Texas Library Journal

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Beyond OER: Embracing a Comprehensive Open Culture

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).

Conclusion

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?

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/.

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