Open Education 2017

Librarians in higher education are integral in the adoption and use of OER at their institutions.However, school librarians have a different role in the adoption process. This presentation aims to examine ongoing research on P12 schools' use of their librarians. #GoOpen schools agree to replace at least one traditional textbook with an open textbook within a year. Agreeing to participate in the initiative means the school will äóìidentify a district #GoOpen team who will work to develop a strategy for the implementation of openly-licensed educational materials, commit to replace at least one textbook with openly-licensed educational materials in the next year, and document and share their implementation processäó (#GoOpen Districts). For P12 schools the chance of locating an open textbook that meets their needs may be limited depending on the subject and level of the open textbook they are considering. Librarians are trained to locate, access, and evaluate resources; therefore, it would seem that the schools participating in this initiative would utilize their school librarians when undergoing this transition.

This presentation will report on findings based on the research questions:

(1) How many #GoOpen schools are using their school librarians in their open textbooks adopting process?

(2) How are school librarians being used in open textbook adoption process for schools participating in the #GoOpen campaign?

(3) Why are schools who are not using school librarians choosing to not include them in the open textbook adoption process?

Libraries' involvement in leading and supporting open education initiatives is growing rapidly. Many librarians', however, find that their biggest obstacle to open education engagement on their campus is not faculty or administration--it's resistance from their colleagues in the library! Open education programs cannot gain the necessary traction on our campuses through the efforts of one person. How can we bring our colleagues on board, helping them see developing an open education program is more than a creating a libguide? How can we help them get past the idea that äóìthis is just one more thing I have to do?äó How can you facilitate conversations about open education, especially when you are not in a management position? This presentation will discuss strategies for generating buy in with the colleagues that aren't yet on board with open education. Attendees will gain steps to take at their local libraries. For libraries to successfully advance open education on our campuses, we need our colleagues to join us. Let's crack that nut!

In any affordable learning initiative there are many moving parts. There is the macro view where various campus units and departments must collaborate to market affordable learning/OER and to plan programs that facilitate faculty adoption into their courses. There is also the micro view: the technical aspects of adopting new course materials and integrating them into our learning management system, whether library-licensed content, OER, or something else altogether.

In this presentation, I will outline the skills and knowledge that facilitate my contributions to campus affordable learning initiatives as one university's Instructional Design Librarian. My background in instructional design and educational technology combined with my experience in library and information science positions me as a competent contributor to campus initiatives.

As Instructional Design Librarian at a large regional university, I work to build relationships that connect the library with the many units and departments that collaborate on our affordable learning initiative. I advise campus leaders, instructional designers, librarians, and faculty on how to navigate and evaluate their various options for affordable and open content. I answer questions on Fair Use and appropriate reuse of copyrighted instructional materials. I create online tutorials and deliver workshops on library-licensed content, OER, copyright and Creative Commons. I serve on committees to write OER-related grants and help plan campus events related to affordable learning.

The same skills and knowledge that help me advance my library's on-campus instruction and distance learning programs as Instructional Design Librarian also prove to be essential to helping our campus make progress on advancing affordable learning.

How much time does it take to effectively learn about, find and evaluate open educational resources? We found a 3 hour hands-on workshop with faculty is an effective way to promote awareness and adoption strategies within a faculty development program. We are interested in sharing the iterative design of our hands-on faculty workshop with librarians interested in advocating OERs. What has worked, what changes we have made to effectively support our faculty adopt, adapt, and author open educational resources. Basic outline of workshops; textbook conversation, creative commons, finding and evaluating OERs, leveraging library and HathiTrust, and authoring OERs with classroom activities to publishing with Humboldt State University Press.

The movement for OER in Canada and the United States has been accelerating, with numerous institutions launching initiatives to support the creation, adoption, adaptation and awareness of OER. While there are a number of successful efforts to organize networks, communities, and consortia, many activities also happen organically without visibility outside their institution.

Recognizing the need to better track and share information about the efforts institutions have taken to advance OER, SPARC developed Connect OER. This presentation will provide attendees with an opportunity to learn more about the project as well as key findings from our first Annual Connect OER Report.

Librarians in higher education are integral in the adoption and use of OER at their institutions.However, school librarians have a different role in the adoption process. This presentation aims to examine ongoing research on P12 schools' use of their librarians. #GoOpen schools agree to replace at least one traditional textbook with an open textbook within a year. Agreeing to participate in the initiative means the school will äóìidentify a district #GoOpen team who will work to develop a strategy for the implementation of openly-licensed educational materials, commit to replace at least one textbook with openly-licensed educational materials in the next year, and document and share their implementation processäó (#GoOpen Districts). For P12 schools the chance of locating an open textbook that meets their needs may be limited depending on the subject and level of the open textbook they are considering. Librarians are trained to locate, access, and evaluate resources; therefore, it would seem that the schools participating in this initiative would utilize their school librarians when undergoing this transition.

This presentation will report on findings based on the research questions:

(1) How many #GoOpen schools are using their school librarians in their open textbooks adopting process?

(2) How are school librarians being used in open textbook adoption process for schools participating in the #GoOpen campaign?

(3) Why are schools who are not using school librarians choosing to not include them in the open textbook adoption process?

Libraries' involvement in leading and supporting open education initiatives is growing rapidly. Many librarians', however, find that their biggest obstacle to open education engagement on their campus is not faculty or administration--it's resistance from their colleagues in the library! Open education programs cannot gain the necessary traction on our campuses through the efforts of one person. How can we bring our colleagues on board, helping them see developing an open education program is more than a creating a libguide? How can we help them get past the idea that äóìthis is just one more thing I have to do?äó How can you facilitate conversations about open education, especially when you are not in a management position? This presentation will discuss strategies for generating buy in with the colleagues that aren't yet on board with open education. Attendees will gain steps to take at their local libraries. For libraries to successfully advance open education on our campuses, we need our colleagues to join us. Let's crack that nut!

In any affordable learning initiative there are many moving parts. There is the macro view where various campus units and departments must collaborate to market affordable learning/OER and to plan programs that facilitate faculty adoption into their courses. There is also the micro view: the technical aspects of adopting new course materials and integrating them into our learning management system, whether library-licensed content, OER, or something else altogether.

In this presentation, I will outline the skills and knowledge that facilitate my contributions to campus affordable learning initiatives as one university's Instructional Design Librarian. My background in instructional design and educational technology combined with my experience in library and information science positions me as a competent contributor to campus initiatives.

As Instructional Design Librarian at a large regional university, I work to build relationships that connect the library with the many units and departments that collaborate on our affordable learning initiative. I advise campus leaders, instructional designers, librarians, and faculty on how to navigate and evaluate their various options for affordable and open content. I answer questions on Fair Use and appropriate reuse of copyrighted instructional materials. I create online tutorials and deliver workshops on library-licensed content, OER, copyright and Creative Commons. I serve on committees to write OER-related grants and help plan campus events related to affordable learning.

The same skills and knowledge that help me advance my library's on-campus instruction and distance learning programs as Instructional Design Librarian also prove to be essential to helping our campus make progress on advancing affordable learning.

How much time does it take to effectively learn about, find and evaluate open educational resources? We found a 3 hour hands-on workshop with faculty is an effective way to promote awareness and adoption strategies within a faculty development program. We are interested in sharing the iterative design of our hands-on faculty workshop with librarians interested in advocating OERs. What has worked, what changes we have made to effectively support our faculty adopt, adapt, and author open educational resources. Basic outline of workshops; textbook conversation, creative commons, finding and evaluating OERs, leveraging library and HathiTrust, and authoring OERs with classroom activities to publishing with Humboldt State University Press.

The movement for OER in Canada and the United States has been accelerating, with numerous institutions launching initiatives to support the creation, adoption, adaptation and awareness of OER. While there are a number of successful efforts to organize networks, communities, and consortia, many activities also happen organically without visibility outside their institution.

Recognizing the need to better track and share information about the efforts institutions have taken to advance OER, SPARC developed Connect OER. This presentation will provide attendees with an opportunity to learn more about the project as well as key findings from our first Annual Connect OER Report.