 Just take a step forward. So, here we are. So, we've got one here. And how am I supposed to use this fancy thing? Because I've seen people struggle with this one. Okay, awesome. This should just be the forward fashion, forward and back. And you yourself go. Now, there are two sessions, isn't there? Yes. So, how long have you got? An hour. So, it's going to say, you've got to do 20 minutes to do five minutes. That should be 25 minutes for your presentation. Five minutes of Q&A. So, at 20 minutes, I'll do five. Okay. And then, I'll do two, and then I'll come off. Five minutes of Q&A. Okay. No, to be honest, it's been great. And that's why we've run over apologists for most of them. Because I think everybody's got really good stuff on. So, thank you so much for coming today. It's just to let you know, I've been recorded, and it's not mine, to be honest, but I think just so that if everybody wants to review and have a look, then you can have a later date. And the camera doesn't move, unfortunately. So, I have kind of tried to fix it in a sort of a neutral position for a little bit. If it does, I can't find the remote control. So, apologies for the recording if it doesn't look that great, because normally I have things to worry about. So, I've popped it here, so we've got a slight span there. Anything else? I'll be at the back of the room. Thank you very much. Well, thank you everyone for joining us today. My name is Serita Jangiani, and I go by the pronouns she and her. And I'm from Canada, so in Canada we tend to do land acknowledgment before we start presentation or class. So, I'm just going to begin with a brief land acknowledgement. So, I'd like to acknowledge that the campus where I come from, UBC Vancouver's Point Break campus, is situated on the traditional ancestral and unseated territory of the Mexican people. So, I'll take a moment that this is a brief acknowledgement, but don't allow the weight of these words to be lost. Traditional recognizes lands traditionally used and are occupied by the Mexican people or other personations of people in Canada and parts of Canada. An ancestral recognizes land that is handed down from generation to generation. And unseated refers to land that was not turned over to the clown by Peter and other women. And I'd like to acknowledge that you are joining us today from many places near and far. It acknowledges traditional landowners and characters of those lands. So, over to my focus effort. I'm purely fine, and I am also in these programs she and her. I respectfully acknowledge the land in which I work in today. It's the traditional ancestral territory of the Kite-Litzi Nation, and it is an area known as Preachburg, BC. And that it is almost on that land, and it's also out of Preachburg. Oh, sorry. Why? There you go. In preparing this session, we use these guiding questions to frame what we were going to share today. What is universal design for learning? Some people aren't familiar with that. And as this group is focused on open educational practices for the leadership of others, such as introductory, what is open? Just been turning it all over to the same common definition. What is the bridge between the open and we're looking to provide you with insights on how these topics support each other? And why does this matter? We believe UBL provides a foundation, or an ecosystem foundation to enable learners to achieve success in open, as UBL strives to reduce and remove barriers to learning for everyone, creating an environment that's inclusive. And how is this inclusive? It's through the idea of proactive design, providing flexibility, and that, as an intersectionality, can come in many different forms, which is why planning for memorabilia supports inclusion. So first, an overview of universal design for learning. UBL is a way of making the teaching and learning that helps give us all learners an equal opportunity to succeed. It is the why, the why, and the how of learning based on neuroscience research about learning. This framework helps guide the design and is based on theory, practice, and research with the intention of creating an expert. And a lot of through the messages today is included in that, comparing our learners. It's not about mastering a specific topic, but it's rather about learning and mastering the mastering of that on a personal level. It's about supporting our learners and to learn how to, to know how to learn and to know whatever their particular strengths and weaknesses are. A key value in this approach is recognizing learner variability. And by this, we recognize that and realize all learners are unique. Dr. Todd Rose has an excellent set of topics that if you're unfamiliar about the myth of average I'm sure you can do it. He really talks, presents it, and they're using the classrooms to make sense. It's included in the references. The UBL approach offers flexibility in the way learners access materials and engage with it and show what they know. And it's about providing options and using barriers. Developing lesson plans this way helps all learners, although maybe it's actually helpful to learners with learning and keeping the differences. Intentionally building that flexibility right at the back door is in the design of the learning environment as well as adding support to support this journey. Very important. The long-established educational model of knowledge transfer is one directional. It's certainly ingrained in our traditional learning spaces. I've heard lots in the conflicts of people telling each other that as well. This traditional approach is often challenging in this thinking and yet research has identified this is a good thing. I think we've also heard lots of support in that consensus. UBL and Open Approaches that your needs for lifelong learning and knowledge for instruction in these dynamic times. The UBL framework is based on three principles. Engagement which is the why of learning. This is the effective neural network and is now realized to be a very strong influencer. And on the success your learners need to want to learn and to be motivated. And this is where interest effort and persistence are actually upon. Planning and designing for your audience and agent just helps create that positive learning space. Representation is the why of learning. And this is the recognition of the neural network and is making sense of the patterns around us for learning. Providing information in various formats such as video, podcast, print, infographics are all some of the ways that information can be presented and helped learners to understand actions to ideas. Action and expression is the how of learning. And it's the actions that build our understanding and enable us to become strategic in our learning actions and to is based on the strategic neural network. And this can be things like providing different ways for learners to demonstrate their learning. A lot of what Open needs to is exactly that and this is where UDL provides a staff in the center where there's opportunity for learning. An example can be one example that's very effective is using organic to represent our clinical constructs and concepts. And it's very popular organic. I did the same expression I actually talked about. University professor at work for three years. She has brought that into her classes with the science and make you look at it. It's very, very structured and it's been very effective. We're just a different way to approach things. So this is the UDL guidelines and they're presented in a simple, fairly easy to read grid. This grid illustrates the three key principles in columns and they use the color coding to take a little bit sort of the visual and the rows are detailing the progression. What's interesting is that the progression goes downwards versus upward. So the top of the row lists the title of the principle. The bottom lists the goal that you're striving for and then the pathway between showing the steps and the color coded. The green is for the principle of engagement which is becoming more recognized as being highly valued. There isn't a waiting between these though. The blue is the purple is for the representation and the blue is for the action and expression. And if you're looking for the physical what's happening, the little picture image of the brain across the top tells you the areas that this has been affected when you're talking about these particular elements of UDL. The rows between show these progression from the external to the internal because ultimately learning is a very internal individualistic thing and this is sort of the progression through. And this is really about a way of learning to enable all of them. And it strives to reduce the barriers by recognizing the importance of individuals and their ways of learning. These differences can be language differences, they can be cultural differences, and they can be requiring accommodations for sound and visual or various other challenges. This approach gives the flexibility in your proactive design to include those and in the ways that the learners would be able to get a choice and voice to access materials to engage with what it is and show what they know. It's also a framework that we understood at a high level where it served just the three principles. You can continue to go down as you can see there's more points within each of those cells and you can continue to find those there's a lot more. So you can go into it more, a lot of times people start at a very light level just just giving some consideration to each of them. And the real key is that you can consider learner choice and learner voice. So UDL supports learner development towards the need to know what you have got to do. By just returning to the guidelines and looking at the structure these levels are sort of the external which is the access and then it's supporting build and then the process to internalize which is which progressed towards the development of the expert learner which is really the goal of using UDL is your fundamental trying to help set learners up for success. And that supports the next step of the idea of open pedagogy where learners appropriate knowledge and contribute in particular on higher education. As the UDL principle of engagement relates to the emotion we're all in on the opportunity to open pedagogy active activities to create knowledge and to share broadly provides learners of voice which is very important and creates a powerful one and helps to build confidence itself which is where we sort of seen it as a foundation of the staff that need to help support students to move to open pedagogy. What you know really does matter experiences drive interest and engagement and perception attention and goals and actions and recognizing the variability and learner background knowledge and experience is important valuing this uniqueness empowered learners to have use of strength focus on their challenges and see their own learning experiences when they are these expert learners they get to be the driver's seat and open pedagogy builds on their UDL to foster student agency to be full constructed new knowledge can be used to build student engagement higher ed tradition looks at the early years in the university and colleges sort of a right passage of 8th century I heard a bit more on this morning but why does learning have to be competitive and one over another if the benefit to society is to have a more educated then why are we planning for tradition and outlining for focusing on progress if more understanding can be possible for students so just kind of building on what Carolee's spoken about so far that it's important that we give our students opportunities and this is a threat on his talk to sample that along the way give them opportunities to build on their skills so that when it comes to the creation of OERs they had an opportunity to as build up those skills and then they can develop and co-create educational resources to share that knowledge out there building up those steps and we'll get more into that just a little bit so as we look forward to understanding the world what is UDL and what it is not interesting I heard in the previous session someone referred to UDL a digital that was how I was introduced to UDL initially as it was a technology tool as I started exploring and getting my students to be able to not work in its technology tool you will also technology for giving multiple leads but it is not it is not real-time technology so that's one of the biggest things so it's not not only technology it's the universal the word universal can throw you off and sort of sound like UDL is about one way to approach to teach everyone but UDL actually has an opposite approach the goal of UDL is to provide instruction methods to remove the barriers and to learn and it's about to give all learners a lesson this can be language it can be culture it can be pressuring, marginalization, accessibility it's about building flexibility that can be adjusted every learner's strengths and needs and this is why UDL benefits variability among students can also happen in different contexts so a student might prefer you know a student might thrive in the music classroom but struggles when and it's probably better than presenting their music but then struggle when they're presenting in the classroom for marketing so UDL emerged as a framework to to look at facilitating learning considering that all learners and it's about removing the barriers and not just accommodations to providing to the margins it provides access to approaches that are needed by the majority this is post-capturing was initially designed for hearing impairment and yet it is estimated to be used by more more of our partners in the watching the TV to keep the volume than it is to be used by hearing impairment so it's a lot of times more of the margins but after searching and by making it available and the roots of how UDL can be was about designing accommodations to have more students and they quickly realized back in the 80s that when they made accommodations for certain students if they needed available to all the students who did not need accommodations in the traditional sense and that's what led to the creation of UDL the predictable area one thing that is that you have on your variability and this is what's led to the whole UDL knowing that you're going to have to grind designing these margins better serves the majority in its simplest explanation UDL is about providing multiple ways to learning to allow learners to see it's not a checklist but although technology does help provide multiple ways and it doesn't make it much easier for us now than it's under years ago but it is and it is a powerful tool but that's it should be true and it should allow it and it is not in the industry the understanding of how learners differ helped to use it at a very important university of opportunities and can assist in learning it sounds daunting but I think it's very useful on a small scale every new iteration with no class structure should ever be rigid so it's a big plus as we learn things we get how to get there I think some of the big things of how UDL fits in with the education of pedagogy it provides the foundation all learners are unique and they are co-actively designed for learner variability this concept in design can be expanded by using materials that are accessible to format and the cost to learners and by any cost is a big barrier and that's why UDL brings forward the law and it selects an activity for the learners to bring their voice to the learning space and often by providing the choice with UDL to begin with clear goals we should hear tools for the learners to be satisfied to build separate communities so where possible a goal which is very little what is it going to be often if it's demonstrating in advance a difficult topic writing could actually pretty much lay over that interest but not this event writing isn't the strength so the reason writing is important in a course and it's not providing options to help the ideas so for courses say it's writing course sometimes helping the mind-bath and things like that help learners with writing help them get to a few ways in their thought see complete options and ensure the goals don't have to be great and that can be marking for writing style materials and methods ensure flexible materials are available for learners materials from the media to share information with learners and students select what they want including digital technologies such as a glossary it is hypermaterial it could be shared as a whiteboard and she could be fun to allow progressing towards the goal and then ensure that the flexible methods are available and when possible include the flexible options assessment options if writing isn't the main goal then another way to let them have a successful choose a writing for example it's not taking a lot so I'm going to talk about some of the ways that we then bridge it over to open pedagogy and talking about open pedagogy and talking about how to involve our students in the process knowledge or democratize the process of teaching and learning first I'm going to get a bit more into oops what is open pedagogy what do I mean when I'm talking about it and this was really about open pedagogy so I think it's a broad concept of ways what I'm going on is a traditional proof of pedagogy to talk about it through the works at Hooks and Freire and it encompasses a range of pedagogical practices foundational values values of access and equity, community and connection agency, ownership and risk and responsibility for our students so the concept of open pedagogy it's understood in different ways but it's an access-oriented commitment to learn urban education and as a process of designing architectures and using tools that enables students to shape public knowledge which is part of Jarosa in Gempiani so we're going to think about the critical aspect of critical pedagogy as an instructor when I'm designing my courses one thing that I'm thinking about is when we originate to UDL what stands out is the need to develop a critical consciousness and that's almost a first step so when we're doing the scaffolding for skills critical consciousness is is that awareness of inequities and our social critical that I'm context so students can start to recognize their and then move the next step so this is just something that I thought about as sort of I was thinking through this is something I did over the summer and that's how I'm going to think about what this open pedagogy means to me and this shifts and changes over time it's it was just to help me think about my courses and what am I trying to do so I want to bring in this critical pedagogy this critical consciousness and I hope by students that we can become empowered to create shifts and changes bringing in open pedagogy is so important to me through that here I put up some foundations of Jedi that are foundational to my work and then I really try to build upon that we're aiming towards epistemic and social justice that's informed by the work of Cricker and Sarah Lander there and her work so kind of bring that forward as I'm thinking about sort of what are my goals and values in this and how can I help my students to sort of think through that so one of the things that comes up is does OEPS you learn a readiness and is that really simple so often times in courses where and I have to say I have a point for me about this as well I said hey let's create these open educational resources and embed it through pedagogy sometimes my students are like what are you asking us to do right whether I have undergraduate or graduate we're not used to the global freedom and that's what's really important but you know make sure that scaffolding you build those skills and unfortunately I don't have time but this was another presentation that we had and two of our students talked about their experiences like what does it mean when you have learner driven practices so with Erica and Shermilla here and Erica talks about how actually her educational experience wasn't really bad and she talks about how through being allowed the importance to sort of complete knowledge in learning material how she began to love school a bit that motivated her how finally my voice was heard that didn't matter and so these are just some things think about as our time is up and we will post next yes it's kind of bridging together how the UVL, the open pedagogy being passed in pedagogy with the values that are talking about it how do you create that and build a better bridging by this opportunity? Thanks, the answer to the title is controversial because I don't know how to bridge UVL and how to do that and that was a challenge later I can't hold it this way it's not I agree all here might be only suggested but it's not that but I encourage you to do that you know I think that's one of the how do you say the standard of combinations do the others sort of deal with I haven't got the yellows in the right I have the I have the I have the I have the I have the Hi everyone my name is Josh Bollig and this session you have in front of me is more than a textbook librarianship is a case study for building a community and opening a discipline I think I'm going to follow Serita's read and try to use my notes but we'll see if that gets confusing so I am speaking on behalf of this is my main collaboration team Maria Bonn is an associate professor and director of the library school at the University of Illinois Will Cross is speaking in that room right there I think it's the fourth time he's presented here so you've probably all seen him we tried to we wrote and we're like hey can we like ship things and they don't even know you maybe that's like don't present it four times yeah that's very understandable but Will is at North Carolina State University where he's the director of the open knowledge center my name is Josh Bollig and I'm the head of the David Juleen murder officer, Charlie Communication and Copyright at the University of Kansas so the sort of background of this presentation and the work that I'm going to present is that librarians and libraries have been essential I think it's safe to say to the growth of open education and yet formal instruction about open education in library and information studies masters in libraries that sort of thing is pretty uncommon there's a lack of open educational resources and practices for training LIS students but LIS students and instruction can benefit from open education for the exact same reasons that they can in every other discipline like textbooks in librarianship are not magically inexpensive or free or modifiable but so open education has a role to play here and practitioners are underrepresented in LIS instruction there's this gap that even like the Institute for Museum and Library Services has recognized that the association of library and information science educators conference this fall they're being selected this year bridging the gap between practice and teaching and so we looked at this and see an opportunity and so our collaboration you see there the header of our website OER plus Skalcom our project site is born from the realization that scholarly communication projects including open education are of increasing importance and have been under addressed in LIS education by the way there's a link here tinyurl.com slash OER 23 SEM it's on the last slide also and we'll post the slides to our website so the core idea that we gathered around I was at the open education network I think in summer 2016 and said librarians should be making open educational resources for ourselves and so that initial concept was an open textbook for the training of scholarly communication librarians and not necessarily with that title but many many people within academic libraries are working on those topics so like digital publishing librarians acquisitions librarians are now front and center we have access to we all deal with copyright in some capacity and so that was the sort of the original design my colleague will obviously being the go-getters said let's see if we can get some funding from the Institute of Museum and Library Services that's our federal funder in the US to do some research and have a convening and see if we can learn more about the design of that to make it as useful as possible and so we did that they incredibly gave us about $50,000 to pursue that research and to host a convening and we published this article in the Journal of Library and Scholarly Communication in I think mid-2020 and so it's called finding our way a snapshot of scholarly communication practitioners duties and training and what we found not to our surprise is that most of the people doing this work aren't getting much training on it in library schools and they're doing a lot of that learning on the job which we all learn on the job and that's really reasonable but as the profession is shifting in these directions I think it's reasonable to desire that our education is just to support that so the book is currently with ACRL we're supposed to get red-line edits that in May so we're expecting it at the end of this year to be published on their Creative Commons attribution non-commercial license part one of it the three of us wrote it's about what is scholarly communication and what is scholarly communication about marriage and what are the social, economic, technical and legal and policy issues that fundamentally shape that work part two is an introduction to open access to open education, to open data and to open science and infrastructure and each of those sections have an expert subject editor who selected contributors of their choosing to sort of shape those chapters based on their expertise in those areas and then part three was called Voices from the Field we did a CFP we got about 50 submissions we selected about 26 of them they're short pieces that are varying perspectives on different issues that are relevant to scholarly communication intersection of scholarly communication with other areas of academic librarianship and case studies that are relevant so the book has over 70 contributors and that's a lot and if I had to do it again I might not have quite that many people if you follow up, they're all wonderful and I'm so grateful to all of them we are so grateful to all of them but it's been a lot to manage and that's made that project I think we were initially thinking we could get this done in a couple years but like six years later we're finally getting close to publication we went back to I know us and that built on that initial planning grant requested more funding because one of the things that we realized is that a book is a books are linear, there's always so many people that can contribute to it even if you try really hard it's as possible for hierarchical or static and our work is not those things and so one of the things that we realized was that to counter those limitations that are open that we needed some sort of companion platform and so based on the pedagogy network as a model we called our platform Discover the Communication Network we settled on OER Commons they have a hub designation so we have a hub in the OER Commons link to it there we got a fancy logo designed there's a link to our grant material or to the grant and I think all our materials are online because there's seven collections the what, why scholarly communication collection is just off screen there but that's like things that aren't spoke to these particular topics but they're open access, copyright scholarly sharing, open education data and impact measurement there are about 150 unique resources that are currently here because some things understandably go in more than one category these folks we hired isn't the right word they did get paid we worked with them to try to again spread not have ourselves over represented in the work and to leverage these folks' expertise to find openly licensed content that was appropriate for teaching about and learning about scholarly communication topics and so Regina Gong who is Regina? Regina is amazing she has left the Michigan State University and is now at the University of San Diego I believe Rachel Miles is an impact librarian at Virginia Tech Hua Long is a data services librarian at Urbana Champaign Sarah Vincent is a copyright librarian at Urbana Champaign AJ Boston is a scholarly communication librarian at Murray State University in Kentucky if you're not following AJ on Twitter and you're still on Twitter I understand you're not on Twitter anymore but you really should use the bright light on Twitter and Jill Seracella works on it and access we also commissioned directly the creation of works through three calls for proposals there are about 35 of them this is just a short list so Intro to Open Education by Sarah Herr and Ali Versluz who is floating around here somewhere Skullcon 20x by Stuart Baker is an interactive fictional game in the very near future sort of day in the light confronts the player with different situations that we encounter in our professions and sort of presents choices and you have to deal with those choices Trans Inclusion in Open Educational Resources by Pat Clement and Steven Krueger Altmetrics Bingo uses Bingo as a concept as a game to play for learning about different scholarly metrics Introduction to Biblia diversity in scholarly communication by Allison Kittinger and Jennifer Solomon talking about injecting more of that diversity and increasing the diversity in the scholarly publishing system Here's a few more accessibility case studies by Talia Anderson Power Profit and Privilege Problematizing Scholarly Publishing by Amanda Nacula and Pureview are critical, primer and practical courses These resources are scoped to fundamentally learning about these topics that are vital interest within scholarly communication and suitable for teaching my brain but also suitable for teaching graduate students or undergraduates in many fields that are engaging in scholarly publishing or Pureview or accessibility So there's some curricular integration already The Skullcon 20x game, my colleague Maria who teaches of course on scholarly communication at Urbana-Champaign used that as a pre and a post test and observed that the students in the post test they weren't graded on it, but as an exercise demonstrated greater familiarity and comfort with those complex topics They played Altmetrics Bingo and there was cheers when one of their UIUC professors was efficient, had all of the sort of metrics to fill in the bingo card We also have a project where Chris Hollister, who's a librarian at the University of Buffalo, had students through Open Pedagogy create chapters in books on topics of their selection and interest on issues in scholarly publishing or open access We've come across anecdotally other books that have conferences that are like, hey, I'm using your stuff but we haven't been able to track that very well, but so we have a lot more work to do but we're starting to see this stuff get used. We published an article in November in the College and Research Library news that's an ACRL publication sort of introducing the scholarly communication notebooks so more to learn there We experimented with these creation workshops, the idea of being like we all have skills and knowledge that we can share and we're often sitting on piles of resources handouts, slides, etc. that make them discoverable and put them online and put another license on them that's who we are and so that's the learning objectives that we use for the ACRL 2018 pre-conference identify a problem develop methods for articulating and addressing that problem creating a resource that reflects the unique expertise of the author and then understanding how to make it where to put it Positive, we educated people about who we are and open licensing, we shared information about our project, we wrote networking that came from that and we got some good feedback but where we imagined that people might in a single session or a single day create open learning objects, license them deposit them and then share them with us for deposit in the scholarly communication notebook, that's how it really worked out so I don't know if that's like too ambitious or we need to adjust our approach or what but nonetheless that we don't think of that as a loss so starting to pull this all together I've been focused on content but community has been so fundamental and that's come up again and again at this conference we hear the benefit of being with each other, learning with each other and thinking about the needs of other people so we hosted the symposium in 2018 at North Carolina State University with about 40 people we've been to many many other conferences and had many conversations at those conferences with folks like you that have provided helpful feedback there's the 70 plus book contributors, the six curators and the SCN, those resources that, the 35 resources have about 50 creators we've got about 10 instructors that we've been in touch with who are in a position to adopt this stuff and some of them planning to do so we've had funding from the institute from using them library services, the support and community of the open education network, the support and community of this family publishing and academic resources coalition and the support of ACRL when we went to ACRL and said we would like a somewhat conventional publisher for the book because library school professors are in some ways a lot more like any other academic department on the university than they are like librarians and we wanted them to go like oh we can take this seriously I expected to have to fight for the openness of it out of a fundamental concept but they were just like yep cool so I think that says a lot about how society's support for open access we've also sought to provide a broad representation of identity perspective institutional types regions admittedly in the US, a little bit in Canada and a little bit in South America but that's where we currently are so I think that makes sense but global perspectives are very welcome and there's lots of different kinds of there's games, there's videos, there's slides, there's books, there's all kinds of different formats that are present so we thought of this as like what can we learn from this experience we are still learning and really I think in perpetuity and so this is the sort of I was working on these last night Jedi and sort of thinking about well what did we learn so it's great work to do it's a privilege to be able to do it but it's a ton of work it's a lot of work and this is on top of our main jobs speaking for myself I feel a significant way to responsibility there's a lot of lost sleep over the last few years where I worry about who am I disappointing who have I let down who have I not responded to is this presentation any good if it would have looked really successful like all kinds of worries and that's new to me I don't know what's going on there but I think finding myself in a leadership position at the head of this community in some ways I take that responsibility seriously, we do we've sought to share as much as possible and I think that's sort of that's into the ethos of this work to occupy humility to invite feedback including critical feedback and to consider and listen to that feedback and look for ways of feedback critical feedback can be offered in the spirit of generosity and so as soon as you go to the world people who are offering that feedback thinking about the keynote talk yesterday even in a regular world not necessarily in a green dark world failure happens, things don't work out sometimes timing doesn't work we run up against bureaucracy we work in complex organizations that have policies and law and lawyers and there's rights issues and all kinds of things that we've had to navigate but ultimately we've been able to do that but like the last few years I think in particular have been what the keynote speaker called a green dark world and we can think about political crises, social crises climate change, health there's all kinds of difficult things that we've been living through and enduring together and so as a response to that we've just sought to extend maximum grace and understanding if somebody needs more time to finish a project that gave our editor an incredibly patient with giving us time and understanding that all of our lives have been heavily disrupted and so we've just sought to extend that grace back to all of our other contributors and to continue moving forward with the kind of activity that's necessary so in order to get to the preferable future of broad open education adoption in a discipline the theme of this conference is advancing open education to be clear I don't think we're the only ones doing this we're not the only discipline doing this there's a lot to be learned from all kinds of corners but this is kind of where we realize that like yes it requires content and practices but the most important thing is people like without any this isn't an attack on the keynote speaker there was a lot of really interesting ideas that were presented there and that were complicated but like we're not making OER for these we are making OER for people and collaborating with people in order to cultivate content that is usable and has been accessible for people to use right and so that's sort of where we are on the ground we need space and time to experiment and to fail and to learn and we need to build bridges across gaps the big gap that still exists for us I think is between our work and LIS instructors you would think that those worlds wouldn't be so far apart but in some ways they are luckily we have Maria who is a library and information studies professor that's core to our collaboration there has been some pushback nobody necessarily likes being told that they're not doing something right and that's not exactly that's not where we're coming from per se we're saying there's some issues you have expertise, we have expertise we can meet in the middle and better prepare future librarians language instruction is a great example of disciplinary community that has really brought and raised communication there's so much energy there's a lot to learn from those folks we are currently wrapping up the scholarly communication both grant but the work of supporting it and growing it will continue we're expecting edits on the open textbook the scholarly communication librarianship in early May that's going to be summer work publication towards the end of the year we just submitted another IMLS grant for greater engagement with the library instruction community because that's what we really need to get those folks in a position to adopt this content that's adapted and implemented we're thinking about LISZ degrees whether something has zero textbook cost pathway to get a graduate degree in library and information studies what an opportunity that might be and what that would look like and then there's all this open access scholarly content the definition of open access the definition of open educational resources there's a VIN diagram there but a lot of that could be cultivated to be more useful in the classroom and so what the enrichment of that content might look like part of the article in CNRL news is about how this content can be useful to practitioners it's not merely for LISZ professors and students but like a lot of this stuff is made by us as a community and useful either for your own professional development or for supporting your own instruction and then if you have stuff that would be appropriate for sharing there's a post on our website about how to add content to the scholarly communication and then it still has something that's pretty user-friendly and so like anything in scope is welcome so in closing we think LISZ is right for making and acting programmatically about discipline-wide and we are an option and that there are lessons learned in that for other communities both within so I've been focused on scholarly communication areas but this applies to acquisitions or to any other area of librarianship and other disciplines altogether so we'd love to get into your venue we're on Twitter for now we have the project site like aku.edu these slides are online again they will go on the website and I'll speak to them and I'd love to hear your questions then the point of trying to the content do you sometimes bring to be the use in practice and go to academia do you sometimes reach a point where you find that someday by the views as far as what's the practitioner and what they have to do and how do you navigate around I find this to be the same in my country as a librarian who is practicing and the one that I can do yeah we are not very deep into that community we kind of know the short list of people who have been teaching overtly on these topics and because they're teaching about open educational resources or about scholarly communication and access they have been pretty receptive we think that parts of the book and certainly things that are in the scholarly communication notebook the whole idea is to be able to say well I'm teaching an information policy course and I'm not talking about copyright so I'll grab some content about copyright and use that but don't leave to about the entire book so you know there's a long history of critique from a librarian you haven't taught us this day and we in some ways are participating in that but I mean I think I try to again extend grace and understanding that they're coming from their own context and experiences you know I lead that so recently led there have been education programs in my institution and there's just enough people to work with that if somebody says not for me that's fine I actually don't have time to bash my head they'll either come around or they won't you know there's room for diversity and perspective I would if we can have like there's one strong personality that looks like screened out on Twitter and there's nothing to be gained from screening that so but like where a conversation can be had about what we're missing what we're not recognizing or if we could collaborate together to get across that I would be happy to get into that conversation but like we're busy we're busy you know everybody's busy so like I think that's why we need an additional grant to be able to go to those places and say we have funding to support recognizing that it's needed to investigate the materials so there are ways that we can support I don't know if there's a magic there except to listen and try to understand where they're coming from to take those concerns seriously and see if we can find a way to like in my experience often the people who are most critical of open educational resources they're messing with it and that's their way of understanding it and those folks can also become great habits yes so I'm wondering if there is there oh yeah I know it's good though do you get a sense of that or so like early career librarians or the people who were teaching all of the early career librarians they're sick I mean I think it's shifting like certainly when I finished my degree in 2013 and started working in the scholarly communication office I had never I don't think I ever had the phrase of an accident copyright and information policy course and nothing else that I helped and so I would have said a decade ago very few people but like we have slowly been turning up additional courses topics on scholarly communication and Stephen Bell from Temple teaches a course in San Jose on education because Hollister involved in teaching on scholarly communication but there are more and more people who are coming into reflection with synons about these things and I don't think like we're not arguing that every library student needs to be for opportunity for everyone who's learning that but maybe less so for public like the head chef you know archives copyright matters so you know I can make a broad pitch that applies across the academy you know that's another it would be an audience that we hadn't had as much engagement with but maybe it would be interesting when we talked to you I think there's certainly support for educational resources I think it's shifting but like I think I was a great student at a given time and master students in library students and so it's not our goal that everyone comes out and with the knowledge it's not our goal to make them all experts we've talked about literacy being able to go there's a new guide about there's some resources online only about being tasked with giving a presentation or a sign of department and somebody wants to go and some contact says is there a way for me to learn about that quickly so it's getting better but there's a lot of we've been hired a lot in my life and we've hired ten faculty physicians in a lot of years after a period of not hiring anyone and loss of positions Kansas the United States is not known for public education so they're doing budget crises for the pandemic and a lot of these new librarians I take everybody to move to my institution what do you do outside of the mail room everyone in an academic library is going to wait in the place you live for the service to scholars to support research and teaching and these students thank you I think we're going to have the last session for yourselves