belong to?

between

ion.

Increase students’ access to reliable and affordable technology needed to support academic success. (ongoing)

course-specific concepts that students are likely to struggle with in passing the course.

develop academic resilience,

Cowboy

ensure visibility

and student support

eview EEO policies.

robust bias training

Fall 2021)

Develop a campus map

safe

oormoreraces,man,woman

need to succeed

making available

Evaluating

Finding

What could be added to the content that is important to today’s families? Are there examples or definitions that could expand and clarify existing content? What do you want to know more about? Are there features that you have seen in other textbooks that we could add and that would help you learn better?

when the annotations are made inside the lms i think it's trickier than if they're made out on the open web but it's still possible i believe and so uh maybe aaron or jeremy can find that quickly or for any

where where where was this obvious for you in the text

laid out their two hypothesis right and after i say that then i'll say deconstruct

then also they're pulling in like definitions from the internet right and and then putting in videos that might be

like you can see students responding to a text

reading as a kind of preparation for later reading

begin to see knowledge as um as a part of the culture of knowledge construction right that their voices are celebrated

writing in your discipline and in your own writing but also in reading other um scholars writing privileges and 00:10:22 advances some topics and some voices and disadvantage others right so actually it does have a um an equity and inclusion lens even in the writing process

i love i love 20th century american 00:01:39 literature

lorado college

Lori Goetsch, Dean, Kansas State University Libraries

Oversee all aspects of article submissionsand publication, including the peer review process

nppress@ksu.edu.

s powered by Digital Commons (DC) at bepress

Transactions of the Burgon Society Transactions of the Burgon Society is the annual journal of the Society. The Burgon Society welcomes submissions in one of the three fields that reflect our main areas of interest: the history, design and practice of academic dress.

Kansas State University’s College of Education

onference proceedings

NPP hosts

Crossing Borders

the publishing arm of Kansas State University Libraries

first learn

manyoftheopentextbookswerecreatedwithaspecificstudentinmind:afullyable-bodiedstudentwithnophysicalorlearningdisabilities.

Therefore,readingsandtrainingaroundthepurpose,goals,androleofOERinhighereducationwereintegratedintothere-searchprocess

Asking the Right Questions

we propose three strategies for self-advocacy and mutual support for OER librarians to counter the replication of oppressive practices in OER labor. These strategies include asking the right questions, documenting labor, and building community support.

ensuring the sustainability of OER initiatives when they are funded and staffed through soft money rather than permanent funding sources, and balancing the competing—and frequently changing—needs of various stakeholder

peer-reviewed studies that analyze job descriptions or contractual statuses of OER librarian positions are absent from the literatur

Although the philosophy of open education aligns with critical and intersectional feminist values, these values are not always reflected in the open community, nor are they easy to incorporate into practice.

educators who practice critical pedagogy believe that students can co-create knowledge by reflecting and contributing their lived experiences and perspectives

These similarities suggest that OER librarians can benefit from the literature by instructional librarians and their pedagogical practices in order to deconstruct power in OER spaces.

Given this system, the conversation about open education may prioritize—and in turn be shaped by—the voices and values of those who work at institutions with more financial resources and the motivation to invest in open education.

Boredom is actually an emotion. There's often a lot of confusion about this. Is boredom actually a feeling I have? Is it an emotion? Is it a state where I'm not feeling anything at all? There's been a lot of debate in psychology about this, but the growing consensus is that boredom is an emotion like any other that you experience, like anger or sadness. We define it as those cases where you're not able to engage meaningfully in whatever it is that you're doing. Either because you're not able to pay attention, or because whatever it is that you're doing just doesn't feel meaningful to you.

My surprise stems from the fact that the overlap between Scholarly Communication (often the support mechanism for Open Access [OA] initiatives around open publishing research) and Open Education (OE) is extensive

third deductive theme coded for was whom the applicant would report to if hired. Of the twenty-four position descriptions analyzed, sixteen listed whom the applicant would report to directly. Four of the positions would report directly to the Library Director, Executive Director, or Associate University Librarian. The rest would report to the head of a department. Some of the departments included are Outreach & Instruction, Digital Scholarship, and Electronic Resources & Scholarly Communication

maybe even coalesce into specific types of open education librarianship (for example, Open Education Outreach Librarian, Open Education Publishing Librarian, etc.)

deductive analysis (analysis tied to pre-defined questions)

what the field perceives as the role of an Open Education or OER librarian, and the support that libraries provide OER initiatives

academic libraries are creating a variety of open or affordable textbook programs to help increase the use of OER or low-cost materials as replacements for high-cost traditional materials

faculty who are looking to lower costs for their students and re-engage with their pedagogy

responsiveness to students

3 Things Some of Us Can Do

socioemotional literacy.

I told them I’d gotten overwhelmed and just could not do it

NOT to use the more complicated technology

create social spaces—socioemotional literacy

Students

indicating leadership in research activities but also promoting scholarship and intellectual growth of the department

recognition of demonstrated distinction

matters most is the quality of faculty contributions to the advancement of science and the expansion of knowledge

Theoretical, applied, and interdisciplinary peer-reviewed publications in statistics and/or subject matter research journals are the prime indicator of productive research/consulting/scholarship/ creative activity

scholarly activities

External and internal funding

Publications

important contributions to the advancement of the theory and practice of statistics and national recognition of the quality of the department’s work

Faculty achievements in research and creative works will be evaluated on their quality and significance in their respective fields and in society

A “peer-reviewed” classification refers to academic research and scholarship, while “juried” and “refer-eed” classifications refer to creative works

esearch and creative works encompass: 1) quantitative research such as content analysis, experimental studies, narrative analysis or survey design; 2) qualitative re-search such as case studies, participant observation, rhetorical criticism or textual analysis; and 3) creative works, which can be broadly defined and are usually discipline-specific.

required to produce no less than five scholarly or creative products that demonstrate significance and impact,or a minimum of one scholarly book or text-book, over a five-year period

annually:

•Scholarly research and/or creative activity that extend and apply knowledge

at least the equivalent of five scholarly products within a five-year window

Scholarly or creative work of high quality must be formally recognized by the faculty member’s peers to determine if it exerts influence in the discipline

if decision-making over which texts to annotate and process of annotation comes from or involves marginalized groups

(especially if this later gets mentioned in the conference offline)

Transformative

Transformative

Table 2

Transformative refers to addressing systemic/structural roots of injustice, affirmative/ameliorative refers to addressing surface injustice, neutral refers to not having a social justice impact, and negative means reproducing or even exacerbating injustice.

for example

practice may address

process of openness is performed by teachers with other teachers, or by learners supported by teachers

ranging from content to process centricity, we consider OEP whose main purpose is to produce or create OER to be content-centric; however, if the main purpose is a focus on processes of interaction amongst participants, then it is more process-centric

From content-centric to process-centric; From teacher-centric to learner-centric; From primarily pedagogical to primarily social justice focused. If primarily social justice focused, we can consider the degree to which it addresses

“active engagement of learners in participation and dialogue, as well as further critical explorations of the relationships between technology and education” (p. 21)

fostering learner activity and agency

open sharing of teaching practices

may not involve use of technology

narrating one’s own practice and sharing one’s incomplete scholarship openly

open education is not limited to OER alone: “It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices” (p. 4)

Library publishing of open textbooks is in its infancy, and literature on the topic is limited

opportunities for libraries to become involved in the publication of open textbooks through their own publishing structures, or in collaboration with university presses and other campus partners

While library publishing programs are becoming more commonplace, the creation of open textbooks through these models is just beginning to take shape

trend is coalescing with the appearance of librarian positions and services that focus on the discovery and adoption of OERs, as well as the emergence of the library publishing field, in which academic libraries are assuming the role of publisher for the intellectual output of their institutions

Some academic libraries, however, are pursuing new strategies that revolve around open textbooks

University press publications were dealing with issues that needed attention but would not otherwise have sold well among general readers.

university presses have become savvier about touting their distinctiveness within the publishing business

But the AAUP, in its official statements, has been cautious in its approach to open access, noting that 'costs for scholarly communication overall will not change radically, but merely be shifted from one sector of the university to another

The widespread call for open access to scholarly information also stands as a challenge to university presses

In a certain sense, then, each new e-book acts like the old print footnote or bibliography: as a portal to the best and most useful scholarship available on any given topic

The History E-Book Project (now the Humanities E-Book Project), for example, is a partnership of the American Council of Learned Societies, ninety-five publishers, and librarians at the University of Michigan's Scholarly Publishing Office. As the project's Web site notes, its goal is to expand the notion of the scholarly monograph

most significant work of university presses, however, lies in their commitment to producing major scholarly publications. Monumental works such as the Dictionary of American Regional English (Harvard), the Papers of Thomas Jefferson (Virginia), the Oxford English Dictionary (Oxford), the Middle English Dictionary (Michigan), and The Dictionary of Canadian Biography (Toronto) are too specialized, too commercially risky, to be undertaken by trade presses. If university presses do not retain responsibility for these contributions to scholarship, it is unlikely that any other publishing entity will.

university presses have contributed to the pool of scholarly information by recovering the past through the republication of books that have had a significant impact on popular culture or scholarship

Margaret Harding, director of the University of Minnesota Press, considered the publication of regional titles a crucial part of her press's mission: 'to make scholarly books more usable and less forbidding; to bridge the gap between the specialist and the layman; and to represent the region without provincialism.'

'parascholarly book' or the 'university press trade book,' a book that was written by and for scholars but appealed to a broader audience

publishing regional works had always been part of university presses' missions

Scholarly publishers also responded by bringing trade books into the academic fold, with a special emphasis on regional topics

university press community has responded to tightening budgets in several ways, sometimes adopting entirely new strategies, sometimes building upon earlier practices

The resulting report, published in 1979 as Scholarly Communication: The Report of the National Enquiry,32 made twelve recommendations, including one that focused on universities without presses. The study appeared to fault colleges and universities who relied on the publishing services of university presses without having to bear the financial burdens of supporting a press. (This is still a hot-button issue for existing presses: in a 2004 article in the Chronicle of Higher Education, Philip Pochoda, director of the University of Michigan Press, asked when institutions without presses were going to begin to 'pay their fair share for this whole network that is supporting and undergirding . . . tenure and promotion').33 The recommendation appears to have had little impact: the creation of press consortia had already begun by 1979, and the issue of publication subsidies to presses remains a matter of vigorous debate. The recently released Ithaka report University Publishing in a Digital Age, in a similar vein, calls on every college and university to have 'a publishing strategy' (though not necessarily a 'press') to help sustain the scholarly communication system

effect on university presses was devastating, as libraries diverted funding from scholarly monographs to expensive serial publications

transfer of scholarly capital to the commercial sector was at first seen as a blessing for scholarly communication; however, the chief executive officers of for-profit publishers answer to their shareholders rather than to the scholarly community, resulting in a concern not for the open dissemination of scholarship but for the bottom line.

During the last quarter of the twentieth century, however, several things had begun to change in the academic landscape and in the nature of scholarly communication. One factor was the aggressive entrance of commercial presses into the scholarly market

variety of educational programs have been initiated for aspirants to the profession.

debut of the journal Scholarly Publishing in 1969, under the imprint of the University of Toronto Press, signalled that the profession and the study of scholarly publication represented a valid discipline in their own right

An editorial board of some sort, usually consisting of the faculty of the college or university, was the norm. Rigorous peer review was not necessarily part of the editorial [End Page 5] process; sending manuscripts to outside reviewers was not, at first, a routine part of a university press's duties

ounding of the AAUP also marked the beginning of the professionalization of university press operations.

be recognized by a university or college as its scholarly publishing arm • be 'devoted to scholarly and educational ends' • have a committee or board of the faculty that certifies the scholarly quality of the books and journals that bear the university's imprint • have published five or more scholarly books in each of the two previous years; • have no fewer than three employees, one of whom serves as director • supply a statement from its parent institution indicating that this institution recognizes the financial implications of sponsoring a press

AUP serves its members 'through cooperative programs, professional development opportunities, industry research and analysis, and representing the interests of members to the public, other organizations, and government agencies.'

he directors' reluctance to create a formal organization was erased in 1936 when Farrar & Rinehart announced the establishment of a service organization called University Press Services, Inc., which would act as a marketing and distribution service for university presses. The AAUP, in a sense, was founded, as John Tebbel put it, 'in self-defense against intrusions from commercial houses.

nucleus of the organization that would become the AAUP was a small group of (male) press directors from eight presses who had [End Page 4] been meeting annually during the 1920s and 1930s to discuss issues of common concern

Association of American University Presses (AAUP)

Existing commercial publishing houses could not handle the subsequent increases in the scholarly output of college and university faculty, and the audience for specialized monographs (the primary means of scholarly communication until well into the twentieth century) was too meagre to attract for-profit publishers.

network of university presses to serve the publication needs of these new generations of scholars

library collections began to expand, becoming a source of institutional pride and prestige and an indispensable tool for research

By 1901, the president of Yale University announced that faculty promotions would be contingent upon 'productive work' that gave the professor 'a national reputation.

scholarship and the imperative to 'publish or perish' taking precedence over teaching and undergraduate instruction at the most prestigious institutions

Johns Hopkins emphasized not just teaching but the production of scholarly work by university faculty

growth of colleges and universities and new imperatives that faculty engage in productive research helped shape the function of the modern university press.

increase in the number of university presses in North America coincided with the growth in the number of the continent's colleges and universities, the transformation of liberal arts colleges into universities, and the growth of a system of graduate education.

rationale for the creation of a university press; it has become, for contemporary university presses, a universal mission statement: 'It is one of the noblest duties of a university to advance knowledge, and to diffuse it not merely among those who can attend the daily lectures – but far and wide.'

early presses to become freestanding units within their universities

There is no rush!

chnology in the classroom has not taken away from the process of teaching, rather enriched it profusely.

“Does anyone actually understand this? Am I crazy for thinking this means ___?”

norms.

core, required course that focuses on digital citizenship and addresses these large question

They see colleges and universities as moral institutions who will use data to serve their interests and with care

students had a difficult time expressing how the institution accessed and used data and information about them; their views were either inaccurate or rudimentary

“students don’t care about their privacy.”

institutions do not practice informed consen

Students are in a disadvantaged social system where they often feel their futures are at the whim of their professors, and only their advisors really know how to navigate Byzantine curricula and resource systems

privacy is an instrumental value, which is to say that it helps us accomplish tasks and goals in our lives

provide students the right resources at the right time

anticipating problems and steering students who may be in trouble toward resources for suppor

What they choose to quantify and analyze in part signals what is important to them

learning analytics are an expression of power

learning.

sustainability

accepted an invitation to answer your questions about how learning materials will be created, maintained, improved, licensed, sustained, and distributed in the future

The Future of Learning Materials (Panel)

[1]

ness.

For example, the open

Discussions about the potential of social media in education are ‘­self-­contained, ­self-­referencing and ­self-­defining … These are generally conversations that only ever take place between groups of social media–using ­educators – ­usually using social media to talk about the educational benefits of social media.’

send your history article round to the world and his wife

Veletsianos (2012) identifies seven ways in which scholars use Twitter

ter

of

itage

acy

(a)

ed

owers,

m,

nces 

ers

mise