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 in the Valais canton has more in common with a mountain farmer in Nepal than with someone living on the Swiss Plateau.’ For those who live in the Alps, they have a dual identity which crosses the various borders, so there is a strong Alpine community which transcends national borders, but at other times, their national identity will have prevalence. For instance, when dealing with weather they are predominantly Alpine, but when it comes to supporting a football team they may revert to their national identity and be French, Italian, Swiss, etc. Many of us have this multiple identity, but it is less complicated for those who dwell in cities. Whilst someone might classify themselves as a Londoner and British, the urban identity operates at a distinct level to the national one, whereas, for Alpine people these identities can intersect and overlap.

Open scholars find themselves in a similar position, having a loyalty to their discipline, but also working within social norms in the open community. By considering the norms of the two communities it is possible to identify tensions and determine the benefits of each in realizing scholarly functions. With regards to the battle for open, academic identity can be seen as an influencing factor in all of the broader movements. For example, open access publishing relates to how a researcher shares their work, and a publication record can be seen as a core element in academic identity for many. Similarly, the use and sharing of teaching content through OERs and MOOCs is fundamental to the identity of educators. Understanding how openness relates to identity and how it is being shaped by online practice may seem like an interesting but peripheral concept, but it will determine the shape of open education. In the next section, this will be explored in more detail by examining how open scholarship can affect one particular practice.