Published on May 8, 2014
Spreading the Word! Librarians & OER OER14, 29 April 2014 Dr. Beck Pitt The Open University Eleni Zazani Birkbeck College Nancy Graham University of Roehampton
DELILA April 2012 from a project to a CoP 1. Developing Educators Learning and Information Literacies for Accreditation 2. Cross institutional project (Birmingham – LSE) to adapt digital and IL resources to OER 3. Project website: http://delilaopen.wordpress.com
DELILA April 2012 from a project to a CoP 1. To gather information about librarians’ sharing of IL teaching material 2. 101 responses from UK, Europe, US and beyond 3. Findings indicate closed sharing 4. Willingness to share openly but don’t know where to start 5. Available at http://delilaopen.wordpress.com/il-oer-survey/
DELILA April 2012 August 2012 from a project to a CoP 1. One day event at Birmingham 2. Several attendees formed committee 3. Kick off meeting November 2012 4. Aim: to support UK librarians in sharing openly 5. 1st Event at Uni of Surrey 30th May 2013
DELILA April 2012 August 2012 CoPILOT from a project to a CoP Community of Practice for Information Literacy Online Teaching Run 2 events (Surrey, Glasgow), participate in conferences & collaborate with IFLA, UNESCO, OERRHUB, etc across sectors Mailing list IL-OERS@jiscmail.ac.uk Twitter: @CoPILOT2013 Website: http://www.cilip.org.uk/information-literacy-group/about/copilot
DELILA April 2012 August 2012 CoPILOT from a project to a CoP Lead by example, share ideas, practice & knowledge, surface case studies, advocates of openness. Mailing list IL-OERS@jiscmail.ac.uk Twitter: @CoPILOT2013 Website: http://www.cilip.org.uk/information-literacy-group/about/copilot Present
• 2-year research project based at The Open University (UK) • Funded by William & Flora Hewlett Foundation • Aiming to build the most comprehensive picture of OER impact • Eleven research hypotheses • Collaboration model across different educational sectors • Fellowship Scheme • Global reach but with a US focus • Practicing openness: CC-BY licensed research instruments / SOO Course / Impact Map OER Research Hub oerresearchhub.org #oerrhub @OER_Hub
Keyword Hypothesis Performance OER improve student performance/satisfaction Openness People use OER differently from other online materials Access OER widen participation in education Retention OER can help at-risk learners to finish their studies Reflection OER use leads educators to reflect on their practice Finance OER adoption brings financial benefits for students/institutions Indicators Informal learners use a variety of indicators when selecting OER Support Informal learners develop their own forms of study support Transition OER support informal learners in moving to formal study Policy OER use encourages institutions to change their policies Assessment Informal assessments motivate learners using OER
Collaboration Model Collaboration Model
Collaboration Model Collaboration Model
OER Impact Map
OER Impact Map http://oermap.org
OER Impact Map http://oermap.org
Research Questions OER Research Hub hypotheses: OER improve student performance/satisfaction People use OER differently from other online materials OER use leads educators to reflect on their practice* OER adoption brings financial benefits for students/institutions OER use encourages institutions to change their policies* Special areas of interest (CoPILOT): Encourage creation and sharing of OER Curating & sustaining OER Closing training gaps
Background to Surveys (CoPILOT) 32 57 101 521 218 0 100 200 300 400 500 600 0 1 2 3 4 5 6 Surveys Librarians and OER De Beer, 2012 Bueno-de-la-Fuente, Robertson, & Boon, 2012 Graham & Secker, 2012 Taylor & Francis, 2013 OERRHUB, CoPILOT, 2014 Source: Zazani, Eleni. The Emerging Information Professional: 21st Century attitudes, technologies and practices. Chandos publishing (forthcoming)
32 57 101 211 14 521 4 218 0 100 200 300 400 500 600 0 1 2 3 4 5 6 7 8 9 10 Librarians & openness (OA & OER) De Beer, 2012 Bueno-de-la-Fuente, Robertson, & Boon, 2012 Graham & Secker, 2012 TBI Communications on behalf of InTech, 2012 Harris, 2012 Taylor & Francis, 2013 Lawson, 2013 MA Thesis Gregson & Hatzipanagos, 2013 OER Research Hub & COPILOT, 2014 Source: Zazani, Eleni. The Emerging Information Professional: 21st Century attitudes, technologies and practices. Chandos publishing (forthcoming)
Librarian Surveys Two surveys launched during Open Access week (21-25 October 2014). Both Surveys closed 2 January 2014. General Librarians 197 respondents 128 of these work F/T or P/T as a Librarian 2 invalid responses, 126 valid responses Co-PILOT Librarians 115 respondents 92 respondents work F/T or P/T as a Librarian 0 invalid responses, 92 valid responses*
Librarian Sample • 218 respondents who work F/T or P/T as a Librarian • 81.0% Female (n=175), 17.6% Male (n=38) and 1.4% Transgender (n=3) • 47.4% of respondents live in the UK (n=102), 40.0% in the USA (n=86), 3.3% in Ghana (n=7), 3.3% in Canada (n=7) and 6.0% R.O.W. (n=13) including Botswana, South Africa, Italy, Lebanon, Czech Republic, Tanzania • Nearly 90% of respondents have English as their first spoken language (89.4%, n=193) • Over 85% of respondents have a Postgraduate/Graduate School University Degree (87.4%, n=188) • Over a quarter of respondents had worked as a librarian for more than 20 years (25.3%, n=50)
OER Behaviours & Perspectives
Librarian Overview In the last year… • Over half of respondents have published a blog post (50.5%, n=110) • Nearly 70% of respondents have shared an image online (68.8%, n=150) • Almost a third of respondents contributed to a Wiki (30.3%, n=66) • Almost half of respondents contributed to an Internet Forum (49.1%, n=107) • 55.0% of respondents have downloaded a Podcast (n=120) but only 8.3% have recorded and uploaded a Podcast (n=18)
Librarian Overview Nearly 80% of respondents have used OER (78.7%, n=170) • Over 85% of respondents said that they would be more likely to select a particular resource when searching for OER if it had been created/uploaded by a reputable/trusted institution or person (87.4%, n=180) • Top three challenges faced when using OER: Knowing where to find resources (60.6%, n=120) Finding resources of a sufficiently high quality (60.1%, n=119) Finding suitable resources in my subject area (56.1%, n=111)
Librarian Overview • Main purposes for using OER in the context of Librarian role: To help find available content for learning, teaching or training (72.5%, n=124) and/or to get new ideas and inspiration (72.5%, n=124) • Nearly 70% of respondents strongly agreed or agreed that they make use of a wider range of multimedia in their Librarian role as a consequence of their use of OER (13.1%, n=19 & 56.6%, n=82 respectively) • Top three types of OER used for teaching/training:
Perceptions of the Impact of OER on students and institutions • Over 50% of respondents think that their institution benefits financially by using OER (53.5%, n=85) • Over 40% of respondents don’t know whether their institution benefits financially by using OER (40.9%, n=65) • Over half of respondents don’t know whether their students have saved money by using OER (51.2%, n=83) • Nearly 40% of respondents believe their students have saved money by using OER (37.7%, n=61) “We actually did a study recently that showed a 30% reduction in textbook costs after a big push to move to open access textbooks.”
Creating OER and measuring its impact
Creative Commons Licensing • Over 70% of respondents had seen the CC logo and knew what it meant (70.6%, n=154) • 17.0% of respondents had never seen it (n=37) • 12.4% of respondents had seen it but didn’t know what it meant (n=27) • Over 70% of respondents think that open licensing is very important or important to them when using resources in their teaching (34.4%, n=72 and 37.8%, n=79 respectively)
The Use and Creation of OER Respondents were given a definition of Open Educational Resources (UNESCO), and asked to tells us how they had used/created OER. • 31.9% of respondents have created OER for study or teaching (n=69) • 14.8% of respondents have created resources themselves and published them on an open license (n=32) If respondents told us they had created OER, they were asked two further questions: 1. How they share the OER they create 2. If they measure the impact of OER they create
Please tell us more about how you share the open educational resources you create “Upload to YouTube” “Via the NHS e-learning repository and from our organisational website.”
Do you measure the impact of the open educational resources you create? Of the respondents who create OER for study or teaching and/or create OER and publish them on an open license, nearly 30% told us they measure the impact of the OER they create (29.7%, n=22) • 60.8% of respondents who create OER do not measure the impact of the OER they create (n=45) • Nearly 10% of respondents who create OER don’t know if they measure the impact of the OER they create (9.5%, n=7) Question around what constitutes “measuring impact”: One respondent who answered “Don’t Know” noted:
Please tell us more about how you measure the impact of the open educational resources you create Respondents who told us how they currently measure impact: 60.9% look at statistics/usage/analytics (n=14) 13.0% Feedback (n=3) 26.1% Both analytics and feedback (n=6) “At a rather trivial level, I check how many times resources are accessed.”
Are there any examples, positive or negative, of your experiences of curating open educational resources that you would like to tell us about? “As part of our work in S2 English, we ask pupils to write an entry for one of the school blogs, based on their current novel / drama study. Part of the success criteria is to use Creative Commons images as part of their articles. Has led to a much wider understanding of how they can use online materials, pupils actively seeking out public domain or CC materials, and greater knowledge of their own rights.”
Policy and Openness
Are you aware of any changes to policy and/or practice that have taken place at your institution as a result of participation in OER pilots and/or programs? 8.6% Yes (n=14) 55.2% No (n=90) 36.2% Don’t Know (n=59) “The Training department of the Centre is trying to adapt some of the courses to suit African/local context.” “OER strategy document… [and] institutional repository.” What kinds of practices and policies, if any, does your institution have in relation to OER? “Until quite recently, we had a fund to support open access publishing…” “None that I am aware of. There is some resistance to sharing learning resources on the part of some academics. Some don’t even want their reading lists to be open…” “The University Senate has endorsed an Open Access Policy.”
In the context of your role as librarian, what kinds of policies would help you to be more open? “If open licenses were mandated for all materials the college produces. If administrators were more understanding of licensing and open source. My institution is still in the habit of defaulting to expensive corporate products even when superior open ones are available. It’s infuriating.” “Recognition for the impact of OER’s we create … This might incentivise us to create resources which are more reusable and can be exploited by the wider academic community instead of everybody reinventing the wheel for their local users.”
Lessons Learnt Next Steps Effective Collaboration
Summary of Results Librarians and Open Educational Resources • 87.4% of librarians said that they would be more likely to select a particular resource when searching for OER if it had been created/uploaded by a reputable/trusted institution or person (n=180) • Evidence shows that many librarians working in “silos” • Preliminary results: more forthcoming • What do you think? Do these findings resonate with you? • We need you! Looking for YOUR best examples of impact... • Help us build the most comprehensive picture of the impact of OER by contributing your evidence to the Impact Map
Bibliography Bueno-de-la-Fuente, G. (2012). The roles of libraries and information professionals in open educational resources (OER) initiatives.. Available from: http://publications.cetis.ac.uk/2012/492. [Accessed 23 November 2013]. De Beer, T. (2012). SCORE library survey report. Available from: http://www.open.ac.uk/score/news/score-library-survey-report. [Accessed 23 November 2013]. Graham, N., and Secker, J. (2012). Librarians, information literacy and open educational resources: report of a survey. Available from: http://delilaopen.files.wordpress.com/2012/04/findingsharingoers_reportfinal1.pdf. [Accessed 23 November 2013]. Harris, S. (2012). Moving towards an open access future: the role of academic libraries. London. Available from: http://www.uk.sagepub.com/repository/binaries/pdf/Library-OAReport.pdf. [Accessed 23 November 2013]. Taylor & Francis. (2013). Facilitating access to free online resources: challenges and opportunities for the library community. Available from: http://www.tandf.co.uk/libsite/pdf/TF-whitepaper-free-resources.pdf. [Accessed 23 November 2013]. TBI Communications on behalf of InTech. (2012). Assessing the role of librarians in an Open Access world. Croatia. Available from: http://www.intechopen.com/js/ckeditor/kcfinder/upload/files/Role of the Librarian_Survey_Findings_Jun12.pdf. [Accessed 23 November 2013]. Zazani, Eleni. The Emerging Information Professional: 21st Century attitudes, technologies and practices. Chandos publishing (forthcoming) Open Definition on Licensing (http://opendefinition.org/guide/) Creative Commons logo: http://mirrors.creativecommons.org/presskit/icons/cc.large.png
Thanks for listening! oerresearchhub.org http://oermap.org Twitter: @OER_Hub @BeckPitt @EleniZazani @msnancygraham
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