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Let a Thousand

Flowers Bloom

Planting local OER that will spring up across the field

Josh Bolick

jbolick@ku.edu

Maria Bonn

mbonn@illinois.edu

Will Cross

wmcross@ncsu.edu

#LISOER

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Learning Objectives

Use design thinking methods to identify and address a problem/gap in LIS instruction
Design open learning objects that reflect your unique expertise
Select & apply open licenses and consider OER distribution options/practices

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Agenda

9:00 - 9:30am Welcome

9:30 - 10:30am Identifying problems and solutions

10:30 - 10:45am Break and gallery walk

10:45am - Noon Prototyping with Canvas

Noon - 1:00pm Lunch

1:00 - 2:00pm Sharing/lightweight testing

2:00 - 3:00pm Start makin’ stuff

2:30 - 2:45pm Break

3:00 - 3:30pm Open: law and practice

3:30 - 4:00pm Wrap up and final thoughts

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What Do You Wish You Had Learned in Library School or Other Professional Training?

Icebreaker:

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Empathize
Define
Ideate
Prototype
Test

Design Thinking

Is anyone an expert in design thinking? Hosted at DT session before? Attended one?

This is by no means a master class in design thinking; this is an experiment in using design thinking methods to attack what we see as problems: a lack of LIS instruction in emergent areas such as scholarly communication, a lack of practitioner perspectives in LIS instruction, and the continued use of out of date pedagogy delivery vehicles, namely textbooks. We see practioners creating OER as a solution, and we think design thinking might be an interesting way to tackle these related problems.

DT begins with empathy; the icebreaker activity you just participated in was an exercise in empathy. We asked you to consider what you needed to know as a new professional but didn’t (or to consider what your newest colleagues need to know but don’t, and how this impacted/impacts you/them. This morning we’re going to define granular problems and brainstorm potential solutions to those problems, and then we’re going to spend the rest of the day seeing if we can apply some of these solutions by creating an openly licensed teaching/learning resource designed to address a gap in knowledge or instruction. We don’t have the time to completely test/assess our prototypes but we hope to give them a light form of peer review by sharing and constuctively criticizing throughout the day.

Image: CC-BY-SA Lebd https://commons.wikimedia.org/wiki/File:Processus_de_Design_Thinking_selon_d.school.png

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What are the top 3 gaps you observe in your newest colleagues?

(5 minutes)

Defining Problems

Let’s explore the gaps more. (5 minutes) Claim some wall space as wide as your wingspan and as tall as you can easily reach. What are the top 3 gaps (in knowledge, skills, experience) you observe in your newest colleagues? What do you need them to know that they don’t? What do you need them to know about your work? Write these on stickies, articulated well enough that when other participants read them they’ll get it. If you’re struggling with identifying 3, break one problem down into its parts. For example: I want my colleagues to exercise their own rights as authors by making their work open. To do that, they need a basic understanding of their rights as creators, how to read publication agreements critically, and how to share their work openly via subject or institutional repositories. If you can get down more than 3, knock yourself out. Put all these on the wall. All use same color sticky so we can quickly visually see the problems.

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Add to the stickies you find most compelling / worthy of addressing.

(10 minutes)

Gallery Walk

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Your most compelling gap; what are the consequences of doing nothing? Of doing something?

(10 minutes)

Share

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Ideating Solutions

Ideation by Unsworn Industries is licensed under a CC-BY-SA 2.0

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Think outside the box

Volume & Variety

NO LIMITATIONS!

(10 minutes)

Ideating Solutions

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Add to your colleagues’ ideas, or add checks to theirs.

(10+ minutes)

Gallery Walk

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Break

10:30 - 10:45

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Prototyping with Canvas

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LIS practitioners aren’t as visible in LIS instruction as they could be.

Librarians very visible in OER advocacy but aren’t trained with OER.

Librarians create OER that share their skills/knowledge for potential LIS classroom use.

# of items created, shared, implemented w/ positive outcomes.

A gathering of innovative librarians with skills & knowledge to share.

Instructors willing to find and try some OER.

We are kickstarting a conversation about the role of practitioners in the professional education of future colleagues by creating a body of LIS open learning objects.

LIS students, LIS faculty/instructors, practicing librarians

OER repositories,

Institutional repositories, disciplinary repositories

Librarians w/ practical skills that have classroom applications

Conferences, social media, listservs, professional societies, etc.

LIS Practitioners Create OER

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Discovery

License/Rights

Specific Resources

Note modified boxes

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Adjuncts come and go

Librarians need to build connections with an increasingly dominant sector of faculty

Workshop: overview of library services for adjuncts

Increaed engagement (invitations, etc.)

Consutations

Adjunct retention metrics

Overview of needs of adjuncts at your institution

Overview of library services and expertise

Space/time where adjuncts gather (orientation?)

Identify campus partners

Adjuncts have unique needs that we can support in powerful ways. That support flows into student success and other core institutional values

Adjuncts feel more fully supported in their work as members of the teaching and research faculty

Adjuncts

Incentives to particpate

Teaching materials

A Workshop or Open house to Connect with Adjunct Faculty

Discovery

License/Rights

Specific Resources

Note modified boxes

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Discovery

License/Rights

Specific Resources

Note modified boxes

A gap in LIS instruction

An exercise or activity that addresses the gap

How will you assess?

What are the elements of an exercise or activity that address the problem?

Precisely what do you need? I.e. articles, databases, etc.

How will the resource be licensed for use?

How will users find it? Where will it live?

In most cases: LIS faculty, students, practitioners

What is accomplished and how/why is it useful? What are the learning outcomes of this activity?

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Discovery

License/Rights

Specific Resources

Problem

A gap in LIS instruction

Note modified boxes

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Discovery

License/Rights

Specific Resources

Solution

An exercise or activity that addresses the gap

Note modified boxes

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Discovery

License/Rights

Specific Resources

Key Metrics

How will you assess?

Note modified boxes

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Discovery

License/Rights

Specific Resources

Resources Required

What are the elements of an exercise or activity that address the problem?

Note modified boxes

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Discovery

License/Rights

Specific Resources

Precisely what do you need? I.e. articles, databases, etc.

Note modified boxes

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Discovery

License/Rights

How will the resource be licensed for use?

Note modified boxes

Specific Resources

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Discovery

How will users find it? Where will it live?

Note modified boxes

Specific Resources

License/Rights

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User Profiles

In most cases: LIS faculty, students, practitioners

Note modified boxes

License/Rights

Discovery

Specific Resources

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Unique Value Proposition

What is accomplished and how/why is it useful? What are the learning outcomes of this activity?

Note modified boxes

License/Rights

Discovery

Specific Resources

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Librarians may not get training on how to read a publication contract, which they may need to sign themselves at some point, or may need to provide guidance to others signing them. Confusion reigns.

An exercise in reading publication contracts regarding ownership & author rights

Students should understand import of CTAs, key aspects, & rights retained

Overview of publication contracts

Example publication contracts

Comprehension exercise/assessment

This lesson/exercise will introduce concepts of author rights and ownership in regards to copyright and publication contracts.�Users will be able to read & understand CTAs looking for key aspects regarding ownership of work, rights to share openly, and allowed future uses.

LIS instructors, students, practicing librarians.

My IR, LISSA

#lisoer

Keywords: publication contracts, CTA, author rights

Armstrong “Intro to Publication Agreements for Authors” https://blogs.harvard.edu/infolaw/2009/05/06/best-practices-for-law-review-authors/; Sherpa/Romeo

CC-BY

How to Read Publication Contracts

Discovery

License/Rights

Specific Resources

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Lunch

1:00 - 2:00

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Sharing/Lightweight Testing

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Start Makin’ Stuff

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Break

2:30 - 2:45

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Open Licensing

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creativecommons.org/choose

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Where Does It Live?

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Discoverability

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Final Thoughts

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Thanks!

Josh Bolick

jbolick@ku.edu

Maria Bonn

mbonn@illinois.edu

Will Cross

wmcross@ncsu.edu

lisoer.wordpress.ncsu.edu/

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Abstract

Open education has emerged as a powerful movement for reducing costs and improving student success. As a community, however, academics have only begun to scratch the surface of the potential for open education to transform the way we share knowledge. By empowering librarians, students, presses, and practitioners to share their expertise and experience, OER can shine a light on underrepresented voices and share cutting edge practices in new and exciting ways. Building on our current IMLS-funded work (LG-72-17-0132-17) on collaborative creation of OER for teaching issues in scholarly communication, this hands-on workshop will prepare you to design an open learning object like a video, lesson plan, game, or hack, that shares your own story and expertise.