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Openness as a new approach to knowledge production and knowledge distribution is gaining a foothold in nearly all phases of the research life cycle—starting from the beginning where an idea is born and onward to the end where final research results are disseminated. Openness can accelerate scientific progress, facilitate wider and more diverse scholarly collaborations, and enable a more balanced approach to copyright management. At the same time, open scholarship (and the concepts underpinning it) is still a vague idea for many scholars and for others in the academic community. Even the meaning of the term “open” continues to be debated, making it challenging to provide a clear definition of openness in scholarship. As Daniels and Thistlethwaite (2016, 75) posit, “[o]pen scholarship, and the debate about it, bears the certainty of messy understandings, confusion, conflict, misappropriation, and tangential focus.” On the one hand, this debate speaks to the complexity and multidimensionality of open scholarship. On the other hand, the inconclusiveness about what openness in scholarship really entails and how it fits into the traditional practice of research and scholarly communication is one of the impediments to a greater adoption of open practices in the academic community.