Author: wmcross

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).

Today we’re excited to share “Labor Equity in Open Science” (available in the SCN OER Commons Hub). This work was created by CJ Garcia and Anali Maughan Perry. It presents clear, actionable guidance on a tremendously important topic . Here’s CJ and Anali to introduce Labor Equity in Open Science:

Labor Equity in Open Science is an interactive lesson plan designed to introduce MLIS students to labor equity issues in open science practices. During the lesson, students are given a researcher persona encompassing various professional and personal identities. Students are then given multiple scenarios and asked to predict how their persona would respond and why. Through group discussion and personal reflection, students consider the ways that researchers in different positions and with different levels of institutional support engage with open science. Students are also encouraged to consider how personal identity, such as race and gender, often intersects with professional identity, and how that contributes to wider, structural barriers that impact the adoption of open science practices. The lesson culminates in an opportunity for the students to brainstorm how they, as librarians, can address and alleviate these barriers. While starting the conversation is important, the lesson goes beyond this and bridges the gap between learning and action.

In addition to the primary lesson plan, we have provided supporting material for instructor and student use, including an instructor presentation as well as student handouts with persona and scenario details. These are designed to facilitate both in-person and online, synchronous learning. We also include an alternative assignment that invites students to develop their own personas and scenarios to add to OER Commons and help the OER grow as a living resource while also providing a practical opportunity to introduce MLIS students to the OER ecosystem.

Throughout my time in graduate school, I became more and more invested in open science and scholarly communication, and was eager to contribute to conversations in this area. At the same time, I often found myself frustrated by many of the conversations I saw happening in the field that often neglected the human labor element of open science. Librarians and researchers are partners in creating an open system of scholarly research, and so we need to be in tune with the needs of researchers. Open science is often lauded as a mechanism by which the process of research can be more just and equitable, but as it stands open science relies on a vast amount of unpaid and often under-recognized labor. For many researchers, participating in standard open science practices may be impossible to do without jeopardizing one’s career or work-life balance. I know that finding a way to advance open science in a way that suits everyone is no easy task. That is why we built the lesson plan to be a conversation-starter and challenged students to start brainstorming solutions. Finding solutions is never easy, but it always starts by recognizing the problem, learning, reflecting, and collaborating.

Being able to contribute to the SCN was a fantastic opportunity to create the type of lesson we would have liked to receive while in graduate school, share it in a trusted open repository, and ensure it reaches our target audience of scholarly communication instructors and practitioners. We hope it will help generate increased awareness of researcher perspectives and consideration of the barriers they may face when trying to participate in open science practices.

About the Authors

Primary author CJ Garcia is the Liaison and Communications Librarian at A.T. Still University. He gained his MLIS from the University of Arizona in May 2022. He specializes in scholarly communication, online learning, and user experience. He is particularly interested in how open science practices in health sciences research translates to better patient outcomes. Outside of librarianship, he likes to play video games, build legos, and buy increasingly expensive toys for his cats.

Anali Maughan Perry is the Scholarly Communication Librarian at Arizona State University’s ASU Library where she leads institutional efforts to provide outreach and education to the ASU community regarding scholarly publishing and copyright, with particular emphasis on fair use, open access to scholarly information, and open education.

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).

Today we’re excited to share “Trans Inclusion in OER” (available in the SCN OER Commons Hub and via Pressbooks). This work was created by Kat Klement at Bemidji State and Stephen G. Krueger at Dartmouth. They have both been leaders in this area and have created an outstanding resource that can improve OER and help better-educate everyone in scholarly communication. Here’s Kat and Stephen to introduce Trans Inclusion in OER:

Information about trans and gender diverse people is constantly growing and changing, in addition to having aspects that are specific to certain regions and cultures. But gender identity is often oversimplified in educational resources, if it is acknowledged at all. Trans and gender diverse students and teachers often find their experiences absent, stereotyped, or described in language that perpetuates the gender binary. Outdated and inaccurate content leaves everyone with harmfully incorrect information about gender-related language, history, current events, health care, and legal issues.

Because of their flexible nature, open educational resources are ideally positioned to incorporate gender-inclusive language and accurate, relevant content on trans and gender diverse people. Trans Inclusion in OER is intended to raise awareness on this potential as well as to provide guidance on how to act on it within the context of scholarly communication.

Part 1 contains suggested materials on multiple topics: OER 101, Trans 101, Social Justice and OER, Trans and Gender Diverse Inclusion in OER. Readers are invited to pick and choose depending on their need. Perhaps one is well aware of trans and gender diverse issues but not OER, or vice versa. All of these sections are annotated resource lists except for the last, which is because there is little to no existing material specifically about trans and gender diverse people and OER (until now); this section outlines why the usual reasons for using and creating OER are especially relevant in the context of gender inclusion. Part 1 closes with a list of practical resources for creating and adapting trans-inclusive materials.

Part 2 is an instructor’s guide for a class session (or several) on how to make trans-inclusive OER. The lesson plan, discussion questions, activities, and assignments can be used as written, mixed and matched, or adapted and revised to suit a variety of class settings. They can also be valuable exercises for faculty and librarians to think through on their own, as they take the ideas and resources from Part 1 and demonstrate how to use them in practice.

It is our hope that this resource is the first of many on how OER can meet the enormous need for gender-inclusive educational materials.

About the Authors

Stephen G. Krueger (he/him/his) is the Scholarly Publishing Librarian at Dartmouth College, where he supports the use and creation of open educational resources. He is the author of Supporting Trans People in Libraries (2019, Libraries Unlimited), co-editor of Trans and Gender Diverse Voices in Libraries (forthcoming, Library Juice Press), and co-author of The Trans Advice Column. Stephen holds a B.A. in English from Warren Wilson College and an M.S.L.S. from the University of North Carolina at Chapel Hill, and he is working on an M.A. in Arctic and Northern Studies from the University of Alaska Fairbanks. Learn more at www.stephengkrueger.com.

Kat R. Klement (they/them/theirs) is an Assistant Professor of Psychology at Bemidji State University, teaching courses primarily related to sexuality and gender. They received their Ph.D. in Psychology from Northern Illinois University and their M.A. in Psychology and B.A. in Psychology and Political Science from Concordia University Chicago. Their major lines of research examine attributions of sexual assault blame, how transphobia relates to other systems of oppression, and transgender patients’ healthcare experiences. They are co-founder and co-director of the Northwoods Queer Outreach, which provides training and resources for organizational staff, educators, and healthcare providers to better serve 2SLGBTQ+ people. Learn more at www.kathryn-klement.com.