"Being open’ is not binary state or a one-time decision", says Catherine Cronin. Many open educators and scholars have referred to openness as a way of being, or becoming . "Open educational practices (OEP) are continually negotiated by individuals within various contexts. And Zourou (2017) reminds us that engagement in OEP is “far from being a natural act”. So the work of open educators is complex: navigating the complexities of open practice and open learning ourselves; seeking to develop the reflective, open practices of the learners and students with whom we work; and, for many, experiencing tensions between enactment of open identities/OEP and traditional scholarly practices within our institutions."