Using Open Pedagogy to Engage LIS Students: A Case Study

Abstract:  INTRODUCTION This case study describes the experimental use of open pedagogy to teach graduate-level library and information science (LIS) students in a newly developed course on international and comparative librarianship. Open pedagogy is the theory and practice of engaging students as creators of course content rather than requiring them to be consumers of it. In this case, students created an open textbook; each student authored a chapter about libraries and the field of librarianship in an assigned non-North American country. The textbook was developed under a Creative Commons license as an open educational resource (OER), allowing free use, remixing, and repurposing in future sections of the course or in similar courses offered in LIS programs at other institutions. METHOD The author used student perception data collected from a voluntary survey instrument and from a compulsory reflection paper assignment to assess the efficacy of implementing an open pedagogy framework in the course. RESULTS Collected data suggests the experiment produced results perceived by the majority of students as efficacious in the given context. DISCUSSION Students were enthusiastic in their embrace of creating renewable versus disposable coursework, and they expressed great satisfaction with the course outcomes of contributing to the professional literature, building the discipline’s nascent OER record, and having a publication to feature in their curricular and professional dossiers. CONCLUSIONS Massive shifts in teaching and learning demand radical transitions. Open pedagogy is a response to that demand that requires additional research and experimentation.

 

A multi-institutional model for advancing open access journals and reclaiming the scholarly record

“Numerous factors contributed to the development of the journal Communications in Information Literacy (CIL), which began publication in 2007. Countering the monopolistic and exclusionary practices of commercial journal publishers was a leading concern. The co-founders were motivated by the possibilities of what was then an awakening open research environment to create a truly open access journal, filling a gap in the literature, and helping the library field to commence with reclaiming control of its scholarly record. There were many challenges to this undertaking; among them was the lack of institutional capacity to host or support a library publishing initiative. Accordingly, CIL was developed on the open source platform, Online Journal Systems (OJS), and it was maintained on a commercial web host. The journal grew and flourished under this model for ten years, but continued expansion of CIL and the increasing challenges of maintaining the journal on OJS prompted an exploration of alternative open access publishing options. This led to discussions, negotiations, and ultimately, a partnership with Portland State University. In 2017, CIL migrated from OJS and a commercial web host to Portland State’s Digital Commons (bepress) publishing platform, PDXScholar.

The presenters will provide brief overviews of CIL and PDXScholar, and they will detail the challenges and ultimate successes of this multi-institutional model for advancing open access journals and reclaiming control of the scholarly record. They will highlight the content migration process from OJS to PDXScholar, post-migration actions to correct metadata, the introduction of functioning DOIs, and coordinating with both free web and commercial indexers to assure proper access to the newly-moved journal. The presenters will also discuss the practicalities and the policy implications of this move, particularly in light of Elsevier’s acquisition of bepress. Finally, the presenters will advance their partnership as an exemplar of transformational publishing and as a viable, sustainable model for scholars in other fields to emulate….”

A multi-institutional model for advancing open access journals and reclaiming the scholarly record

“Numerous factors contributed to the development of the journal Communications in Information Literacy (CIL), which began publication in 2007. Countering the monopolistic and exclusionary practices of commercial journal publishers was a leading concern. The co-founders were motivated by the possibilities of what was then an awakening open research environment to create a truly open access journal, filling a gap in the literature, and helping the library field to commence with reclaiming control of its scholarly record. There were many challenges to this undertaking; among them was the lack of institutional capacity to host or support a library publishing initiative. Accordingly, CIL was developed on the open source platform, Online Journal Systems (OJS), and it was maintained on a commercial web host. The journal grew and flourished under this model for ten years, but continued expansion of CIL and the increasing challenges of maintaining the journal on OJS prompted an exploration of alternative open access publishing options. This led to discussions, negotiations, and ultimately, a partnership with Portland State University. In 2017, CIL migrated from OJS and a commercial web host to Portland State’s Digital Commons (bepress) publishing platform, PDXScholar.

The presenters will provide brief overviews of CIL and PDXScholar, and they will detail the challenges and ultimate successes of this multi-institutional model for advancing open access journals and reclaiming control of the scholarly record. They will highlight the content migration process from OJS to PDXScholar, post-migration actions to correct metadata, the introduction of functioning DOIs, and coordinating with both free web and commercial indexers to assure proper access to the newly-moved journal. The presenters will also discuss the practicalities and the policy implications of this move, particularly in light of Elsevier’s acquisition of bepress. Finally, the presenters will advance their partnership as an exemplar of transformational publishing and as a viable, sustainable model for scholars in other fields to emulate….”

Finding Our Way: A Snapshot of Scholarly Communication Practitioners’ Duties & Training

Abstract:  INTRODUCTION Scholarly communication has arisen as a core academic librarianship competency, but formal training on scholarly communication topics in LIS is rare, leaving many early career practitioners underprepared for their work. METHODS Researchers surveyed practitioners of scholarly communication, as defined by the Association of College and Research Libraries (ACRL), regarding their attitudes toward and experiences with education in scholarly communication, job responsibilities, location within their academic libraries, and thoughts about emerging trends in scholarly communication librarianship. results Few scholarly communication practitioners felt well-prepared by their graduate training for the core set of primary and secondary scholarly communication responsibilities that have emerged. They deploy a range of strategies to fill the gap and would benefit from support in this area, from more robust education in graduate programs and through continued professional development. discussion The results of this survey support the assertion that as academic libraries and academic library work have increasingly recognized the importance of scholarly communication topics, library school curricula have not developed correspondingly. Respondents indicated a low level of formal pedagogy on scholarly communication topics and generally felt they were not well-prepared for scholarly communication work, coming at a significant opportunity cost. CONCLUSION Scholarly communication practitioners should create and curate open teaching and learning content on scholarly communication topics for both continuing education as well as adoption within LIS curricula, and LIS programs should develop accordingly, either through “topics” courses or by integrating scholarly communication into and across curricula as it intersects with existing courses.

 

Accesso Libre: Equity of Access to Information through the Lens of Neoliberal Responsiblization | Semantic Scholar

Abstract:  This paper uses the concept of neoliberal responsibilization, the reductive framing of systemic power dynamics as questions of individual choice and agency, to critically interrogate equity of access to information, a central value of the broader field of library and information science (LIS). Based on a case study of Accesso Libre, a public/private partnership based in a South Los Angeles public library, I argue that equity of access to information is an insufficient concept to evaluate the power dynamics of this (and similar) partnerships, wherein powerful corporations encourage the use of commercial informational resources in minoritized communities. As an alternative, responsibilization directs analysis to different questions about equity, a set of concerns that offer LIS theorists and practitioners a way of reflecting on the ethical commitments at the core of the field. 

 

Accesso Libre: Equity of Access to Information through the Lens of Neoliberal Responsiblization | Semantic Scholar

Abstract:  This paper uses the concept of neoliberal responsibilization, the reductive framing of systemic power dynamics as questions of individual choice and agency, to critically interrogate equity of access to information, a central value of the broader field of library and information science (LIS). Based on a case study of Accesso Libre, a public/private partnership based in a South Los Angeles public library, I argue that equity of access to information is an insufficient concept to evaluate the power dynamics of this (and similar) partnerships, wherein powerful corporations encourage the use of commercial informational resources in minoritized communities. As an alternative, responsibilization directs analysis to different questions about equity, a set of concerns that offer LIS theorists and practitioners a way of reflecting on the ethical commitments at the core of the field. 

 

CFP: Scholarly Communication Librarianship and Open Culture: Law, Economics, and Publishing – OER + ScholComm

“We are pleased to announce a call for proposals for Unit 3 contributions (see more details below) in our upcoming edited open book, Scholarly Communication Librarianship and Open Culture: Law, Economics, and Publishing, to be openly published by the Association of College and Research Libraries (ACRL) in electronic and print formats. Authors retain copyright of their contributions, but commit to open publication in the CC-BY-NC book.

Proposals will be accepted in three areas:

Perspectives – situated and self-reflexive discussions of topics of importance in scholarly communication
Intersections – examples of and reflections on the intersection of scholarly communication with other areas of academic librarianship or other stakeholders
Case Studies – stories and lessons learned drawn from experience by librarians engaged in scholarly communication work…”