Course H[OER]oes? Ethical Data Collection in Open Digital Societies

In 2021 networked learning community scholars responded to a call inviting discussion of how they made meaning of the term networked learning and understood its associated practices (Gourlay et al., 2021). The insights shared and questions raised have implications for all educators and scholars working with and among students of all levels. The purpose of this roundtable discussion will be to consider the relevance of these insights and questions for those whose work centers open educational resources and collection of data related to their use. In particular, participants will discuss whether and how to gather, analyse and store data in ways which honour the "trusting relationships" (Gourlay et al., 2021, p. 337) considered essential to "socially just" (Bali, 2020, n.p.) networked learning experiences. Discussants will be invited to unravel to what extent the use, modification, or creation of open educational resources qualify as networked learning, explore the impact the use of related technology has on pedagogy, and work together to explicate whom, in fact, such practices and connections are ultimately for (Gourlay et al., 2021). The authors of this paper will share research and experiences related to the development of a student data privacy framework intended to guide data collection practices for materials created in association with the academic library's open educational resource publishing program. &nbsp

Rethinking accessibility design practices in libraries

Creating accessible library spaces and services is a practice that produces an inclusive and welcoming environment for patrons of all abilities. The ability to do this effectively, however, is a task made up of a wide variety of knowledge and skills, as well as thoughtful and purposeful planning.Few would disagree on the benefits of accessible spaces and services, especially since it’s legally required, however it’s rare to find a workplace that infuses accessibility practices and mindsets into each and every role and responsibility. Even with the best of intentions, it’s common practice for libraries to treat accessibility as a discrete task relegated to specific individuals who “make things accessible” after the fact. In the long run, this type of accessibility framework is likely to cause inefficiencies, focus on compliance instead of equity, and may lead to “othering.”In this presentation, participants will explore a reframing of accessibility in libraries, one that normalizes accessibility practices as a foundational part of every role and process.Librar

Academic libraries and OER

The purpose of this presentation was to share how an academic library used available evidence and 'pragmatic perspective' (Koufogiannakis & Brettle, 2016, p. 12) to help shape the open educational resources publishing program at a very high research institution. The presenter showed how the framework for Evidence Based Library and Information Practice (Koufogiannakis & Brettle, 2016) was applied to a reflective comparison of the Libraries' pilot large-scale OER publishing initiative and a subsequent small-scale course revision initiative. While the large-scale OER publishing initiative followed strategies implemented at similar institutions, available data and personal 'working experiences' (Koufogiannakis & Brettle, 2016, p. 12) suggested that the 'context and circumstances' (p. 14) in which the initiatives were being implemented required a more considered approach.The team involved in this iterative evaluative process included the OER Librarian, Instructional Design and Online Learning Librarian, the Libraries' Head of Teaching and Learning, and the Libraries' Associate Dean of Research and Learning Services. The practitioners brought professional knowledge in librarianship, teaching and learning, research, instructional design, learning science, and comparative research methodologies. Local evidence gathered to inform the assessment included quantitative and qualitative data gathered over the course of both the pilot publishing initiative and the subsequent course revision initiative. The data was analyzed through the lens of diffusion of innovations theory (Rogers, 2004) to answer questions regarding the comparative impact of the initiatives on the diffusion of OER and open practices at OSU.Quantitative data gathered included a rough calculation of return on investment over time for each grant dollar awarded, represented as savings experienced by students whose courses used initiative related resources in place of commercial textbooks. Qualitative data included feedback from both students and instructors involved in initiative related courses, as well as final and ongoing reports shared out by creators and designers whose work was supported by the initiatives. The assessment also considered continued OSU use of the resources as well how frequently associated courses were offered. Finally, the team determined that inclusion of information related to their personal experiences managing the projects and providing design support for authors and creators would provide relevant, authentic perspective helpful in evaluating what worked, what didn't work, and what lessons were learned over the course of the projects (Koufogiannakis & Brettle, 2016).The climate in which this assessment took place played a crucial role in its effectiveness. The academic library centered their librarians' understanding, perspective, and experiences when evaluating existing projects and considering new initiatives. The librarians associated with the OER program had flexibility and support conducive to the creative questioning necessary to identify and solve problems (Csikszentmihalyi & Wolfe, 2014). The OER team had 'clear goals' and expectations (Koufogiannakis & Brettle, 2016) informed by the findings of a human performance technology analysis previously applied to assess program sustainability (Essmiller et al., 2020). These goals and expectations provided markers which helped bring the evidence and findings generated through the team's reflective application of the EBLIP model into concrete use in designing, implementing and assessing future initiatives (Koufogiannakis & Brettle, 2016).Institute of Museum and Library Services (U.S.)Global OER Graduate NetworkOpen Education Global ConferenceLibrar

Col. Mustard, in the library, with learning analytics: The student data privacy game

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Other duties as assigned: Accessibility in libraries

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HyFlex everything: Conversations with a HyFlex library department

This presentation from the 2021 Oklahoma Association of College and Research Libraries (OK-ACRL) conference explores the journey of the Library Teaching & Learning (T&L) team at Oklahoma State University as they sought out a new way of functioning during the COVID-19 pandemic.Throughout the pandemic, many librarians became familiar with HyFlex instruction. HyFlex, or hybrid-flexible, is meant to meet students where they’re at by offering ongoing choice in modality (face-to-face, synchronous online, or asynchronous online) based on need (Beatty, 2019).What was to be done, however, to accommodate librarians tasked with continuing instruction during COVID? In search of a new way of functioning, the Director of Library T&L decided to prioritize care and autonomy for each team member in navigating the pandemic while carrying on responsibilities. As such, the team adopted a HyFlex model for functioning as a department, allowing for flexibility in performing each persons’ roles and responsibilities according to need.While the Library has returned to semi-normal operations, T&L has successfully maintained its HyFlex setup while continuing to provide services. This presentation explores the details of their setup and how this environment has contributed to job satisfaction as well as individual and team successes.Librar

Who teaches writing?

Who Teaches Writing is an open teaching and learning resource being used in English Composition classes at Oklahoma State University. It was authored by contributors from Oklahoma State University and also includes invited chapters from other institutions both inside and outside of Oklahoma. Contributors include faculty from various departments, contingent faculty and staff, and graduate instructors. One purpose of the resource is to provide short, relatively jargon-free chapters geared toward undergraduate students taking First-Year Composition. Support for this project was provided in part by OpenOKState and Oklahoma State University Libraries.OpenOKStateOklahoma State University LibrariesLibraryEnglis

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Genomic investigations of unexplained acute hepatitis in children

Since its first identification in Scotland, over 1,000 cases of unexplained paediatric hepatitis in children have been reported worldwide, including 278 cases in the UK1. Here we report an investigation of 38 cases, 66 age-matched immunocompetent controls and 21 immunocompromised comparator participants, using a combination of genomic, transcriptomic, proteomic and immunohistochemical methods. We detected high levels of adeno-associated virus 2 (AAV2) DNA in the liver, blood, plasma or stool from 27 of 28 cases. We found low levels of adenovirus (HAdV) and human herpesvirus 6B (HHV-6B) in 23 of 31 and 16 of 23, respectively, of the cases tested. By contrast, AAV2 was infrequently detected and at low titre in the blood or the liver from control children with HAdV, even when profoundly immunosuppressed. AAV2, HAdV and HHV-6 phylogeny excluded the emergence of novel strains in cases. Histological analyses of explanted livers showed enrichment for T cells and B lineage cells. Proteomic comparison of liver tissue from cases and healthy controls identified increased expression of HLA class 2, immunoglobulin variable regions and complement proteins. HAdV and AAV2 proteins were not detected in the livers. Instead, we identified AAV2 DNA complexes reflecting both HAdV-mediated and HHV-6B-mediated replication. We hypothesize that high levels of abnormal AAV2 replication products aided by HAdV and, in severe cases, HHV-6B may have triggered immune-mediated hepatic disease in genetically and immunologically predisposed children