Author: jbolick

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Celebrating Open Ed Week with Regina Gong

Dr. Regina Gong was the curator of the Open Education Collection in the Scholarly Communication Notebook. Before her current role as Associate Dean for Student Success and Diversity in Copley Library at the University of San Diego, she led open education programs at Michigan State University, and before that, at Lansing Community College. If you’ve been working in the OER space for long, you know Regina’s work, and if you aren’t familiar, you really should be. She is deeply knowledgeable, experienced, and infectiously enthusiastic. We have welcomed every opportunity to work with Regina, who also contributed to the Open Education Section of Scholarly Communication Librarianship and Open Knowledge. She’s also, very deservedly, a LJ ‘23 Mover & Shaker. Below, Regina shares information about the collection of materials she curated. Essentially, it’s OER about OER. For clarity, the Open Education Collection is a catchall of resources that are endorsed by the SCN and bear the tag, “Open Education.” Regina focused her effort in the related Scholarly Communication Notebook Group folder structure in order to ease navigation. The top folder is called “OER (Overview).”

Introduction

OER Commons is a rich resource which hosts a plethora of resources that provide an overview and introduction to open educational resources (OER) and related practices. Faculty, teachers, librarians, instructional designers, academic staff, administrators, and students from different institutions and organizations create, remix, and share these materials to support teaching and learning. These resources available allow for a better understanding and clarity about OER and demonstrate how these materials can be used and adapted for teaching and learning. However, the volume of materials, along with the many facets available to filter the results for relevancy, can be overwhelming, especially for those who may not be familiar with OER. For library and information science (LIS) students and others just starting to learn about open educational content and practices, the SCN is a jumping off point to explore and discover open education as well as the community of people who create these materials as tools for empowerment. Indeed, this is an invitation to expand our knowledge, awareness, and commitment to open education for the public good.

Overview of the Collection

The collection consists of materials that introduce OER and provide a deeper dive into the issues that propelled the rise of these openly licensed teaching and learning materials. The Overview folder provides a starting point for learning the basics of OER, what it can do to improve learning, and how educators can use these materials in the classroom. In this section, you will find a number of toolkits, starter kits, and quick-start guides geared towards specific groups such as librarians, faculty, students, and administrators, among others. It is then subdivided into folders as follows:

  • Diversity, Equity, Inclusion, and Accessibility (DEIA): Open education is often framed as a way to democratize knowledge, access, and opportunities for all learners. Equity and social justice are the pillars of ensuring that OER lives up to its promise of empowerment and freedom. In this section, the emphasis is on foregrounding OER as more than just free and affordable materials. It is curated to bring together a critical perspective on open education and how it can advance diversity, equity, inclusion, and social justice. Resources in this section are interdisciplinary and include works by authors in the United States as well as internationally-created materials. Here, you will find reports, toolkits, templates, and rubrics that guide educators and learners to intentionally incorporate DEIA in their courses, curriculums, syllabi, and assessments. It is not limited to postsecondary education but also includes materials relevant to K-12 educators.
  • OER Advocacy: A crucial part of OER work is advocacy and the ability to rally key decision-makers to support initiatives. This section provides information on advocating for OER as a student and librarian.
  • Open Licensing: Open licenses such as the Creative Commons licenses put the “open” in OER. Understanding these licenses and how they can be used to share materials with the world is crucial. This section comprises full courses and modules that discuss how these licenses work. The goal is to provide not just an understanding of Creative Commons licenses but to use it to demonstrate the affordances and freedom that OER enables.
  • Open Pedagogy: Open pedagogy or open educational practices are a body of activities that build on the opportunity of openly licensed content. For many educators, these practices are a core benefit of engaging with OER. This section consists of materials that demonstrate how this is done in real-life educational settings.
  • Open Textbooks: Open textbooks represent the majority of OER that are utilized and adopted by educators and learners. This section provides guidance on creating, modifying, and publishing open textbooks. Authoring with students and information about the peer review process that can be used to publish open textbooks round up this section.

Areas of Strengths

The scholarly corpus that makes up the open education field has been increasing since OER was first introduced in 2002. One area of strength is the availability of materials in all formats that provides an introduction and overview of OER. There are a lot of toolkits, guides, handouts, templates, and rubrics that address the many facets of running an OER program, including advocacy and publishing. A growing area of strength is open pedagogy and DEIA. This collection represents that strength since an emerging focus on equity and social justice has gained ground within the field. Open education practitioners have started to realize the value proposition of OER as a liberatory way to challenge knowledge creation and representation.

Areas of Improvement

An area that needs to be strengthened is one that all open education advocates should strive for: representation and inclusion. The materials available on open education and OER are predominantly Western-centric, specifically from the U.S. and Canada. This is not to say that there is a lack of materials about open education and OER from countries outside of North America. The issue is that those materials are not frequently cited, recommended, or referred to. For example, several materials from OER Africa, Europe, and the Global South are not represented in the major repositories (including OER Commons), which has serious implications for their discovery. As curator of this section, it was challenging to find these materials, so I intentionally added them as a resource in OER Commons so that the SCN could endorse them. While it is impossible to curate everything and be everywhere all at once, it is critical that we, as librarians and information professionals, practice what we preach. It is an ongoing effort to ensure that LIS students and emerging OER professionals learn about open education from as many perspectives, worldviews, and positionalities that make up this global community. This collection is a start, and hopefully, it will grow to include and represent the diverse voices waiting to be heard and discovered.

If you are aware of openly licensed materials about open education, here’s how they can be added to the Scholarly Communication Notebook.

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What a Fall!

About 6 weeks ago, we announced that Scholarly Communication Librarianship and Open Knowledge, the book that has been the core of our collaboration, was off to the printers. Since then, a lot has happened!

The open edition went live on the ALA Store and in the ACRL Open Access Books site in late September, just in time for a pre-conference we provided at the ALISE Conference in Milwaukee (cool city!), where we had a supportive and interested audience. There, we talked about open content as a bridge to practice in LIS instruction.

While we were at ALISE, our print copies arrived at our homes, so we got to hold them in our hands for the first time. Really exciting!

Triptych of Maria, Josh, and Will each holding their copy of Scholarly Communication Librarianship and Open Knowledge (book).

Since then, each of our institutions have issued a press release (UIUC, NCSU, KU). To our delighted surprise, Nick Shockey opened the ACRL/SPARC Forum (recording) with a very generous announcement about the book, and we were invited to write a short piece for ALA’s I Love Libraries blog about OA as an antidote to misinfo and disinfo. That was especially fun because we got to use a lot of horror references. Related: our friends at the Open Library of the Humanities wrote a similarly themed post that is very worth reading. Towards the end of October, our editor let us know that the digital/open version of the book had already been viewed “a whopping 1570 times” in just a month, which is great!

For now, we are trying to take it a bit slower, savor reaching this point, and reflect on lessons learned so far. We also have ideas for moving forward and building on the work so far, so that will be a focus in the new year. Thank you to everyone who contributed, who provided suggestions and supported us to reach this point together. We’re so proud of what we have collectively accomplished, and look forward to building on our success so far!

Maria, Will, and Josh

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Off to the Printer!

Folks, this is a big moment! We’ve been working towards an open textbook about scholarly communication librarianship for a long time. It was the core of our initial collaboration, which goes all the way back to 2016. A lot has happened (ahem) in the interim. Last fall we submitted the complete manuscript of Scholarly Communication Librarianship and Open Knowledge to ACRL. In May, we got the copyedited manuscript back and spent most of the summer working through changes. Recently, we reviewed two rounds of proofs, shared cover ideas with our designer and gave design feedback. Last week the formatted book went to the printer! Yesterday, we were in the September issue of The Syllabus from ACRL newsletter, and on Monday, we shared the beautiful cover, which we’re thrilled with.

The front cover for Scholarly Communication Librarianship and Open Knowledge, edited by Bonn, Bolick, and Cross. Features colorful graffiti in the top half, and title and bylines in bottom half.

It sounds like ACRL is excited about it, too! Here’s their description:

The intersection of scholarly communication librarianship and open education offers a unique opportunity to expand knowledge of scholarly communication topics in both education and practice. Open resources can address the gap in teaching timely and critical scholarly communication topics—copyright in teaching and research environments, academic publishing, emerging modes of scholarship, impact measurement—while increasing access to resources and equitable participation in education and scholarly communication.

Scholarly Communication Librarianship and Open Knowledge is an open textbook and practitioner’s guide that collects theory, practice, and case studies from nearly 80 experts in scholarly communication and open education. Divided into three parts:

  • What is Scholarly Communication?
  • Scholarly Communication and Open Culture
  • Voices from the Field: Perspectives, Intersections, and Case Studies

The book delves into the economic, social, policy, and legal aspects of scholarly communication as well as open access, open data, open education, and open science and infrastructure. Practitioners provide insight into the relationship between university presses and academic libraries, defining collection development as operational scholarly communication, and promotion and tenure and the challenge for open access.

Scholarly Communication Librarianship and Open Knowledge is a thorough guide meant to increase instruction on scholarly communication and open education issues and practices so library workers can continue to meet the changing needs of students and faculty. It is also a political statement about the future to which we aspire and a challenge to the industrial, commercial, capitalistic tendencies encroaching on higher education. Students, readers, educators, and adaptors of this resource can find and embrace these themes throughout the text and embody them in their work.

Look at the absolutely phenomenal list of folks involved in the finalized TOC!  We’re expecting publication in print to coincide with Open Access Week in late October, with an OA version available to download a bit earlier on the ALA Store. There are almost 80 contributors to the book, with a broader community of support, and a non-profit publisher supporting open publication. How’s that for community over commercialization?

There are already a couple of LIS scholcomm courses using a preprint version of the book this fall, and those instructors have been really positive about the book and related materials in the Scholarly Communication Notebook (SCN). We’re in touch with a few more folks who are looking forward to using it, too. We’re planning to develop an instructor’s companion to support use in LIS classrooms. If you’re teaching a course or workshop that could use all or part of the book, get in touch! We’d love to know more, and to talk about how we can support each other.

It’s been such a privilege to be a part of the development of this work and members of this community! We’re excited to finally see it coming out! We have so much gratitude to our peers who edited sections, all the authors, ACRL folks, especially our editor Erin Nevius, all the folks that helped to shape our thinking along the way, and many others. Onward and upward!

Maria, Josh, and Will

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New to the SCN: Introduction to the Library’s Institutional Repository for Scholarly Communications

This is the latest post in a series announcing resources created for the Scholarly Communication Notebook, or SCN. The SCN is a hub of open teaching and learning content on scholcomm topics that is both a complement to an open book-level introduction to scholarly communication librarianship and a disciplinary and course community for inclusively sharing models and practices. IMLS funded the SCN in 2019, permitting us to pay creators for their labor while building a solid initial collection. These works are the result of one of three calls for proposals (our first CFP was issued in fall 2020; the second in late spring ‘21, and the third in late fall 2021). A recently released Summer 2023 project report provides more context.

Today we’re excited to share “Introduction to the Library’s Institutional Repository for Scholarly Communications” (available via Pressbooks and in the SCN OER Commons Hub). This work was created by Dr. Jennifer Beamer and Sumayyah Jewell. Institutional repositories, or IRs, are at an interesting point in their development and use. Here is Jennifer to introduce their work:

In 2020, Jennifer and Sumayyah began refreshing the nearly 10-year-old institutional repository at the Claremont Colleges Library.  Our goal was to start creating documentation about the foundational concepts that we wanted our colleagues to know about.  As we were both strong advocates of new and soon-to-be librarians we talked many times about how learning about repositories in library school would be a great idea. So we created a simple guide of how institutional repositories operate within our library. We began documenting the actors and processes of the institutional repository while at the same time internally educating our staff, librarians, and leadership on how our campus’s students, faculty, and staff were interacting with the repository. There are four main areas we have addressed: Libraries and the Institutional Repository, Contents of the Library Repository, Labor and the Library Repository, and Organizations that Support the Library Institutional Repository.  At the end of each chapter, there are a few brief questions for exploring and diving deeper into the content presented.

We chose to create a Pressbook in the hopes that we can add more content in the future and possibly case studies. We would love others to get in touch with us and give us feedback on our simple content to date. We realize that it’s a basic introduction for now.  This resource is meant for librarians and library students – especially those who may be new to scholarly communication and or have no experience with institutional repositories. It presents how library workers are thinking as they undertake open-access publishing, manage institutional repositories, and assemble digital collections. The simplicity of the current version was well received internally. The feedback thus far has been that it is a good start and more content would be welcome. Please email Jennifer (jenniferb@claremont.edu) with any feedback.

About the Authors

Jennifer Beamer is the Head of Scholarly Communication and Open Publishing Services at The Claremont Colleges, a liberal arts college consortium comprised of seven colleges in Southern California. She believes in the library’s open publishing program by building collaborative relationships with partners from within the Library and across the campuses. Additionally, Jennifer provides leadership, outreach, and education on the scholarly communication ecosystem, including open access advocacy, open science practices, open educational resources, copyright and fair use, and research impact.

Sumayyah Jewell is the Digital Preservation Archivist at the Leonard Cohen Family Trust in Los Angeles, and a future Librarian.  She is passionate about facilitating the discoverability and preservation of knowledge. Sumayyah’s areas of expertise include practical experience in reference, scholarly communications, digital asset and repository management, digital preservation, community archives, resource sharing, and open access scholarship.

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You Can Only Cook with What’s in the Pantry

Editors’ Note: This post is by AJ Boston, Curator of the Scholarly Sharing Collection of the Scholarly Communication Notebook and Scholarly Communication Librarian at Murray State University. AJ is an innovative and often entertaining colleague that we’ve been thrilled to work alongside. We’re always interested in what AJ thinks, so it’s a pleasure to share this post.

In November 2022, I sent Will, Maria, and Josh (SCN leads) a report on over forty items that I spent time considering for the Scholarly Sharing Collection in the SCN. This collection is intended to host materials about authors’ rights, institutional and subject repositories, library publishing, and closely related topics. Like Jill Cirasella (curator of the Open Access Collection), I kept asking myself “which of [these] open resources are open educational resources?” Many of the relevant objects I came across on OER Commons weren’t what I consider OER per se. Because of the narrow way in which I chose to define OER, the collection you see as of today is not overwhelmingly large.

Examples of objects that are both open and relevant included things like research articles (at PLOS, Frontiers, etc.), general websites (Think. Check. Submit; figshare; Pressbooks), or links to metadata records of unarchived past presentations. While these objects can form the basis for education in a classroom, they aren’t really what I would consider to be pedagogical in themselves, in the same way you wouldn’t expect to see “egg” or “flour” listed on a restaurant menu. These are raw ingredients.

There’s good stuff out there not included in this collection that would make great additions. Everyone who teaches a scholarly communication course has a whole semester’s worth of content that could be adapted. I know this firsthand, because I built many assignments from scratch for a (non-LIS) scholarly communication course this past fall, and have so far not adapted and made them open. Perhaps my biggest takeaway from this project is just what a challenge that time can be for faculty interested in building and sharing OER. I’ve always heard this anecdotally to be the case, but now I have the “thick” understanding of experience.

I’ve been weighing in my head whether editing my assignments for a wider audience is going to be worth the time and effort. As Josh counseled me on this point, I won’t know until I know. In fact, this is the case for everything that we do in scholarship. Writing papers, delivering presentations, making closed things open: we won’t really know what needs that our efforts may meet until we make the effort.

At the start of this post, I noted there are objects in OER Commons that are open, but not yet what I consider to be pedagogical. I myself have created pedagogical objects, but have so far chosen to keep them closed. How can I be a proper advocate for open if I don’t practice what I preach? So, should I spend some time this year adapting my materials? Laying the case out like this makes the choice look clear. Maybe this resonates with some of you. Let me know. Maybe the 2023-24 academic year can be our ‘adapt-a-thon’ year.