. But we're not even talking about it with each other. And we realized that we had the elements of a program, but it just hadn't been coordinated.

It's absolutely vital to get administrative support so that you have the resources. The people who are the administrators who are responsible for resource allocation. Again, legal counsel, if you have it on campus, I highly recommend consulting.

Funding for program support and. APC funds, I'll talk about this in a minute, because we found that after a little bit of trial and error at the University of Maryland, we found a fairly successful way for extending the reach of the APC funds that my library offers.

Technology and facilities. Again, I had a colleague at another institution say to me, we don't have the resources to set up an institutional repository. So how can I even talk about open access? Well, one of the things that you can train your staff to do is to develop resources

for referring people to the many places where you can deposit information. Not you know, there are disciplinary repositories or a variety of types of places where people can deposit their information.

If you're have the resources, the personnel and the funding to create an institutional repository, you know, that's the next step. The same thing goes for platforms, for journals, books and media.

Some institutions have the resources to develop those in-house. We've done some of that at my own institution, but there are a whole host of freely available resources that you can use for this as well. Other facilities, digital management and digital curation labs.

We have a college of information sciences at my institution, the Maryland High School, and we're partnering with them right now. We've just begun the discussion to jointly host between the high school and the university libraries, a digital curation lab.

And one of the one of the main things that we want to do with that is look at how we can host open research data. And again, consultation spaces. This can be as simple as the reference desk or librarian's offices where they do normal consultation all the way to institutions that do have dedicated consultation facilities for dealing with open access.

So some of the services, again, in developing a program on campus to develop, to talk about open access, I recommend that people begin easy and begin small.

You can begin with just information and advocacy and then move on to consulting. So again, consulting about what institutional and disciplinary repositories exist. Consulting about what other types of open access publication venues there are for

a specific discipline or a specific type of format or a specific media. Excuse me. So consulting about our research data policies for grants and other funding opportunities. This is a huge area for us.

We do a lot of a lot of consulting for folks working on grants. National Science Foundation, National Institutes of Health, other organizations like that that fund research that have open access mandates. And we regularly get researchers, anything from undergrads to faculty and grad students, everything in between who will you know,

and they're working on their first grant and they say, I have this mandate, this open access mandate, and I have no idea how to comply with this. So we do a lot of consulting with that.

Same thing with our author's rights issues. We have a variety of resources for discussing and advocating for author's rights. Spark, which we'll talk about later, is a good resource in the United States for author's rights.

So one of the things that we've done is begin developing informational websites. Again, if you don't have the resources to develop an institutional repository, you can develop an informational website that lists a variety of places where people can deposit information.

And then the next step, of course, is actually facilitating the move to open access. And this is this is the next step. And at the University of Maryland, we've begun doing some of this, working with.

We have a institutional repository called Drum, the digital repository at the University of Maryland, and it's a very successful repository.

One good way of facilitating is facilitating open access is to offer APC funds. And we've been really successful with this. We've had a program doing this for several years now. And we began the library dedicated a little bit of money.

I think it was twenty thousand dollars at first. And we had a call for, you know, people to apply for open access for four funds to publish in open access journals. And we went through it in like two weeks. So the next year we went around

and we asked the deans of various academic various academic colleges, the chairs of departments to contribute. Well, ask another dean for money. Yes, I see some of you have done that. So we had, you know, engineering, which has the most money at my institution, just flat out said no.

Another college said, I'll give you a little bit. The College of Arts and Humanities. They're the one organization in my institution that might be poorer than the library. So they didn't have any. So, you know, we kind of struggled with this.

Then we came up with the idea, well, you know, this is how we'll double our money. So what we do is we give up to 50 percent to scholars who want to publish in an open access journal. And we require them to secure the other 50 percent from their dean or their department chair or from a grant.

And that's been wildly successful. So we I think we're on our fourth year now of doing that. And that automatically doubles your money. And even better than that is this turns the researcher, their academic department, their college and their dean into partners, into collaborators.

Not collaborators, the German style. So we've and this has been really successful in just engaging in the conversation about open access. If you have even a little bit of money to offer for APC fees, I recommend that if your institutional policy lets you,

that you do this and that you ask for for matching funds from the scholar, because it does automatically turn them into partners managing and curating research data. Again, this is the next step in the program at the University of Maryland.

And if you have the resources, again, this is a way to move forward. We're getting those resources again by partnering with our school and workshops and presentations. We've just begun doing this, presenting our workshops about open access for everything from undergrads.

And with them, it's not so much on publishing and open access, but how to find open access materials and encouraging them to use open access materials, including gray literature, all the way up to faculty, postdocs, PhD candidates and discussing with them the various ways that they can publish in open access venues.

I am my library's official liaison to the Office of General Counsel. So I spend lots and lots of time on the legal issues.

So I always like to talk about this in the mid 90s for four years when I was younger and skinnier. I was a I was a law librarian in a maximum security prison. So this is my this is my introduction to the law. So I always tell people my specialization is Pennsylvania criminal defense.

It was an interesting job, though, broke up knife fights in the library, and not many people have done that. So I made a serial killer stand on the corner if you threw a candy wrapper on the floor. True story. Institutional policies, though, we are working right now.

I just found out actually the day that I landed in Hanover, I got an email from my dean saying the president and provost are appointing a task force to come up with an open access policy. And guess who's going to chair it? I find that out by email a couple of days ago.

The University of California system, of course, is one that everybody's hearing about these days because it's all over the media. More recently, the MIT policy about licensing has come out. If you've heard about that and that that's been since I did my presentation,

I will include that in my final paper because they're focusing more on the terms of licenses that the library will sign for with publishers. Again, authors and researchers rights are something you need to be knowledgeable about when you're developing a program advocating for open access.

PII, personally identifiable information. This is a huge topic these days. HIPAA, FERPA, all the other types of sensitive data. And this is one of the this is one of the hang ups that we found with a lot of our researchers,

especially in science and technology disciplines, because they're you know, they understand the importance of, you know, handling this type of information in ways that conform with both law and institutional policy. Myself, besides the librarian, I'm a classicist, so we don't really worry about personal identifiable information.

But if you're you know, you're working in any of a number of fields, it's a huge issue. Retention schedules for archival data. This is an important issue that people often forget about. Not all open access information, information that's available that way is going to be or ought to be available forever.

Some of this information may be the type of information that your institution has a retention schedule for. I know the University of Maryland does. We have retention schedules that come to us since we're a state university from the state of Maryland.

And there are types of information that we make available freely. But it's, you know, basically got a term limit and it varies what type of information it is. But some of that has to go away after a certain period of time.

So if you're making archival data available, you really do need to consult with your archivists or other people who are knowledgeable about what the retention schedules might be. And of course, copyright and fair use. I'm I have to say I take a very, very liberal view of fair use.

We just got a new dean at my institution and she's kind of on the other end of the spectrum. So she and I have been having discussions about that. And again, academic integrity and plagiarism.

And I threw this in there because I had a student tell me a couple of years ago that it's not plagiarism if you're citing something that's not from a journal article. Well, this was just from a technical report that was free on the Web. So it's not plagiarism, is it? I'm like, did you write that technical report? No, I think it's plagiarism.

So there we go. So, you know, there's kind of four steps in developing a program. So this is sort of a model for open access engagement. First of all, determine the level of support.

Start small and make it scalable. Identify the resources that you need personnel, fiscal technology, facilities. Create the policies and procedures that you need to have a successful program, involve stakeholders and ensure compliance and then implement your program.

And communication, as always, is key. So just determining the level of support. Again, you can begin small, make it scalable. Move, start with advocacy and promotion, then move on to facilitation and participation if you're able to for expanding the program.

If you get resources, identifying the resources, identifying the personnel and funding, identifying the technology and facilities that you need. And again, I've had this discussion with librarians at a number of different libraries who, as we talked, they said, we're doing a lot of this.

We didn't even know it. So, you know, what are the existing programs that you have? Who are the existing personnel? So if you have content and functional specialists, if you have subject specialists, departmental liaisons, involve them. If you have a communications office, if you have people who do social media for institution, you

need to involve them and then get buy in from both administration and governance at all levels.

So creating the policies and procedures involving stakeholders and implementing your program, coordination and communication are central to success. Make it scalable, start small, get buy in. Again, involving academic departments, involving faculty, finding a faculty advocate who will support you is always a great way to start.

Use existing resources, web pages, YouTube channels, social media and, you know, moving on. So you can start small. You're better off starting small, doing what you can manage and then moving on.

And then a few selected resources. This will be much expanded in my paper. And you have any questions or comments?

Thank you.