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 Wiley added a fifth R, that of ‘retain’ (the right to make, own and control copies of the content) in 2014 (Wiley 2014). This perspective would posit reuse, and therefore licensing, as the key attribute of openness. The Open Knowledge Foundation proposes a very precise definition of openness, because they are concerned with its misuse. Their definition is: ‘A piece of data or content is open if anyone is free to use, reuse and redistribute i­t – s­ubject only, at most, to the requirement to attribute and/or ­share-​­alike.’ Each of the key terms is also described in detail (OKF n.d.)

While reuse is undoubtedly significant, it would also ignore some of the broader interpretations of the term, for instance while reuse may be an important aspect of open pedagogy, it also relates to a certain openness in approach, an ethos. A focus purely on reuse gives a c­ontent-​­centric view, and openness relates to practice also. The same is true for any tight definition of ‘openness’ we might adopt. We lose as much as we gain from restricting ourselves to such a definition. Therefore in this book I will accept that it is a vague term, with a range of definitions, depending on context. As I argue in Chapter 8, my intention is not to set out a rigorous orthodoxy as to what constitutes being open, or to expose open frauds, but to encourage engagement with open practices by academics and institutions.

So, if we reject a single definition of openness, what is the best way to approach it? It is probably a mistake to talk about openness as if it is one unified approach; rather, it is an umbrella term. There may have been a time when it was more unified, particularly in the early stages of the open education movement. To continue the battle metaphor from Chapter 1, early on it was simply a matter of positioning open vs. closed, but as the arguments advance, they become more nuanced. Not only are there different aspects of openness, but it may be that some are mutually exclusive with