Recruiting open textbook authors

This post was written by Adrian Stagg, Manager (Open Educational Practice), University of Southern Queensland

For many Australian institutions, open education represents a new opportunity that offers advantages and freedoms for staff but can present challenges of workload, buy-in, value, and even the risk of being seen as ‘the newest higher education fad’. Therefore, librarians advocating for open text adoption and adaptation need to demonstrate the value of open approaches, which means aligning with their academic colleagues’ existing needs. What follows is a list of methods that have yielded positive results by positioning openness as an extension of existing practice.

This approach uses Professor Emeritus Geoff Scott’s ‘Listen, Link, Lead’ maxim; that is:

(i) Listen for the problems and opportunities when working with academic staff. Liaison librarians do this daily and have excellent relationships with Faculty, often based on a ‘problem solver’ reputation.

(ii) Link (where appropriate and relevant) the issue at hand with open education. There are plenty of examples below, and again, part of the daily practice of any liaison work.

(iii) Lead. Be prepared to offer a strategy evidenced by practice examples.

Whilst ‘Listen, Link, Lead’ is core business for most librarians, it’s a handy way to frame discussions.

Linking examples

The examples below might serve as a touchstone for your experiences or as a base for extending practice with potential academic authors.

Textbook design and use

Custom texts: There are many good reasons to create custom texts, from providing a curated selection of the most relevant chapters for students to broadening the disciplinary narrative beyond a single author to providing varying points of view on key concepts. Commercial publishers will provide these texts, but they are often very expensive for students, and the legal frameworks for sharing may restrict the content. The same approach can be used with open textbooks when the licences are compatible. Faculty can select a range of free and open texts and construct a custom text. They also have the freedom to add or revise content that provides introductory or bridging information to create context.

Edition wars: Sometimes, a new edition creates chaos and miscommunication between the lecturer and students. Based on course/unit renewal cycles, transitioning to the new edition may be problematic. This, of course, creates supply issues for students, potential challenges for the campus bookshop, and plenty of opportunities for misunderstanding. Given that open texts remain free and openly accessible, lecturers might consider adopting a text and then slowly updating and contextualising the content over semesters. Then, they can publish the changes at the beginning of the semester and link to the texts via the learning management system.

Online and interactive content: Interactive activity design has been a staple of higher education. Keeping students engaged with study during disruptive events (such as COVID lockdowns) is even more important.

Most universities offer online modes from 2020 onwards, and open texts can support that transition. Lecturers who want to embed existing assets or have expressed interest in tools like H5P could be your next authors. Suggest they use legacy content (appropriately checked for third-party Copyright) with embedded activities as the frame for an open text. For example, they might consider a smaller-scale text that slowly grows each semester.

Access issues

Supply chains: Do you know any lecturers affected by supply chain issues during COVID? Delays on shipments led to student access issues, library closures made accessing texts (as opposed to purchasing them) more difficult, and Australian unemployment levels also exerted financial pressure on students. Textbooks are the only cost a lecturer can directly influence, and online open texts are readily accessible in various formats on the first day of semester.

Access and achievement: Many lecturers will report that enhancing engagement with learning resources is challenging. Whether it is due to cost, hesitancy to purchase, supply chain issues, or even perceived relevance to learning, there are several reasons why students do not engage with set texts. Ask lecturers ‘if we could guarantee access to the text on the first day of semester, would it affect student engagement and achievement?‘ Open texts can be stored locally, redistributed legally, and linked to via the learning management system, providing multiple access points.

Open-book exams: Librarians know that access to electronic texts is predicated on publisher restrictions – how many concurrent users? Does the version in the catalogue include the same features as a private version? How timely are publisher notifications of ‘downtime’ for maintenance and other issues? What is the cost to the library? If you know lecturers who are reluctant to assign an electronic text for these reasons (or have a negative experience), open texts could be a solution. 

Workload

Course renewal cycles: If you are involved in course/unit renewal or program accreditation cycles, this is an opportunity to suggest open texts. If the workload has been allocated to redeveloping the curriculum, existing allowances could be tasked to open education, with support from the Library. Additionally, a newly accredited program might become more attractive to students if they never need to purchase a text – so there is a market differential to consider. Open texts are then aligned with existing processes for setting and developing resources.

‘Scratch-the-itch’: Some lecturers have driving passions in learning and teaching and seek certain freedoms or innovations to support this drive. If you know lecturers like this (often ‘early adopters’ or ‘early followers’), you could align the freedoms of open licencing with their needs.

Collaboration: Reviewing, revising, and/or writing an entire text is daunting. Collaborative authorship can reduce the workload, has an in-built circle of peer reviewers, and (if the co-authors are across different institutions) provide an immediate impact on a large number of students. Authors seeking to demonstrate impact and even engage in research publication arising from their open education work would be well advised to seek out colleagues.

Research

Reputational: Open texts provide seamless access to a lecturer’s work, potentially expanding both reach and attention. Like the dialogue supporting Open Access research, open texts provide greater exposure and potential readership. These texts can be prompted via professional bodies and accrete interest based on access. Additionally, for smaller disciplines, researchers may collaborate (writing a chapter or more each) for a comprehensive national text.

Specialist knowledge: Every university has lecturers involved in specialist research that may have a smaller audience. This can mean publishers are loathed to invest in these texts, usually citing a project’s poor financial return. However, sometimes these lecturers have manuscripts (completed or not) that could be an excellent starting point for an open text.

‘Mind the Gap’: Australian research in open education is neither widespread nor sufficiently diversified for contemporary evidence-based practice examples. Nevertheless, researchers seeking to address aspects of Australian practice may be attracted by the prospect of using their open text work to generate research and reputation.

Students

Authorship opportunities: Learning design already includes the appropriate use of student authoring platforms, online annotation, and other types of resource creation. Identify lecturers who already use these assessments and link the activities to open outcomes. For example, students could co-author an open resource, design ancillary learning resources for a text (such as self-assessment quizzes or case studies), or undertake a structured review of existing content using annotation tools (like Hypothes.is). Open assessment practices may be well-aligned with these existing approaches or offer affordances that current approaches do not. There is also a strong connection between student-authored content and portfolios that support graduate employability.

Conclusion

The thirteen opportunities above rely on creating relationships with Faculty, connecting open education approaches with existing and emerging needs, and then leading an appropriate response. This type of practical advocacy is well within a librarian’s skill set and simply a different arena for current practice.

More opportunities and examples exist beyond this list. Add yours to the ‘Comment’ section below. Collaboration and sharing are cornerstones of librarianship and open education so be generous.

Enabling a Modern Curriculum 2022 Conference online program – Call for submissions

Share your work or ideas with peers – pitch your online mode presentation or lightning talk now!

The CAUL EMC Conference aims to bring together industry experts and sharing of evidence based practice, projects and innovations shaping our academic library work within tertiary education. This means your voice and your experiences are a core part to the success of this Conference.

Together we create sign
We want to know about the work you and your Library does! 
The CAUL Enabling the Modern Curriculum (EMC) Project is now inviting submissions for its inaugural Conference in September. Put forward a submission to be part of this hybrid event’s online offering (Wednesday 7 and Thursday 8 September).

When are submissions due?

Submissions officially open today Friday 29 April! You have until Friday 27 May to get your submission in.

What does a submission involve?

It’s a short, sweet and not onerous format. There are two submission types to pitch for: 

  • Online Presentation (20 mins + 5 mins question time)
  • Online Lightning Talk (7 mins + potential question time)

The submissions need to reflect and engage with the following themes: 

  • Open Resources to Enable the Curriculum
  • Evolving our Digital Practices
  • Bending and Blending in Learning and Teaching
  • Partnering to Enable a Modern Curriculum

Themes are explained in more detail on the Call for submissions webpage.

What’s the submission process?

The submission process is simple. The Call for Submission webpage details information needed and links through to the submission portal. 

Where to find out more?

To check out the conference details or to make a submission visit the CAUL EMC website


This post was written by Lindsey Fratus (University of Newcastle Library), Liz Walkley Hall (Flinders University Library), Arlene O’Sullivan (La Trobe University) and Kat Cain (Deakin University Library)
All four writers are part of the CAUL EMC Conference project.

Contribute to The Living Book of Digital Skills

This post was written by Dr Sara King, Training and Engagement Lead, AARNET

For the last year, CAUL’s Digital Dexterity Champions have been developing The Living Book of Digital Skills (you never knew you needed until now) (aka the GitBook). The book is a living, open source online guide to ‘modern not-quite-technical computer skills’ for researchers and the broader academic community.  

The Digital Dexterity Champions help realise the goals of CAUL’s Digital Dexterity framework in university libraries through creating and sharing resources across the network, and GitBook is an extension of this work. The Champions identified a need for professional learning for themselves and the research and academic communities they serve related to an ever changing, wide ranging set of digital skills that are needed for library, teaching and research practice.  While there are online instructions in various forms for just about any skill, the academic community uses these skills in particular contexts. The GitBook aims to fill this gap in professional learning for  ‘not-quite-technical’ digital skills. These are the kinds of skills that are not specifically addressed in formal courses or training, but simply expected by the nature of the digital workplace and data-driven research, and ones that library staff are often approached to be able to address.

Our vision for the book is that it is made by everyone, for everyone. We want it to be accessible to both amateurs and professionals, creators and users. For this reason, we are keen to draw on the academic library community to contribute to the creation of this resource as a way to build our collective capacity to support academics working in this space.

The GitBook team has worked together to create the chapter outline, a code of conduct, instructions for contributors and a copyright statement.  

Now, we need you! We’re looking for contributions large and small to build out the book.

A contribution doesn’t have to be anything complex, and you can choose to submit parts of a topic too. 

Here is a sample article. You’ll notice that the text is simple and accessible to everyone, with as little jargon as possible. Where there is specialist language, it is explained and can be added to the glossary.  

We’d like to invite you to contribute to the project. Here is a list of suggested articles. You can use that or if you have some other relevant content that you would like to share, please do! You can use one of the following options for submitting your contribution:

  1. To contribute directly via GitHub account, use these instructions.
  2. You can also use our contributor form, OR 
  3. Email us (digidexlibrarians+gitbook@gmail.com)

For more information about copyright, please see our Copyright Statement.

If you would like to meet the group, we meet on Friday afternoons and we are all super friendly, and welcoming to all. Please write to sara.king@aarnet.edu.au for a meeting invite.

Community, collaboration and capability building: The OER Collective Community Day

Last week, CAUL launched the OER Collective with an inaugural Community Day for academics and library staff at 30 participating universities across Australia and New Zealand.

Highlights of the day included:

  • The Open Textbooks 101 session, which explore the basics of OERs generally and open textbooks specifically – what they are, how they work and the key benefits to academics, students and libraries.
  • A keynote from Amy Hofer, Statewide Open Education Program Director for Open Oregon. Amy provided lots of practical advice on how we can collaboratively push forward the open textbook agenda.
  • A panel discussion on open textbook advocacy, featuring academics and librarians from across Australia and New Zealand.
  • An extended Q&A session with a panel of experienced open practice librarians.

The event also featured short presentations about the OER Collective, including:

  • An overview of the Collective model
  • An introduction to the Communities of Practice
  • An introduction to the Collective Publishing Workflow and the documentation to support it
  • An introduction to the Collective Grants Program (EOIs now open!).

We had lots of great feedback:

This has been fantastic and inspirational. Thanks so much to all who ran it and contributed their knowledge on this topic.

I am very new to this space, so the sessions today have been a fantastic introduction to the world of OERs. The posting of links to resources that were being discussed throughout the sessions was super helpful. Thanks so much for organising the session and I’ll definitely be checking out the CAUL OER guide and joining the CoP.

Terrific, informative, collegial day today!

We can’t wait to do it again next year, but in the mean time, you can catch up on the event via the recording. The recording includes bookmarks so you can jump between the sessions.

You can also find a document containing all the links that were shared in the chat during the event on the event listing on the CAUL website.

Even if your institution isn’t participating in the Collective, there is lots of useful information and inspiration in the recording.

A huge big thank you to the OER Collective Project Team, particularly Tahnee Pearse, Fiona Tyson, Jaime Royals and Richard Levy, who all worked hard to bring the day together. Thanks also to our speakers and panelists, and CAUL’s Engagement & Administration Officer Cicy Zheng. Finally, a big thanks to the 300+ registrants who signed up for the event and joined us at various points during the day. The conversation in the chat was fantastic, and it was so good to see so many people together, furthering the conversation about open textbooks.

Applications for DIY Open Textbook Grants are now open!

UPDATE: Please note the deadline for submissions has been extended to 13 May 2022.

They may be free to access and use, but open textbooks aren’t free to produce. That’s why a grants program is a key feature of the CAUL Open Educational Resources Collective.

There are costs involved in open textbook creation at various stages of the publishing cycle, some of which may be covered by institutions, while others may not. The costs don’t always involve invoices and payments, but may instead be time in someone’s workload, such as authors’ time or library staff time. If you’re writing an open textbook, or working with an author who is, some of the other costs you might encounter that require funding include those associated with:

  • Editing
  • Copyright permissions
  • Stipends for peer reviewers
  • Graphic design

To assist with these costs, academic authors at participating institutions in the Collective can now apply for a DIY Open Textbook Grant. To qualify for a grant, the open textbook is required to fall into one or more of four categories:

1. High impact. Open textbook projects in this category are targeted at first year, high enrolment courses (more than 200 students) in core disciplines.

2. Emerging disciplines. Open textbooks in this category have a specialised, novel, relatively fast growing subject area of focus with limited current textbook availability.

3. Australian and New Zealand content. Open textbook projects in this category are focused on Australian and/or New Zealand content in any discipline.

4. Rebalancing representation. Open textbook projects in this category are focused on subject matter or include content that aims to redress imbalances related to representation in academic literature, with priority given to ‘own voices’ projects (i.e. textbooks that will be written by authors with relevant lived experience).

Inclusion of Indigenous content written by Indigenous authors is encouraged across all categories, including content in or about Indigenous languages. Indigenous content must include experience or information that represents Indigenous peoples from Australia and/or New Zealand.

Grants of $1000, $2000 or $3000 (for one, two or three or more authors respectively) are available, and include additional funds for two $250 peer review stipends to be paid to peer reviewers.

Further details about the grants, including eligibility, requirements, timelines and evaluation criteria can be found in the 2022 Grants Guidelines. Links to the EOI form and submission form, as well as the Guidelines and key dates, are available here.

The grants are a great opportunity to assist authors to meet some of the costs associated with writing their open textbook as part of the Collective. If you are working with participating authors in your institution, please encourage them to apply!

The closing date for submissions is 29 April 2022. UPDATE: Please note the deadline for submissions has been extended to 13 May 2022.

Why I started writing an open text and why I’m glad I did!

This post was written by Dr Bronte van der Hoorn, Senior Lecturer (Project Management), University of Southern Queensland

What academic has time to write an open text? Here’s why I embarked on writing my open text – it’s about using visuals in management – and why I’m glad I did.

Who is willing to print a colour book?

Central to my open text is a catalogue of visual diagrams, and these visuals had to be produced in colour. Mainstream publishers are nervous about colour-print runs, particularly if the potential readership is (relatively) small, and the market (and author!) untested. Incorporating colour diagrams was no problem for University of Southern Queensland (USQ) Open Educational Practice!

Diagram representing building with five pillars. Pillar one states 'values first project.' Pillar  two states ' company restructure.' Pillar three states 'customer first training.' Pillar four states 'ICT refresh project and pillar five states back to market project.'
Diagram with arrow in center and six arrows pointing at diagram. It is a depiction of KPIs for a fictitious organisation. It includes KPIs such as 24 hour call center, 25% frontline staff increase

My book’s usefulness relied on the reader downloading files

My reader would get maximum value from the book by downloading and adapting the visuals for their own work. Sure, mainstream publishing can set-up a website for such ‘add ons’, but with an open text the downloads could be embedded in the book, thereby providing a fully integrated experience for the reader. 

I wanted to give back to my research participants

Recruiting research participants is never easy. I always feel bad that I’m asking participants to volunteer their time for very little personal benefit. It’s not that the participants’ input doesn’t result in research outputs. But my research participants don’t share the same view as Q1 journal editors in terms of what constitutes a worthy ‘contribution’. An open text was a way to communicate my research in a way that could make a difference to practice.

Students want a take-away from their study

My current students get access to lots of eBooks and journal articles, and for many the loss of access to these resources at time of graduation is cause for disappointment. When I chose to publish an open text, I knew that at least this course resource would be accessible for students post-study – and they could share it with colleagues who weren’t students as well! 

As I started writing, I was also surprised about some unexpected advantages of open text publishing…

An unexpected level of interactivity

As I started writing my open text, I came across multimedia content that would make the book more engaging. The amazing USQ Open Educational Practice team encouraged me to make use of Pressbooks multimedia and H5P capabilities and embedded videos in the volume and created dynamic hover-overs to enable interactive annotation of each visual, that helps make the book’s content clearer. The book also incorporates a H5P slider preview that enables the reader to quickly flick through each visual – that’s not possible in a hardcopy publication! 

A screen capture of an interactive H5P object in the textbook. It depicts change over time.

Connecting me to academia

I was always committed to my open text project but my excitement when my ‘writing’ day came around each week surprised even me. Any academic knows the competing demands we face and that finding time to write an open text isn’t easy amongst the pressure to produce top quartile articles, teaching duties, and never-ending admin requests. 

However, I found this project to be refreshingly different to my other academic (and admin) work! My open text was a space for me to express my passion for the topic in a manner that accurately represented my ideas and made them accessible for my target reader. And this was a novel luxury! I acknowledge here that the USQ Open Educational Practice team were abundantly accommodating of my vision, they trusted me as the content expert to make design decisions (another delightful novelty!) and worked tirelessly to see my vision come to life. 

It was during the writing of my open text that I have felt most ‘academic’. Not ‘academic’ in a theoretical, distant, clinical way – but in the way I had hoped academia would be; I was making accessible a topic that I continue to learn (research) about and was helping others to learn and grow interest and capability in that area too – not just in my classrooms, but hopefully beyond.

A whisper growing to a roar

This post was written by Bec Muir (Manager, Libraries West) at Victoria University.

Guides, connectors, finders, interpreters: multiple roles of frontline staff

Supporting our frontline Library staff in enabling the modern curriculum

Frontline library staff are integral partners in the modern curriculum. They are the librarians, library technicians, and advisory staff who provide front-of-house services to our academic communities. Frontline staff may have a qualification in librarianship, library technician, or teaching; or have other academic qualifications such as certificates, diplomas, bachelors, or higher degrees. They are very highly skilled, qualified, or both.

The less-seen impact of frontline staff

Our frontline staff are a very present and very visible element of Library service, working as finders, guides, connectors, and interpreters of the modern curriculum. They empower their academic community to step confidently beyond the university by building their information literacy, knowledge of academic integrity, and digital dexterity. They instruct, demonstrate, troubleshoot, and guide students and academic staff through the information journey. Often their work is done quietly, conducted one-to-one at the service desk or via the online chat service instead of before a class. In short, the role of frontline staff in the modern curriculum is a whisper rather than a roar.

Why is this a concern?

By overlooking the role of frontline staff in the modern curriculum, the library misses an opportunity to improve its connection with our learning community and enrich their educational journey. If we do not see the role of frontline staff in this space, we risk not developing and upskilling our Library staff to enact these roles, which can disempower them in their interactions with our students and staff. This in turn can disempower our academic community.

Individual and institutional commitment to professional development

If academic libraries are to fully enact their role in supporting the modern curriculum, professional development of frontline staff should be seen as a key strategic and operational objective. Shared institutional and individual responsibility for ongoing professional development (at all staffing levels) is a vital way to grow industry and professional robustness. This ultimately benefits our academic community by enriching the Library’s ability to speak to their educational needs. Once there’s a commitment to professional development, where can frontline staff access professional learning?

Industry-developed learning opportunities

There are many existing tools and resources that frontline staff can draw on for professional learning. A good place to start is with a framework that maps skills, knowledge and capabilities such as the Digital Dexterity Framework. Conference attendance – such as ALIA Information Online, the Library Technicians Symposium or the new 2022 CAUL Enabling a Modern Curriculum Conference – provide a way for frontline staff to engage in active learning from their peers. Platforms such as 23 Things for Digital Knowledge and FutureLearn, and initiatives like Library Carpentry  provide self-directed and cost-effective learning. Sector magazines, such as Incite, provide a consumable way to stay industry engaged and empower staff to see broader institutional responses to change.

Library-developed training opportunities

Library-developed training can prepare frontline staff to meet the challenges of the modern curriculum and the curriculum beyond that.However, a concern with library-developed training is that it may take a ‘trickle down’ approach where the program is developed by senior staff, and trickled down to instruct frontline staff in expected performance. Rather than being partners in the modern curriculum, frontline staff may be seen as trainees, or even students. While this may not be intentional, it can result in staff feeling silenced, lost, or disengaged from the training as a result. It is not ‘their training’, but ‘the library’s’.

A learner-led learning (triple-L model) opportunity

In contrast to library-developed training, learner-led learning shifts the balance in the learning relationship to one of mutual benefit. I envision learner-led learning (‘triple-L model’) as a training delivery framework shaped around scaffolded learning, shared authority, professional reflection, and learner engagement. The triple-L model creates an environment where the learner feels able to reshaping existing knowledge to build skills for future needs. Triple-L approaches training from a position of partnership.

The triple-L model approaches professional development across five phases, commencing with a position of partnership and concluding with a commitment to evaluation for success. While it is beyond the scope of this blogpost to fully unpack this model, it has already been tested at Victoria University. The triple-L model formed the foundation of our frontline training suite, DigiChat. More importantly, the triple-L model has cemented to every frontline staff member that the role that they play in the modern curriculum is an important one.

The implementation of this model occurred simply and organically from a position of partnering for success. Our frontline team were asked a single straight forward question: ‘what do you find hard when helping our patrons on LibChat?’. ‘Hard’ here was left broad; for some frontline staff multi-tasking became the challenge point, for others identifying the core of the question and conveying an answer, for still others discovering the resource required. We then reflected on position descriptions and changes in the industry to identify any areas missed. We observed that three theme areas were emerging in our frontline team’s identified needs: customer service, digital skills, and professional identity. These themes became the burgeoning phases of the DigiChat cycle: each enriching and speaking back to the other.

From these proposed sessions and phases, we sought reflection and input from our frontline team and engaged staff in a process of co-creation and sharing of skills. A learning theory foundation was employed that limited the length of sessions and introduced a scaffolded theory of staggered skills, in addition to building in opportunities for reflection through doing (theoretical activities); thinking (Teams chats and sharing); ownership (on-the-job skill usage); and growth (tying to current and future skills). Lastly, an important part of this process was embedded in the evaluation mechanism: a survey at the end of each session which asked our frontline team to reflect on their learnings and how they would apply it, and why, in addition to reflecting on the presentation and the presenter. This process yielded great results that have built our frontline team to meet (and embrace) the changes of the curriculum both in its current iteration, and into the future.

A stronger voice

We are all partners in enabling the modern curriculum. Through identifying the needs and skills of our frontline teams, enriching learnings and abilities, and visualising their value in the modern curriculum, the role that our staff play in this capacity changes. Recognising the role of our frontline staff means that we are all better enabled – as a Library and as a sector – to respond to the challenges of the modern curriculum.

A whisper growing to a roar.

Designing the OER Advocacy Toolkit: Notes from the Team

By Adrian Stagg (University of Southern Queensland), CAUL OER Advocacy Team Leader.

Later this year, the team will launch an OER Advocacy Toolkit designed to support and empower librarians in higher education to become advocates for open education at their institution.  Given the contextual differences across the sector, it might seem like a daunting task; however, there appear to be more points of commonality than we realised.  

Our team commenced its investigations by consulting with advocates in Australia and the United States and reviewing existing resources. Unsurprisingly, most advocacy resources are authored in the US and Canada, with very few from the UK and none related directly to OER and OEP for Australia. So we set about distilling those consultations and the review to provide clear guidance for the construction of the Toolkit.

Connection

  • The experience of many advocates is one of isolation.  Advocates are often driven by their values and intention to create change. The effort required for this is very exhausting long-term.  Connecting people helps normalise challenges, pool resources, share practice, and maintain momentum.
  • Librarians are at the forefront of open advocacy globally; initially, with open access (OA) research agendas, and now with open education. These two concepts are seen to be artificially separated rather than being seen as complementary, as governments and funding bodies explicitly promote OA research outcomes, whilst open education remains completely absent in strategies and targets for the sector.  Librarians are well-positioned to link these concepts (‘it’s open access publishing, but for learning and teaching’) for a holistic approach to institutional openness as they support academic staff in both research and teaching.

Communication

  • Librarians – and by extension, any advocates – are not usually empowered to directly change the status quo at scale, nor do they have the strongest voices in institutional forums.  Locating, recruiting, and mobilising stakeholders and champions is critical to OER advocacy success.
  • The Toolkit needs to consider a range of messages to be employed by librarians to link open education to university goals and to raise its profile nationally.  Providing key messages such as affordability, student success and retention, increased academic freedom, and improved learning and teaching help tailor communications.

Practicality

  • Toolkit resources need to address the practical questions and include concise ‘fact sheets’, workflows, surveys, videos, answers to ‘tough questions’, FAQ banks, presentation resources and exemplar campaigns.

Celebration 

  • As indicated previously, advocacy can be exhausting.  Sometimes change doesn’t happen, or sometimes it happens at a near-glacial pace. Advocates and practitioners need to take the time to celebrate milestones and communicate those successes to champions and stakeholders. 

What’s next?

The team is currently managing a review of the initial content and the core topics to be included in the Toolkit. Feedback from the open community is imperative at this stage.  We will have further posts about our approach, feedback, and forthcoming events scheduled at the CAUL Conference. 

In the meantime, if you are engaging in open advocacy, consider posting a comment below.  Tell the team what you’ve found most useful and share your experiences.

Lock in the 2022 CAUL EMC Conference into your calendar and your plans

This post was written by Kat Cain (Deakin University Library), Lindsey Fratus (University of Newcastle Library), Liz Walkley Hall (Flinders University Library). All three writers are part of the CAUL EMC Conference project.

What does 2022 look like for you and your work in the academic Library sector? Many of us have strat plans with OER goals or students as partners as top level foci. The moving feast of “Read and Publish” is shaking up Open Access outcomes across the board. And while our core business has always been aligning with tertiary learning and teaching goals, new ways to flexibly engage and enable curriculum have become a heightened priority. On top of this, we’re all dealing with evolving digital practices impacting learning, research and everyday ways of working. 

Exchanging ideas & experiences across industry.

The inaugural CAUL 2022 Enabling the Modern Curriculum Conference has been specifically designed for our academic library community.

It offers new learnings and practice-based knowledge for expert staff across the Australia and New Zealand industry to embed in their work.

What practical action should you take? 

  1. Lock in the CAUL EMC Conference into your 2022 calendar
  2. Start thinking about sharing and showcasing your Library’s work or learnings

What are the dates?

Remember it’s a hybrid event so the conference dates for both in-person and online experiences:

  • Wednesday 7 and Thursday 8 September for the online program 
  • Tuesday 13 September for the face-to-face events in five capital cities.

What is the Conference all about?

This conference offers you and your institution the chance to exchange ideas and experience in a novel way. Using a hybrid conference model means flexible attendance options – pick and choose between in-person located learning and digital experiences.

CAUL’s intention in offering a hybrid conference model is to ensure flexibility and access for its member libraries. But it also provides the different but complementary dimensions of national lens and a local, state-based gatherings.

Your voice in this space

One of the great things about the Conferences is sharing thoughts, learnings and new projects outside of our own work bubbles. We will soon be taking submissions for presentation ideas – so start thinking about what you could share with your academic library community!

Attribution: Calendar image on blog is a detail taken from Estée Janssens photo on Unsplash

What we’ve learned about OER Professional Development

by Kylie Tran (Manager, Library Services and Spaces), University of Melbourne and Nikki Andersen (Open Education Content Librarian), University of Southern Queensland.

This year CAUL’s Open Educational Resources (OER) Professional Development (PD) Program will develop an OER program. In 2021, the project team undertook an environmental scan, literature review and stakeholder survey to inform the design and delivery of this program. Here is what we’ve learned about OER PD so far: 

What we learned from the environmental scan

The purpose of our environmental scan was to gain an understanding of the OER PD programs already on offer around the world. From the environmental scan we learned that:

  • The majority of OER professional development programs were predominantly American. Surprisingly very few were located from Europe or the United Kingdom
  • The OER programs identified used a mixture of platforms and tools. The majority were self-paced courses that offered modular learning
  • Most programs and resources were created for, and aimed at, educators (academics/teaching staff/instructors). Some courses were aimed at both educators and students, such as USQ’s MOOC Repurposing Open Educational Resources: An Introduction. The minority were aimed at library staff
  • The vast majority of programs and resources did not require payment to access or complete. In some instances, programs were freely accessible, but users had the option of paying for a certificate or similar credential
  • The majority of programs do not provide credentials or it was unknown if they did provide them following completion
  • Unsurprisingly, many of the programs included a Creative Commons license, enabling opportunities to reuse and acknowledge the content of the programs and resources. 

What we learned from the literature review

From the literature review we learned that: 

  • The research favoured a whole course approach to capacity building, as opposed to ad-hoc workshops
  • Successful PD programs placed learners in authentic real-world learning contexts, highlighting the importance of situating OER knowledge in participants’ work environments 
  • There was a wide variation in the inclusion of assessment and granting of credentials on completion 
  • The creation of a community of practice or mentorship was supported by the literature, with these networks helping participants grow and develop their OER proficiency 
  • The primary barrier to the completion of OER PD was the ability for participants to allocate time to complete PD, highlighting the importance of organisational support for staff to undertake PD

What we learned from the stakeholder survey

From the stakeholder survey, we learned that: 

  • Most institutions and individuals would find an OER PD program valuable 
  • The PD needs across Library staff are highly variable, from introductory to specialised
  • The majority of respondents favoured (i) self-directed, primarily asynchronous online courses or programs offered over an extended study period followed by (ii) online seminar or lecture series (curated program of linked seminars). 

We look forward to providing an OER PD Program to you all. Stay tuned!