Showing posts with label open access. Show all posts
Showing posts with label open access. Show all posts

Maintaining an Online Scholarly Identity

tl;dr: I prefer an ORCID + figshare + Twitter/Google+ combination over services like ResearchGate and Academia.edu.

By 2009 I was taking social media pretty seriously, and with all those links to find, save, and share, I put a lot of thought into social bookmarking. I was trying to figure out how to manage a bunch of overlapping options; at one time or another, I was using Delicious, Diigo, Pinboard, Google Reader, Facebook, Twitter, Google+ and FriendFeed. Some of those products had integrations (like sending links from Reader to Twitter) while simultaneously having overlapping functions (like following someone on Reader for the links you were also seeing them post to Twitter). New services popped up all the time, and others faded away or were killed off completely. It was kind of a mess, and it taught me some things about what I valued in my tools: (1) multiple small tools (but not too many) focused on being good at specific tasks could return greater total value than all-in-one solutions, and (2) openness is important, for financial reasons (both mine and the service), interoperability, and exportability.

The current landscape of tools and services for managing an online scholarly identity feels very reminiscent of those social bookmarking days. Part of that online identity includes general social media services, like Twitter and Facebook, but also a bunch of services for academics: Academia.edu, ResearchGate, ORCID, Google Scholar, figshare, SlideShare, ResearcherID, and Mendeley. I'm sure there are others.

My experience with social networks and bookmarking taught me I had three basic needs: establishing my identity, saving resources, and a place to follow and share with others. For my identity, I've used my own website as well as services like about.me. For saving resources (links, mostly), I eventually ditched both Delicious and Diigo and went with Pinboard. For following and sharing, I now stick mostly to Twitter and Google+, with less activity on Facebook and LinkedIn.

With a scholarly identity, I feel like I still have the same three basic needs: establishing my identity, saving resources, and a place to follow and share with others. In academia, your identity is often represented by your curriculum vitae and publication record, and there are ways of maintaining a CV online that go beyond just posting a PDF of the paper version. For saving resources, academics need a repository to save their slides, posters, handouts, pre-prints, and unpublished manuscripts. That leaves a place to follow and share with others. It could be an all-purpose social network, or it could be something more specialized. Here's how I see the services I mentioned playing out across these three needs:

My view of the online scholarly identity landscape

Right away, you see two services, Academia.edu and ResearchGate, making the all-in-one play. They also happen to be mostly closed, profit-seeking services, which has raised the eyebrows (and/or fists) of some academics. Mendeley is nearby but doesn't offer much as a social network. Google Scholar is a bit further from the center, as it lets you follow other academics and be notified about new publications, but offers no way to interact with other people. For the most part, these services — while certainly valuable in their own ways — go against my two criteria of simplicity and openness. Does that mean I don't use them? Actually, I have accounts and profiles on all four of these services, but I don't spend a lot of time on them and I'm very wary of the rights they want over my work. It's tricky to add a publication to your ResearchGate or Academia.edu profile without actually giving them the document, and if you manage to do it they'll hound you for the full-text version. So tricky is Academia.edu in this respect, I've decided to trust it with nothing. For more on the pros and cons of these services, I'll refer you to the post "A Social Networking Site is Not an Open Access Repository" from the Univeristy of California.

That leaves me seeking out tools in the non-overlapping parts of my diagram. Here's what I've come to use most:

Identity: This is probably the easiest choice of them all. My ORCID is like my CV, and its sole purpose is to give researchers a unique identity tied to their scholarly activities and outputs. (See this as a list of ten things, if you prefer.) My profile is filled with a lot of things I entered manually, but when I published an article recently with Springer I gave them my ORCID and got two things: (1) the article was added to my ORCID profile automatically via CrossRef, and (2) I got a little ORCID badge on the article that links to my ORCID profile. Over time, this system is designed to make sure that no person or system confuses me with another Raymond Johnson, and all my works are tied together. I do pay attention to my Google Scholar profile since it's such a widely used and useful search tool, but you can tell Google doesn't put a ton of resources behind it and I'm not sure how many people or services rely on the profile features. Impactstory is a really cool thing that belongs in this category (nearest the center), but it really operates on top of, not instead of, ORCID and other services.

Repository: This is a tougher choice because in addition to having a repository that is stable and secure, there are also intellectual property rights to think about. I have tried hosting files on my own website, as many publishers allow academics to do. That puts a certain amount of responsibility on me, and I have to worry about registering domains, fixing broken links, having a stable URL structure, etc. I'm moving away from that and recently added all my slides and posters to figshare. While figshare does give me a profile page, identity services are really not its thing. Figshare is about sharing all kinds of open-licensed scholarly outputs, including datasets, figures, posters, presentations, and documents. They give you a stable DOI that (I assume) will always point to your file, even if figshare shuts down and someone else takes over the repository. figshare does have its rough edges, and through following their social media activity I can safely say that most of their attention is on behind-the-scenes integrations with services like ORCID, ImpactStory, and APIs that are more for librarians than individual users. figshare also takes some commitment, as you have to choose one of a number of open licenses to post your work publicly (like Creative Commons BY; I wish other CC licenses were available, but they're not), and once you post something there's no delete button. It's not that you've given your property to figshare and they won't give it back; rather, you've licensed your property for the world to see and use and figshare is making sure the world can exercise that right. There are alternatives, like SlideShare, but they're owned by LinkedIn, more business-oriented, and not as open or integrated into academic services.

I currently have two documents that I'm not sharing on figshare and have instead chosen to use our university repository. I could put more on scholar.colorado.edu and rely on the fact that it will probably operate so long as the university exists, but I can't continue to use it after I leave the university.

Social Network: While I get notifications about publications through Google Scholar and ResearchGate, I don't interact hardly at all with other people there. For that, I stick with Twitter and Google+. And that's fine with me, really, as I only have so much mental bandwidth to work with anyway. Once in a while I'll look at the Q&A on ResearchGate but rarely do I see a conversation I really want to jump into like I do routinely on my regular social media accounts.

By going with an ORCID + figshare + Twitter/Google+ combination I feel like I'm getting (and retaining) more value than I would with a single service like ResearchGate. It's a fair amount of work, though, and I'd recommend people not try to maintain too many identities at once. My Academia.edu profile is nearly empty because fewer education researchers I know are there, and it's just too much duplicate work to maintain it and ResearchGate, and my ResearchGate profile still doesn't include everything I list at ORCID. I think the rarer your name is, the less need there is for you to maintain a Google Scholar profile, and you can probably settle on just one repository for public posting of your work. I have a lot of confidence that ORCID will be around for the long haul, unlike some of these venture-funded services that will have to make a profit or likely be shut down. It's not easy to tell who might go the way of Google Reader or FriendFeed, but as we saw with those services, something new came along to replace them and it was easier if we weren't too invested in any one tool.

Oh, and if all else fails, an up-to-date, ready-to-print pdf of your CV is still not a bad thing to have handy.

Following the Research in Mathematics Education

As a beginning Ph.D. student, most of the readings you do are to provide some breadth and to grow some roots in your field, and most of them are assigned as coursework. Once you get past your comprehensive exam, there tends to be less coursework and the reading you do typically is closely related to your dissertation topic. If I were facing a future as a tenure-track faculty member, I guess 80% of my reading would be done specifically to help me conduct further research or write the next paper, while the other 20% might simply be to keep up with other goings-on in the realm of educational research.

I now know my next job is not that of a tenure-track researcher. Instead, I'm working for the department of education and my primary role is to provide support to math teachers across the state. I need to keep up-to-date on math education research not so much for myself, but for the teachers I'll be working with, and they will certainly have a more diverse set of concerns than the narrow focus of my dissertation. So how do I go about following the breadth of research in mathematics education?

I decided to start with a long list of journals where mathematics educators typically publish. Thankfully, Sam Otten maintains such a list. I think the world of education research journals as it relates to mathematics education looks a bit like this:

Three categories of education journals as they relate to mathematics education

There's basically the big world of all education research, and within that the subset of journals where math educators are likely to publish, and then a smaller subset of journals that publish only work about mathematics education. There's no good way to monitor everything in the big set, as altogether I'm sure that represents hundreds of journals and 10,000+ articles annually. Tracking a set of journals that resembles the middle set might be possible, but it gets pretty noisy: for each article relevant to mathematics education published in Educational Researcher, for example, you'd probably have to wade through 10-20 irrelevant articles. The inner set should be trackable, as now we're probably down to a few dozen journals and a relatively high signal-to-noise ratio.

Thinking about where impactful mathematics education research gets published makes things more complicated. For example, a top researcher in mathematics education is more likely to publish a major article in a high-profile yet non-math education journal like AERA's American Educational Research Journal instead of a lower-profile math ed-specific journal like the Journal of Mathematics Education at Teachers College. (Don't get me wrong - the Journal of Mathematics Education at Teachers College is a fine journal that publishes work from prominent names in math education — but work there doesn't have the exposure and impact as work does in AERJ.)

Sam has about 100 journals on his list, and Pat Thompson's list has even more. The journals on Pat's list that aren't on Sam's list include a lot of non-English journals and ones that probably belong in the outer circle of my diagram. Sam's list focuses more on English-language journals from the inner two subsets. Still, 100 journals is too many for me to track consistently, so I combed through and found 20 that I know I've read from on multiple occasions as a graduate student. I then put those 20 journals in a poll that let other researchers sort and rank, and here's what resulted:

Ranking journals relevant to mathematics education

The poll instructions said, "If you were tasked with keeping up with K-12 research in mathematics education, and had to choose a limited number of journals to follow or subscribe to, which journals would you follow? Use the choices below to rank the importance of each journal." Only five people (I'm one of the five) responded, but you can see that we're in general agreement about which journals are most relevant for keeping up with mathematics education research. Some differences in rankings can be explained: I, for example, was the one who ranked Educational Researcher at #2, because math education articles published in ER typically represent a synthesis of a major body of work and are written to appeal to the broad audience of education researchers. I often feel a bit embarrassed when someone catches me having not read something math ed-related in ER, so I assigned it a higher rank. Opinions about ZDM are all over, ranking as high as 4th on one list and as low as 20th on another. That one is more difficult to explain, but maybe it's higher-volume, international, invitation-only, and themed-issue approach appeals to different researchers in different ways.

When I created the poll, I thought I'd be using the results to narrow my focus down to the top 10-12, but so far for TWiME I've kept up with all 20. I'm also following some open access math education journals, both because I value open access and because I know everyone who reads my blog can also read those articles. I'm not making any effort to check journals in the outer set, but occasionally something relevant published in something like Educational Evaluation and Policy Analysis crosses my path and I give it a look. I've tried using RSS and email subscriptions to follow everything, but I'm finding that keeping all the journals in my browser bookmarks and going through them one-by-one is the easiest approach. Below is the list of everything I'm checking weekly:

Open access journals:
If you're asking, "Raymond, are you concerned about your level of access to the paywalled journals above after you're no longer affiliated with the university?" my answer is, "Yes. Yes I am. But I think I'll manage."

RYSK: Cobb, Zhao, & Visnovska's Learning From and Adapting the Theory of Realistic Mathematics Education (2008)

This is the 21st in a series describing "Research You Should Know" (RYSK).

It's Open Access Week (#OAweek) so I thought it would be fitting to use this "research you should know" post to highlight one of my favorite open access articles in mathematics education, Learning From and Adapting the Theory of Realistic Mathematics Education by Paul Cobb, Qing Zhao, and Jana Visnovska. Because the article is open access, I get to be less interested in summarizing it and more interested in giving you a reason to read it.

Realistic Mathematics Education (RME) is a theory for the design and development of mathematics curriculum. It is still deeply rooted in the Netherlands, where Hans Freudenthal greatly influenced mathematics instruction there with his belief that mathematics was a human activity, and that activity was characterized by mathematizing the real or readily imagined world. ("Realistic" comes from the Dutch phrase "zich realiseren," which in English means "to imagine.") This mathematization can be thought of in two ways, horizontal and vertical: "horizontal mathematization involves going from the world of life into the world of symbols, while vertical mathematization means moving within the world of symbols" (Freudenthal, 1991). Hans Freudenthal died in 1990 but his work continues, primarily at the Freudenthal Institute for Science and Mathematics Education at the University of Utrecht in the Netherlands.

There have been four primary avenues where RME has established itself in the United States. The first is with the middle school curriculum series Mathematics in Context, which grew from a partnership between mathematics education researchers at the University of Wisconsin (primarily Thomas Romberg) and researchers at the Freudenthal Institute. The second is the K-8-focused work of Mathematics in the City, which primarily brought together Cathy Fosnot from the City College of New York and Maarten Dolk of the Freudenthal Institute. The pair also wrote most of the Young Mathematicians at Work book series. The third place where RME is established in the U.S. is here at CU-Boulder, home of Freudenthal Institute US and its director, David Webb. David worked on the Mathematics in Context project at Wisconsin, and brought FI-US with him to CU-Boulder. The fourth place I recognize RME having a significant influence in the United States is in the work of Paul Cobb, particularly in his long research partnership with Koeno Gravemeijer, a researcher from the Freudenthal Institute. Cobb and Gravemeijer spent more than a decade working and publishing together, and that work did a lot to strengthen ties between RME as a design theory and theories in the learning sciences.

Like any idea or theory, RME has limitations. Over its 40+ years of existence it's proven to not be a static thing (van den Heuvel-Panhuizen, 2002), and this article by Cobb, Zhao, & Visnovska describes some of the important ways their work has both informed and been influenced by RME. They describe three adaptations: the first involves accounting for classroom activity and discourse in RME, the second acknowledges the mediating role of the teacher in making curriculum modifications and adaptations, and the third looks at how RME can focus on teacher learning, not just student learning. For details, I'll let you read the article for yourself at http://educationdidactique.revues.org/276. If you have any questions about the article or RME, leave a comment, find me on social media, or email me. We RME folks want to spread the word!

References

Freudenthal, H. (1991). Revisiting Mathematics Education: China Lectures. Dordrecht: Kluwer.

van den Heuvel-Panhuizen, M. (2002). Realistic Mathematics Education as work in progress. In F. L. Lin (Ed.), Common Sense in Mathematics Education: Proceedings of 2001 The Netherlands and Taiwan Conference on Mathematics Education (pp. 1–39). Taipei, Taiwan.

Upcoming Hangout to discuss Skemp's Relational Understanding and Instrumental Understanding (1976)

Few things brighten my day more than seeing math teachers on social media seek out research:


Thanks to +Bryan Meyer, I quickly got pulled into this conversation. Together we decided to meet via Google+ Hangout this Sunday at 19:00 UTC (3 pm ET, noon PT) to talk about a classic article in mathematics education, Skemp's Relational Understanding and Instrumental Understanding, originally published in 1976 in Mathematics Teaching. If all goes according to schedule, I'll be joined by +Chris Robinson+Nat Banting+Nik Doran+Bryan Meyer, and perhaps some others in our 10-person Hangout. If you'd like to join us (which means you need to have read the article), keep your eye on my Google+ posts for the event invitation. I'll probably reshare it to the Mathematics Education Research and Mathematics Education (K-12) communities. If more than 10 show an interest, I think we'll just organize multiple Hangouts...somehow. Stay tuned to the invite on Sunday and be prepared to keep your options open.

Getting the Article

In my ideal world, research would be published via open access, and I could simply link to a copy of any article I wished to share. We don't totally live in that world (yet), but thanks to JSTOR's "Register and Read" program, a lot more research is open to the public. If you follow this link to a 2006 reprint of Skemp's article, you should be able to register or log into your JSTOR account and select the article to be placed on your virtual shelf. There are restrictions -- you can't download the article, the article must remain on your shelf for at least 14 days, and you can only have three articles on your shelf at once.

If none of this works for you, you're on your own.

Update (2013-04-07): The video and wrap-up of the Hangout is here: http://blog.mathed.net/2013/04/rysk-skemps-relational-understanding.html.

Aaron Swartz and a Slower Road to Open Access

Aaron Swartz (CC BY)
All day I've been awash in articles and postings about Aaron Swartz's death. If you haven't heard of Aaron Swartz until now, you're probably not alone. Too often we only learn about great and interesting people after they're gone.

If you're subscribed to this blog -- or any blog -- you're benefiting from Aaron's work. At the age of 14, Aaron helped create the original specification for RSS, the code that makes things like Google Reader and podcasting work. This blog is also licensed with a Creative Commons license, and Aaron helped with some of the code that makes CC licenses machine-readable. Aaron was also a pioneer blogger, a co-creator of Reddit, Markdown designer, Wikipedia editor, and more. But perhaps most importantly, and now tragically, Aaron was passionate about the freedom of information. Open access to research is something I've written about before (e.g., "Open Access Publishing in Mathematics Education" and "The Publication Paradox"), and Aaron's passing serves as a reminder that I should be doing even more to expose the results of academic research to the wider public.

A little backstory: Aaron's "hacktivism" got the attention of the FBI in 2009 when he downloaded 18 million public legal documents which were then posted to the web. While the documents themselves were public, the government website typically charged 8 cents per page as an access fee -- fees that add up to tens of millions of dollars annually for the federal judiciary. Aaron had worked around the paywall by installing a Perl script on a computer in a public library that was exempt from the fees. The script didn't really "hack" in an illegal way, but it made the gathering of documents faster than Aaron could accomplish clicking around with the mouse. Okay, a lot faster. Aaron was investigated, but no charges were made.

Larry Lessig and a young Aaron Swartz (CC BY by Rich Gibson)
In January of 2011 Aaron found himself in a similar situation. By planting a laptop in a utility closet at MIT, he used a set of scripts to download over 4 million academic articles from JSTOR. Unlike the prior incident, many of those articles weren't in the public domain. Prosecutors alleged that Aaron intended to release all the articles to the public, a conclusion they may have reached after reading Aaron's Guerilla Open Access Manifesto. Perhaps Aaron was only going to release the JSTOR content that was in the public domain, which JSTOR did themselves in September 2011. Although Aaron returned the articles and JSTOR and MIT backed down from the case, federal prosecutors pushed on. He was eventually charged with 13 felonies, ranging from wire fraud, computer fraud, and recklessly damaging a protected computer. The indictment said Aaron stole and did thousands of dollars worth of damage; David Segal of Demand Progress (which Aaron founded) said "it's like trying to put someone in jail for allegedly checking too many books out of the library."

Aaron was facing a million-dollar trial which, if he lost and received the maximum penalties, might have sent him to prison for 35 years. For an activist prone to bouts of severe depression, this must have been very difficult to face. We can only speculate all the reasons Aaron decided to take his own life, but Aaron's family and partner blame the overreach of the justice system for his death.

Despite my advocacy for access to academic research, I can't quite see myself carrying out Aaron's actions. I tend to agree with Larry Lessig, who commented on Aaron's case in July of 2011:
Nonetheless, if the facts are true, even if the law is not clear, I, of course, believe the behavior is ethically wrong. I am a big supporter of changing the law. As my repeated injunctions against illegal file sharing attest, however, I am not a believer in breaking bad laws. I am not even convinced that laws that protect entities like JSTOR are bad. And even if sometimes civil disobedience is appropriate, even then the disobedient disobeys the law and accepts the punishment.
My individual ability to change laws is limited, but I try to help the cause by informing others of open access issues, taking pledges like The Cost of Knowledge, and making (admittedly small) monetary contributions to organizations like the Electronic Frontier Foundation, Creative Commons, Wikimedia, the Free Software Foundation, and Rootstrikers.

My ability to help make information publicly available, however, is less limited. The express purpose of my "Research You Should Know" (RYSK) series is to unlock some of the knowledge that I find in academic publications. As much as I'd like to just copy and paste big chunks of articles, I have a better-than-average knowledge of copyright and fair use that keeps me from doing so. Instead, I take the slow road, summarizing articles and putting things in my own words. I have some ideas for how to scale this effort, but it would take the help of others and I don't think the time and conditions are right just yet. So, for now, I'll try to keep doing what Aaron Swartz wanted to do, only I'll do it one summarized article at a time.


Related Articles and Quotes

(The list will be updated as I read more)

Aaron's family and partner grieve:
Aaron’s commitment to social justice was profound, and defined his life. He was instrumental to the defeat of an Internet censorship bill; he fought for a more democratic, open, and accountable political system; and he helped to create, build, and preserve a dizzying range of scholarly projects that extended the scope and accessibility of human knowledge. He used his prodigious skills as a programmer and technologist not to enrich himself but to make the Internet and the world a fairer, better place. His deeply humane writing touched minds and hearts across generations and continents. He earned the friendship of thousands and the respect and support of millions more. ("Official Statement from the Family and Partner of Aaron Swartz")
Cory Doctorow eulogized Aaron on BoingBoing:
Aaron had powerful, deeply felt ideals, but he was also always an impressionable young man, someone who often found himself moved by new passions. He always seemed somehow in search of mentors, and none of those mentors ever seemed to match the impossible standards he held them (and himself) to.

This was cause for real pain and distress for Aaron, and it was the root of his really unfortunate pattern of making high-profile, public denunciations of his friends and mentors. And it's a testament to Aaron's intellect, heart, and friendship that he was always forgiven for this. Many of us "grown ups" in Aaron's life have, over the years, sat down to talk about this, and about our protective feelings for him, and to check in with one another and make sure that no one was too stung by Aaron's disappointment in us. I think we all knew that, whatever the disappointment that Aaron expressed about us, it also reflected a disappointment in himself and the world. (RIP, Aaron Swartz)
Larry Lessig, expressing his anger at the prosecution for Aaron's trial, laments what we lost:
Aaron had literally done nothing in his life “to make money.” He was fortunate Reddit turned out as it did, but from his work building the RSS standard, to his work architecting Creative Commons, to his work liberating public records, to his work building a free public library, to his work supporting Change Congress/FixCongressFirst/Rootstrikers, and then Demand Progress, Aaron was always and only working for (at least his conception of) the public good. He was brilliant, and funny. A kid genius. A soul, a conscience, the source of a question I have asked myself a million times: What would Aaron think? That person is gone today, driven to the edge by what a decent society would only call bullying. I get wrong. But I also get proportionality. And if you don’t get both, you don’t deserve to have the power of the United States government behind you. ("Prosecutor as bully")
Alex Stamos, Aaron's expert witness in his upcoming trial, said:
If I had taken the stand as planned and had been asked by the prosecutor whether Aaron’s actions were “wrong”, I would probably have replied that what Aaron did would better be described as “inconsiderate”. In the same way it is inconsiderate to write a check at the supermarket while a dozen people queue up behind you or to check out every book at the library needed for a History 101 paper. It is inconsiderate to download lots of files on shared wifi or to spider Wikipedia too quickly, but none of these actions should lead to a young person being hounded for years and haunted by the possibility of a 35 year sentence. ("The Truth about Aaron Swartz's "Crime"")
Quinn Norton, a friend and former lover wrote a heart-wrenching post on her blog, including:
He loved my daughter so much it filled the room like a mist. He was transported playing with her, and she bored right into his heart. In his darkest moments, which I couldn’t reach him, Ada could still touch him, even if only for a moment. And when he was in the light, my god. I couldn’t keep up with either of them. I would hang back and watch them spring and play and laugh, and be so grateful for them both. ("My Aaron Swartz, whom I loved")
Tim Berners-Lee expressed himself with a poem:
Aaron is dead.

Wanderers in this crazy world,
we have lost a mentor, a wise elder.

Hackers for right, we are one down,
we have lost one of our own.

Nurtures, careers, listeners, feeders,
parents all,
we have lost a child.

Let us all weep.
Peter Eckersley writes for the Electric Frontier Foundation:
Moreover, the situation Aaron found himself in highlights the injustice of U.S. computer crime laws, and particularly their punishment regimes. Aaron's act was undoubtedly political activism, and taking such an act in the physical world would, at most, have a meant he faced light penalties akin to trespassing as part of a political protest. Because he used a computer, he instead faced long-term incarceration. This is a disparity that EFF has fought against for years. Yesterday, it had tragic consequences. Lawrence Lessig has called for this tragedy to be a basis for reform of computer crime laws, and the overzealous prosecutors who use them. We agree. ("Farewell to Aaron Swartz, an extraordinary hacker and activist")
Brewster Khale, founder of the Internet Archive, writes:
If there is a sin in the open world it is locking up the public domain. Aaron took selfless action.

When he was downloading a large number of old journal articles, he was arrested at MIT. I was shocked by this. When I was at MIT, if someone went to hack the system, say by downloading databases to play with them, we might be a hero, get a degree, and start a company– but they called the cops on him. Cops. MIT used to protect us when we transgressed the traditional. Despite many of us supporting the lawyers for Aaron, he was still hounded by prosecutors. ("Aaron Swartz, hero of the open world, dies")
Rick Perlstein at The Nation writes:
I do remember, though, the time he told me the story about when he decided to quit college at Stanford. Imagine a college professor offhandedly saying the reason United States fought the Vietnam War was anti-communism, and imagine this freshman—Aaron—vociferously nailing the poor prof to the wall (was this the first day of class? maybe) by citing an infamous March 24, 1965 memo published in the Pentagon Papers stating that only 20 percent of the reason America was in Vietnam was"to keep SVN (and then adjacent) territory from Chinese hands" and that 70 percent of the reason was "To avoid a humiliating defeat." ("Aaron Swartz")
 Jason Hoyt of PeerJ and formerly of Mendeley, writes how Aaron's case led him to creat PeerJ:
Something had to be done. I wanted to turn Aaron’s technically illegal, but moral, act into something that could not be so easily thwarted by incumbent publishers, agendas or governments. Over the next few months I let that desire build up inside, until one day the answer came in the Fall of 2011. ("Aaron Swartz found dead, but lives on with Open Access")
Doc Searls writes on his blog:
We haven’t just lost a good man, but the better world he was helping to make. ("Losing Aaron Swartz")
Jeff Jarvis, reflecting on Aaron's life, is rethinking the value of content itself:
And Aaron Swartz has taught me that content must not be the end game for knowledge. Why does knowledge become an article in a journal—or that which fills a book or a publication—except for people to use it? And only when they use it does content become the tool it should be. Not using knowledge is an offense to it. If it cannot fly free beyond the confines of content, knowledge cannot reach its full value through collaboration, correction, inspiration, and use. ("Learning the true value of content from Aaron Swartz")
Dan Gillmor says we should save some of our anger over Aaron's death for activism:
Shame on all of us, and shame on me, at least in this way: When Aaron was indicted, I didn’t do nearly enough to help. Some, like Larry Lessig, tried hard. Most of us, if we did anything, tweeted our outrage, sent emails of moral support, and went on with our lives.

It’s too late for Aaron, but not for the rest of us. ("Remember Aaron Swartz by working for open society and against government abuses")
A statement about Aaron's death by JSTOR:
We have had inquiries about JSTOR’s view of this sad event given the charges against Aaron and the trial scheduled for April. The case is one that we ourselves had regretted being drawn into from the outset, since JSTOR’s mission is to foster widespread access to the world’s body of scholarly knowledge. At the same time, as one of the largest archives of scholarly literature in the world, we must be careful stewards of the information entrusted to us by the owners and creators of that content. To that end, Aaron returned the data he had in his possession and JSTOR settled any civil claims we might have had against him in June 2011. ("Aaron Swartz")
Declan McCullagh explored some of the details of Aaron's case on Google+:
Perhaps Aaron should have been punished for trespassing, which he did do if the DOJ has its facts right. But last fall the Feds instead slapped him with a superseding indictment featuring 13 felony counts that would mean a worst-case scenario of $4M in fines and possible life in prison (I think we can safely say that 50+ years in prison for someone in their late 20s is life)
Peter Suber, Director of the Harvard Open Access Project, writes on Google+:
In September 2008, I criticized Aaron <http://goo.gl/kaczl> for recommending illegal tactics in his Guerilla Open Access Manifesto <http://goo.gl/HKxjd>. But that didn't stop us from meeting in Cambridge (post-manifesto, pre-arrest) for a friendly coffee and catch-up. If my public criticism was a break, it didn't feel like one. We had a very enjoyable, very intense, very long conversation about our home town, open access, my repository project, and a few other geeky common interests. When he was arrested in July 2011 for mass-downloading JSTOR articles from MIT <http://goo.gl/pPkLC>, and carrying out some of the steps he urged in his manifesto, I had nothing new to say <http://goo.gl/DvYHL>. I could not join those who praised his action, and I didn't want to pile on by repeating a criticism I'd already made public. I was sad that this whip-smart, forward-thinking guy took that turn and now faced prison. I'm sad now for a much bigger reason.
Alex Howard's Storify story:  http://storify.com/digiphile/the-internet-mourns-the-death-of-aaron-swartz

Mathew Ingram's collection of web reactions: http://gigaom.com/2013/01/12/the-web-responds-to-the-death-of-hacker-activist-aaron-swartz/

Remembrance site from Aaron's family and partner: Remember Aaron Swartz

A 2007 interview with Aaron Swartz: http://blogoscoped.com/archive/2007-05-07-n78.html

The New York Times obituary: http://www.nytimes.com/2013/01/13/technology/aaron-swartz-internet-activist-dies-at-26.html

(January 16th: Even more stories added below)

JSTOR's press release about Aaron's case from July 19, 2011, which clearly stated "It was the government's decision whether to to prosecute, not JSTOR's.": http://about.jstor.org/news/jstor-statement-misuse-incident-and-criminal-case

A well-written 2011 account of Aaron from The Chronicle of Higher Education: http://chronicle.com/article/Rogue-Downloaders-Arrest/128439/

Jonathan Eisen's collection of Aaron Swartz news stories: http://phylogenomics.blogspot.com/2013/01/rip-aaron-swartz-collection-of-news.html

Tim Lee writes in the Washington Post Wonkblog:
I worry that Swartz’s prosecution is a sign that America is gradually losing the sense of humor that has made it the home of the world’s innovators and misfits. A generation ago, we hailed Pentagon Papers leaker Daniel Ellsberg as a hero. Today, our government throws the book at whistleblowers for leaking much less consequential information.

Our nation’s growing humorlessness won’t just mean that insubordinate idealists like Swartz lose their freedom or their lives. As our culture becomes steadily less accepting of people with Swartz’s irreverant attitude toward authority, we’ll all be poorer as a result. Revolutionary new technologies and ideas don’t come from people with a reverence for following the rules. They come from iconoclasts like Jobs, Wozniak, and Swartz. It’s a bad idea to lock them up and throw away the key. ("Aaron Swartz, American Hero")
Glenn Greenwald writes on The Guardian:
He could have easily opted for a life of great personal wealth, status, prestige and comfort. He chose instead to fight - selflessly, with conviction and purpose, and at great risk to himself - for noble causes to which he was passionately devoted. That, to me, isn't an example of heroism; it's the embodiment of it, its purest expression. It's the attribute our country has been most lacking. ("The inspiring heroism of Aaron Swartz")
Micah Sifry writes at TechPresident:
If coders are the unacknowledged legislators of our new digital age, then Aaron was our Thomas Paine--an alpha geek who didn't use his skills just to get more people to click on ads, but tried to figure out how to change the system at the deepest levels available to him. He accomplished much in his 26 years, but he had so much more promise. ("Democratic Promise: Aaron Swartz, 1986-2013")
Ethan Zuckerman wrote, "I'm so sorry for Aaron, and sorry about Aaron.": http://www.ethanzuckerman.com/blog/2013/01/12/goodbye-aaron/

David Weinberger writes on his blog:
The mainstream media know that their non-technical audience will hear the term “hacker” in its black hat sense. We need to work against this, not only for the sake of Aaron’s memory, but so that his work is celebrated, encouraged, and continued. ("Aaron Swartz was not a hacker. He was a builder.")
Audrey Watters wrote at her blog, "I scribbled a tear-stained note yesterday as I thought of all we've lost: 'Revolutionaries burn at a heat that is often not sustainable for the human heart.'"

NPR's story with Larry Lessig: http://www.npr.org/2013/01/13/169264447/at-a-young-age-aaron-swartz-did-a-lifetime-of-work

A solid update from the NYT, "A Data Crusader, a Defendant and Now, a Cause"

Steven Musil at CNET documents #pdftribute: http://news.cnet.com/8301-1023_3-57563701-93/researchers-honor-swartzs-memory-with-pdf-protest/

danah boyd's touching thoughts reflected on a more complex Aaron:
There’s no doubt in my mind that depression was a factor. I adored Aaron because he was an emotional whirlwind – a cranky bastard and a manic savant. Our conversations had an ethereal sense to them and he pushed me hard to think through complex issues as we debated. He had an intellectual range that awed me and a kitten’s sense of curiosity. But when he was feeling destructive, he used his astute understandings of people to find their weak spots and poke them where it hurt. Especially the people he loved the most. He saw himself as an amateur sociologist because he was enamored with how people worked and we argued over the need for rigor, the need for formal training. He had no patience for people who were intellectually slower than him and he failed to appreciate what could be gained by a university setting. Instead, he wanted to mainline books and live in the world of the mind. ("processing the loss of Aaron Swartz")
A letter from MIT's president, L. Rafael Reif, announcing an internal investigation led by Hal Abelson: http://web.mit.edu/newsoffice/2013/letter-on-death-of-aaron-swartz.html

The Verge reports about MIT's investigation and hacked website: http://www.theverge.com/2013/1/13/3873352/mit-announces-internal-investigation-into-its-role-in-aaron-swartz

Derek Willis writes, "I hugely admired him for the clarity he had, and the desire to live out his ideals. We need people like that to remind us that what may seem impossible is not.": http://dwillis.net/post/40483840271/on-aaron-swartz

Stuart Shieber writes at The Occasional Pamphlet, comparing the zealotry in prosecuting Aaron to that of Alan Turing: http://blogs.law.harvard.edu/pamphlet/2013/01/13/aaron-swartzs-legacy/

For reasons I'm not sure I understand, the investigation of Aaron involved the Secret Service: http://www.emptywheel.net/2013/01/13/two-days-before-cambridge-cops-arrested-aaron-swartz-secret-service-took-over-the-investigation/

Larry Lessig's appearance on Democracy Now: http://www.democracynow.org/2013/1/14/an_incredible_soul_lawrence_lessig_remembers



A special report on Wikipedia's The Signpost: http://en.wikipedia.org/wiki/Wikipedia:Wikipedia_Signpost/2013-01-14/Special_report

Coverage from Inside Higher Ed: http://www.insidehighered.com/news/2013/01/14/academe-reacts-aaron-swartzs-suicide

A post on the Open Knowledge Foundation Blog: http://blog.okfn.org/2013/01/14/goodbye-aaron-swartz-and-long-live-your-legacy/

Law professor Tim Wu writes in The New Yorker:
The act was harmless—not in the sense of hypothetical damages or the circular logic of deterrence theory (that’s lawyerly logic), but in John Stuart Mill’s sense, meaning that there was no actual physical harm, nor actual economic harm. The leak was found and plugged; JSTOR suffered no actual economic loss. It did not press charges. Like a pie in the face, Swartz’s act was annoying to its victim, but of no lasting consequence.

In this sense, Swartz must be compared to two other eccentric geniuses, Steve Jobs and Steve Wozniak, who, in the nineteen-seventies, committed crimes similar to, but more economically damaging than, Swartz’s. Those two men hacked A.T. & T.’s telephone system to make free long-distance calls, and actually sold the illegal devices (blue boxes) to make cash. Their mentor, John Draper, did go to jail for a few months (where he wrote one of the world’s first word processors), but Jobs and Wozniak were never prosecuted. Instead, they got bored of phreaking and built a computer. The great ones almost always operate at the edge. ("How the Legal System Failed Aaron Swartz -- And Us")
With no one left to prosecute, the US government dropped the charges against Aaron: http://boingboing.net/2013/01/14/doj-drops-charges-against-aaro.html

James Allworth writes about the lack of prosecutorial proportionality at the Harvard Business Review:
It seems you can get away with laundering money for the drug cartels, so long as you've been generous with the those responsible for appointing district attorneys; or better yet, if your industry has paid to undo all the regulation that prevents you from getting too big to fail. Similarly, when your lobby has been helping Congress draft the laws that govern food, drugs, and cosmetics, you can make sure that the federal sentencing guidelines are only six months should you breach the responsible corporate officer doctrine. This in turn means you can inject unsafe cement into people's spines with relative impunity (apparently, those in the healthcare industry were actually surprised when the officers were sentenced to jail, even if it was for only a few months. One of the convicted executives went so far as to ask the judge to delay the beginning of his sentence until after the holidays). But woe betide you if, in the name of openness and sharing human knowledge, you decide to download academic journals. Because that sounds a lot like piracy — and we all know how much has been spent to stamp that scourge out. ("Aaron Swart's "Crime" and the Business of Breaking the Law")
An excellent longer read from Matt Stoller talks about Aaron's political activity at Naked Capitalism:
Aaron knew life would always be unfair, but that was no reason not to try to make society better. He had no illusions about power but maintained hope for our society if, I suppose, not always for himself. This is a very difficult way to approach the world, but it’s why he was so heroic in how he acted. I want people to understand that Aaron sought not open information systems, but justice. Aaron believed passionately in the scientific method as a guide for organizing our society, and in that open-minded but powerful critique, he was a technocratic liberal. His leanings sometimes moved him towards more radical postures because he recognized that our governing institutions had become malevolent, but he was not an anarchist.

and

As we think about what happened to Aaron, we need to recognize that it was not just prosecutorial overreach that killed him. That’s too easy, because that implies it’s one bad apple. We know that’s not true. What killed him was corruption. Corruption isn’t just people profiting from betraying the public interest. It’s also people being punished for upholding the public interest. In our institutions of power, when you do the right thing and challenge abusive power, you end up destroying a job prospect, an economic opportunity, a political or social connection, or an opportunity for media. Or if you are truly dangerous and brilliantly subversive, as Aaron was, you are bankrupted and destroyed. ("Aaron Swartz's Politics")
The Aaron Swartz Collection at the Internet Archive: http://archive.org/details/aaronsw

Aaron was remembered by Michael Morisy of MuckRock, a site he helped in making Freedom of Information requests: https://www.muckrock.com/news/archives/2013/jan/14/aaron-swartz-1986-2013/

The Aaron Swartz Memorial JSTOR Liberator uploads JSTOR downloads (which I do not plan to use, as I'd rather rely on means of doing this I'm confident are legal): http://aaronsw.archiveteam.org/

Heather Joseph, Executive Director of SPARC, writes:
These are, of course, top-level strategies that represent scores of individual actions that must be taken, regularly, by a critical mass of our community.  We’re operating under no illusions - we’ve all known from the get-go that there is no shortcut to implementing the full vision of Open Access.  For the past 8 years, our strategy at SPARC has been to move forward, putting one foot in front of the other, in a steady, inexorable progression towards our end goal.  To me, Aaron’s death doesn’t change this. It just makes me want to reaffirm my commitment to Open Access, pick up the ball, and run like hell to get there faster. ("Honoring an "Open" Activist by Taking Action")
Thank you, Anonymous, for helping keep the Westboro Baptist Church away from Aaron's funeral: http://www.theatlanticwire.com/national/2013/01/anonymous-westboro-baptist-church-aaron-swartz-funeral/61036/

A thread started by Dave Winer: http://threads2.scripting.com/2013/january/aaronSwartz

An 2009 email email exchange between Aaron and Ronaldo Lemos of Creative Commons Brasil: http://www.fastcompany.com/3004769/my-email-exchange-aaron-swartz-shows-original-thinker

"Look at Yourself Objectively," written by Aaron in August of 2012: http://www.aaronsw.com/weblog/semmelweis

Jo Boaler, Standing Tall

Last night, Jo Boaler (whose work I've written about before) took to Twitter (welcome, Jo!) to share details of "harassment and persecution" regarding her research, which she has written about on Stanford's website (PDF). Those in the math community had some understanding that this had been going on, and I applaud Boaler's decision to bring it out in the open.

I'm sure much will be said about this in the coming days, but I hope at least some small part of the conversation addresses the discoverability and sharability of academic work. When I search for "boaler railside" on Google, this is what I see:


Instead of the first result pointing me to Boaler's 2008 article in Teachers College Record, I'm instead pointed directly to the Bishop, Clopton, and Milgram paper at the heart of this controversy. As Boaler has pointed out, it has never been published in a peer-reviewed journal. But it is published, in the modern sense, with perhaps something more important than peer review: a top ranking on Google. The second link points to Boaler's faculty profile, through which a couple of clicks will take you Boaler's self-hosted copy of the Railside article. I'm linking directly to it here not only because it's an article you should keep and read, but because it obviously needs all the Google PageRank help it can get. The third link in my search also refers to the "refutation" of Boaler's work, although the site no longer appears to exist.

Why is Boaler's original work not easier to find? Let's look at the Copyright Agreement of the Teacher's College Record. According to TCR, it is their policy to "acquire copyright for all of the material published on TCRecord.org" and that such a policy "is designed to promote the widest distribution of the material appearing on TCRecord.org while simultaneously protecting the rights of authors and of TCRecord.org as the publisher." For TCR, this "widest distribution" means putting the article behind a $7 paywall -- not an extravagant amount, but enough to keep most people from reading the work, which means not linking to it and not elevating its search rankings. (A search in Google Scholar, however, returns it as the top result.) Given the attacks on Boaler and her scholarship, has this copyright policy been "protecting the rights of authors?" In Boaler's case, it's obvious it hasn't. But then again, by signing over copyright I'm not sure exactly what rights TCR says she has left to protect.

I'm glad Boaler is sharing the article on her website. If she wasn't, I'd attempt to gain the rights to share it here, and that's not cheap:


Yes, republishing the article costs $500. Is it worth it for me to pay out of my own pocket? Probably not. But is it worth $500 to the greater mathematics education community to have it more discoverable, searchable, and sharable? Given what she's went through, is it worth it to Jo Boaler? Yes, it is, and that's why encourage all authors to publish in open access journals or otherwise negotiate their copyright agreement to ensure greater rights over their own work, including the ability to post and share in ways that improve search rankings.

Nielsen's Reinventing Discovery (2011) in the Context of Education Research

As a Ph.D. student I've taken my share of methods courses, giving me skills in everything from ethnography to ANOVA. But as important as those things are, I've sensed that there are new research methods emerging thanks to technological advancements and online communities. Our lives are too data-rich and our means of communication are too plentiful to limit ourselves to the same methods for research -- and learning -- that we used just 10 years ago.

Even though I feel like I live in the thick of this revolution, engaging with teachers and researchers on Google+ and Twiter, I wanted a broader perspective on how researchers use networks to make new discoveries. For this I turned to Michael Nielsen's book Reinventing Discovery: The New Era of Networked Science. Although Nielsen is a pioneer in quantum computing, I hoped to find some ideas that I could apply to a social science like education research.

Nielsen uses a variety of examples and concepts to describe what works and what doesn't (or hasn't) in networked science. Instead of listing them here, watch this TEDx talk by Nielsen:


If that talk wasn't long enough for you, Neilsen held a longer talk at Google that is worth checking out.

As much as I like Neilsen's example of Tim Gowers's Polymath Project, I can't imagine a direct translation to education research. One of the beautiful aspects of mathematics is that it usually doesn't require conducting an experiment, interviewing subjects, sampling a population, or agreeing on a conceptual framework -- the kinds of things that make social science untidy and difficult. Frankly, if solving problems in education were structured like proving mathematical theorems, I think we'd be solving more problems and finding better solutions than we are currently.

Neilsen's story about Qwiki hits home for me. For some time now I've imagined creating and maintaining a wiki that essentially translates the contents of the NCTM's Second Handbook of Research on Mathematics Teaching and Learning into knowledge that teachers could access and use. Just like Qwiki, it's easy to get math teachers and educators to agree that this would be a great resource to have. Unfortunately, I'm not sure how a math education wiki like the one I've imagined would avoid Qwiki's fate. Without incentives for experts to contribute and maintain the site, I'd probably spend more time fighting spam than helping teachers.

Neither the Polymath Project or Qwiki offer a blueprint for a new kind of mathematics education research. Thankfully, Nielsen describes some general characteristics for successful networked science. First, in his chapter titled "Restructuring Expert Attention," Nielsen suggests networked science has these attributes:
  • Harnessing Latent Microexpertise -- The project must allow even the narrowest of expertise. A 3rd-year algebra teacher might not have the broad expertise of an experienced math education researcher, but that 3rd year teacher might have small elements of expertise that exceed that of the recognized experts.
  • Designed Serendipity -- The project needs to be easy to follow and encourage participation from a variety of experts. You want problems to be seen by many in the hopes that just a few will think they have a solution they wish to contribute.
  • Conversation Critical Mass -- One person's ideas need to be seen by others so they create more ideas, and the conversation around all the contributions keeps the project going.
  • Amplifying Collective Intelligence -- The project should showcase the fact that collectively we are smarter than any one individual.
Those are all great characteristics of any project. But what makes this any different than any traditional, offline project? Nielsen offers several suggestions. Unlike a large group project with clear divisions of labor, technology allows us to divide labor dynamically. Wikipedia certainly would not have grown the way it did if labor had been divided statically between a set of contributors. Also, networked science uses market forces to direct the most attention to the problems of greatest interest. Lastly, contributing to an online project rarely feels like committee work, and participants can more easily ignore poor contributions or disruptive members.

Projects like Wikipedia and Linux exhibit the above attributes, but Nielsen explains that such projects needed something extra in order to scale to thousands of participants. Nielsen describes these in a chapter called "Patterns of Online Collaboration," and they are: (1) being modular, (2) encouraging small contributions, (3) easy reuse of earlier work, and (4) signaling to what needs attention. When I look at this list and think of Wikipedia, I can see how well a wiki or open source software project fosters these patterns. But how do we build such a project in education? Given Nielsen's framework above, a project that would interest me needs three key aspects:
  • The content of the project has to be something that both teachers and researchers can contribute, such as a collection of math tasks, curriculum plans, or perhaps pedagogical techniques.
  • Teachers need to be able to easily use and modify each other's content.
  • (This one's the crux!) When teachers use content, there needs to be a way to collect and submit feedback about the use of that content, and that feedback becomes data that researchers can use not only to improve the content of the site, but to produce new and traditional reports of research.
It's that last bullet that's the hardest but most intriguing. There are so many places to get lesson ideas on the internet, but I don't know of any that collect data about the effectiveness of the lesson in a format suitable for research. Khan Academy claims to do this this kind of data collection internally, but KA is a closed project that lacks nearly all of the attributes Nielsen has described in his book. The project I want needs to be an open one, with all of its moving parts exposed and no more owned or identified with a single participant as Jimmy Wales is identified with Wikipedia. If you have ideas for what such a project could/should look like, leave them in the comments!

Open Access Publishing in Mathematics Education

As I write this, the White House petition to require free access over the internet to scientific journal articles arising from taxpayer-funded research is within 150 signatures of the 25,000 needed to guarantee a response from the White House. If you're unfamiliar with the petition, this video concisely explains the issue:



Most of the advances in open access publishing seem to be in the natural and medical sciences -- mathematics, biology, medicine, etc. Much is this is due to a policy by the National Institutes of Health (NIH) that requires publications from NIH-funded research be made available to the public, and the hope of the petition is that a similar policy would spread to other government funding agencies. Given that a significant amount of education research is funded by the National Science Foundation (NSF), education researchers are going to have to think about their open access publishing options should policies require open access to publicly-funded research.

I'm a teacher, not a researcher. Should I care about open access to research?

Yes! Few things annoy me more than the assumption that teachers should not read or take any interest in published education research. I strongly believe that the more researchers think about teachers as part of the audience for their research, the more relevant that research is likely to be and the more quickly we can implement the results. So if you're a teacher and you come across a research article, pay attention. If it makes no sense to you or seems totally irrelevant to you as a teacher, there's probably something wrong. You would be doing a great service to bring that article and your problems with it to the attention of the research community, and researchers should welcome your input. Right now a lot of high-quality research hides from you in for-profit, closed journals, which I believe has allowed the goals of teachers and researchers to drift apart. With open access journals and greater communication via social media, I hope the divide between teachers and researchers can come together with greater frequency.

Current Top-Tier Mathematics Education Research Journals

In mathematics education, the following four journals are often seen as the most prestigious. Let's look at their current publishing policies:

Journal of Research in Mathematics Education - JRME is NCTM's research journal and  probably the top journal in the field. Unfortunately, they have a very author-unfriendly publishing policy:
Assignment of copyright for the article to the National Council of Teachers of Mathematics is required as a condition of publication. After acceptance by JRME, a manuscript may not be published elsewhere, including on the internet, without written permission from NCTM. Each author of a paper published in JRME will receive five complimentary copies of the issue in which the paper appears.
Wow, five complimentary copies? With those I can freely distribute my work to 5 people, or approximately 0.0000002% of worldwide internet users, all of whom can read this measly blog page.

Educational Studies in Mathematics - This journal was founded by Hans Freudenthal in 1968 and is currently published by Springer. Although Springer is an enormous publishing company with a vested interest in a traditional publishing model, they are making efforts to find ways to increase access while still making a profit. Authors have a choice: (a) Transfer their copyright to Springer or (b) opt into Springer's "Open Choice" program, which makes articles freely available on SpringerLink and allows the author to retain copyright and publish under a Creative Commons Attribution License. The catch? Springer charges the author a $3000 fee.

International Journal of Science and Mathematics Education - This journal is also published by Springer and has the same "Open Choice" option as ESM.

Mathematical Thinking and Learning - This journal is published by Routledge, part of the Taylor & Francis Group. Their copyright agreement (PDF) includes the classic language about why authors should transfer copyright (and when I say "classic," I mean old, as in pre-internet): "The transfer of copyright from author to publisher must be clearly stated in writing to enable the publisher to assure maximum dissemination of the author's work." The thought that putting written work in an expensive journal distributed to a relatively small number of people and institutions "assures" a wider distribution than the open internet is plainly laughable. The copyright agreement does throw a few bones the author's way with these three exceptions:
  1. Authors can copy their own article for their use in classrooms.
  2. Authors can reuse the work in a textbook they might author.
  3. Authors can copy their work for internal distribution within their institution.
Exception #2 is not to be overlooked -- some publishers will not grant that exception. I know one researcher who wanted to re-use an article he'd written as a dissertation chapter and was denied, forcing him to start the research and writing anew.

Current Open Access Journals

Assuming the journals above don't convert themselves to an open access publishing model (one without $3000 fees), the most immediate option for publishing under an open access mandate would be in an journal that's already open access. No, these journals don't have the history or prestige that the above journals have, but I do get the sense that tools like Google Scholar are making the journal name less relevant than in the past. Many of these journals have emerged in just the past 5-10 years, and I'll limit the list below to those that publish primarily in English and appear to receive submissions from U.S.-based researchers. All the journals found below were indexed in the Directory of Open Access Journals (DOAJ).

I divide open access journals into two main camps -- those where the publisher takes copyright, and those where the author retains copyright. Given the open nature of these journals, I imagine some negotiation about copyright would be very acceptable, particularly if using something like the SPARC Author Addendum.

Author Copyright

International Journal for Mathematics Teaching and Learning - IJMTL is a joint publishing effort between Plymouth University, UK, and the College of Nyiregyháza, Hungary. Their author guidelines say nothing about copyright, but authors are expected to do their own copy editing and formatting of their final article. The articles I looked at made no mention of copyright or licensing, so I assume authors have retained copyright and have the right to assign a Creative Commons license if they wish.

Journal of Statistics Education - JSE has been published by the American Statistical Association since 1993 and clearly indicates the author's copyright on each article.

Journal of Urban Mathematics Education - JUME is edited by David Stinson at Georgia State and appears to be one of the higher-quality open access efforts, publishing articles by William Tate, Rico Gutstein, Megan Staples, Jere Confrey, Michael Battista, Jo Boaler, and others. Authors retain copyright with first publication rights granted to JUME.

Numeracy - This journal specializes in quantitative literacy and is hosted by the University of South Florida. Authors retain copyright under a Creative Commons Attribution 3.0 license. There are no publication charges.

Philosophy of Mathematics Education Journal - Edited by Paul Ernest at the University of Exeter, UK, this journal has existed since 1990 and the copyright notice reads: "All materials published herein remain copyright of the named author(s), or of the editor if unattributed. Permission is given to freely copy the journal contents on a not-for-profit basis, provided full credit is given to the author and the journal." This sounds much like a "legal lite" interpretation of a Creative Commons Attribution - Non Commercial license, although there's no explicit mention of derivative works.

Pythagoras - This is the journal of the Association for Mathematics Education of South Africa, in existence since 1980. The copyright notice on a recent article indicates that the author retains the copyright and the work is licensed under a Creative Commons Attribution license.

Technology Innovations in Statistics Education - TISE is edited by Robert Gould at UCLA and authors retain copyright with publication under a Creative Commons Attribution - Non Commercial - Share Alike license.

The Teaching of Mathematics - This is published by the Mathematical Society of Serbia and makes no mention of copyright on their site or on published articles, so I assume copyright would stay with the author.

Publisher Copyright

Contemporary Issues in Technology and Teacher Education - Part of this journal includes articles about technology and mathematics education, with editorial review organized by AMTE. The publisher retains copyright to published articles.

International Electronic Journal of Mathematics Education - IEJME is published by GökkuĹźağı, a Turkish publisher, and dates back to 2006. Their author guidelines don't say anything about who retains copyright of the published articles, but the journal itself indicates the copyright is held by GökkuĹźağı.

Journal of Mathematics Education at Teachers College - This is a good looking journal with submissions from some well-known authors. The submission guideline page says nothing about copyright, but the journal itself and each article claims copyright for the publisher.

Journal of STEM Education - This journal requires the author pay a fee ($395 for the first 8 pages and author's bio, then $35 for each additional page) and also requires the transfer of copyright.

Statistics Education Research Journal - This international journal appears to include a wide variety of content but requires authors to transfer copyright.

The Mathematics Educator - TME is a student-produced journal from the University of Georgia and was first published in 1990. Despite the maturity of this journal, copyright is very unclear -- the site says nothing about transferring copyright, and the journal itself claims copyright for the publisher in the front matter, but nothing on articles themselves, and articles are available individually.

The Mathematics Enthusiast - Formerly known as the Montana Mathematics Enthusiast, this journal says nothing on the site about transferring copyright, but the articles themselves indicate a copyright held by the publisher.

Conclusion

It's difficult for me to predict exactly how an open access mandate would affect current journals. Those top four journals, because of their prestige, might not change a thing and hope to get submissions from authors who aren't funded by major federal agencies. Some of the open access journals are obscure now and will likely stay that way, at least to U.S. researchers. What I'd like to see is some of the currently closed "second-tier" journals open themselves. Some, like The Journal of Mathematical Behavior (an Elsevier publication), isn't a likely candidate. For a journal like For the Learning of Mathematics, opening access might be easier. (FLM already has a FAQ including the question, "Can I reprint an FLM article on my web site / anthology / lunch box?" with the simple answer, "If you are interested in reprinting articles that appear in FLM, please contact the managing editor.") Some journals already have policies that would seem to pull them in the direction of open access. Teaching Statistics, for example, is closed but allows authors to retain copyright so long as they give an exclusive license to publish to the journal. I don't know what good it is to have a copyright but no right to publish, but some tweaking of those policies might turn such a journal into something open.

Then again, maybe math education researchers will gravitate towards current large open access repositories. The article Number Concepts without Number Lines in an Indigenous Group of Papua New Guinea caught my eye not just for its content, but the fact it is published in PLoS ONE, a journal that's flourished publishing open access science and medicine content, not necessarily education-related articles. But there's no reason PLoS ONE can't expand its scope, something it's likely to do if new governement open access policies demand more open publications in more content areas.

The Research Works Act and the White House OSTP

Imagine Company X proposed a law that said if they added value to a public highway -- such as by organizing volunteers to pick up trash on the side of the road -- then that gave Company X ownership of the road and the rights to charge the public tolls to use them. Sounds crazy, right? Well, replace "Company X," "public highway," and "pick up trash" with "Reed Elsevier," "publicly-funded research," and "peer review," respectively, and you've basically got the Research Works Act, a bill currently in the U.S. House of Representatives. If passed, the Research Works Act would prohibit federal funding agencies (such as the National Institutes of Health) from requiring that the research they fund (with your tax dollars) be available to the public. Instead, publishers could restrict access to any research they add value to (such as coordinating volunteers for peer review) for profit. Where does that profit come from? Usually from the high subscription fees paid by research universities, money often obtained from public funds and tuition dollars. The effect is that taxpayers are paying twice for research that, in many cases, they still don't have access to.

Fortunately, people are paying attention. Michael Eisen's op-ed in the New York Times explains the Research Works Act and its potential harm to research and scholarship, and plenty more articles on the subject are easily found. Somewhat coincidentally, we are also at the end of a feedback period for the White House Office of Science and Technology Policy (OSTP), where they have made a formal Request for Information (RFI) about open access to scientific publications. Yes, the Research Works Act should be stopped and seen as little more than a request by for-profit publishers to continue having their work (along with their alarming profits) subsidized by tax dollars. But I don't think stopping one bill is enough. Instead, I hope to see all federal funding agencies adopt policies similar to those of the NIH. I expressed these hopes in an email today to the White House OSTP, the text of which I've copied below.



University of Colorado at Boulder
School of Education
249 UCB
Boulder, CO 80309-0249

January 12, 2012

To: Office of Science and Technology Policy
Executive Office of the President
725 17th Street Room 5228
Washington, DC 2050

From: Raymond C. Johnson, Doctoral Student in Mathematics Education
School of Education, University of Colorado at Boulder

Re: Response to the White House RFI on OA publications

I am a researcher, concerned citizen, and a supporter of open, public access to publicly-funded research. I speak for myself and not on behalf of my colleagues or my institution, although I believe I express ideas and opinions shared by many researchers and educators. In response to the White House Office of Science and Technology Policy request for information on “Public Access to Peer-Reviewed Scholarly Publications Resulting From Federally Funded Research,” I urge you to preserve policies that require public access (such as from the National Institutes of Health) and expand similar policies to other federal funding agencies such as the National Science Foundation, a key source of funding for education research in mathematics, science, and technology. Currently it is with great jealousy I see the growth of open access publishing in areas such as health and medicine; as an education researcher I wish I had the ability to share the latest research with teachers and administrators, most of whom cannot afford the high fees charged by publishers of education research. Unfortunately, open access journals in education are relatively rare and undervalued. A change in policy, one that would require public access to federally-funded research, would quickly change the perceived valuation of open access publishing outlets and bring much-needed information to educators everywhere.

Prior to my becoming a researcher I was a high school mathematics teacher for six years in high poverty, rural Colorado school districts. I did not have the benefit of a nearby university or a district support staff with access to recent or prominent research. My main link to information was a powerful one: the internet. However, it seemed that my searches for research about teaching methods, curriculum, education policy implementation, etc., all eventually led me to paywalls put up by publishers to “protect” their work, requesting fees I could not afford to pay. Now, as a researcher, I realize that the authors of education research -- much of it funded with federal dollars -- are asked to give their copyrights to publishers in exchange for so-called “widest possible dissemination” of that research. Researchers neither receive nor expect any pay or rewards for giving away their work, other than some scholarly esteem and the hope their research somehow reaches and benefits students and educators. While that publishing model might have made sense twenty years ago, it does not any more. Any claim of “widest possible dissemination” that currently does not include searchable, full-text publication on the public internet is false, at best, and fraudulent, at worst.

In response to the eight questions in the RFI, I encourage you to consider the arguments and recommendations made by Harvard University in their response (http://osc.hul.harvard.edu/stp-rfi-response-january-2012). Their expertise in these matters far exceeds mine. However, I do wish to make the following amendments to their responses for questions (2) and (7):

(2) What specific steps can be taken to protect the intellectual property interests of publishers, scientists, Federal agencies, and other stakeholders involved with the publication and dissemination of peer-reviewed scholarly publications resulting from federally funded scientific research? Conversely, are there policies that should not be adopted with respect to public access to peer-reviewed scholarly publications so as not to undermine any intellectual property rights of publishers, scientists, Federal agencies, and other stakeholders?

Harvard’s response refers to a need to divide and share rights between researchers and publishers. My recommendation beyond their statement is that any discussion of copyright include Creative Commons (http://creativecommons.org/), an organization dedicated to creating and defending content licenses that allow creators to reserve some, but not all, of their copyrights. Their expertise should be invaluable in any discussion about the sharing of intellectual property rights. The Harvard response includes a recommendation of a Creative Commons license at the end of their response to question 1. I also urge you to consider the expertise of SPARC (http://www.arl.org/sparc/), the Scholarly Publishing & Academic Resources Coalition.

(7) Besides scholarly journal articles, should other types of peer-reviewed publications resulting from federally funded research, such as book chapters and conference proceedings, be covered by these public access policies?

In Harvard’s response, they say they “could support mandatory public access” for non-journal works, but consider these to be “secondary issues” and are “not prepared to list all the types of content to which a federal public-access policy ought to apply.” I worry that this position is short-sighted and leaves too much room to abuse public access policies. Often the events that lead to research becoming a book chapter instead of a journal article are entirely matters of circumstance, and not a basis of quality or public importance. In fact, the entire distinction between article and chapter relates to a paper-based publishing economy, one that is increasingly irrelevant in a digital age. After all, if we were still limited to publishing on paper it is unlikely that this kind of public access policy discussion would even exist. If the spirit of these policies is to give the public access to research they have funded through federal tax dollars, there is no need to worry about “types of content” other than to say the research will consist of bytes and files traveling the internet. Furthermore, if the policy only requires “journal articles” to be published openly, what is to keep publishers from re-branding themselves as something other than a journal? By relabeling their products as books, magazines, or something entirely new, unwanted loopholes around public access are sure to emerge.