Open Educational Resources @ Butler University: Gateway to Access and Advocacy in Open Education

This session reports on the progress of the Open Education Resources @ Butler University web portal. The portal was designed with 2 goals: (1) to provide a platform for the advocacy of OERs and (2) to provide an extensive list of resources with consideration given to their integration among departmental introductory courses at Butler. This project explicates a role academic libraries can play in Open Education

Measuring Altruistic Impact: A Model for Understanding the Social Justice of Open Access

INTRODUCTION Traditional assessment of ways in which open access initiatives and institutional repositories have provided a return on investment normally use pragmatic measures such as download counts and citation benefits. This pragmatic approach misses out on the powerful altruistic impact of improving access to international and/or marginalized communities. Using a frame of social justice, this article considers the importance of developing altruistic measures of repositories, particularly for institutions with missions specifically related to social justice and related themes. METHODS Using web analytics data for search keywords from eight institutions and geographic usage data from nine institutions, the authors were able to determine how well social justice related content is accessed by search engines and how much overall content is accessed internationally, particularly by lower-resourced countries. A social justice term list was developed to permit corpus overlap analysis with each institution’s search keywords, while the World Bank country income lists were used to determine international access by low and low-middle income countries. RESULTS Universities with mission statements explicitly mentioning social justice or Catholic social teaching had greater overlap with the social justice corpus. Low and low-middle income countries as defined by the World Bank were among the most engaged users. All institutions had at least one social justice search term in their top ten; Marquette University had five. Collection development in social science and environmental sustainability at Loyola University Chicago successfully increased this term overlap year-over-year and increased user engagement as measured by session length. DISCUSSION The results of this exploratory study indicate that it is possible to use repository data to evaluate the success of an institution’s open access and social justice initiatives. The year-over-year improvement of Loyola’s numbers suggest in addition that it is possible to increase social justice impact through collection development. Performing an analysis of social justice impact can be used as an overall strategy for repository success and outreach on campus, particularly for institutions where social justice is an important part of the campus identity. For repositories in need of further resources, the ability to quantify impact for university administrators and decision-makers may be of use. CONCLUSION For institutions with a social justice mission, improving social justice content may improve repository ranking in social justice related search results. Collection development strategies should focus on departments and/or individuals who are working in social justice related areas, which defined broadly could encompass much of an institution. For institutions that emphasize social justice, it may be easier to approach faculty who might not otherwise have an interest in open access issues

Owning Your Omeka: Teaching DIY Digital Scholarship through a Scaffolded Workshop Series

In February 2019, UO Libraries opened the new UO Libraries Digital Research, Education, and Media (DREAM) Lab to be a space for faculty and graduate students to learn new digital scholarship tools, methods, and techniques, data management and visualization, instructional design, accessibility, user experience, and assessment. With a strong campus appetite to develop Omeka-based digital humanities projects, Digital Scholarship Services (DSS) librarians designed its first DIY digital scholarship workshop series called Owning Your Omeka with intention to empower researchers and educators to make their own digital exhibits using Reclaim Hosting. Between December 2018-February 2019, DSS librarians designed a three-part six-hour scaffolded workshop series to teach faculty and graduate students about the basics of web hosting, setting up Omeka Classic on Reclaim Hosting, and Curatescape, an Omeka theme and plugins framework for storytelling using geospatial locations. In addition to teaching Omeka and Reclaim Hosting technology requirements, librarians utilized constructivist teaching methodologies to guide interactive lesson activities; ACRL Information Literacy Framework and International Society for Technology in Education Standards to clearly articulate knowledge expectations and support lesson learning outcomes; Digital Library Federation’s Digital Library Pedagogy Group’s recommends for learner comprehension checks; technology intensive classroom management strategies; and an end of workshop teaching evaluation form to identify what learners liked, found unclear, desires for workshop changes, and what they could apply from the workshop in their research practice. After using these instruction methods, DSS librarians reflected on instruction practice modifying the series to improve learner technical pitfalls, classroom management and formative assessment strategies

Digital Commons Annual Report 2014-2015

Details the activity of Digital Commons @ Butler University, 2014-2015

Teaching Copyright through Pop Culture for Public Scholarship-Based Instruction

As instructors have embraced project-based learning and students have engaged in remix and creator culture, digital scholarship librarians at the University of Oregon have sought to build digital fluency and technological self-efficacy through instruction. While instructors frequently seek support for teaching technology tools, many who wish to create public-facing projects with their students recognize the importance of introducing fair use, copyright, and the ethics of engaging with different kinds of intellectual property, including traditional knowledge within closed cultural systems. While specific lessons are as diverse as the disciplines adopting public scholarship, copyright and fair use instruction in the United States tends to rest on the same basic principles. There exist many free course modules ready for adaption and adoption if asynchronous instruction is possible and we have found that heavy emphasis on the four factors guiding fair use outside of class provide an excellent foundation for in-class activities and discussion. Case law in the United States has shaped our understanding of fair use and that case law is embedded in our cultural history. That being said, in the 2020s, many of the parties involved have been relegated to history and/or irrelevancy, so finding of-the-moment examples on social media and in the news becomes more important. These modern examples allow students to consider copyright from the perspective of both creators and consumers and as scholars and private individuals. We have paid special attention to working with traditional knowledge in the context of copyright and fair use, noting that just because one may have legal permission to use something doesn’t mean that it’s ethical – the case of Navajo Nation vs. Urban Outfitters Navajo Nation v. Urban Outfitters as one example. We pay particular attention to the work of Trevor Reed in this context. We teach Local Contexts Traditional Knowledge (TK) and Biocultural (BC) Labels and how to read and interpret rights statements from cultural heritage institutions to determine permissions for reuse. Other case studies included in this chapter include: using Creative Commons-licensed materials in a student project; licensing a student-created project with a Creative Commons license; leading a class discussion based on a pop culture fair use activity; and integrating open access and scholarly communication into discussions of copyright in pop culture contexts

Journal Editorial — “Reflecting on Accessibility in Scholarly Publishing”

The University of Oregon and the University Libraries support six open access journals, which is enabled via our Oregon Digital partnership with Oregon State University and the digital publishing expertise within the Libraries’ Digital Scholarship Services department. The editors of these journals are faculty, staff, and students from across the disciplines, working on a variety of platforms and seeking in their own ways to disrupt and augment the scholarly conversation in their areas

UTDR in a Minute

The UTDR in a Minute series was sent to library staff on an approximately monthly basis between 2011 and 2015 (volumes 1 through 45). The series highlighted new submissions to the repository and interesting facts about UTDR. In 2015, the name of the repository changed from University of Texas Digital Repository to Texas ScholarWorks, and the series was renamed ScholarWorks in a Minute.UT Librarie

We Went to Selma: Collecting and Archiving Data for the Digital Humanities

Impromptu Lighting Talk, describing a project to document the social media output and artwork generated by a faculty/student trip to Selma in commemoration of the anniversary of the Civil Rights-era march across the bridge

Room 2

Room 2: Creating Interactive Open Content Zoom Link: https://lanecc.zoom.us/j/94430798683 Authoring to Enabling New Adopters: My Journey Creating Ancillaries for OpenStax Astronomy by Andrea Goering, Lane Community College Building Interactive OER Content with Twine by Stewart Baker, Western Oregon University Leaning In: Working with Others Benefits All by Alishia Huntoon and David DeRoche, Oregon Institute of Technology Impacts of Open Pedagogy in Professional Learning by Susan Payne, Oregon Department of Education H5P for Assessment by Mick Davis, Umpqua Community College Facilitator: Franny Gaede, University of OregonCommittee member: Meggie Wright, Lane Community Colleg