Open Educational Resources and the School Library
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Open Educational Resources and the School Library. Presented at EduTech, Future Libraries Congress, Sydney, Australia, 7 June 2018. Teacher Librarians can play a vital role in finding, selecting, curating and promoting Open Educational Resources (OER) to their school communities. Gain an understanding of OER and the issues surrounding OER for K-12 teacher librarians and teachers. Discover a variety of OER and Open Access (OA) repositories and sources suited to K-12 education. Examine strategies and tools employed by teacher librarians to manage and encourage OER use.
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Open Educational Resources and the School Library
- 1. Open Educational Resources and the School Library Karen Malbon Teacher Librarian Penleigh and Essendon Grammar School @kmalbonKaren.Malbon@pegs.vic.edu.au Open Educational Resources and the School Library by Karen Malbon is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- 5. “Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license” http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open- educational-resources/what-are-open-educational-resources-oers/
- 6. https://www.hewlett.org/strategy/open-educational-resources/ William + Flora Hewlett Foundation “Open Educational Resources are teaching, learning and research materials in any medium – digital or other wise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions”
- 11. By Creative Commons Aotearoa (www.creativecommons.org.nz) [CC BY 3.0 (https://creativecommons.org/licenses/by/3.0)], via Wikimedia Commons
- 13. "Open Content 5Rs Framework (1)" flickr photo by kleem9 https://flickr.com/photos/kleem9/28179415968 shared under a Creative Commons (BY-NC-SA) license
- 15. We can help!
- 16. “Teacher librarians are educators and information specialists, so they possess the skills to evaluate information, curate it and present it in a meaningful way for teachers and students” (Throgmorton, 2017)
- 17. http://thinkspace.csu.edu.au/karenmalbon/2017/10/26/case-study-open-educational-resources-and-the-teacher-librarian/ Case Study What beliefs do secondary teacher librarians in Australia and the United States of America have about Open Educational Resources (OER) and what strategies, tools and OER repositories are they using to discover, curate and promote OER to teachers in their schools?
- 18. Name Years Keywords to define Attitudes Caroline (Australia) 3 Educational, Creative Commons, Share Positive Max (Australia) 3 Free educational resources Positive Michelle (Australia) 3 Free online resources Mostly positive Steven (USA) 1 Free open resources for reuse and/or remix Positive Kelly (USA) 3 Free online educational resources created by teachers Positive Tanya (USA) 5 Free resources Positive Interviewees’ awareness of OER terminology and attitude towards OER
- 20. Barriers • Time • Need to evaluate • Lack of awareness by teachers • Limited ICT skills • Overwhelming • Poor user interfaces
- 22. Benefits • Alternative to textbooks • Flexible • Many aligned with curriculum standards • Integrate into the digital learning environment easily
- 23. How can we help?
- 24. Discovery
- 25. • Twitter • Blogs • Personal recommendations • Journal articles • Searching OER repositories Discovery
- 26. “Teacher librarians have a great deal of experience finding and collecting print and digital resources” (Welz, 2017)
- 27. Curation
- 28. Joyce Valenza says: Teacher Librarians should take up the curation mandate for OER
- 29. Teacher librarians have always “been around to tame the information flow, to facilitate discovery and knowledge building” therefore “digital curation is a translation and amplification of our traditional practice” (Valenza, 2017)
- 30. • LibGuides • Library website • Research guides • Google Classroom • OneNote Curation
- 31. Promotion
- 32. • Talking with teachers • Faculty meetings • Conducting professional development • Being an OER role model Promotion
- 33. “Teacher librarians should be at the forefront of openness and advocate for OER by hosting professional development to raise awareness of OER” (Kelly, 2017)
- 34. “Teacher librarians are experts in copyright and should be advocating for ethical use of intellectual property” (Caroline, 2016)
- 35. Repositories
- 46. Repositories Cultural Institutions • Libraries • Museums • Galleries
- 47. Repositories Cultural Institutions • Trove • Europeana Museums and galleries Libraries and archives
- 48. Repositories Textbooks • Open Textbook Library • OpenStax • Merlot
- 49. Repositories Images • Photos For Class • Pics4Learning • Pixabay • FlickrCC Images and Audio
- 50. Repositories Music • Free Music Archive • Jamendo • ccMixter Images and Audio
- 52. OER • Sharing via email • Including in research guides • Curating • Sharing • Promoting
- 53. Teacher Librarians can: • Be OER leaders • Advocate for OER • Collaborate with teachers • Conduct professional learning • Curate quality content
- 54. Further Reading Case study: Open Educational Resources and the Teacher Librarian Open Educational Resources (Karen Malbon’s Pearltrees)
- 55. References Butcher, N. (2015). A basic guide to open educational resources (OER). Retrieved from http://unesdoc.unesco.org/images/0021/002158/215804e.pdf Commonwealth of Learning. (2017). Open educational resources: Global report 2017. Retrieved from http://oasis.col.org/handle/11599/2788 Johnson, D. (2014). Open Educational Resources: On the Web and Free. Educational Leadership, 71(6), 85-86. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=94925713&site=ehost-live Kanter, B. (2011, October 4). Content curation primer [Blog post]. Retrieved from http://www.bethkanter.org/content-curation-101/ Kompar, F. (2016). The trending librarian. Teacher Librarian, 44(1), 58-63. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/1830245874?accountid=10344 National Copyright Unit. (n.d.). Open education resources. Retrieved from http://www.smartcopying.edu.au/open-education/open-education-resources Nussbaum-Beach, S., & Ritter, H. L. (2011). Connected educator, the : learning and leading in a digital age. Retrieved from https://ebookcentral-proquest-com.ezproxy.csu.edu.au Thompson, G. (2016). What's hot, and what's losing steam in ed tech in 2016: our expert panelists weigh in on education technology to give us their verdict on which approaches to tech-enabled learning will have a major impact, which ones are stagnating and which ones might be better forgotten entirely. T H E Journal [Technological Horizons In Education], 43, (1), 24. Retrieved from http://go.galegroup.com.ezproxy.csu.edu.au/ps/i.do?p=EAIM&sw=w&u=csu_au&v=2.1&it=r&id=GALE%7CA446934361&asid=68d6c65a6b87ad00237847cdbdfc9ccc Throgmorton, K. (2017). Open educational resources: redefining the role of school librarians. American Libraries, 48 (September/October), 16-17. Retrieved from http://go.galegroup.com.ezproxy.csu.edu.au/ps/i.do?p=EAIM&sw=w&u=csu_au&v=2.1&it=r&id=GALE%7CA503640620&asid=07460f35c058ea13d28bf53913d55113 Valenza, J. (2016, February, 28). OER and you: The curation mandate [Blog post]. Retrieved from http://blogs.slj.com/neverendingsearch/2016/02/28/oer-and-you-the-curation-mandate/ Valenza, J. (2017, July 5). Curation situations: Let us count the ways [Blog post]. Retrieved from http://blogs.slj.com/neverendingsearch/2017/07/05/curation-situations-let-us-count-the-ways/ Weller, M., de los Arcos, B., Farrow, R., Pitt, B., & McAndrew, P. (2015). The Impact of OER on Teaching and Learning Practice. Open Praxis, 7(4), 351-361. doi:http://dx.doi.org/10.5944/openpraxis.7.4.227 Welz, K. (2017). School librarians and open educational resources aid and implement common core instructional content in the classroom. Knowledge Quest, 45(4), 62-68. Retrieved from https://search.proquest.com/openview/5fd1b5353f4f22a43d4b71308a64f69f/1?pq-origsite=gscholar&cbl=6154 White, D., & Manton, M. (2011). JISC-funded OER impact study. Retrieved https://www.webarchive.org.uk/wayback/archive/20140614114921/http://www.jisc.ac.uk/media/documents/programmes/elearning/oer/OERTheValueOfReuseInHigherEducation.pdf
- 56. Image Credits https://pixabay.com/photo-1756962/ https://pixabay.com/photo- 2596976/ https://pixabay.com/photo-1756961/ https://pixabay.com/photo-923523/ https://pixabay.com/photo-1177293/ https://pixabay.com/photo-3219308/ https://pixabay.com/photo-2593903/ https://pixabay.com/photo- 1447068/ https://pixabay.com/photo-3302688/ https://pixabay.com/photo-2071291/ https://pixabay.com/photo-2551351/ https://pixabay.com/photo-362163/ https://pixabay.com/photo-2946023/ https://pixabay.com/photo- 594091/ https://pixabay.com/photo-2654142/ https://pixabay.com/photo-1006574/ https://pixabay.com/photo-1850170/ https://pixabay.com/photo-1632909/ Images without attribution are by Karen Malbon or CC0
- 57. Open Educational Resources and the School Library Karen Malbon Teacher Librarian Penleigh and Essendon Grammar School @kmalbonKaren.Malbon@pegs.vic.edu.au Open Educational Resources and the School Library by Karen Malbon is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Notes de l'éditeur
- Good afternoon I am Karen Malbon, a teacher librarian from Penleigh and Essendon Grammar School, an independent P-12 school in Melbourne’s north west. Last year I graduated from Charles Sturt University with a Master of Education, Knowledge Networks and Digital Innovation. While studying I became more and more interested in open education practices and that leads me to today’s presentation on Open Educational Resources and the school library. I believe teacher librarians have a vital role to play in the discovery, curation and promotion of Open Educational Resources. I will speak from the perspective of a teacher librarian and use the term teacher librarian, however I hope that whatever title you have in your workplace that you will find something of value in this presentation.
- As we are all very much aware, the digital ecosystem for learning has expanded greatly. Open Educational Resources or OER have emerged.
- We are no longer limited to resources hidden behind closed doors or commercial resources with restrictive copyright conditions and prohibitive costs.
- The doors have opened up and we now have access to Open Educational Resources in a variety of formats. But what exactly do I mean by OER?
- The UNESCO definition of OER is any type of educational materials that are in the public domain or introduced with an open license
- Similarly, The William and Flora Hewlett Foundation define OER as teaching, learning and research materials in any medium – digital or other wise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions
- OER are not new, they have existed in analog formats for many years. Teachers have shared lessons, worksheets and other resources with their colleagues and not expected anything in return.
- However, the recent growth in OER has been facilitated by web 2.0 technologies and the use of open licenses Digital resources are now abundant because they are easier to create and share with others. Open Educational Resources include lessons, courses, activities, video, audio, images, interactive simulations, textbooks and ebooks. They can be created and shared by individuals, cultural institutions, education institutions, non-profit organisations and government departments.
- OER is an evolving area and is not mainstream in K-12 education. While OER has had a presence in higher education since 2001, it has only recently been gaining more attention in K-12. In 2015 the GoOpen initiative in the USA raised the profile of OER somewhat. School districts are encouraged to use Open Educational Resources because they can provide relevant and up-to-date content, they can increase equity of access, they can empower teachers customise learning and OER can save schools money.
- The definitions of OERs referred to open licenses. Creative Commons is the most common framework for open licensing. With Creative Commons licenses the author seeks to retain copyright over the work but agrees to give away some of those rights through the license.
- Attribution of the work and the license is a condition of use. What you can and cannot do with a resource is made clear by the Creative Commons license.
- You may see the following icons that designate public domain works. Works that are no longer covered by copyright restrictions may carry these marks. Often these are old works where the copyright period has expired. Creators can also choose to put their own work in the public domain. Most of the images in this presentation have come from an image repository called Pixabay where the creator has decided to allow anyone to freely use their photographs without having to obtain permission. Attribution is not a requirement of works in the public domain.
- OER meet the 5Rs framework whereby users can at the very least reuse a resource. The most open resources will allow you to do all 5, reuse, revise, remix, redistribute and retain. Other resources will stipulate certain Rs through the license or conditions of use.
- Searching for Open Educational Resources online and navigating OER repositories can be challenging. This is where teacher librarians and their unique skill set comes in.
- Teachers librarians are educators and information specialists. We have the skills to find information, evaluate it, organize, curate it and present it in a meaningful way for students and teachers. Teacher librarians understand the curriculum and can support time poor teachers by finding and evaluating relevant OER. Teacher librarians are experts in copyright and ethical use of information and intellectual property.
- We have the skills but are we putting them to good use with Open Educational Resources?
- My final assessment was a descriptive case study to explore OER in schools. I interviewed 6 teacher librarians, 3 from Australia and 3 from the USA. I wanted the six teacher librarians to tell me their OER story. I also did some document analysis to see what was happening in the digital space of six school libraries. Again 3 from Australia and 3 from the US. The digital space chosen was LibGuides, a content management system used by many libraries, including school libraries. As someone relatively new to OER, I wanted to learn what my colleagues knew and expand my own knowledge of OER use in school libraries.
- Of the teacher librarians I spoke to all had a similar understanding of what Open Educational Resources were. As you can see the word free appears frequently and this was mirrored in the digital spaces too with resources referred to as free online resources The open licensing aspect was only highlighted by Caroline. The teacher librarians interviewed had positive attitudes towards OER but emphasized that they had to be chosen wisely and used alongside commercial resources or more traditional resources
- When asked about the barriers to using OERs common concerns were raised by the interviewees.
- Time constraints were seen as the most significant barrier to the adoption of OER by teachers. Traditional resources such as textbooks are seen as an easier option because they have already been through a review process. OERs need to be carefully evaluated by teachers so a substantial time investment is required, at least initially. Teacher’s lack of awareness of OERs and what they can offer them was seen as another barrier. The teacher librarians felt that teachers with limited ICT skills might be overwhelmed by the vast number of resources available and put off by repositories or websites with unfriendly user interfaces.
- Although barriers to OER use were identified, the teacher librarians felt that they could overcome most of them. They could see that OER have plenty of benefits to teachers once they know about them and are willing to explore them further.
- The teacher librarians interviewed identified four benefits to OER use. OER provide an alternative to using textbooks. OERs are flexible and depending on the license can be used in may different ways and adapted to individual circumstances. Many OER are aligned with curriculum standards and most repositories have sophisticated search options so that resources for age or subject level can be identified. Digital OER integrate easily into digital learning environments such as school learning management systems and library catalogues.
- Teacher librarians can help teachers and students overcome barriers and see the benefits of using OER. Teacher Librarians can use their skills in discovery, curation and promotion to do this.
- Discovery involves searching multiple sources to find and uncover OER relevant to your school community.
- The teacher librarians I spoke to identified the following tools and resources for discovering OER. Twitter was the most popular tool for discovering OER, closely followed by blogs. Personal recommendations were highly valued and these came from members of their personal learning networks in real life and online Journal articles in print and online were another good resource Searching OER repositories was seen as a one-stop-shop for discovering OER
- Teacher Librarians are adept at discovering all kinds of resources including OER.
- Curation is something teacher librarians have been doing forever with library collections of print and more recently digital materials. Curation is to select, organize, annotate and present resources to a particular audience. Curated resources can be presented in a myriad of ways from text in an email or a simple word document, through to visually appealing webpages or web 2.0 platforms such as Pinterest.
- Academic, Joyce Valenza has written a number of articles about OER in schools and the GoOpen initiative in the United States of America. She says teacher librarians should take up the curation mandate for OER.
- Because digital curation is an amplification of our tradition practice.
- The teacher librarians in this case study used a variety of curation platforms. LibGuides was used by some interviewees to curate OER. The library website was another popular platform for curating OER, along with school management systems such as Google Classroom and OneNote The creation of research guides on specific topics was another method used by the teacher librarians interviewed. These research guides were often housed within LibGuides, the library website or the school learning management system.
- Teacher librarians can discover and curate OER all they like but without promotion they will go unnoticed and unused.
- All of the teacher librarians interviewed believed talking with teachers about OER was the best approach so that specific curriculum needs could be targeted using a blend of OER and commercial resources. Speaking at faculty meetings and conducting professional learning were other strategies suggested. Being an OER role model and leading by example in the area of ethical use of information was seen as an important way of promoting both OER use and creation.
- Interviewee, Kelly from the USA felt conducting professional development could raise awareness of OER amongst teachers.
- Caroline from Australia felt that teacher librarians should be advocating for ethical use of information and intellectual property and OER is a great vehicle for initiating these conversations.
- Repositories (also known as platforms or portals) contain many resources housed together. Some repositories contain only OER while others may contain a mix of OER and copyright material. It is important to check the conditions of use on each resource. I will now run through a selection of repositories that appeared in the LibGuides examined and that were mentioned by the interviewees.
- OER Commons has over 50,000 OER. They include K-12 lesson plans, worksheets, and activities. OER Commons also has open textbooks, university courses and interactive simulations. As mentioned earlier OER Commons is a one-stop-shop for OER.
- Scootle is an Australian repository with more that 20,000 digital resources aligned to the Australian Curriculum
- Curriki is a community for creating sharing and exploring high quality K-12 content. All resources are vetted and they encourage teachers, students and parents to use them.
- Share my lesson has over 420,000 lesson plans and activities with Creative Commons licenses.
- Khan Academy would probably be one of the more well known repositories. Their mission is to provide free, world-class education to anyone, anywhere. They provide practice exercises and instructional videos in many subject areas.
- Gooru is an educational non-profit dedicated to making education equally accessible for students using open-source content.
- UnbounEd provides free resources for teachers aligned to US standards. UnboundEd also includes teacher training and professional development resources.
- Another well known resource for education is TED and TEDEd. The ability to embed these videos into learning management systems or share them in the classroom is fantastic.
- Open Culture contains cultural and educational media from all over the web. You can access audiobooks, online courses, ebooks, textbooks and movies. I have shared many resources with my teachers and students especially in the areas of art, design and history. Following Open Culture on social media is a good way of discovering unusual resources.
- Project Gutenberg offers over 57,000 free ebooks. It contains older works where the copyright has expired in the US. For those of us outside of the US we must check the copyright status in our own country before downloading or redistributing them.
- Cultural institutions are increasingly making their collections available online. Many offer resources that meet some or all of the 5Rs in the 5Rs framework.
- There are too many cultural institutions to mention here today so I will highlight two. The National Library of Australia’s Trove has a huge number of digitized resources available. Newspapers, images, maps, books, diaries, letters and more. Terms of use vary but many items are in the public domain. Europeana contains material from museums, galleries, libraries and archives from all over Europe. Explore artworks, artefacts, books, videos and sounds by theme or keyword. You can find many more cultural institutions in my two curated collections linked to this slide.
- Open textbooks are mostly aimed at the tertiary sector at present, however teachers and senior students may find them useful. Some repositories do contain high school level material. Search by level to discover them.
- As I mentioned earlier most of the images in this presentation are from Pixabay, an image repository that contains public domain images. There are lots of other image sources too. I have a few listed here and more can be found in my curated collection images and audio.
- Music and sound that is in the public domain or has creative commons licenses can be found on the Free Music Archive, Jamendo and ccMixter.
- As you have seen there are many repositories to explore. Do not get overwhelmed, start with one or two of interest to you or your school community and slowly explore more at your own pace.
- So how am I using OER? For a number of years I have been sharing specific OERs that I have discovered through a cultural institutions or via my PLN with individual teachers by email.. I am including OERs in research guides that I create to support the curriculum. These research guides are available on our school library website. Over time I have been curating repositories, using the web 2.0 curation platform Pearltrees. I have been sharing what I know with the library team at my school and more widely at external seminars such as this. I have to admit that I haven’t done a lot to promote OERs to my school community so far. This is my next challenge. I still have lots to learn and do with OERs.
- I encourage you to become the OER experts in your school. Be a leader, advocate for OER, collaborate with your teachers, conduct professional learning one-on-one or with a group and curate quality content as you discover it.
- Thank you for you time this afternoon and enjoy the rest of your time at EduTech.