Academic Libraries Role in Open Educational Resources Movement
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OER13, University of Nottingham, 26-27 March 2013. Abstract available at: https://www.medev.ac.uk/oer13/30/view/
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Academic Libraries Role in Open Educational Resources Movement
- 1. Academic Libraries and the OER movement The need for awareness, understanding, and collaboration 26-27 March 2013 Nottingham, UK Gema Bueno-de-la-Fuente @gema_bueno Library and Information Science Department. University Carlos III of Madrid, Spain
- 2. A meeting point This image belongs to the Public Domain Gema Bueno-de-la-Fuente @gema_bueno 2 27/3/2013. Univ. Carlos III of Madrid, Spain
- 3. This is quite good... (Bueno-de-la-Fuente, Robertson and Boon, 2012) Gema Bueno-de-la-Fuente @gema_bueno 3 27/3/2013. Univ. Carlos III of Madrid, Spain
- 4. But... (Bueno-de-la-Fuente, Robertson and Boon, 2012) Gema Bueno-de-la-Fuente @gema_bueno 4 27/3/2013. Univ. Carlos III of Madrid, Spain
- 5. But... OER content is not fully integrated with library resources and services. Lack of awareness and relationships between OER initiatives and Libraries. (Bueno-de-la-Fuente, Robertson and Boon, 2012) Gema Bueno-de-la-Fuente @gema_bueno 5 27/3/2013. Univ. Carlos III of Madrid, Spain
- 6. This is very good... Library/ librarians contribute to OER projects helping with: • Description and classification. • Management and preservation. • Dissemination. • Licensing and IP rights clearance. • Content discovery. Yes, mainly at traditional library activities. But also: • advocating, • supporting, and even • contributing to …OER creation/use (Bueno-de-la-Fuente, Robertson and Boon, 2012) Gema Bueno-de-la-Fuente @gema_bueno 6 27/3/2013. Univ. Carlos III of Madrid, Spain
- 7. But... Libraries/librarians, sometimes: • feel unconfident using and promoting CC licences. • are only occassionally asked to locate, manage OERs. • do not know how/where to upload OER. • do not have where to look for/upload OER. • feel unconfident with their materals' quality. • are not “in the loop” of OER news (sites, developments), use different information channels... (De Beer, 2012; Graham and Secker, 2012) Gema Bueno-de-la-Fuente @gema_bueno 7 27/3/2013. Univ. Carlos III of Madrid, Spain
- 8. Acronyms could a barrier REA OER OER RLO Gema Bueno-de-la-Fuente @gema_bueno 8 27/3/2013. Univ. Carlos III of Madrid, Spain
- 9. Academic libraries: from containers to content to context Based on: Stefan Gradmann, 2012, p. 44. http://es.slideshare.net/gradmans/20120424-container-contentcontextbielefeldmini) Gema Bueno-de-la-Fuente @gema_bueno 9 27/3/2013. Univ. Carlos III of Madrid, Spain
- 10. Academic libraries are changing Who moved my Library? Photoby Everything is permuted: http://www.fotopedia.com/items/flickr-1473559454 Photohttp://blog.educpros.fr/bfournier/2012/06/ou-est-l%E2%80%99avenir-des-bibliotheques-universitaires/ Gema Bueno-de-la-Fuente @gema_bueno 10 27/3/2013. Univ. Carlos III of Madrid, Spain
- 11. Academic libraries and OER Third-party OER IP Rights clearance Gema Bueno-de-la-Fuente @gema_bueno 11 27/3/2013. Univ. Carlos III of Madrid, Spain
- 12. Academic libraries and OER Academic community produced OER Creation Gema Bueno-de-la-Fuente @gema_bueno 12 27/3/2013. Univ. Carlos III of Madrid, Spain
- 13. Librarian profiles and OER Spanish Library System, 21 profile records, e.g.: Educational? Learning? Teaching? • IL librarian • Social web librarian (CM) • Metadata librarian • Digital librarian • Subject librarian • Digital content designer and • Reference librarian creator • IP librarian • School librarian • IT librarian • 'Solo' librarian (Grupo de Trabajo sobre Perfiles Profesionales, 2013) Gema Bueno-de-la-Fuente @gema_bueno 13 27/3/2013. Univ. Carlos III of Madrid, Spain
- 14. What we need to improve? Librarians: 1. assume their role and reponsability with regards to OER. 2. clear and targeted training and support on: • OER licensing and IP clearance. • educational metadata and vocabularies. • package standards and open formats. • authoring tools. • SEO strategies. 3. specific and updated information on OER. Users (creators and final users): ● to gain awareness of library services and skills potentially useful for OER. ● get support and training on (digital) information literacies. Gema Bueno-de-la-Fuente @gema_bueno 14 27/3/2013. Univ. Carlos III of Madrid, Spain
- 15. So, what to do? Libraries should: ● promote their services and skills (as intermediate of information). ● get in charge of virtual (selected, third-party created) and institutional “collections” of OERs. ● continue with, and develop, their IL role. ● create a librarian community of practice and learning on OER. But don't forget that OER initiatives should: Engage with librarians at their institutions/projects. Gema Bueno-de-la-Fuente @gema_bueno 15 27/3/2013. Univ. Carlos III of Madrid, Spain
- 16. But, how and by whom? SCORE, JISC-CETIS CoPILOT surveys Asking first LIS Schools: enhancing syllabus? Policies/recommendations: LIS professional associations? International: UNESCO, IFLA; Global vs. local training? MOOCs? Learning pills? Sharing National: LIS associations; CommunitIES of Institutional: MAREA-UC3M practice Guiding Training and Advising Gema Bueno-de-la-Fuente @gema_bueno 16 27/3/2013. Univ. Carlos III of Madrid, Spain
- 17. Nobody said it would be easy... Many challenges to face: Inner: Outer: • Resistence to change. • Teaching and learning cultures. • How to raise our voice. • Language. • Need to show impact. • Funding. • How to articulate common • Literacy levels. practice. • And so on... Gema Bueno-de-la-Fuente @gema_bueno 17 27/3/2013. Univ. Carlos III of Madrid, Spain
- 18. But it worth it! Image: http://3.bp.blogspot.com/-Cl3WP2RWSV8/ULQ_vgl72eI/AAAAAAAAA_0/4kQrQA4wLps/s1600/Rat_maze_sized.j Gema Bueno-de-la-Fuente @gema_bueno 18 27/3/2013. Univ. Carlos III of Madrid, Spain
- 19. Special thanks to MAREA WG / UTEID CoPILOT Project Gema Bueno-de-la-Fuente @gema_bueno 19 27/3/2013. Univ. Carlos III of Madrid, Spain
- 20. References • Bueno-de-la-Fuente, G.; Robertson, R.J.; Boon, S. (2012). The roles of libraries and information professionals in Open Educational Resources (OER) initiatives. [Glasgow]: JISC CETIS. Available at: http://publications.cetis.ac.uk/2012/492. • De Beer, Tracey (2012). SCORE Library Survey Report. Milton Keynes: SCORE. Available at: http://www8.open.ac.uk/score/news/score-library-survey-report • Graham, N.; Secker, J. (2012). Librarians, Information Literacy and Open Educational Resourtces: Report of a Survey. Available at: http://delilaopen.files.wordpress.com/2012/04/findingsharingoers_reportfinal1.pdf • Grupo de Trabajo sobre Perfiles Profesionales (2013). Perfiles profesionales del Sistema Bibliotecario Español: fichas de caracterización. Consejo de Cooperación Bibliotecaria, Ministerio de Educación, Cultura y Deporte. Available at: http://hdl.handle.net/10421/6841 • Kleymeer, P.; Kleinman, M.; Hanss, T. (2010). Reaching the Heart of the University: Libraries and the Future of OER. In: Open Ed 2010, Barcelona. Available at: http://deepblue.lib.umich.edu/handle/2027.42/78006 • Robertson, R.J. (2010). 'What do academic libraries have to do with Open Educational Resources?' In: Open Ed 2010 Proceedings, Barcelona. Available at: http://strathprints.strath.ac.uk/27529/ Gema Bueno-de-la-Fuente @gema_bueno 20 27/3/2013. Univ. Carlos III of Madrid, Spain
Notes de l'éditeur
- Universities are facing an extremely changing and challenging environment: the information is available everywhere, for anyone, and for free; self-learning and collaborative learning are gaining traction; and new models of teaching, learning and accreditation are emerging, hitting the current educational systems. Many universities around the world are coping with this situation allying with the ‘threat’. They offer their contents as OER, including complete courses’ content as OCW, or even as MOOCs. This trend is quickly spreading all over the world, as many prestigious universities are launching their own initiatives or joining already established ones, proving their strategic value for gaining impact, attracting students, and even have a return of investment through formal accreditation of open courses. At universities, academic libraries are committed to support research, teaching and learning activities, improving user’s access to scholarly and educational content. With that aim in mind, they should regularly create collections of learning and teaching materials. Therefore, they are called to play a key role at the selection and management of OER. Libraries have already a long expertise in many of the activities required by OER initiatives, thus their involvement would be of great benefit, even if they still have to develop or improve some specific skills related to the creation, management and promotion of OER (Bueno-de-la-Fuente, Robertson & Boon, 2012). Nevertheless, their importance for the OER movement has not been widely recognized at the same level as for Open Access to science or data. The Library and their librarians are well valued by those OER initiatives where they are already engaged with, though their involvement is still not widespread. A significant lack of awareness exists both from OER initiatives with regards to library activities and from the libraries about the resources released by OER initiatives. Furthermmore, academics themselves are not recognising the importance of OER as a source of information for their students, as part of the digital resources’ collection that Libraries maintain. There is a clear need of promoting and building awareness among stakeholders, highlighting the expertise and competencies of libraries and librarians and their key role as OER advocates within and out-with their institutions. Moreover, libraries, libraries associations, and LIS education institutions, should take on the development of the skills that librarians need to better support OER initiatives, designing and offering training programs and improving syllabus. This paper describes our research in these context, with a twofold objective: on the one hand, the identification and systematization of a set of skills relevant to OER initiatives, where libraries/librarians can offer their expertise on, then designing a promotion and awareness campaign addressed to all the stakeholders; on the other hand, the identification of those tasks useful for OER initiatives, for which libraries/librarians have still to develop or improve their expertise on, demonstrating the need for updating LIS academic and training programs, and finally, designing a MOOC on OER for librarians as a response to the current needs of this professional body that will ultimately impact on the success of the OER movement.