One Librarian's Open Journal

Megan ZaraLeave a comment

January 11th, 2024

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.

diverse group of university students engaged in a collaborative learning environment, representing inclusivity and engagement in open educational

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The Open Road to Equity: Navigating Open Educational Practices 

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/.

An AI-generated image of a diverse group of individuals studying in a grand library with ornate windows and towering bookshelves. In the foreground, a person is seated at a desk with an open book, writing notes, while interacting with a holographic AI interface displaying a digital human brain and various analytical tools.

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The One Where I Balance AI, Ethics, and Mental Health in Academia 

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! 

Angell, N. (2023, November 7). CC Responds to the United States Copyright Office Notice of Inquiry on Copyright and Artificial Intelligence. Creative Commons. https://creativecommons.org/2023/11/07/cc-responds-to-the-united-states-copyright-office-notice-of-inquiry-on-copyright-and-artificial-intelligence/ 

Me, Megan Zara, wearing cat ears at work on Halloween 2023!

Megan ZaraLeave a comment

The One Where I Open My Learning

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. 

It’s going to get a little messy. 

Open Ed Explorer Who Checks Out More Than Books.

Megan Zara