be termed digital scholarship, but the digital element here does not indicate any substantial alteration in practice. In my previous book I suggested that ‘digital scholar’ was really a shorthand for the intersection of three elements: digital, networked and open. The first two are necessary conditions, but it is really the open aspect that brings about change in scholarly practice that is worth commenting on.
Open practice has an obvious relationship with higher education. As Wiley and Green (2012) put it, ‘Education is, first and foremost, an enterprise of sharing. In fact, sharing is the sole means by which education is effected.’ Apart from rare (and they are much rarer than many academics believe) cases of commercial advantage regarding research, sharing as widely as possible should beat the heart of educational practice. The digital, network, open triad makes this sharing easier, drastically alters the scale at which it can be achieved and removes obstacles and costs associated with doing so, but it arises from this fundamental point that sharing is central to education.
Veletsianos and Kimmons (2012) propose that open scholarship takes three forms:
(1) open access and open publishing, (2) open education, including open educational resources and open teaching, and (3) networked participation, concluding that open scholarship is a set of phenomena and practices surrounding scholars’ uses of digital and networked technologies underpinned by certain grounding assumptions regarding openness and democratization of knowledge creation and dissemination.
Most of these practices, such as open access publishing and open teaching, have been covered elsewhere in this book, so this chapter will focus on three elements: what Veletsianos and Kimmons
