Going National at ACRL

I had the great privilege to attend ACRL last month in Portland – my first national conference! ACRL veterans had given me the scare that ACRL conferences are intimidatingly large and difficult to get around, but I planned out what I wanted to see in advance and found the conference very approachable, especially after attending the first-timers presentation.

I was excited about my impending trip to Portland for ACRL 2015 for months in advance, and Portland was truly a fantastic location for a conference. The public transportation was incredible, and drivers so friendly to walkers and cyclists – a complete departure from my home in Orange County.

What I got out of ACRL 2015

The biggest takeaways I had from attending ACRL were from networking and learning about what librarians were doing at other institutions. The very first presentation I intended was about online embedded librarianship, which is a project that I’m working on at my institution since only a couple of librarians have done online work with students. I learned a lot from audience participants and from chatting with librarians sitting near me. I also really enjoyed the poster sessions – I attended all of them, and chatted with many of the presenters.

I also made friends with many librarians from my area of southern California! I had lunch with a librarian that works only 40 miles away from me, but, amusingly, we met in person for the first time in Portland. I also got to reconnect with colleagues from previous places I’ve worked. It was great to see familiar faces!

While planning out the events I wanted to see at ACRL, I crammed my schedule full of vendor lunches and social hours, but pared those back and I’m really grateful I did. I had much less free time than I thought I would, and social opportunities and other events cropped up organically. Deciding that I wouldn’t overextend myself also meant that I briefly felt guilty about skipping Jad Abumrad’s keynote for a nap, but the nap was totally worth it.

What I would do differently next time

However, I did not attend any workshops or roundtables, or the Unconference – and I wish that I had. I was indecisive about attending the workshops and didn’t sign up before they all filled, but after the fact I realized that my work would really have benefitted from spending several hours developing a concept or a project. The roundtables probably would’ve been another great opportunity to learn from what other librarians are doing.

Next time I’m also definitely going to propose a presentation or roundtable (this year I was barely starting out as a librarian when the due date came!). A colleague and I were lucky to have a poster accepted for the virtual conference, but I would love to gather librarians interested in the same topics I am in one place to share and hear ideas.

What else should I attend as an Instructional Design Librarian?

I’m now pretty close to finishing out my first year as a new Instructional Design Librarian! While I got a lot out of attending ACRL, I wish that I had seen more presentations that were more directly relevant to what I do at work. Early in the academic year, I received the advice from a senior librarian to attend conferences where there are “people that do what you do,” but I don’t think there are that many librarians that do what I do, at least to the same extent.

I recently learned about the DevLearn conference, held in Las Vegas each year. It targets instructional designers and e-learning developers, not librarians – but it sounds right up my alley! I was intrigued by last year’s presentations that were focused on advanced aspects of Articulate Storyline functionality, or tutorial navigation design. While somewhat local, it’s really pricey! But perhaps it’s something to keep in mind.

Librarians at ACRL recommended that I attend Internet Librarian, or LOEX – but Internet Librarian doesn’t seem quite relevant to what I do. LOEX, though, has a lot of potential, and sounds like a great, small-ish, conference to attend as an instruction librarian.

Wrap-Up and Up Next

I stayed in Portland an extra day for sightseeing. I rented a bicycle for 24 hours and got a lot of use out of it, especially since the weather was sunny and perfect! I also ate wonderful food while I was in Portland (who knew a pickled beet and horseradish sandwich would be pretty tasty) and had the best toasted hazelnut latte of my life from a hipster coffee shop. I highly recommend taking time to sight-see after conferences, alone or with library friends. On my solo adventures on Saturday I ran into many a librarian, and then I went on a lazy bike tour with a friend on Sunday.

Alas, it seems like that day of sightseeing was the last day of not worrying about work for a while! In June, I’ll be attending the 2015 Institute on High-Impact Practices and Student Success in Madison, Wisconsin, as part of a university team; then I’ll be in San Francisco for ALA, where a colleague and I will be presenting a poster in-person. Previously I had been looking forward to my summer being slow so that I could tackle big projects, but I’m already anxious that I won’t have much free time at work, especially since I’ll be taking three weeks off work in July for vacation, and then my first tenure-track portfolio will be due mid-September. But I’m still looking forward to finishing out my first year as a real librarian!

(Un)Written Tips for New LIS Students (Or, What I Learned In Grad School)

It’s mid-April and so many things are wrapping up. Most of my class projects have been turned in. I’m calculating the last hours I owe at each graduate assistantship. I just landed my first professional position! And—maybe most excitingly—one of my largest projects, the 2015 Symposium on LIS Education just happened last weekend. I’m finding myself with more free time (thank you, Lord) but also more anxiety about the future of my career.

Why not take a minute to look in the rear view mirror and reflect on the past instead of getting caught up on the “what ifs” of the future? I’ve said this before but I’ll say it again. Because I am the only graduate student voice on ACRLog right now, I feel an obligation to speak to graduate students’ needs and concerns. Thus, I thought I would write a short reflection on what I have learned in graduate school—the good, the bad, and the ugly. Fair warning: my experience in no way represents all LIS students’ experiences. My hope is that this reflection will give those just starting an LIS program or thinking about starting one some information about what it was like and what I might do differently if I had the chance. Hindsight is 20/20 so why shouldn’t we give others the space to learn from our misunderstandings and mistakes?

It’s important to give some context first. I have had what some might call an abnormal LIS graduate student experience. I attended the University of Illinois’ Graduate School of Library and Information Science (GSLIS) where I focused on instruction and scholarly communication. I finished the program in two years. During the course of my forty credit hours, I took only four online courses. Throughout my time at GSLIS, I held 1-2 graduate assistantships, either in our reference or instruction department. This means that all of my classes were supplemented with practical, tangible experience, including fielding reference questions, performing assessments, instructing workshops, providing internal education, and even attending committee meetings. I was extremely blessed to have these experiences. I was extremely blessed to have the mentorship that these experiences inherently provide. I am a white female in the LIS field and I undoubtedly have privileges others do not. I had support and freedom to uproot my life and move to Illinois and many others do not. It’s important to acknowledge these differences and work to change the structural issues in our current LIS education system to include more diversity, in terms of prior experiences, race, ethnicity, age, gender, sexual orientation, socioeconomic/ first generation status, and library training.

Below are my tips, in a nutshell. I have to admit that these were influenced by the recent Symposium on LIS Education Keynote (recording forthcoming) by Micah Vandegrift, Brianna Marshall, and Annie Pho entitled “Go Forth- OR- Community is Easy, Change is Difficult”. I’d like to thank them for giving me the courage to share both my successes and my failures.

Don’t underestimate your peers

I can’t overemphasize this enough. I came to GSLIS thinking that I would only really learn from my instructors and my supervisors. While I did end up learning a lot from these people, I learned just as much (if not more) from my peers. These peers—everyone from my colleagues at the information desk to the committee I worked with to plan the symposium—pushed me to think more critically about librarianship as a profession. They challenged me to think in new and complicated ways, through Twitter or weekly coffee breaks. They learned right alongside me, often sharing their newfound knowledge and developing projects with me so that I had some level of fluency in digital humanities or critical pedagogy or some other area I might have never been exposed to. By not only sparking my interest in these topics but also challenging my long-held conceptions about librarianship, they made me a better student, graduate assistant, job candidate, and (I hope) librarian.

Don’t get me wrong. I would advise you to ask your supervisor about their first job. Ask your instructor more about their experience with that topic. But don’t underestimate your peers—near or far. They know what you’re going through. They are trying to digest and grasp all of these new experiences too. Lean on each other. Mentor each other. Complain to each other! But make sure you develop relationships with the students around you. They are the future of this profession and your connection with them will be invaluable.

In short, I think my friend Kyle says it best:

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Push yourself

When I moved to Illinois, I didn’t know a single person in the entire state. I left Ohio for professional and personal reasons and I thought moving two states away would fix most everything. All of that sounds great on paper. But when you arrive, you realize that it’s overwhelming and isolating. The first few months were lonely and, frankly, depressing. But I pushed myself. I pushed myself to meet people. I pushed myself to attend community events and get familiar with GSLIS.

After awhile, I found my footing. Eventually, I was able to push myself in new and exciting ways. I took classes that were outside of my comfort zone. I led more workshops and instructional sessions. I took on a more challenging assistantship. I took an international LIS class and met LIS students from around the world. While all of these decisions mean that I have more experience, I also believe they have made me more thoughtful. I can relate to others’ positions more now. I am more willing to try new things and take risks. Everyone has to follow the path that makes the most sense for them. I would just encourage you to find ways to get outside of your comfort zone while you’re on that path.

Take your own stance/ Push your teachers, mentors, and colleagues

You’re going to have a lot of different people tell you a lot of different things. Everyone has a different opinion on everything, from teaching methods to the best tools to use for a specific project. Moreover, many people—even within our small library world—take different high-level stances on things like theory and ethics. These people are people you look up to. They have been in the field for decades and they have professional experiences you won’t have for a long time. Take their wisdom seriously and let it shape and challenge you.

At the same time, hold your own! You have a voice! You are becoming a professional and an expert. They can learn from your experience too. I know it’s challenging and even scary to take a different stance then someone you look up to, but our profession will never grow if you don’t.

A quick note: I have to again emphasize that I have privileges that others do not. I am in no way advocating that this is feasible for everyone. We have bills we have to pay and sometimes challenging someone—especially if they have some level of authority over you—is not feasible. In short, if you have the privilege and space to challenge some of the issues in our profession, think about doing so, especially if they affect people that can’t have a voice.

Know your value

This is especially true in the job search. You’ll hear that jobs are difficult to land and they are. But you have worked really, really hard to be where you’re at. Recognize how incredibly intelligent, talented, and unique you are. I know that the job market is tight and you really just need to get your foot in the door. But remember why you came to library school in the first place—to do interesting, rewarding work. Think less about what kind of job you want and more about what kind of work you want to do. If a position doesn’t seem to give you space to do that work, seriously think about whether it’s right for you. This is all to say that if you believe you are a great library professional, others will often start to believe you are too. Don’t feel like you have to work somewhere were the work is mediocre, the pay is unfair, and the leadership isn’t active (often all in a region where you won’t be happy). You have to be realistic but  you should also realize that you are the best advocate you have.

Reflect

All of the things you’re learning are new and exciting. You’re reading new topics and scholars in your courses, you are developing new relationships, and you might even be teaching or programming or doing some other exciting activity for the first time. It all happens so quickly. You will blink and forget those first experiences. In some ways, this is great. You get to improve without ruminating on some the stumbling blocks you had to get over.

At the same time, you risk being able to tangibly see how far you’ve come. Take some time, either weekly, monthly, or even once a semester, and think about all of the skills you have learned and all of the connections you have made. Often writing, discussing, or critiquing something we have done allows us to digest it. We gain new insights and are better able to identify successes and failures, all of which make us better practitioners the next time we do something.

Start healthy practices now

I hope that this doesn’t sound preachy but this is so important! Grad school is a stressful time—financially and emotionally. If you work and attend classes, you have little to no free time. I get all of that. I have lived it. But that doesn’t mean you can’t set boundaries. At some point, you and your needs have to come first. If you don’t set boundaries now, it will be even more difficult to suddenly start setting them when you start your professional life.

I know you’d really like to be part of that new project. Or you think it might not be that big of a deal to take on one more hourly project. Maybe you think you can pick up the slack for your group for an assignment. Habits are hard to break! Think critically about how you like to work. Do you lead? Do you let someone else lead? Are you a perfectionist? Think critically about how you communicate. Do you say what you think directly? Are you sometimes passive aggressive? It might sound silly but take note of all of these now. The better you know yourself, the better you can advocate for yourself and your time. The more transparent you can be with yourself (and with others), the more successful and healthy your life will be.

My advice is simple. Be intentional and realistic about how much time you have. SAY NO! You never want to be in a position where you really care about something you volunteered for but you can’t actually do what you said you would. Put your needs first. Realize that you have an identity outside of your professional interests and that’s okay. You are an entire person—with a family, hobbies, and interests. Embrace that now and set boundaries when you can so you can enjoy all of the aspects of your life, personal and professional.

Embrace rejection

Last fall, my proposal for a large international conference was rejected. Many of my friends were attending and I felt foolish for not getting in. When asked about it, I glossed over it like it wasn’t a big deal. The truth is that talking about it more would have helped me grow. I would have been able to think about the quality of my proposal sooner and more effectively. Moreover, this wasn’t a career changer! I can still submit an improved proposal to another conference. I can take their feedback and use it constructively to challenge myself. (Also, sometimes there are just a lot of awesome proposals and the planning committee can only pick so many. Now that I have gone through this process myself, I realize how difficult choosing really is!).

Failure is hard, especially when you care as deeply about the profession as many people do. But see it as an opportunity to learn, grow, and reflect. Embrace it, stand back up, and try again!

Be kind to yourself

I’m not sure if I’m qualified to write about this because I’m not the best at it. It’s a goal I’m working toward. Be patient with yourself. Remember that learning and growth takes time. Remember that you can’t do it all. You can, however, acknowledge your successes and be proud of how far you’ve come. You deserve it.

More Resources Worth Exploring:

Brianna Marshall, Professionalism and Self- Presentation

Brianna Marshall, We Need to Share our Rejections

Jennifer Guiliano, Time, Money, and the Academy

Gennie Gebhart, Five Mistakes I Made in My First Quarter of Library School

Amanda Hope Davis, A Librarian’s Approach to Self-Care

Lix McGlynn, On Overcommitting

Brianna Marshall, Library School Life Lessons

Robin Camille, Hello from New York! My new job, how I got here, and the value of my MLIS

Focus and Spring Fevers

It always seems so unfair that people tend to get sick in the springtime. Just as the weeks of perfect temperatures and sunshine get underway and you want to be outside all the time just soaking in the gorgeous weather along come allergies, and sinus infections, colds and flu, etc. This year I was lucky enough to get sick twice in rapid succession so for the last week or so I have had a hard time focusing on anything more complicated than what time of day to take my next dose of decongestant and how many packages of tissues I need for any given event. And of course remembering to never forget to take hand sanitizer everywhere so as to avoid infecting others. I’m finally starting to feel human again which means now I’m realizing how quickly my task list grows when I’m not functioning at normal capacity. Basically, if you can’t focus you can’t get much done.

texastulips

I did an informal poll of my coworkers to find out what helps them focus and learned that what works for one person might not be helpful for another. For example, headphones were mentioned by several people but there was disagreement as to whether they foster concentration or create distraction. One of my colleagues mentioned that she gets distracted by new music but familiar tunes become a sort of background noise that help her focus on tasks. When she said that, I realized that I have the opposite experience. When I listen to music I know well, I start humming along and even dancing around (obviously it’s an understated nerdy seated dance only performed when nobody is looking). For me it’s often better to listen to music without lyrics.

Another colleague mentioned the value of white noise, which I have not yet tried but is an excellent idea. It’s the workplace equivalent of sleeping with a fan running to drown out noisy neighbors. I downloaded an app called White Noise Lite. It not only offers lots of sound choices, from box fan to rain forest, but also says users can “record and loop additional new sounds with total ease”. That is a really cool idea if there is something specific that you enjoy hearing. I’m thinking that the fountain and wind chimes on my patio would be perfect for relaxation; every time I hear these sounds I will picture myself lounging in the hammock (note: this may or may not be ideal for workplace productivity).

Another tip offered by several of my coworkers was to remove distractions. Put away your cell phone, turn off email notifications, log out of social media, etc.. You can employ a plug in like LeechBlock (for FireFox) or StayFocusd (for Chrome) that will limit the amount of time you can spend on distracting websites if that is an issue for you. Know the best time to perform certain tasks and organize your workday accordingly. Is the office noisy between 11am and 1pm? Schedule menial tasks that only require short attention span or get caught up on your emails during that time. If certain distractions are too much, you might even change the location of your desk. I recently moved to a new cubicle for reasons unrelated to concentration and was surprised to learn how much easier it was to focus in my new location – even though my former desk had been fine, this one was an improvement.

Another suggestion involved switching from a regular desk chair to a stability ball. Giving your body the ability to be positioned in a comfortable way makes it easier to keep your mind on task. A similar strategy is used successfully with students who have ADHD. I, too, find my stability ball conducive to getting things done efficiently. Something about staying physically engaged instead of slouching into my chair keeps my mind active as well. A stability ball might not be the best solution for everyone; finding a more comfortable chair that improves your posture could be just as beneficial. The key is finding what works for you, not settling for whatever dusty old seat was assigned when you got hired.

The most valuable and interesting advice came from one of our student assistants, Jessica. I was especially interested to hear from our students because their desks are in the most highly travelled area of our department, right out in the open without even cubicle walls to keep distractions at bay. Surprisingly, her first tip was not to avoid distractions but to “get comfortable with the distractions”. In other words, don’t get frustrated with them or try to pretend like they don’t exist – accept them and get over it. This fits in generally with the concept of mindfulness that has been proven in countless studies to boost productivity. Be present; focus on the here-and-now; be totally aware of where you are, what you are doing and what is going on around you. Mindfulness is a key aspect of many meditation practices but can also be as simple as taking a few seconds during a stressful time to focus on your breathing, notice your posture and get centered in your surroundings.

So, to summarize: the best tip to stay focused is to not get sick, ever. If that proves impossible, try some of these tips to get back and stay on track — especially practicing mindfulness.

Further Reading

Schilling, D. L., K. Washington, F. F. Billingsley, and J. Deitz. “Classroom Seating for Children With Attention Deficit Hyperactivity Disorder: Therapy Balls Versus Chairs.” American Journal of Occupational Therapy 57.5 (2003): 534-41. Web.

Shao, Ruodan, and Daniel P. Skarlicki. “The Role of Mindfulness in Predicting Individual Performance.” Canadian Journal of Behavioural Science 41.4 (2009): 195-201. ProQuest. Web. 10 Apr. 2015.

 

 

 

 

Facilitating student learning and engagement with formative assessment

Information literacy instruction is a big part of my job. For a little context, I teach somewhere in the range of 35-45 classes per semester at my small liberal arts college. While a few of the sessions might sometimes be repeats for a course with multiple sections, they’re mostly unique classes running 75 minutes each. I’ve been teaching for some time now and while I’m a better teacher than I was ten or five years ago or even last year, there’s always plenty of room for improvement of course. A few months ago, I wrote a post about reflection on and in my teaching, about integrating “more direct discussion of process and purpose into my classes […] to lay bare for students the practice, reflection, and progression that complicates [information literacy] work, but also connects the gaps, that brings them closer to crossing the threshold.” Each year, I’ve been devoting more attention to trying to do just that: integrate process and purpose into my classes to improve student learning and engagement.

It didn’t start out as anything momentous, just a little bit all the time. Initially, it was only a small activity here or there to break things up, to give students a chance to apply and test the concept or resource under discussion, and to scaffold to the next concept or resource. I would demo a search strategy or introduce a new database and then ask students to try it out for their own research topic. I would circle the class and consult individually as needed. After a few minutes of individual exploration, we would come back together to address questions or comments and then move on to the next resource, strategy, or concept. This appeared to be working well enough. Students seemed to be on board and making progress. By breaking a class into more discrete chunks and measuring the pace a bit, students had more of a chance to process and develop along the way. Spacing out the hands-on work kept students engaged all class long, too.

For some time, I’ve started classes by reviewing the assignment at hand to define and interpret related information needs, sometimes highlighting possible areas of confusion students might encounter. Students expressed appreciation for this kind of outlining and the shape and structure it gave them. I felt a shift, though, when I started asking students, rather than telling them, about their questions and goals at the outset of a class. Less Here are the kinds of information sources we’ll need to talk about today and more What kinds of information do you think you need to know how to access for this assignment? What do you hope that information will do for you? What have been sticky spots in your past research experiences that you want to clarify? I wanted students to acknowledge their stake in our class goals and this conversation modeled setting a scope for learning and information needs. We then used our collective brainstorm as a guiding plan for our class. More often than not, students offered the same needs, questions, and problems that I had anticipated and used to plan the session, but it felt more dynamic and collaboratively constructed this way. (Of course, I filled in the most glaring gaps when needed.)

So why not, I finally realized one day, extend the reach of this approach into the entire class? While scaffolding instruction with small activities had helped students process, develop, and engage, I was still leading the charge at the pace I set. But what if we turned things around?  What if, essentially, they experimented on their own in order to determine something that worked for them (and why!) and shared their thoughts with the class? What if we constructed the class together? Rather than telling them what to do at the outset of each concept chunk, I could first ask them to investigate. Instead of demonstrating, for example, recommended search strategies and directing students to apply them to their own research, I could ask students to experiment first with multiple search strategies in a recommended database for a common topic in order to share with the class the strategies they found valuable. The same goes for navigating, filtering, and refining search results or for evaluating sources and selecting the most relevant or for any concept or resource for that matter. Why not, I thought, ask students to take a first pass and experiment? We could then share ideas as a class, demonstrating and discussing the strengths and weaknesses of their tactics along the way, collaboratively building a list of best practices strategies. Students could then revisit their work, applying those best practices where needed.

This kind of experiment-first-then-build-together-then-revise approach is simple enough, but its advantages feel rather significant to me. It makes every class exciting, because it’s—in part, at least—unique and responsive to precisely those students’ needs. Of course I have a structure and goals in mind, prepared notes in hand, but it’s a flexible approach. While it’s not appropriate for every class, the low stakes/low prep makeup is readily applicable to different scenarios and content areas. The students and I are actively involved in constructing the work of the class together. Everyone has a chance to contribute and learn from each other. In particular, more experienced students get to share their knowledge while less experienced students learn from their peers. The expectation to contribute helps students pay attention to the work and to each other. Its scaffolded and iterative design helps students digest and apply information. Its reflective nature reveals for students practice and process, too; it models the metacognitive mindset behind how to learn, how to do research. I don’t mean to get too ebullient here. It’s not a panacea. But it has made a difference. It’s probably no surprise that this kind of teaching has required a degree of comfort, a different kind of classroom leadership, and a different kind of instinct that would have been much, much harder to conjure in my earlier teaching.

While I wasn’t aware of it initially and didn’t set out to make it so, I now recognize this as formative assessment. Not only do these small activities increase opportunities for engagement and learning, they serve as authentic assessment of students’ knowledge and abilities in the moment. They provide evidence of student learning and opportunities for action immediately. With that immediate input, I can adjust the nature and depth of instruction appropriately at the point of need. All in a way that’s authentic to and integrated in the work of the class.

The informality of this approach is part of what makes it flexible, low prep, and engaging. It’s such a rich site for documentation and evaluation of student learning, though. I want to capture the richness of this knowledge, demonstrate the impact of instruction, document students’ learning. But I’m struggling with this. I haven’t yet figured out how to do this effectively and systematically. Some formative assessments result in student work artifacts that can illustrate learning or continuing areas of difficulty, but the shape my implementation has so far taken results in less tangible products. At the ACRL 2015 conference a few weeks ago, I attended a great session led by Mary Snyder Broussard, Carrie Donovan, Michelle Dunaway, and Teague Orblych: “Learning Diagnostics: Using Formative Assessment to Sustainably Improve Teaching & Learning.” When I posed this question in the session, Mary suggested using a “teacher journal” to record my qualitative reflections and takeaways after each class and to notice trends over time. I’m interested in experimenting with this idea, but I’m still searching for something that might better capture student learning, rather than only my perception of it. I’m curious to read Mary’s book Snapshots of Reality: A Practical Guide to Formative Assessment in Library Instruction, as well as Michelle and Teague’s article “Formative Assessment: Transforming Information Literacy Instruction” to see if I might be able to grab onto or adapt any other documentation practices.

Do you use formative assessment in your teaching? How do you document this kind of informal evidence of student learning? I’d love to hear your thoughts in the comments.

Open Education Week 2015: A Reflection on IP, Infrastructure, and Interest

This year, Open Education Week ran from March 9th to March 13th. Open Education Week, like Open Access Week, is a celebration of what has been accomplished and what is currently being done within the greater open movement. The Open Education Consortium sponsors the week by compiling resources, marketing materials, and educational tools for librarians, faculty, and other instructors around the world. One of the best parts about this process is that after the week ends, the Open Education website becomes a repository of sorts for events that happened that year. The resources for each event include recorded lectures and webinars as well as supplementary guides and tools. This year, just the webinar topics ranged from ensuring quality of digital content in the classroom to the impact of the open educational movement on the internationalization of universities globally.

This is the first year that UIUC has participated in Open Education Week and I was lucky enough to help create and lead two of our events, which were spearheaded by the Office of Information Literacy. Before I describe my experience with those events, it might be helpful to back up and explain why open education is important, especially within the library community, and what Open Educational Resources (OER) are. SPARC defines OER broadly as any learning resource that is released “under an open license which permits…free use and repurposing by others”. I would argue that the most important word in the last sentence is repurposing. The Open Education movement is built on the idea that education is about sharing, expanding, and refining knowledge. That can only happen if licenses allow educators to revise, adapt, remix, combine, and then redistribute resources. If you take a learning object that another educator created, improve upon parts of it, and then only share it in the classes that you teach, some would argue that you are not fully participating in the Open Education movement. Re-sharing is key.

But why does all of this matter? The Open Education movement works to mitigate the legal and technical barriers that impede collaboration and instructors’ ability to create the absolute best learning objects possible. Instructors are often frustrated with traditional learning content platforms, like textbooks and even course packets, which paint their course with a broad brush and often do not allow adaptation and flexibility. Likewise, students become frustrated when they have to buy a $100+ textbook and it is not completely or consistently used. To make the matter more complicated, many educators (including librarians) find fair use law subjective and confusing. OER is a solution to many of these issues. In addition, OER often reduces the costs we put on our students, many of whom are drowning in an incredible amount of debt already. The use of OER has been proven to increase retention and foster equitable access to learning regardless of socio-economic status. Librarians obviously care deeply about both of these goals.

My department hosted two sessions, one for library staff and one for instructors across campus. We used the same companion LibGuide for both sessions but the learning outcomes for each session were different. I taught the session for staff and my colleague, Crystal Sheu, taught the session for instructors. It’s important to mention, however, that we created the lesson plans and presentations together and we often consulted each other and our boss, Lisa Hinchliffe, about learning activities and presentation details. I share a few reflections below with the hope that others will think about how this type of programming could affect their library programming and culture and possibly make OER a more central conversation on their campus. Please note that these views are my own.

Interest

Getting buy-in is difficult! Both of our audiences were definitely smaller than we had hoped. This was our first year doing this type of programming so smaller numbers are to be expected. At the same time, it is important for us to think about why there might not currently be a large audience for this topic. Do faculty already know about OER? Do librarians get enough OER training through their professional development experiences? Do faculty not have the time to find and adapt OER? Are librarians weary of telling their faculty about yet another thing they should think about doing? Should we have used different marketing techniques?

I don’t know the answer to any of these questions and I think that’s okay. Still, whenever we do this type of programming, whether it is internal or open to the entire campus, I think it is important to find a deeper understanding about what’s happening. Sometimes there are just odd conflicts or planning issues. But for the most part, there are structural reasons people do or do not find value in something. Even putting the programming out there allows us to gauge our audiences’ interest and then do further research based on that.

IP

Somehow it always surprises me just how complicated intellectual property and copyright is. OER definitely attempts to reduce the confusion around the legalities of sharing by using Creative Commons licenses. We introduced these licenses on a very basic level, in case any of our audience members weren’t familiar with them.

Nevertheless, even CC licenses can be complicated and require thoughtful planning. One great example is the Share-A-Like license. We tried our best to tell participants that Share-A-Like requires intentionality. When you take an OER (or any licensed material) under a Share-A-Like license and adapt it, reuse it, and then share it again, it has to be licensed under the same original license you started with, which is obviously some variation of a Share-A-Like license.

When I first learned about this license, I was excited about its function. On face value, the license seems to take a major tenant of the open movement and put it into practice. If you use something that someone else has spent time and energy creating, you, too, should share your final product openly. Yet, a more critical look of this license paints a more nuanced picture. By making openness “infectious,” we take away the creator’s ability to choose how they would like to share and disseminate their work, which (I believe) is one of the most important reasons we have become author rights and open access advocates. Note: this assertion is most definitely being influenced by some of the resources I have been exploring lately, including one of the best critiques of openness and assuming openness is always the best option that I have ever read and a project that contextualizes information instead of assuming that it should always be free and open to all, specifically in regards to cultural heritage objects that have historically been attained through violent and colonialist means. I also recognize that “open” often means different things when thinking about educational resources, publications, cultural object, data, code, and software and we can’t group them together. While I think sharing is the point of OER, I’m not sure licensing is the place we should force educators to do it.

I’m currently taking a data policy seminar with Victoria Stodden. A trained statistician with a legal background, Dr. Stodden has been an incredible advocate for the open science movement. She regularly speaks about sharing data, code, and software to increase reproducibility and progress within the scientific community. Our last class session focused on intellectual property, with a more specific focus on licensing data and code. The Share-A-Like license came up in our conversation and, of course, I was a huge proponent for it. I explained that in a movement like Open Education, where the goal is to take some power and autonomy back from the commercial entities that make textbooks and other learning materials, Share-A-Like is imperative for making sure that no one is selling OER that have been adapted downstream. Her point, however, was that Share-A-Like actually impedes the OER movement to some extent. She argued that if an instructor finds two OER under different Share-A-Like licenses, they can’t combine these two resources and re-share whatever they make. Why? Because both licenses require you use that same license and you can’t use two licenses on one OER.

This is getting confusing, right? My point is simply that as we embrace CC licenses, many of which make our lives easier and make sharing less complicated, we need to continue to be critical of their purpose. Likewise, we need to teach instructors that CC licenses aren’t a quick fix for everything but instead one option in an entire toolkit of legal resources. Moreover (and this is my epiphany from Open Education Week), every library that expects to do robust outreach around OER or OA needs to have at least one person on staff that understands some of the intricacies of copyright and intellectual property rights.

Infrastructure

This brings me to my next point. Before really starting OER outreach, your library should start to think about what kind of infrastructure it has to support such a movement. It is difficult to get people excited about an OER initiative when there isn’t much in place within the library to help get it off of the ground. Now obviously some libraries have more resources than others. But I’m suggesting you ask the same questions you ask before you start any outreach, including everything from information literacy sessions to collaborations with other campus programs.

Who will be the primary contact person for OER? In other words, who is the face of the library’s initiatives in this area? If you have a strong subject specialist model, how will the library foster collaboration between OER experts and subject specialists? What forms of internal training are needed? Similarly, who will be the point of contact for IP and copyright issues (if there isn’t one already)? Is this person familiar with OER and CC licenses? What’s really challenging is that the library needs to help instructors with copyright, instructional design, and technology. This means that teamwork and internal communication is essential.

I believe that one of the most important forms of infrastructure in the OER conversation is the University IR. If we are telling instructors that sharing and re-sharing is important, are we backing that claim up through our resources? Many institutions, including the University of Michigan and MIT, have repositories for their OER. This fosters internal collaboration and sharing, especially when two instructors might teach a similar class and learn from each other. Additionally, most (if not all) of these institutional repositories for learning objects are open to non-affiliates, which aligns with the greater open movement. I’m not suggesting that learning objects have a place in the IR that usually holds research materials. But there needs to be an outlet or service for instructors that would like to go beyond disciplinary or general OER sharing.

Alternative uses

The session aimed at staff really surprised me. We based our lesson plan on the standard subject specialist model: you talk with your faculty about OER and teach them the standard process of finding, evaluating, and repurposing OER for their classroom. Our participants had much more nuanced and complicated reasons for using OER. Some examples include using OER as a solution to sharing educational materials internationally. We often think about this as giving others access to our OER but I think we have just as much to learn from their learning objects. Covering this intended use meant taking a minute to talk more explicitly about access and repositories in other languages.

An additional use that we hadn’t thought of was using OER when working with unaffiliated patrons at the reference desk. Because of the size of the library and our great VR service, Illinois often gets questions from around the nation and world. Community members are also some of our most regular patrons. We are often able to help patrons with their needs, but if they do not have access to our electronic or physical collection, OER could be a potential resource for their question because they can be accessed by anyone.

Moving past consumption

The Office of Information Literacy recently applied to present some of this information at Illinois’ Faculty Summer Institute (FSI). If we are accepted, our primary audience will be faculty members that have applied to be a part of the institute in order to learn more about new instructional movements at Illinois. Our goal for this session is simply to go beyond consumption. The two workshops we just taught were primarily based on how to find, evaluate, and use others’ OER. But what if you have an existing learning object you’d like to share as an OER? What is the right venue for you? How can you use your subject expertise to create metadata and documentation that allows re-use by others? What license fits your needs? Our profession is continuing to teach students and instructors that they aren’t just consumers of information. They create and disseminate information every day. Our hope is that faculty are see the value in sharing their expertise with others teaching within their discipline.

Libraries are apt to do this work!

I made the following graphic for my session with staff. I think that it’s important to keep all of these in mind when doing open education work.

library explination

We are experts in many of the areas OER touch upon! Our time at the reference desk is often spent locating hard-to-find information through a variety of sources. We teach information evaluation everyday. Many of us have some expertise or understanding of copyright and/or copyleft. We are trained in instructional design and instructional technology; we spend a lot of our time crafting learning outcomes and identifying activities and assessments that can foster experiences that address these outcomes. We have all of the tools we need to be conversant with faculty, staff, administrators, and colleagues about the need for open education and the use of OER. It is time for us to embrace the Open Education Movement as a valuable tool for increasing access to education, improving learning, and furthering the mission of the campus library.

A special thanks to Lisa Hinchliffe for letting me explore my interest in OER. Thanks, too, to Crystal Sheu for collaborating with me to make this vision a reality. Thanks to Sveta Stoytcheva, Kyle Shockey, and the Twitterverse for pointing me to the awesome critiques of openness discussed above.