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OER: a Field Guide for Academic Librarians Andrew Wesolek Vanderbilt University, Andrew.J.Wesolek@Vanderbilt.Edu Pacific nivU ersity CommonKnowledge Pacific nivU ersity Press Pacific nivU ersity Libraries 11-2018 OER: A Field Guide for Academic Librarians Andrew Wesolek Vanderbilt University, [email protected] Jonathan Lashley Boise State University, [email protected] Anne Langley University of Connecticut, [email protected] Follow this and additional works at: https://commons.pacificu.edu/pup Part of the Scholarly Communication Commons, and the Scholarly Publishing Commons Recommended Citation Wesolek, Andrew; Lashley, Jonathan; and Langley, Anne, "OER: A Field Guide for Academic Librarians" (2018). Pacific nU iversity Press. 3. https://commons.pacificu.edu/pup/3 This Book is brought to you for free and open access by the Pacific nivU ersity Libraries at CommonKnowledge. It has been accepted for inclusion in Pacific nivU ersity Press by an authorized administrator of CommonKnowledge. For more information, please contact [email protected]. OER: A Field Guide for Academic Librarians Description We intend this book to act as a guide writ large for would-be champions of OER, that anyone—called to action by the example set by our chapter authors—might serve as guides themselves. The following chapters tap into the deep experience of practitioners who represent a meaningful cross section of higher education institutions in North America. It is our hope that the examples and discussions presented by our authors will facilitate connections among practitioners, foster the development of best practices for OER adoption and creation, and more importantly, lay a foundation for novel, educational excellence. Disciplines Library and Information Science | Scholarly Communication | Scholarly Publishing Publisher Pacific nivU ersity Press ISBN 9781945398797 Comments Errata / Version Statement: All formats (print, PDF, epub) corrected 12/04/2018 to reflect editorial corrections not captured in initial publication. Substantive revisions made to Reed & Turner (chapter and bios). This book is available at CommonKnowledge: https://commons.pacificu.edu/pup/3 OER: A Field Guide for Academic Librarians OER: A Field Guide for Academic Librarians Andrew Wesolek, Jonathan Lashley, & Anne Langley PACIFIC UNIVERSITY PRESS 2043 College Way Forest Grove, Oregon 97116 Introduction and compilation © 2018 by Andrew Wesolek, Jonathan Lashley, & Anne Langley Chapters © 2018 by Christy Allen, Nicole Allen, Jean Amaral, Alesha Baker, Chelle Batchelor, Sarah Beaubien, Geneen E. Clinkscales, William Cross, Rebel Cummings-Sauls, Kirsten N. Dean, Carolyn Ellis, David Francis, Emily Frank, Teri Gallaway, Arthur G. Green, Sarah Hare, John Hilton III, Cinthya Ippoliti, DeeAnn Ivie, Rajiv S. Jhangiani, Michael LaMagna, Anne Langley, Johnathan Lashley, Shannon Lucky, Jonathan Miller, Carla Myers, Julie Reed, Michelle Reed, Lillian Rigling, Heather M. Ross, Matthew Ruen, Jeremy Smith, Cody Taylor, Ciara Turner, Jen Waller, Anita Walz, Andrew Wesolek, Andrea Wright, Brady Yano, Stacy Zemke This book is distributed under the terms of a Creative Commons Attribution License, which permits use, distribution, and reproduction in any medium, provided the original author and publisher are credited. Cover design by Alex Bell ISBN (pbk) 978-1-945398-79-7 ISBN (epub) 978-1-945398-00-1 ISBN (PDF) 978-1-945398-01-8 Published in the United States Errata / Version Statement: All formats (print, PDF, epub) corrected 12/04/2018 to reflect editorial corrections not captured in initial publication. Substantive revisions made to Reed & Turner (chapter and bios). Table of Contents Introduction 1 Section 1: The Case for OER 15 Stakes and Stakeholders: Open Educational 17 Resources—Framing the Issues Brady Yano & Carla Myers What Does the Research Say About OER? 41 John Hilton III Section 2: The Pedagogical Implications of OER 49 From Textbook Affordability to Transformative Pedagogy: 51 Growing an OER Community Jean Amaral Creating Learning Opportunities in Open Education: An 73 Exploration of the Intersections of Information Literacy and Scholarly Communication Michelle Reed Experiential Learning and Open Education: Partnering with 93 Students to Evaluate OER Accessibility Michelle Reed & Ciara Turner 115 Course Material Decisions and Factors: Unpacking the Opaque Box Anita Walz OER: A FIELD GUIDE FOR ACADEMIC LIBRARIANS An Open Athenaeum: Creating an Institutional Home for 141 Open Pedagogy Rajiv S. Jhangiani & Arthur G. Green Section 3: OER Advocacy, Partnerships, Sustainability, and 163 Student Engagement Open Partnerships: Identifying and Recruiting Allies for 165 Open Educational Resources Initiatives Rebel Cummings-Sauls, Matt Ruen, Sarah Beaubien, & Jeremy Smith Getting to Know You: How We Turned Community 193 Knowledge into Open Advocacy Lillian Rigling & William Cross Advancing Access for First-Generation College Students: 213 OER Advocacy at UT San Antonio DeeAnn Ivie & Carolyn Ellis Student-Driven OER: Championing the Student Voice in 239 Campus-Wide Efforts Alesha Baker & Cinthya Ippoliti 253 From Conversation to Cultural Change: Strategies for Connecting with Students and Faculty to Promote OER Adoption Kirsten N. Dean Making the Connections: The Role of Professional 273 Development in Advocating for OER Michael LaMagna Advocacy in OER: A Statewide Strategy for Building a 291 Sustainable Library Effort Emily Frank & Teri Gallaway Interinstitutional Collaborations to Forge Intracampus 309 Connections: A Case Study from the Duke Endowment Libraries Sarah Hare, Andrea Wright, Christy Allen, Geneen E. Clinkscales, & Julie Reed Section 4: Library-Supported Adoption and Creation 331 Programs Seeking Alternatives to High-Cost Textbooks: Six Years of 333 The Open Education Initiative at the University of Massachusetts Amherst Jeremy Smith From Start-Up to Adolescence: University of Oklahoma’s 351 OER Efforts Jen Waller, Cody Taylor, & Stacy Zemke A Grassroots Approach to OER Adoption: The University of 381 Saskatchewan Experience Heather M. Ross, Shannon Lucky, & David Francis Bringing OER to the Liberal Arts: An Innovative Grant 399 Program Jonathan Miller 415 Transforming Publishing with a Little Help From Our Friends: Supporting an Open Textbook Pilot Project with Friends of the Libraries Grant Funding Chelle Batchelor 433 Closing Reflections Nicole Allen About the Authors 439 Index 449 Introduction OER: A Mechanism for Educational Change Jonathan Lashley, Andrew Wesolek, & Anne Langley Intr o duction For many of us, the drive to effect positive change—however vague or idiosyncratic our sense of this might be—has guided our work in higher education. We champion the pursuit of a college degree because few en- deavors can match it in terms of advancing a person’s economic mobility (Chetty, Friedman, Saez, Turner, & Yagan, 2017). Despite recent debates about the value of a college degree (Pew Research Center, 2017), the op- portunities and financial stability awarded to those with college degrees remain apparent when they are compared to peers who have only grad- uated high school (National Center for Education Statistics, 2017). And while more Americans have a college degree than ever before (Ryan & Bauman, 2016), access to a formal, post-secondary education continues to be elusive for some. Indeed, over the last 10 years, analysts have projected that the cost of attending college would keep 2.4 million low-to-moderate income, college-qualified high school graduates from completing a college degree (Advisory Committee on Student Financial Assistance, 2006). During that same period, college students in the United States saw expenses re- lated to tuition and fees increase by 63 percent, school housing costs (excluding board) increase by 51 percent, and textbook prices increase by 88 percent (Bureau of Labor, 2016). Because few students can afford a college education through salary alone, 44.2 million Americans have sought financial aid via student loans. As a result, total student loan debt is now topping $1.45 trillion in the United States (Board of Governors of the Federal Reserve System, 2017), and student loan delinquency rates are averaging 11.2 percent (Federal Reserve Bank of New York, 2017). The burden of a student’s financial decisions extends beyond the mere 2 OER: A FIELD GUIDE FOR ACADEMIC LIBRARIANS individual: society will inevitably carry the weight of this debt for years to come. As a means of making college more affordable and promoting access to educational content, many of us look to open educational resources (OER) as a catalyst for positive, tangible change. Residing in the public domain or licensed in such a way that they are made free for use and repurposing by others (Hewlett Foundation, n.d.), these open teaching, learning, and research resources not only serve as alternatives to commer- cial educational products, they promote new relationships between acad- emic communities and educational content. Take, for instance, the Project Management for Instructional Designers (PM4ID) (2016) project that David Wiley undertook with instructional design students at Brigham Young University. Though open project management textbooks existed, none addressed the work of instructional designers in particular. Rather than make do with a general textbook, the affordances of openly licensed con- tent engendered Wiley’s students to work as co-authors and -editors on the content of a new, specialized open textbook that is still widely distrib- uted and updated regularly. Thanks to OER, students became consumers and producers of increasingly valuable
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