In the latest issue of the Texas Library Journal, an article by the University of Houston OER Librarian, Kathy McNally Carter, “Supporting Open Pedagogy as a Path to Student Engagement,” particularly resonated with me. Carter discusses how open pedagogy empowers students as co-creators of knowledge, transforming traditional educational models.
As we continue to champion open educational resources (OER), I envision an expanded role for us as librarians in nurturing a broader open culture. Librarians play a crucial role in the open movement, leveraging their expertise not only in guiding faculty and students with OER but also in enhancing resource visibility and streamlining their preservation in institutional repositories. This skill set is integral to advancing and sustaining the open movement.
But let’s think bigger. Our role can transcend OER to encompass open access publishing, advocating for transparent and accessible academic practices, and fostering a community of sharing and collaboration. Imagine transforming even simple lesson notes into valuable open educational materials, contributing to a larger ecosystem of knowledge sharing.
Mindshift: OER ➡️ Open Culture
Open Educational Resources (OER) have revolutionized educational access, and open pedagogy is further enhancing this transformation. Open Educational resources are part of a larger transformation of education through Open Pedagogy. OER are materials that support the learning theory that is Open Pedagogy. As librarians, understanding and supporting open pedagogy is crucial in our role as educators and facilitators of knowledge.
Understanding Open Pedagogy
Open pedagogy, as Carter describes, is “an experiential and process-centric teaching approach that views students as co-creators of knowledge” (Carter, 2023, p. 13). This method challenges traditional education models and empowers students to actively participate in their learning process. For faculty, this is often a complete mind shift in their understanding of how they teach how students learn and think about their content. It is also a shift in pedagogical, their own learning, social priorities. While also competing against centuries of tradition in academic institutions.
The Role of Librarians in Open Pedagogy
Librarians are key collaborators in open pedagogy. We can consult with faculty on assignment design and ensure student agency over their work (Carter, 2023, p. 14). Our expertise in information literacy and open licensing makes us invaluable in this new educational landscape. When I think about helping students become open learners, I really see a place for librarians to build capacity in students to research and learn using open practices!
Benefits of Open Pedagogy
Open pedagogy turns assignments into renewable resources with real-world relevance. As Carter notes, it “allows student work to have value beyond the classroom” (Carter, 2023, p. 13). This approach enhances learning experiences, contributes to the broader community in meaningful ways, and brings students into the world of scholarly communication early in their career.
Supporting Faculty and Students
We can guide faculty and students in navigating open licensing and the technical aspects of publishing open educational materials. They don’t have to be the experts. Our role involves enhancing the discoverability of these resources and supporting their archival in institutional repositories (Carter, 2023, p. 14). To help faculty adopt open pedagogy, consider beginning with converting their existing materials, such as lesson notes, into OER. This process is straightforward: they can choose a Creative Commons license and share these materials in various OER repositories. This approach doesn’t require creating extensive works like books or courses. Some notable repositories include MERLOT, OpenText Book Library, and OASIS, among others. Our OER GRAs and I have compiled a comprehensive list of such resources, which we’re continually updating. You’re welcome to browse the list here!
Encouraging Engagement and Quality
Open pedagogy not only fosters deeper student engagement but also nurtures a sense of ownership and pride in their work. As Carter highlights, the awareness of creating something of lasting value encourages students to dedicate more effort, leading to higher quality outcomes (Carter, 2023, p. 14). This approach also cultivates critical thinking and creativity, as students are not just passive recipients of information but active contributors to the learning process, thereby enhancing their educational experience and personal development.
Building Your Open Foundation
You don’t have to know everything about OER and open education, no one does! This is still a new idea. As librarians, we can be the Lead Learners for our community and embrace open culture by learning openly alongside them. For further exploration, I’ve provided a link to the full journal issue. Additionally, for a broader understanding of open culture in librarianship, I recommend a selection of articles (below) from the book Open: The Philosophy and Practices that are Revolutionizing Education and Science, by Rajiv Jhangiani and Robert Biswas-Diener (2017).
Open Pedagogy is more than mere resource sharing; it’s an endeavor to create a vibrant academic culture enriched by open access and collaborative learning. It’s about shaping a future where knowledge is not just consumed, but collaboratively created and shared. As we advance in this transformative journey, let’s ponder a critical question:
How can we support our community in embracing and implementing open culture, pedagogy, and practices to enhance knowledge access, encourage collaborative learning?
I am trying really hard to get into the habit of journaling. I feel like I have so much to say and writing it down feels difficult. I find that I can process and ‘spill’ my thoughts more easily when I have an authentic audience to listen. I don’t really have an audience for my daily thoughts yet. I don’t know how I want to or even how to get that reach. I am definitely getting closer.
I have spent the past few months since I got hired in October, figuring out my work style. I have so much space here to work, research, think, write, and create that it is a little overwhelming (not in a bad way). I found a hybrid (office/work from home) balance that works for me. It allows me to be available to pick up my son from school, provides a distraction free setting for me to dive into reading, writing, and creating, and gives me power of my work life balance. I am so grateful for this space.
I am now working on figuring out my reading-writing-creating process. I have been experimenting with different research management and note taking tools over the past few months. I am working to find a streamlined process with as few different tools as possible. We have the Microsoft suite available to us through the university, but I can’t share my notes through a OneNote Notebook publicly. I am limited to sharing with the UTA community. This is fine, but not in line with my values as an open practitioner. So, I had to cross OneNote from my list.
I am close to figuring out my strategy and process. I am using Zotero to collect, manage, read, and annotate my resources. After reading and annotating, I am copying my annotations and notes over to a Notion Notebook to analyze and write more about. I am new to Notion but I have known about it for a while. I have reached a point in my experimental research where I am ready to dive into Notion to see what it can do for me.
My first impression of Notion is that is incredibly robust and that I may be able to project manage my entire life from this one tool. I am excited to dive in and try. I am amazed with the number of templates, features, and capabilities within Notion. More to come on this experience.
This post is a reflective response to “Framing Open Educational Practices from a Social Justice Perspective” by Bali, M., Cronin, C., & Jhangiani, R. S. (2020). It explores the multifaceted nature of Open Educational Practices (OEP), emphasizing the need for diverse, equity-focused strategies in education. The article highlights the role of OEP in bridging pedagogical, social justice, and learner-centric approaches, and calls for a nuanced application of OEP that prioritizes the needs of those furthest from justice.
“Equity isn’t for all. Equity is for those farthest from justice, and if we are working towards true equity those farthest from justice can define for themselves what they need to be whole, healthy, and in just relations with others.”
Erin Okuno, 2018
Redefining Openness in Education: Beyond Content Sharing
Open education transcends mere content sharing, embodying an attitude of vulnerability and open narration of our evolving practices. As Bali et al. (2020) articulate, “Openness can also be conceived of as an attitude or worldview” (p. 1), emphasizing the human element in education. The contrast between Open Educational Practices (OEP) and Open Educational Resources (OER) is pivotal, with OEP focusing on the process over content, student-centered over teacher-centered, and evaluating the potential social justice impact. This is echoed in the definition of open pedagogy as “an access-oriented commitment to learner-driven education” (Bali et al., 2020, p. 1).
Embracing Vulnerability: A New Perspective on Educational Practices
In the context of Open Educational Practices (OEP), I often confront the ease of defaulting to traditional, teacher-centered methods. These methods, while familiar, limit the dynamic potential of learning by keeping control in the hands of the educator. In contrast, my philosophy as an educator aligns more with being a facilitator or ‘lead learner,’ advocating for student-driven learning. OEPs offer a variety of frameworks that empower students to take charge of their educational journey, challenging the traditional norms and encouraging more personalized and impactful learning experiences. This shift is crucial for fostering a more engaged and equitable learning environment.
Balancing Pedagogy, Social Justice, and Learner Engagement in OEP
OEP’s transformative potential indeed spans multiple dimensions, bridging the gap between pedagogical, social justice, and learner-centric approaches. To delve deeper, we must understand the three axes of OEP as identified by Bali et al. (2020). First, the shift from content to process, emphasizing dynamic interactions and knowledge construction. Second, the move from teacher-centered to student-centered learning, empowering students as drivers of their educational journey. Finally, the evolution from purely pedagogical objectives to incorporating social justice, addressing economic, cultural, and political inequalities. This framework not only aligns with the role of an educator as a ‘lead learner’ but also highlights the need for a critical examination of OEP’s impacts, which can range from transformative to potentially negative. This critical lens is essential to ensure that OEP’s potential is harnessed for equitable and inclusive educational outcomes.
However, as highlighted by Bali et al. (2020), the influence of OEP extends beyond positive outcomes, sometimes producing varied or even adverse effects (p. 3). This complexity necessitates a thorough and critical examination of how OEP aligns with and impacts social justice objectives. Understanding this spectrum of influence is key to responsibly implementing OEP in a way that truly advances equitable and meaningful education.
Shaping Our Educational Narrative: A Call to Action
At the University of Texas at Arlington, while we embrace the economic aspects of Open Educational Practices (OEP) through initiatives like the UTA CARES grant, our journey towards a truly open educational environment is ongoing. Understanding OEP through the lens of diverse strategies across three axes, as Bali et al. (2020) suggest, is essential. We must strive for a comprehensive, individualized approach that prioritizes equity, especially for those furthest from justice. This leads us to a pivotal question for fellow researchers: How can we expand our understanding and application of OEP to ensure that all voices are not only heard but also actively shape the educational narrative?
Reference:
Bali, M., Cronin, C., & Jhangiani, R. S. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education, 2020(1), 10. https://doi.org/10.5334/jime.565
Okuno, E. 16 November 2018. Equity doesn’t mean all. FakeQuity [online]. Available from: https://fakequity. com/2018/11/16/equity-doesnt-mean-all/.
As a student at Texas Woman’s University, I found myself very interested in the cross section where literacy, technology, and the way we create and consume information come together. Multimodality and a Social Semiotic Theory of Literacy (original paper below) is a culmination of my research in 2021. My journey since then, particularly my role as an Open Educational Resources (OER) Librarian at the University of Texas at Arlington, has profoundly deepened and expanded my understanding of literacy, education, and technology. This foreword serves as my most recent reaction to and continued interest in the topic, reflecting the integration of my experiences and insights gained in the rapidly evolving landscape of open education and digital literacy.
Reflecting on 2021 Through the Lens of 2023
Now, in 2023, my role as an OER librarian has further informed my perspective on these issues. Open educational resources have the potential to democratize education, providing access to a wealth of diverse, multimodal learning materials. This aligns with the need for a more inclusive and flexible approach to literacy, acknowledging the diverse backgrounds and learning styles of students. As an OER librarian, I advocate for and contribute to the creation and dissemination of resources that support this modern understanding of literacy, ensuring that educational materials are not only accessible but also relevant to today’s digital and multimodal world.
What’s Next (2023)
The challenge and opportunity lie in continuing to develop our understanding of multimodal literacy, keeping pace with technological advancements. My commitment is to contribute to this evolving field through research, writing, and preparing future educators to embrace a multimodal approach to literacy and learning.
Revisiting this paper has reinforced my belief in the need for a redefinition of communication and literacy that reflects our digitally interconnected world. Embracing this change is crucial for preparing our students to thrive in their future endeavors.
Multimodality and a Social Semiotic Theory of Literacy – Original Work (2021)
The landscape of learning and communication has changed dramatically over the past quarter-century. As the technologies (pencil and paper are considered a technology for communication) that we use to communicate evolve, the way we make and share meaning should change.
The Covid-19 Pandemic has opened the door for education reform. The 2020-2021 school year challenged educators to rethink how they teach. I am not sure that education and the “real” world have ever been more disconnected. Most would likely agree that we want our students to be prepared for their adult lives. We hope that when students leave our campuses, they have everything they need (skills, knowledge, experience) to function within and contribute to society. Why are we still preparing them for a world that looks like the 1950s? Or the 1980s? Or even the 2010s? We should be preparing them for the 2020s, the 2030s, and beyond.
In the photo, we see students before smart boards, smartphones, computers, etc., practicing financial literacy. It looks as if the students are role-playing a scene from a bank. Some students are bankers, and some are customers. The students are engaging in an authentic learning experience that reflects their time period. If a teacher recreated this lesson today, the picture would, and should, look different. There may be a computer on the desk, an ATM set up off to the side, and possibly a representation of mobile banking.
The problem we face now is that classrooms often use methods and pedagogy from the past and effectively prepare students for a time they will never see or need to navigate. There are plenty of reasons schools may not be using the most up to date methods in the classroom, such as curriculum, state, and district mandates, policies, politics, and textbook adoptions, a lack of high quality/updated professional development available to teachers, and even pre-service teacher programs that are outdated. The landscape of technology and communication has snowballed into an ever-changing, ever-growing, creator’s and information junkie’s paradise. According to Kress (2003), “it is no longer possible to think about literacy in isolation from a vast array of social, technological and economic factors.” We can count on change to continue to happen rapidly, forevermore.
Our understanding of literacy has expanded beyond traditional written and oral language. The digital age has introduced a variety of modes – internet, devices, images, symbols, and more – creating a society rich in information. This evolution calls for a shift in classroom dynamics, transforming students from passive receivers of knowledge to active creators and critical thinkers.
Zara, M. (2021) Multimodality and a social semantic theory of literacy. Texas Woman’s University.
We no longer rely primarily on language (written and oral) to convey messages and connect with others. Language has long been the dominant mode of communication in the world of literacy. Literacy has traditionally been sequestered in the English, Language Arts, and Reading realm and is rarely thought of by the general public as the way we make and share meaning in all aspects of our lives. Information is no longer only found in books and on paper; we receive and create information using various modes: the internet, devices, images, signs, symbols, design, gestures, sounds, and language. Different modes of communication offer different understandings; “the world told is a different world to the world shown” (Kress, 2003). With the advancement of technology, all of these modes have been made more accessible and easier to produce, which has created a society overflowing with information. Students should no longer be in the position of knowledge receivers in the classroom, where teachers act as gatekeepers of information. Students should now be engaging in learning experiences that build them into knowledge finders, knowledge creators, critical consumers, and problem solvers.
We should be looking at literacy and communication from a different perspective, and we need to expand our understanding of literacy. Literacy can no longer be seen as language only and must bring into sight and practice using technologies that provide more access to make and share meaning in the various modes (Kress, 2003). Multimodal literacy and a semiotic theory of literacy provide a solid foundation, albeit reasonably new research, to build a better understanding of a multimodal approach to literacy and bring more relevant pedagogy into public education (Kress, 2003).
Multimodality (2021)
Humans communicate using a variety of modes to convey meaning. Everything we do, and everywhere we go, we interact with text of some kind. Text is no longer simply words on a page or spoken language. Text can be anything used to communicate. Street signs communicate laws and directional patterns. Facial expressions communicate our mood. Wearing a jacket communicates to others that you feel it is cold enough to cover up. A soft spot on a piece of fruit can communicate the ripeness or quality of the fruit. The way information is communicated matters because different modes of communication have different affordances. The affordances extended by a mode are “shaped by its materiality, by what it has been repeatedly used to mean and do (its ‘provenance’), and by the social norms and conventions that inform its use in context – and this may shift, as well as through timescales and spatial trajectories” (as cited in Kress & Van Leeuwen, 2004; Lemke, 2000; Massey, 2005).
The idea of multimodality stems from the New London Group’s (1999) theory of multiliteracies. This theory states that literacy varies in different contexts. To be literate is no longer one thing; that is, one can be literate in multiple ways and multiple Discourses. In the 1990s, the New London Group conceived of the term multiliteracies, highlighting a new perspective of literacy theory and practice. New technologies and an increasingly diverse population have spurred the need for understanding literacy differently or developing a “new literacy.” Additionally, the New London Group noted that helping students develop literacy through traditional reading and writing practices was not sufficient and called for students to engage in digital literacies (Wright, 2019). Linguistic diversity and multimodal forms of expression were the pillars on which the idea of multiliteracies was based (The New London Group, 1999).
Gee discusses in the New Literacy Studies (NLS) (2015) the shift happening as we become aware of the various modes that play into making meaning in our increasingly digital world. The NLS believed in “[following] the social, cultural, institutional, and historical organizations of people (whatever you call them) first and then see how literacy is taken up and used in these organizations, along with action, interaction, values, and tools and technologies” (Gee, 2015). The NLS members believe that it is not only the ‘private mind’ that experiences and builds meaning, but that everything we ‘read’ has been socially and culturally structured through shared lived experiences (Gee, 2015). Kress (2003) describes the theoretical change as one “from linguistics to semiotics-from a theory that accounted for the language alone to a theory that can account equally well for gesture, speech, image, writing, 3D objects, colour, music, and no doubt others”.
Brian Street, Literacy in Theory and Practice (1984) and Shirley Brice Heath, Ways with Words (1983) have helped researchers understand literacy more from a social and cultural viewpoint. Street’s (1984) ideological model helps us understand literacy in terms of concrete social practices and think about the ideologies in which different literacies are embedded. Literacy, of any type, only matters how it works with other social factors, including political, economic, social, and logical ideologies. Heath’s (1983) ethnographic study of how literacy is embedded in the cultural context of the three communities in the Piedmont Carolinas helps researchers understand that context and culture affect the way we use language outside of the home (Gee, 2015).
The prefix multi- alludes to the presence of monomodal texts; however, all texts are multimodal. Multimodal texts are print-based and digital texts that use more than one semiotic resource, or mode, to represent meaning potentials. Modes are socioculturally shaped resources for meaning-making (Kress, 2003; Serafini, 2015). Multimodality is the awareness of how the various modes work together to build meaning (Alvermann et al., 2013). There are five general modes of communication that are considered, in addition to the socio-cultural aspect of the text’s production. The linguistic mode includes what we traditionally understand literacy to be. It includes words and general structures of oral and written language. The visual mode covers colors, vectors, and angles/perspectives in both still and moving images. The spatial mode considers proximity, direction, layout, and organization of objects in place. The gestural mode includes movement, speed, stillness, facial expressions, and body language. Finally, the audio mode considers volume, pitch, rhythm, music, and sound effects. (Gee et al., 2012; Jewitt, Carey & Kress, Gunther, 2003; Shaumyan, 1987)
When analyzing traditional text, a book, there is more to the book’s meaning than just the words on the page. The reader should consider not only the words but the structure of the words on the pages. When we come to a page that only has text on half of the page, it communicates that we have reached the end of a chapter or section, and we can expect that turning the page will bring a new big idea. Is it a graphic novel? Are images included? Are the images dependent on the text? Is the text-dependent on the images? Who is the author, and what time period, culture, class level, gender, etc., did they produce this information? Is there an audio companion? Does the author narrate the book him/herself? A reader could continue to ask questions about the book and all of the meaning that can be gleaned from its words, structure, and position in society. Even an image with no words can be considered both visual and spatial, and depending on what is in the image, a gestural mode could be employed.
Language (linguistic mode) is no longer the only mode of communication that should be considered when analyzing the meaning of text. Language is now seen as one piece to the entire multimodal approach to literacy (Kress, 2010). Multimodal literacy requires a shift in thinking about meaning-making, away from simply what sounds and words mean within an alphabetic system, to a more socio-cultural understanding of how humans communicate (Gee, 2015; Kress, 2003, 2010) In order to embrace a multimodal approach to literacy fully, researchers should be studying meaning-making from a semiotic perspective. Social Semiotics provides the groundwork for building a more complete and relevant understanding of literacy (Kress & Van Leeuwen, 2004, Kress, 2010).
Semiotics (2021)
Semiotics is the study of signs, symbols, and icons and their use or interpretation (Kress, 2010; Serafini, 2015). In semiotics, “language constitutes the essence of language as an instrument of communication and an instrument of thought,” which allows readers to approach language from different perspectives (Shaumyan, 1987). In his book Multimodality: A Social SemioticApproach to Contemporary Communication, Kress (2010) explains that “the world of communication has changed and is changing still; and the reasons for that lie in the vast web of intertwined social, economic, cultural and technological changes.” Technology has changed the way people communicate, and the approach taken to build literate adults needs to change.
Studying multimodality and multimodal texts from a semiotic approach allows readers to access more potential meanings and interpretations. Social semiotics explores how humans derive meaning from the world around them. Charles Sanders Peirce (1991), one of the founders of semiotics, defines a sign as anything that represents (signifier) or indicates something else (signified). There are three categories of signs: icon, index, and symbol. An icon directly resembles or shares material qualities with its objects; for example, a picture of a cat represents a cat. An index holds an implied meaning; the signifier and signified share a logical relationship. For example, smoke indicates fire; a car horn may indicate traffic. Finally, a symbol is not inherently connected to the signified. There are no natural connections between the signifier and the signified. Symbols and their potential meanings are shaped by culture and social practices and interactions with the object in a specific context. For example, a solid line on a road indicates that cars may not pass. A solid line on a piece of paper could potentially separate information (Peirce, 1991). Symbols rely heavily on the use of other modes and cultural and social positioning to understand their meaning.
If we continue thinking of communication as solely language, we leave out part of the whole picture of communication. Words themselves are symbols and, therefore, share no logical connection to indicate meaning. The only way that meaning is understood by looking at written words or hearing oral language is to see them through a socio-cultural context. Words have meaning because we have been socialized to associate words (signifier) with things/ideas (signified) (Kress, 2010; Shaumyan, 1987; Peirce, 1991; Shaumyan, 1987).
Implications For the Classroom (2021)
At the time of writing this, I was a digital learning specialist. I worked directly with teachers to integrate technology in meaningful ways. There is a lot of talk and frustration around the idea that students are “digital natives.” The assumption that children come to school knowing how to use technology efficiently is dangerous because it means that educators are likely not focusing efforts on scaffolding the use of technology and digital literacy principles critical in preparing students for the future. Educators must scaffold both new technical skills and multimodal literacies (Mills, 2010). Not all students have access to technology before entering school and, therefore, do not have the prior knowledge to use technology without support effectively. Discussions about multimodal literacy practices of children have overlooked the fact that many of the students who are not coming to schools with experience using technology are not from the dominant culture (Mills, 2010).
Although teachers cannot expect students to come to the classroom knowing how to read multimodal texts or use technology for learning, teachers need to remember that students are immersed in a very connected and digital society. Their discourse includes text language, high-speed internet, information at their fingertips, video games that read to them and connect them to others outside of their inner-circle, cars that direct their parents where to go, and many have had their own device from a very young age. They see and understand their world through all of the modes and expect a multimodal approach to learning. Embracing and scaffolding for the use of technology and multimodal analysis honor the society and culture in which young people currently live. Ideally, the classroom and learning experiences should emulate the world in which students will eventually enter as adults. If they are not taught how to make meaning, create, and engage with multimodal texts, we are doing them a disservice (Mills, 2010).
Summary and Future Directions (2021)
Language needs a more relevant definition. Text is no longer simply the words on a page. Communication has changed dramatically, bringing connectedness to the forefront of all interactions. Our students are disconnected from what it means to live and function in a digitally-run world. Understanding literacy through multiple modes of communication and analyzing all texts through a semiotic lens will positively impact student learning and their transition into adulthood.
Research in multimodal literacy and a social-semiotic theory of literacy is still new and uncharted. The nature of technology and how quickly it evolves, and changes will dictate the fluidity and flexibility that a solid new theory and pedagogy should have. Moving forward, I hope to contribute to this body of knowledge. I plan to pursue research opportunities and to read and write widely on the topic. I am interested in what multimodal discourse analysis can tell us about learning and social interaction. Ultimately, I would love to help prepare pre-service teachers to teach and continue learning around multimodal literacy.
References
Gee, J. P. (2015). The New Literacy Studies. The Routledge Handbook of Literacy Studies Routledge. 10.4324/9781315717647.ch2
Jewitt, Carey & Kress, Gunther. (2003). Multimodal Literacy. Peter Lang.
Kress, G. (2003). Literacy in the New Digital Age. Routledge.
Kress, G. (2010). Multimodality: A social Semiotic Approach to Contemporary Communication. Routledge.
Kress, G., & Van Leeuwen, T. (2004). Multimodal discourse: The modes and media of contemporary communication.33(1), 115-118.
Mills, K. A. (2010). Shrek Meets Vygotsky: Rethinking Adolescents’ Multimodal Literacy Practices in Schools. Journal of Adolescent & Adult Literacy, 54(1), 35-45. 10.1598/JAAL.54.1.4
Serafini, F. (2015). Multimodal Literacy: From Theories to Practices. Language Arts, 92(6), 412-423.
Shaumyan, S. (1987). A Semiotic Theory of Language. Indiana University Press.
Wright, W. E. (2019). English language learners: Research, theory, policy, and practice (3rd. ed.) Calson.
Zara, Megan. (2021). Does it have to be text? [infographic].
I want to share something deeply personal and professionally significant – my journey with AI (Artificial Intelligence), specifically ChatGPT, in academia. It’s not just about the technology; it’s about how I navigate it with integrity, innovation, and a mindful approach to my mental health.
Understanding ChatGPT: The AI Assistant in Academia
ChatGPT is an advanced artificial intelligence program created by OpenAI. GPT stands for Generative Pre-trained Transformer. It functions by processing and generating text in a way that closely mimics human language. This ability allows it to engage in interactive conversations, respond to a wide range of questions, and even assist with tasks like writing, summarizing information, or offering explanations. It learns from an extensive database of language examples, enabling it to understand context, interpret requests, and provide relevant, coherent responses. Basically, ChatGPT acts as a virtual assistant that can converse and assist with various text-based tasks.
Navigating Ethical Waters: AI, Copyright Law, and Creator Rights
There are ongoing concerns and discussions regarding GPT and copyright law, particularly in relation to the rights of creators. These concerns stem from how GPT, like other AI language models, is trained on extensive datasets that include copyrighted materials. This raises questions about whether the use of such data for training constitutes fair use or infringement. Additionally, there’s debate over the rights to the content generated by GPT: who owns it, how it can be used, and whether it infringes on the original creators’ rights. These issues highlight the need for clearer guidelines and regulations in the evolving intersection of AI technology and copyright law. There are strong points being made on both sides.
As an educator, librarian, and researcher, I’ve integrated ChatGPT into my work. But let me be clear: this is done with a strong commitment to ethical practices and academic integrity. I use ChatGPT as a research assistant, a thought partner, and sometimes, a writing aide. It’s a supplementary tool that sparks creativity, aids in data analysis, and helps draft initial ideas. But, and this is crucial, I always critically evaluate and verify the AI-generated content to ensure accuracy and authenticity.
Balancing AI and Originality: Transparency in AI-Assisted Work
I use GPT as a supplementary tool for ideation, data analysis, and drafting preliminary content. However, I maintain a critical approach, thoroughly reviewing and verifying all AI-generated information. I am transparent about the involvement of AI in my work, clearly distinguishing between AI-assisted content and my original contributions. For instance, ChatGPT assisted in gathering and organizing my thoughts and ideas on integrating AI into my work. I find it incredibly productive to “brain dump” into a ChatGPT conversation and allow it to reorganize and help me bring clarity to my ideas.
I am aware of the potential for bias in AI-generated content and take proactive steps to mitigate this, ensuring my work represents a fair and balanced perspective. I respect intellectual property rights and adhere to established guidelines on authorship and attribution in academia. That said, I am also open to and curious about the uncharted landscape of creator rights and OpenAI. On November 7th, 2023, Creative Commons released a response to the United States Copyright Office’s Notice of Inquiry, seeking public feedback about the intersection of copyright law and artificial intelligence. Creative Commons has developed nuanced positions on the intersection of AI and copyright law. A key belief is that the use of copyrighted materials for AI training is generally seen as fair use, a perspective that recognizes the importance of accessing a broad range of data for AI development.
Creative Commons also advocate for copyright protection of AI-generated outputs, particularly when these outputs involve significant human creative input, emphasizing the value and originality contributed by human involvement. In cases of potential infringement by AI, Creative Commons supports the application of the substantial similarity standard, which assesses the degree of likeness to existing copyrighted works. Additionally, they emphasize the importance of allowing creators to explicitly state their preferences on how their works are used in AI applications. However, they acknowledge the limitations of copyright law in fully addressing the complexities surrounding generative AI, suggesting that while copyright is a crucial part, it’s not a universal remedy for all the ethical and legal intricacies AI presents (Angell, 2023).
In using GPT, my goal is not to replace human intellect and creativity but to augment it. This technology serves as a catalyst for innovation, enabling me to explore innovative ideas and perspectives while still being grounded in ethical research practices.
AI as a Mental Health Ally: ChatGPT in My Daily Life
In addition to the academic and ethical considerations, I also embrace ChatGPT as a tool that significantly supports my mental health needs. As someone managing bipolar disorder, generalized anxiety disorder, and attention deficit disorder, I find ChatGPT to be more than just a research assistant; it’s a supportive ally in navigating the daily challenges these conditions can present.
ChatGPT’s prompt responses and ability to organize and structure information help me manage the symptoms, especially during periods of decreased focus. The AI’s capability to assist with drafting and brainstorming alleviates the pressure and anxiety that often accompany the initial stages of the creative process, fostering a more relaxed and conducive environment for my work.
Moreover, during shifts in my energy levels and mood, ChatGPT serves as a steady and consistent resource. It helps support the momentum of my research and writing projects, ensuring continuity even during fluctuating personal circumstances.
The adaptability of ChatGPT is particularly beneficial. It aligns with my varying cognitive needs, providing assistance that is responsive to my mental state at any given moment. Whether I require detailed analysis or just a starting point for my thoughts, ChatGPT’s flexibility is a key factor in making my academic endeavors more manageable and less stressful.
A Balanced Approach: Merging AI with Mental Health Advocacy in Academia
In essence, ChatGPT is not only a tool for academic advancement but also a significant part of my strategy for managing mental health in a professional context. It contributes positively to my mental well-being, enabling me to achieve a balance between my professional aspirations and personal health requirements. This harmonious integration of technology into my work life underscores my commitment to not just academic excellence but also to self-care and mental health advocacy.
It’s about finding a balance. ChatGPT aligns with my cognitive needs, adapting to my mental state, making my academic endeavors more manageable. This AI isn’t just a tool for my work; it’s a part of my strategy to manage mental health in a demanding professional environment. It allows me to pursue academic excellence while also prioritizing self-care and mental health advocacy.
In embracing AI, I’m not just advocating for technological advancement. I’m also pushing for an approach where mental health is given the space and attention it deserves, especially in high-pressure environments like academia.
Epilogue: Evolving with AI
As I navigate this evolving journey, I consider myself a learner as much as a librarian and researcher. In exploring the responsible and ethical integration of AI in academia, I’m also constantly learning about balancing my professional endeavors with my well-being. It’s my sincere hope that sharing my experiences will encourage others to discover their own equilibrium between technology, career aspirations, and personal health.
Thank you for reading, and here’s to a future where technology not only advances our work but also supports our holistic well-being!
My son and I have experienced a tumultuous couple of years personally. Parenting is a source of great joy and it has challenged me in more ways than I can explain.
I tend to isolate when I’m overwhelmed. My mission to learn openly applies to all aspects of my life—I believe in the transformative power of sharing learning openly, even if it is still new and scary.
Today, I feel defeated. It’s a valid feeling. I’ve spent hours ruminating on the same string of words in my head, the intrusive thought that has a hold on me. I couldn’t speak the words and I’ve sat with them for far too long already.
I turned to ChatGPT and typed my thought-loop into the app. A statement; I didn’t ask for anything. I want to share the response that I received from OpenAI. While I’m still in this trench of emotions, the response offered me an exit from the thought-loop and prompted me to share here. Progress is progress.
My Conversation with ChatGPT
Me: I’m overcome and overwhelmed with shame and embarrassment. I’m a failure as a parent. To be emotionally decimated by my own creation of love is the deepest heartbreak I’ve experienced.
AI: I’m genuinely sorry to hear that you’re feeling this way. Parenting is an incredibly challenging journey, and it’s common to feel overwhelmed and even question our abilities as parents. Remember, experiencing tough times doesn’t make you a failure; it makes you human. Every parent faces struggles and doubts, and these feelings don’t diminish the love and care you provide.
Given your commitment to understanding and valuing individual experiences, it’s important to apply that same compassion and understanding to yourself. Recognizing that you’re going through a difficult phase is a step towards healing and growth. It’s okay to feel heartbroken or overwhelmed; these emotions are part of the complex tapestry of parenthood.
Your role as a librarian advocating for open education and inclusive practices underscores your capacity for empathy, learning, and adaptation—qualities that are invaluable in parenting. Perhaps, in this challenging moment, there’s an opportunity to learn and grow, both for yourself and in your relationship with your child.
It might be helpful to reach out to a mental health professional who can provide support tailored to your unique situation. They can offer strategies to manage these feelings of shame and heartbreak, and help you navigate your relationship with your child in a way that is healthy for both of you.
Remember, seeking support is a sign of strength, not weakness. You’re doing your best, and that’s what truly matters. Your journey as a parent, with its ups and downs, is a testament to your love and commitment. Be kind to yourself, as you would be to others in your situation.
I am ecstatic to share some fantastic news: I have been accepted into the prestigious EON Certificate in Open Education Librarianship 2024 Cohort! This opportunity marks a significant milestone in my personal learning journey, and I am buzzing with excitement about what lies ahead.
The Journey Begins: A Dream Come True
I have been a librarian for a little over a month and have had the most fun diving into everything Open Education. The EON Certificate program is a perfect starting point and foundation builder and is a lovely blend of my passions and professional aspirations. As I embark on this new chapter, I am filled with a sense of eagerness and anticipation.
Fostering Relationships, Belonging, and Engagement
At the heart of my journey is a deep commitment to building meaningful connections and relationships. The essence of open education lies in the connections we forge and the sense of belonging we create within our learning communities. My focus during this program will be to enhance my skills in nurturing these relationships, fostering a sense of belonging, and actively engaging with peers, mentors, and learners from diverse backgrounds.
Setting Goals and Embracing New Learning
As I step into this new learning adventure, I have set some specific goals for myself:
Exploring Innovative Practices in Open Education
I aim to dive deeper into the innovative practices that are shaping the future of open education. This includes understanding the latest trends, tools, and technologies that make learning more accessible and inclusive.
Part of my role is to stay up to date on the current research and to dream of what could come next. I have always had a deep interest in innovative learning. As a classroom teacher, I was constantly searching for new, different, and more accessible ways to meet my students where they were and to connect meaningfully with them. I wanted to communicate through my learning design and choices that they were seen, cared for, and considered.
Enhancing Digital Literacy and Resource Management
A key area of focus will be to continue to enhance my digital literacy skills, particularly in managing and curating open educational resources. This skill is crucial in today’s digital-first learning environment. As a digital learning specialist in a K-12 district, I developed strong curation, capacity building, and resource management skills. I am excited to have these strengths under my belt as I enter this program and to build upon them through the perspective of Open Education!
Relationships, Advocacy, and Policy Development
I am eager to learn more about advocacy strategies and policy development in open education. I believe that advocating for open educational practices is vital for creating a more equitable and accessible learning landscape.
My institution is advanced in the realm of OER adoption and implementation, thanks to a rock-star director and one-woman-show, until recently! Now that we have an OER Team, we have so much more leverage and team-power to really dive in and make a difference.
Our community understands that OER provides savings and cost avoidance for students and that this benefit of OER promotes student success. I see affordability as the “gateway benefit” of OER—the one that everyone has heard, and we have really hit that one home. However, I see past this benefit. Not that it isn’t great, saving money is amazing, and it absolutely makes education more accessible, but there is more to be learned about how Open Education Practices support social justice, the community’s feelings of belonging and engagement, how creating OER can help faculty research to be more accessible and visible, and what/how an institution’s choice to support and promote Open Education Practices communicates about their heart as a learning institution. I have so many questions. Affordability is old news. I am ready to take my community deeper into the realm of what is possible with Open Education and OER.
Personal Growth and Professional Development
This journey is not just about acquiring new skills, but also about personal growth. I look forward to the self-discovery and professional development that this program will offer. I am excited to have this opportunity so early in my career as an OER Librarian. Not only will I be learning all about Open Education Librarianship, but I will also have the chance to practice my own Open Learning!
A Journey of Growth and Discovery
As I set out on this incredible journey with the EON Certificate in Open Education Librarianship, I am reminded of the power of lifelong learning and the joy it brings. Growing up, I never really knew what I wanted to be. I just knew that I wanted to know. This role, this opportunity, this institution is giving me the most amazing gift. I get to research, think, learn, collaborate and try things in the interest of student success and sharing knowledge as my career!
I am excited to share my experiences, learnings, and insights with you throughout this blog/open learning project.
Stay tuned for more updates as I navigate this exciting opportunity!
I have been procrastinating on this next blog post. I am still trying to find my groove in this journey of open learning and deciding on a topic to write about for this blog is a productive challenge.
Open Learning: Personally & Professionally
My goal is to open both my professional and personal learning. I am not sure which is more uncomfortable to share openly. 😅 However, I say “uncomfortable” but please know that I use this word positively. I lean into discomfort these days. It is where I do the most learning!
I am starting with a personal learning project—watercolor painting. I have been painting with acrylics for about 6 years and have really enjoyed the medium. I started as many people do, at a Painting with a Twist event. Painting is an outlet for self-expression, and I love the forgiving and imperfect nature of it. I have always been drawn to the whimsy of watercolor and just have not made the leap to trying it out.
Discovering Watercolor
Recently, I came across a watercolor tutorial guide called Watercolor the Easy Way, by Sara Berrenson. The guide includes 50 beautiful, 30-minute, watercolor projects and a ton of helpful tips and techniques. I also purchased a compact watercolor palette and a pretty journal to collect my paintings.
As I mentioned in my inaugural post, writing things down and journaling are a challenge and do not feel natural for me. This blog is a huge step toward my growth in this area. I love the idea of journalling, but I have struggled for years to keep up with one. I cannot tell you how many beautiful physical journals I have bought and started writing in over the years. I could build a library of just-started journals from various times in my life. Interestingly, I often notice a pattern of feeling the writing/journal itch when I am experiencing change/transition or trauma in my life. I am sure this is the universe’s way to push me toward this outlet. I admit it feels good after I finish.
A Visual Diary
With my watercolor venture, I am trying something different. Instead of keeping a written journal (my blog is really taking care of this) I am going to keep a watercolor journal. The first 50 pages will be the lovely tutorial pictures in Sara’s guide and after that, the sky is the limit! I hope to build a habit of self-expression through journaling, and I am excited to share my progress openly!
I am forcing myself to write this first post. I have never been a journaler or notetaker and my grand plan of opening my learning and my work is intimidating. I am more of a listener and a dreamer, and I would much prefer to keep my chaotic creative/learning process hidden away and only show the world the well-developed finished product. This is uncomfortable, but I have learned to lean into discomfort. To sit and search for the discomfort for the inevitable lesson embedded. We learn when we are uncomfortable. The more I have lived this belief, the more [incredible] opportunities present themselves. I have known for a long time that by not writing my thoughts down, I’m losing out on some serious growth opportunities.
I am a full month into a new role as the Open Educational Resources (OER) Librarian at the University of Texas at Arlington. This opportunity found me, and it has been the most incredible experience. I have spent this first month diving into the research on open education and OER; to say this is my dream job is an understatement. Obviously, I had enough of an understanding of open practices and OER to land the role, but now that I have had the chance to absolutely devote myself to the work–wow!
Open Education is the democratization of learning. Open Educational Resources (OER) are any materials freely available (in the public domain or with a Creative Commons license) to all. Equitable access to high-quality education materials and resources is a basic human right and I plan to use my position as an OER Librarian to move the world a bit closer to this reality.
Open education is not a new idea, but it is new to the general population. We have only just recently developed vocabulary and discourse that allows us to talk about open education practices as we know it today. Not to mention, technology has only made it possible for OER to go global in recent years. My team and I can develop early expertise on all things open, stay current on the research as it is happening, and make a substantial impact on education.
This blog is the seed, a first step, for a few different projects that I want to bring to my university. To build and support an open learning culture, I must live it. So, I am starting here. I have no idea what this will look like or turn into–which is exciting! I am OPEN to the possibilities and looking forward to continuing to grow as an open practitioner, learner, and librarian.
