Towards a culture of open scholarship: the role of pedagogical communities

There is one important component of research integrity that is often absent from discussion: the pedagogical consequences of how we teach, mentor, and supervise students through open scholarship. As with science, the future of education will require open scholarship principles to be integrated into research training within higher education. Pedagogical communities play a significant role in fostering an inclusive culture of open scholarship by instilling the new and improved values and norms across all career stages, diverse academic disciplines, and research areas. Pedagogical communities o facilitate the co-creation of open scholarship educational materials, which are crucial in facilitating its integration into higher education and reducing the burden placed on scholars—thereby effecting change. o offer a low-entry point into improved research and pedagogical practices. o provide a much-needed environment wherein scholars share individual experiences, identify common hurdles, and iteratively enhance their pedagogy and accompanying materials towards better addressing the unique challenges ensuing from curricular reform and novel educational methodology. As an example, we highlight the Framework for Open and Reproducible Research Training (FORRT), an international grassroots community whose goal is to provide support, resources, visibility, and advocacy for the adoption of principled, open teaching and mentoring practices, whilst generating conversations about the ethics and social impact of higher-education pedagogy. FORRT has produced: o Open Science Glossary (https://forrt.org/glossary), a consensus-based dictionary of terms relating to open scholarship. o Open Science Summaries (https://forrt.org/summaries) containing hundreds of bite-size summaries encapsulating the most important arguments and findings of this literature. o Open Science Lesson Plans (https://forrt.org/lesson-plans) containing ~60 ready-to-run activities available to teaching faculty that are accompanied by teaching notes. o Representing a diverse group of early-career researchers, educators, and students across specialisms, we advocate for greater recognition of pedagogical communities and encourage all Research Stakeholders to engage with these communities to enable long-term and sustainable change