Wednesday, March 26, 2014

Glasgow Caledonian University > Library Guidance on Open Educational Resources

GCU Library guidance on Open Educational Resources

This page sets out the Library’s position and guidance on the use and publication of Open Educational Resources (OERs) within educational situations.


GCU is committed to a blended learning strategy and the library aims to fully support its implementation. Staff use a wide range of self-generated teaching materials to support high quality teaching, including teaching notes, handouts, audio, images, animations, multimedia materials and others. External resources are also available to support student learning. These may include images, audio or video resources, animations and other digital resources.

Open Educational Resources (OERs) are digitised teaching, learning and research resources that reside in the public domain or have been released by the copyright owner under an intellectual property licence (such as Creative Commons) that permits their use or re-purposing (re-use, revision, remixing, or redistribution) by others. Staff and students may wish to use OERs to enhance learning and teaching.  A licence that permits use of an OER may require the user to re-publish the resource in which it is incorporated as an OER on the same terms. Staff and students may also wish to create and publish resources as OERs.


Source and Full Text Available At:


SPARC > Open Education Fact Sheet

SPARC > List of OER Projects and Policies > Academic Libraries, Open Access Publishing, Open Textbooks

Articles and videos on open textbooks, library publishing initiatives and more
Curated by Robin Ashford > Open Educational Resources (OER)

Reuse – copy verbatim // Redistribute – share with others // Revise – adapt and edit // Remix – combine with others 
Curated by  Andreas Link 

OpenEd14: Achieving the Potential of Open > Washington, D.C. > November 19 -21 2014

Open Educational Resources (OER) provide a massive, high quality open content infrastructure on top of which innovative people and organizations are building a new generation of educational models. Methodologically rigorous research is demonstrating that these OER-based models can be extremely effective in reducing the cost of education and improving student learning. Now that this foundation of content, practices, and research has been firmly established, the field is turning increasingly towards broadening the impact of this work.

Conference Themes

Keynote addresses and concurrent sessions at OpenEd14 will address the following themes:

  • exploiting the synergies between open education and parallel work in the open data, open access, open science, and open source software movements
  • models that support the broad adoption and use of open educational resources in primary, secondary, post-secondary, and informal education
  • connecting open educational resources to competency based education, prior learning assessment, and alternative pathways to credentials based on OER
  • measuring the impact of openness on the cost of education and student success metrics
  • libraries and OER
  • promoting and evaluating institutional and governmental open policies and strategies
  • designing and using new pedagogies that leverage the reuse, revise, remix, and redistribute potential of OER
  • democratizing the credentialing process with open badges
  • social learning with OER
  • improving the quality of research in open education
  • innovation at the bleeding edge of openness

Source, Call for Proposals, Keynotes, Venue  Available At:

Open Educational Resources for Online Instructors Webinar > April 3 2014 > 3:00 - 4:30 PM

Come learn about Open Educational Resource (OER)!

  • Do your students pay a lot of money for textbooks?
  • Are you looking to utilize more engaging online content?
  • Do you want to put your own texts together?

All of this can be done through Open Educational Resources! Join us for an exciting look at OER, and hear from library experts and Continuing & Professional Education eLearning staff for a demonstration on using OER in online courses.

This session is geared towards online instructors.

Please RSVP by April 1st, 2014 at 5pm.
Note: This presentation is an online webinar. You will be able to log in up to 60 minutes prior to this event.

Source and Registrtaion Link Available At:


Monday, March 10, 2014

A/V Now Available > Webcast: Libraries Leading the Way on Open Educational Resources < March 13 2014 > 4:00 - 5:00 PM EST

In celebration of Open Education Week (March 10-15, 2014), SPARC brings you this free webcast to showcase how academic and research libraries are leading the way on campus for Open Educational Resources.

Open Educational Resources (OER) are teaching, learning, and research resources that either reside in the public domain or carry a license that permits their free use, sharing and adaptation by all users. From textbooks to course materials, videos to software, journals to digital collections, the creation and sharing of open materials can reduce the cost of textbooks, expand access to knowledge, and support student success.

This webcast will feature three librarians who have been leading OER projects on their campuses. Each will provide an overview of the project, discuss the impact achieved for students, and provide practical tips and advice for other campuses exploring OER initiatives.
  • Marilyn Billings, Scholarly Communication & Special Initiatives Librarian, University of Massachusetts Amherst Libraries. Marilyn coordinates the Open Education Initiative, which has saved students more than $750,000 since 2011 by working with faculty to identify low-cost and free alternatives to expensive textbooks.
  • Kristi Jensen, Program Development Lead, eLearning Support Initiative, University of Minnesota Libraries. The University of Minnesota has emerged as a national leader through its Open Textbook Library, which is a searchable catalog of more than 100 open textbooks. The Libraries also partnered with other entities on campus for their Digital Course Pack project, which has helped streamline the course pack process and make materials more affordable for students.
  • Shan Sutton, Associate University Librarian for Research and Scholarly Communication, Oregon State University Libraries. The OSU libraries are partnering with the OSU Press for a pilot program to develop open access textbooks by OSU faculty members. The program issued an RFP in the fall, and recently announced four winning proposals that will be published in 2014-2015.
SPARC's Director of Open Education Nicole Allen will moderate questions during the webcast and relay them to the speakers.

A/V Available At:

Source and Registration Link Available At:

Sunday, March 9, 2014

Open Education Handbook

This handbook will be a deliverable of work package 4 (WP4): Dissemination and Community-building of the LinkedUp Project. This work package is led by the Open Knowledge Foundation.

The LinkedUp project description of work (DOW) describes the “LinkedUp Handbook on Open Data in Education, a resource for both educators and Web data providers as well as adopters…. the LinkedUp Handbook (D4.4) will be created as a living document to reflect project learnings and findings which will help others, both during the project and beyond it”.

The handbook is envisaged as a “collaboratively written living web document targeting educational practitioners and the education community at large”. The original intention was only to cover open data use in education but it was felt that a broader scope would enable readers to have a better understanding of how different aspects or facets of open education, such as resources, data and culture, fit together. It would also allow exploration of how open education can benefit from open and linked data approaches.

The first version of the handbook was delivered in October 2013 (Open Education Handbook V1), but this is not a formal publication endpoint, merely a milestone. The final version will be delivered a year later in October 2014.

The LinkedUp DOW states that “the handbook will continue to grow and evolve and is meant as a living and involving community document.” In response to this, and with the long term sustainability of the project in mind, the Open Knowledge Foundation have decided that the writing of the Open Education Handbook is also one of the first community activities of the recently launched Open Education Working Group, which binds together people interested in any aspect of open education.  

During the course of writing the handbook many organisations and individuals have contributed. These are listed in the acknowledgements section. 

  • Open Education Resources
  • Open Licenses
  • Open Learning and Practices
  • Open Badges
  • Open Policy
  • Open Data
  • Other 
Source and Full Text Available At:

Tuesday, March 4, 2014

7 Things To Know Before Using Open Educational Resources


Instead of being required to use state money for state-adopted materials like textbooks, Texas school districts can now choose which instructional materials to purchase. Having this option, Amarillo Independent School District chose to shelve textbooks at its Amarillo Area Center for Advanced Learning and invest in a 1:1 iPad initiative ... .


Seven things to consider when transitioning to tablets and OER:

Staff Readiness

Teachers’ willingness and readiness to embrace new things is critical to the efficacy of any new technology or resource, so we provided iPads to our teachers during the summer to allow them to become acquainted with the tablets before introducing them to students in November.


Your Resident ‘Early Adopters’

With any new tool, there are usually a few teachers who take to it quickly and run with it. Encourage those early adopters to share their expertise and enthusiasm with their colleagues.


The Quality of the Materials

With OER, it’s easy to think that because it’s free it’s okay to settle for less. Not true. With OER, it is imperative to seek out the same level of quality and rigor that you would for a textbook or any other resource. [snip]


Content Management

 With thousands upon thousands of OER available, it can be difficult to locate and then choose which materials are best for your classroom. To simplify the world of OER, we use a free, content management system called Net Texts. With this system, our teachers can easily access and utilize the vast library of free, high-quality OER available on the Internet, and then publish directly to students’ iPads.

The Net Texts system has two parts: a content management website for teachers, and a free app for iPads and Android tablets for students. Using the website, teachers can select existing courses from the Net Texts library or create new courses by mixing and matching items with their own educational materials. The Net Texts site includes more than 65,000 resources from leading OER providers such as the CK-12 Foundation, Khan Academy, and Project Gutenberg, organized by subject, grade level, objectives and standards.

Students then use the app to download, display and interact with the courses, which are filled with videos, slideshows, e-books, PDFs, text, audio books, and web links. The courses, which teachers can edit and update at any time, are also available via web browser on any platform.


In our district, almost 70 percent of students are economically disadvantaged. A key benefit of Net Texts is that using the free app, students can download their courses onto their iPads and use them without further Wi-Fi access. This enables students to access their courses on the school bus, at home or anywhere else.


The Changing Roles of Educators

Thanks to the use of iPads and OER, we have begun a metamorphosis. We are moving from an instructional model where teachers dispense information, to a model where teachers are facilitators and students take a greater role in their learning

Best Practices

Our teachers are doing so many great things that I can’t keep up with it all. To help me keep up, I created a Google Doc and asked them to list how they are using OER and apps with their students. My goal is to create a compendium of resources for our school and our district.


Source and Full Text Available At:


ACRL White Paper > Environmental Scan of OERs, MOOCs, and Libraries

What Effectiveness and Sustainability Means for Libraries’ Impact on Open Education

Carmen Kazakoff-Lane / Extension Librarian / Brandon University John E. Robbins Library / Brandon, Manitoba, Canada

In 2009, librarians started waking up to an emerging open education movement. It began in earnest with a 2009 ACRL / SPARC forum at an ALA Midwinter Meeting, where advocates for Open Educational Resources (OERs) spoke about OERs and the roles libraries could play in supporting them (SPARC & ACRL, 2009). It was further advanced as an important professional issue with the emergence into popular consciousness of massive open online courses (MOOCs) in 2011. Thus, in the last few years, open education has become an important topic in the professional literature, with discussions around library support largely focused on the phenomenonof MOOCs.

Libraries can and should support open education. It fits with librarians’ professional support for access to information as a public good, the institutional mandate of academic libraries to support teaching and research, and the professional obligations of librarians in public libraries to support continuing education. But before libraries do so, it is useful to understand the open education movement as a whole, including some of the key challenges facing both OERs and MOOCs and how libraries are well positioned to help address these challenges. By taking a holistic approach, libraries can aid the movement to facilitate universal, affordable, quality education for the peoples of the world and ensure that institutions, faculty, funding agencies, and governments avoid pathways to open education that might prove detrimental to scholarship as well as to society as a whole.

Source and Full Text Available At


Tuesday, February 18, 2014

ALT Open Access Repository

The ALT Open Access Repository was developed as part of the wALTer project in conjunction with the establishment of the Online Learning Knowledge Garden by project partners Cranfield University.
wALTer is a repository start up project part funded by JISC under the JISC Repositories and Preservation Programme, the help of which is gratefully acknowledged. A key issue for the Learning Design sector is the skills and knowledge of new entrants to a rapidly growing professional body. In order to be effective, a resource base for such staff development requires frameworks both to support practice and for professional accreditation. This project aims to provide a resource base and supporting technologies to ensure effective support for e-learning professionals. It builds on a number of existing resources, bodies of knowledge and expertise, technologies and professional frameworks and provides the first stage in a planned evolution path for a growing sustainable resource base.


Source and Links Available At:

Friday, February 14, 2014

Breaking Boundaries > Broadening Access > OERs and MOOCs Webinar > February 20 2014 > Noon - 1:00 PM (ET)

This seminar will explore the role of technologies in increasing access to information and educational opportunities. It will engage particularly with the role of Open Educational Resources and Massive Open Online Courses (MOOCs) OER, MOOCs and the promise of broadening access to education

Speakers: Professor Grainne Conole, Dr Rebecca Eynon & Sarah Porter

Thursday 20th February 2014
Noon - 1:00 PM (ET)
9:00 - 10 AM (GMT)
Oxford Internet Institute

To attend: Please email your name and affiliation and the title of the seminar to or telephone +44 (0)1865 287210.

>>> To Be Live Streamed <<< 

This seminar will focus on the use of ICTs for increasing access to educational opportunities for people who have been traditionally excluded from them, paying particular attention to the movement around articulated around the so-called Open Educational Resources (OER) and Massive Online Open Courses (MOOCs).

About the Speakers

Professor Grainne Conole / Director of the Institute of Learning Innovation at the University of Leicester

Gráinne Conole is Professor of learning innovation at the University of Leicester. Her research interests include the use, integration and evaluation of Information and Communication Technologies and e-learning and the impact of technologies on organisational change. She regularly blogs on and her Twitter ID is @gconole. She has successfully secured funding from the EU, HEFCE, ESRC, JISC and commercial sponsors). She was awarded an HEA National Teaching Fellowship in 2012. And is also a fellow of EDEN and ASCILITE. She has published and presented over 1000 conference proceedings, workshops and articles, including the use and evaluation of learning technologies. She has recently published a Springer book entitled ‘Designing for learning in an open world.’

New open practices: the implications of OER and MOOCs for traditional educational institution

At the heart of the Open Educational Resource (OER) movement is the vision that education is a fundamental human right and that educational resources should therefore be freely available. Promoted by organisations such as UNESCO and the Hewlett Foundation, there are now hundreds of OER repositories worldwide. In recent years we have seen the emergence of Massive Open Online Courses (MOOC), which can be considered to be a structured mechanism for delivering OER, over a particular time period and through a structured learning pathway. The talk will highlight the key developments in OER and MOOC research. It will present a framework for benchmarking OER initiatives and developing a vision and roadmap for their future development, along with a new classification scheme for MOOCs.

Dr Rebecca Eynon / Senior Reserch Fellow at the OII and Lecturer in the Department of Education at the University of Oxford

Rebecca Eynon holds a joint academic post between the Oxford Internet Institute (OII) and the Department of Education at the University of Oxford. Since 2000 her research has focused on education, learning and inequalities, and she has carried out projects in a range of settings (higher education, schools and the home) and life stages (childhood, adolescence and late adulthood).

Rebecca is co-editor of Learning, Media and Technology and has published a number of academic articles, reports and conference papers. Her recent publications include Teenagers and Technology (Routledge, 2013). Her work has been supported by a range of funders including the EC, BECTA, the ESRC and the NominetTrust. She currently holds a British Academy Mid-Career Fellowship exploring the links between Internet use and social mobility in Britain.

Conceptualising interaction in MOOCs

While there has been a lot of attention about the potential for MOOCs to transform higher education, far less empirical research has been conducted that explores the experiences and behaviours of learners in these online settings. A particular strength of MOOCs is the potential for thousands of learners to come together to learn.  Understanding who interacts, how they interact, and why is an important part of understanding how learning may occur. This presentation aims to highlight the different ways in which people communicate and interact with one another in MOOCs, and how these interactions are related to learner characteristics, experiences and outcomes through the in-depth mixed method analysis of one case study MOOC. The findings discussed are those emerging from an ongoing study funded by the Bill and Melinda Gates foundation. See  for more details.

Source and Links Available At:

Saturday, January 25, 2014

The Future of Open Libraries: Open Educational Resources and the Universal Library Initiative


Institutions and non-profit organizations have produced open courseware initiatives and search engines for the use of their communities and the world at large. Libraries of all types have slowly begun to do the same. This paper discusses the current state of open educational resources and the potential of a universal over-arching initiative containing materials produced for and by libraries. The author discusses this initiative's potential materials, users, layout, and sustainability. The author concludes with the belief that granted the appropriate and adequate planning, funding and membership, this sort of initiative is plausible in the future.

Jessica Pryde / LIBR 287-05: The Open Movement and Libraries / San Jose State University School of Library and Information Science / Fall 2009

Full Text Available At:


Libraries, Institutions, and Open Educational Resources: Possible Connections?


The growing success of the Open Access movement is transforming how institutions view, manage, publish, and access their research outputs – irrespective of any local commitment to Open Access. In a similar manner the Open Educational movement may transform how institutions create, manage, and share learning materials. Open Educational Resources (OERs) are a catalyst for institutional change.


The growth of freely available learning materials from institutions around the world is, like Open Access, both an opportunity and a challenge for an institution. They offer the institution an opportunity to showcase their courses to potential students, enhance the reputation and visibility of the university among its peers and the general public, be seen to providing value for any public funding they receive by making knowledge more accessible, and promote a more flexible pattern of learning for enrolled students. They also, however, present challenges as the process of providing OERs is not straightforward and it accelerates the shift from understanding a university as a place where one goes to receive knowledge to understanding a university as a context for a community of learning in which students construct knowledge and a context for a student experience in which good facilities, pedagogy, and accreditation combine. If a student can access resources from many universities to support their learning, the quality of what a single institution adds to that content is crucial.


Source and Full Text Available At:


Open Educational Resources and Libraries: A Proposal

OER 10 > What Do Academic Libraries Have to Do With Open Educational Resources? Theme: Long Term Sustainability of Open Education Projects First Steps to Start Up


This paper will discuss the possible roles of academic libraries in promoting, supporting, and sustaining institutional Open Educational Resource initiatives. It will note areas in which  libraries or librarians have skills and knowledge that intersect with some of the needs of academic staff and students as they use and release OERs. It will also present the results of a brief survey of the views of some OER initiatives on the current and potential role of academic libraries


There are indentified points of contact between libraries and OER initiatives and ways in which they could collaborate to better support academic staff and students. This paper has sought to sketch out some ideas and report on a preliminary survey exploring the views and practice of OER initiatives in this area. It is clearly only the first stages of any investigation into the roles of libraries and there are some critical questions, outside the scope of this study, around the compatibility of teaching and library cultures and the differences in how teaching materials are found and used that would need to shape that future work. The survey results as they stand, however, demonstrate that there is some library involvement in OER initiatives and common areas of interest that a greater role for libraries is one route that could be explored in making OER initiatives more sustainable.

Roberston, R. John (2010). What do academic libraries have to do with Open Educational Resources? Theme: Long term sustainability of open education projects. In Open Ed 2010 Proceedings. Barcelona


Friday, January 24, 2014

Open Educational Resources (OER): Neue Herausforderungen für Bibliotheken = Open Educational Resources (OER): New Challenges for Libraries


The article introduces Open Educational Resources (OER) as a possible future field of activity for scientific libraries. In order to do so, it explains the basics of the OER-concept and presents the results of a survey concerning the participation of libraries and librarians in OER-projects which was conducted 2012 at the University of Strathclyde (Glasgow). The study comes to the conclusion, that libraries and librarians can yield important competences into OER-projects, though this is not well enough known by both, libraries and OER-projects. According to the author OER enables scientific libraries to participate in the academic educational process stronger than ever before. At the same time new challenges arise within the areas of awareness raising, metadata standards, OER-supply, OER-production and OER-management.

Jan Neumann / Bibliotheksdienst / Volume 47, Issue 11, Pages 805–819 / DOI: 10.1515/bd-2013-0094 / November 2013

Source Available At:

[Open Access Version Not Known] (01-24-14)

Online Schools > Guide to Open Access Journals

Traditionally, college students have spent long nights in campus libraries thumbing through leather bound volumes of academic journals and research reports. The importance of these publications has remained intact over the years, but most of today’s tech-savvy students opt to access this information using online databases.

These sites generally fall into two categories. Some databases require a paid subscription in order to access materials. In many cases, students who enroll at brick-and-mortar institutions are granted complimentary access to these sites while enrolled. Other sites, known as “open-access” databases, allow users to delve into journal entries free-of-charge. These sites are ideal for online students who would otherwise be required to foot the subscription bill themselves.

This guide looks at some of the most reputable open-access journal websites, as well as paid subscription databases that are still widely used by traditional college students.

The Core Open Access Journals

Open Access Journals by Subject

  • Business
  • Computer Science
  • Education
  • Engineering
  • Psychology

Source and Links Available At:


UNESCO/COL OER Knowledge Cloud

The UNESCO/COL OER Knowledge Cloud will greatly enhance research opportunities and access to knowledge and research on Open Educational Resources and related information by removing barriers, opening up scholarship and making research universally accessible.

The OER Knowledge Cloud has been established to identify, collect, preserve and disseminate available documents of enduring value to researchers, industry, government, scholars, writers, historians, journalists and informal learners.

Benefits of the OER Knowledge Cloud:

  • Powerful and efficient state-of-the-art searchable database;
  • Free access to research initiatives, data, and other information on all aspects of Open Educational Resources
  • Dedicated storage and management of a vast array of digital and other resources with professional database administration;
  • Up-to-date source on latest developments in the OER field;
  • Assistance in building research capacity in the region with the use of Gap Analysis to identify research overlap and gaps

Source and Search Available At:

SURF > Open Educational Resources Access to High-Quality Education for All > October 2011

SURF > Trend Report on Open Educational Resources > 2012

  • Introduction
  • Part A: The educational perspective on Open Educational Resources 
  • Article 1 - Does the phenomenon of Open Educational Resources lead to new didactic models? “It depends” 
  • Intermezzo 1 - OPAL shows the way towards Open Educational Practices (OEP) 
  • Article 2 - Integrating Open Educational Resources into the curriculum 
  • Article 3 - Facilitating lifelong learning with OpenU 
  • Intermezzo 3 - OER Glue 
  • Article 4 - Open Educational Resources from the student’s perspective 
  • Intermezzo 4 – MOOC: Massive Open Online Course 
  • Part B: The content-related perspective on Open Educational Resources 
  • Article 5 - Access, accessibility, and use of Open Educational Resources 
  • Intermezzo 5 - Web addresses of repositories and OER/OCW search engines 
  • Article 6 - Content curation: a new way of monitoring “The Truth”? 
  • Intermezzo 6 - Scoop-it (OER pages) 
  • Part C: The technological perspective on Open Educational Resources
  • Article 7 - OER platforms 
  • Intermezzo 7 - peer2peer university 
  • Part D: The organisational perspective on Open Educational Resources 
  • Article 8 - Open Educational Resources in the Netherlands: Whither and Why? 
  • Intermezzo 8 – OER Commons
  • Article 9 - Open Educational Resources and “business models” 
  • Intermezzo 9 - OLnet evidence hub 
  • Article 10 - The love-hate relationship between OER and copyright.
  • Intermezzo 10 - The role of UNESCO 
  • Article 11 - The LOGIC of national strategies for Open Educational Resources 
  • Intermezzo 11 – The OpenCourseWare Consortium 
  • Article 12 - An international perspective on OCW 
  • Intermezzo 12 – COL: Commonwealth of Learning 
  • Appendix 1: Current reports on OER/OCW 
Source and Full Text Available At:


SURF > Trend Report: Open Educational Resources > 2013

  • Open textbooks: trends and opportunities
  • OER and informal learning
  • MOOCs: trends and opportunities for higher education
  • Evaluation and certification of open educational resources
  • Opening up education
  • New role for libraries in content curation
  • Mobile devices and apps as accelerators for OER
  • Open buffet of higher education
  • Trends In business models for open educational resources and open education
  • An international perspective on OER: the influence of IGOs on the OER movement
  • Learning paths and OER: trends and opportunities
  • The Human factor in the adoption of OER: what determines readiness to share?
  • Ecosystems for open education: trends and opportunities
  • Learning analytics: the right content for the right student
  • OER, open access and publishers: trends, opportunities, and threats

Source and Full Text Available At:


Tuesday, January 21, 2014

OER13 > Academic: Libraries and the OER Movement: The Need for Awareness, Understanding, and Collaboration

OER13 Logo

Gema Bueno-de-la-Fuente, Ph.D., Assistant Professor, LIS Department, University Carlos III of Madrid


Universities are facing an extremely changing and challenging environment: the information is available everywhere, for anyone, and for free; self-learning and collaborative learning are gaining traction; and new models of teaching, learning and accreditation are emerging, hitting the current educational systems. Many universities around the world are coping with this situation allying with the ‘threat’. They offer their contents as OER, including complete courses’ content as OCW, or even as MOOCs. This trend is quickly spreading all over the world, as many prestigious universities are launching their own initiatives or joining already established ones, proving their strategic value for gaining impact, attracting students, and even have a return of investment through formal accreditation of open courses.

At universities, academic libraries are committed to support research, teaching and learning activities, improving user’s access to scholarly and educational content. With that aim in mind, they should regularly create collections of learning and teaching materials. Therefore, they are called to play a key role at the selection and management of OER. Libraries have already a long expertise in many of the activities required by OER initiatives, thus their involvement would be of great benefit, even if they still have to develop or improve some specific skills related to the creation, management and promotion of OER (Bueno-de-la-Fuente, Robertson & Boon, 2012). Nevertheless, their importance for the OER movement has not been widely recognized at the same level as for Open Access to science or data. The Library and their librarians are well valued by those OER initiatives where they are already engaged with, though their involvement is still not widespread. A significant lack of awareness exists both from OER initiatives with regards to library activities and from the libraries about the resources released by OER initiatives. Furthermmore, academics themselves are not recognising the importance of OER as a source of information for their students, as part of the digital resources’ collection that Libraries maintain. There is a clear need of promoting and building awareness among stakeholders, highlighting the expertise and competencies of libraries and librarians and their key role as OER advocates within and out-with their institutions.

Moreover, libraries, libraries associations, and LIS education institutions, should take on the development of the skills that librarians need to better support OER initiatives, designing and offering training programs and improving syllabus. This paper describes our research in these context, with a twofold objective: on the one hand, the identification and systematization of a set of skills relevant to OER initiatives, where libraries/librarians can offer their expertise on, then designing a promotion and awareness campaign addressed to all the stakeholders; on the other hand, the identification of those tasks useful for OER initiatives, for which libraries/librarians have still to develop or improve their expertise on, demonstrating the need for updating LIS academic and training programs, and finally, designing a MOOC on OER for librarians as a response to the current needs of this professional body that will ultimately impact on the success of the OER movement.

Source and Link Available At:


A/V Available At:


A Day in the Life of an “OER Librarian”

OK, so “OER Librarian” is a bit of a stretch – much as I might secretly harbour a desire to be a librarian, I don’t even play one on TV. But recently I was asked to help find some suitable Open Textbook alternatives for a collaborative program in ICT here in BC, and I wanted to reflect on this process and this potential role of “OER Librarian.”


Source Available At:


OER Library Services Manager > California State University > Sonoma State University



Chancellor's Office Statement
Join our team at the California State University, Office of the Chancellor, and make a difference in providing access to higher education. We are currently seeking experienced candidates for the position of OER Library Services Manager. The CSU Chancellor's Office, is the headquarters for the nation's largest and most diverse system of higher education. The CSU Chancellor's Office offers a premium benefit package that includes outstanding vacation, health, and dental plans; a fee waiver education program; membership in the California Public Employees Retirement System (PERS); and 14 paid holidays a year.

This position will be based on the Sonoma State University campus.


Commensurate with qualifications and experience.

Position Information 

The California State University, Office of the Chancellor is seeking an OER Library Services Manager to provide management and operational support to implement the California Open Education Initiative. The position will build a comprehensive 'showcase' collection of open textbooks including information about how and why other faculty around the US and CA are using open textbooks to teach their courses successfully.

This is a part time, temporary position with benefits.


Under general supervision of the Assistant Vice Chancellor, Academic Technology Services, the OER Library Services Manager will: manage the communications and collaboration between the California Open Education Resources Council (COERC) and the California Open Online Library for Education (COOLforEd) teams; manage and implement the development of the COOLforEd Showcase collection of open textbooks and the development of the adoption and pedagogical metadata using MERLOT's open educational services; collaborate with faculty and institutions in North America primarily to create teaching ePortfolios of their adoption of open textbooks; conduct meetings as needed to assess progress and share best practices; track progress of CCC, CSU, and UC programs in collaboration with COERC; communicate and facilitate participation with stakeholders to ensure implementation of initiative; write reports summarizing progress and outcomes of the initiative and document the financial savings realized by students; and identify exemplary practices, evaluating their impact, and developing and implementing systemwide programs to share and scale them.


This position requires a Master's Degree (or equivalent combination of education and experience); three years' experience in outreach and providing support for faculty adopting open education resources; experience working with library staff, services, and technologies to provide academic content services to students and faculty; extensive knowledge of trends in the field such as technology, online teaching, accessibility, and open educational resources; demonstrated collaborative approach to problem solving and excellent communication skills; considerable experience working on cross functional teams in industry and/or system-level academic technology projects and services; demonstrated ability to use web-based technologies that are part of digital libraries and web-authoring tools; ability to travel across California as required for the collaborative activities between the CSU, CCC, and UC.

Desired Qualifications and Experience 

Experience working on accessibility services for electronic information resources used for university instruction; and experience improving teaching and learning through the integration of academic technology into the curriculum

Application Period 

Resumes will be accepted until January 2, 2014 or until job posting is removed.


Source and Links Available At:


Library-Led Open Education Resources Initiatives: Strategies for Engaging Faculty > Michigan Library Association > May 16-17 2013

EBLIB7 > OER and Academic Libraries

OER13 > Libraries, OA Research and OER: Towards Symbiosis?

OER 13 > Academic Libraries and the OER Movement

Monday, January 20, 2014

The Critical Role of Librarians in OER Adoptions

Open Sharing, Global Benefits: What, Why, Who of OER and How Libraries Can Lead

Open Education And Libraries

OER and Solving the Textbook Cost Crisis

A/V Available > Webinar > Libraries Lead the Way: Open Courses, Open Educational Resources, and Open Policies > October 2 2013 > 3:00 PM

Please join the Community College Consortium for Open Educational Resources (CCCOER) on Wed, Oct 2, noon Pacific American Library Collection(3:00 pm EST) for a free, open webinar on how libraries are leading the way with Open Courses, Open Educational Resources, and Open Policies.  Three leaders who support students, faculty, and colleges through open educational policy and practice will be featured.

Dr. Patricia Profeta, Dean of Learning Resources at Indian River State College will share how she and other Florida State College librarians have developed open courses on information literacy and internet search to prepare students for college-level research.  These courses have been published in Florida’s Orange Grove repository with a Creative Commons license.

Donna Okubo, Senior Manager of Community Outreach and Advocacy, at Public Library of Science  (PLoS) will share their amazing collection of open science resources and journals that you can use in the classroom at your college.  PLoS has implemented a new publishing model to support scholarly authorship and allow public access to the peer-reviewed results.

Nicole Allen, OER Program Director at, Scholarly Publishing and Academic Resources Coalition (SPARC) of the Academic and Research Library (ARL) will share SPARC’s plan to broadens its advocacy from open research to include all open educational resources (OER).   Working with college libraries to extend their copyright expertise to include open policies is a critical component.







Making Higher Education More Affordable, One Course Reading at a Time: Academic Libraries as Key Advocates for Open Access Textbooks and Educational Resources


Open access textbooks (OATs) and educational resources (OERs) are being lauded as a viable alternative to costly print textbooks. Some academic libraries are joining the OER movement by creating guides to open repositories. Others are promoting OATs and OERs, reviewing them, and even helping to create them. This article analyzes how academic libraries are currently engaged in open access textbook and OER initiatives. By drawing on examples of library initiatives across the United States, the author illustrates how libraries are facilitating the adoption and implementation of these affordable resources.




[Open Access Version Not Known] (01-20-14)

Finding Free and Open Access Resources: A Value-Added Service for Patrons


Academic libraries are eager to orient patrons to free and open access materials in their databases, digital repositories, and Web sites. These materials include journal literature, textbooks, and open educational resources. Discovery of open access content has been improved by catalogs that index open metadata and link resolvers that point to quality Internet resources. Librarians and staff save patrons time and money by helping them find open course materials and scholarly works, and the library benefits from reduced subscription costs and by promoting local intellectual capital. Nevertheless, finding these materials is still a challenge.


Martin, R.A. 2010, “Finding free and open access resources: a value-added service for patrons”, Journal of  Interlibrary Loan, Document Delivery & Electronic Reserve, vol. 20, no. 3, pp. 189-200.



[Open Access Version Not Know] (01-20-13)

Exploring the E-Resources for Educational Use


This paper deals with the electronic resources (e-resources) and their different types. The information seeking behavior of students, researchers and faculty in the e-environment are discussed in detail. Explored the open educational resources (OER) created by different organizations are emphasized for open access. Open courseware (OCW), which is available in
audio-visual and textual OER are given examples in this paper. Role of library professionals for making the e-resources available to different types of user community is discussed in detail. Impact of students towards e-resources is given with the evaluation of them. It has been concluded that e-resources helps for anytime availability and easy to access, which helps for the researchers to carry out the research on time.

International Journal of Information Dissemination and Technology | October-December 2011 | Vol.1 | Issue 4 | 193-196 |

Source and Full Available at


Saturday, January 18, 2014

OASIS > Open Access Scholarly Information Sourcebook

OASIS aims to provide an authoritative ‘sourcebook’ on Open Access, covering the concept, principles, advantages, approaches and means to achieving it. The site highlights developments and initiatives from around the world, with links to diverse additional resources and case studies. As such, it is a community-building as much as a resource-building exercise. Users are encouraged to share and download the resources provided, and to modify and customize them for local use. Open Access is evolving, and we invite the growing world-wide community to take part in this exciting global movement.

Resources > Briefing Papers / Guides and Overviews / Video / Presentations / The Open Access Map / Open Access Tracking Project / News From The Community

Source and Links Available At:


Saturday, January 11, 2014

OER MOOC > August 9th – September 22nd 2013 > Enrollment Closed > But ...


Learn about the OER MOOC

The Open Education Resources is a 4 week online program designed to enhance knowledge about OERs and to equip for effective use and adopt OERs in ones programs as well as to be able to create your own OERs and contribute to the pool of OER resources. The nominal duration for completing this course is 4 weeks. However, because of the nature of this program which allows flexibility and personalisation, participants may take another 2 weeks if they so wish to complete the course. This MOOC is designed to help impart the knowledge and develop the skills needed to be successful in learning from OERs or teaching the chosen subject to post secondary students and life-long learners using OERs. MOOC after OER include access to colleagues and discussion forums with other MOOC participants centered upon common interests and pursuits.


LO1: Become informed of the various OERs, their different sources and the skills of searching and inclusion of OERs in educational programs.
LO2: Able to search for open licensed materials and create OERs.
LO3: Appreciate the significance of OERs Open Licenses in the evolution of copyright law and how new licensing regimes such as 'creative commons' become a game changer in education.
LO4: Will be able to develop a sample OER related to his/her field of expertise.

What do we expect of the learners

In order to receive the maximum benefits from this course, participants should....
  • dedicate focused time towards learning
  • participate in discussions
  • be active learners
  • share their ideas and experiences
Course Overview

The OER MOOC’ comprises 4 modules. All these modules have a nominal duration of one week, each module being structured as 5 sessions, which may be seen as a daily action plan for systematic and regular participation in learning and have similar components including:
  • Introductory Text based materials
  • Introductory Video
  • Lecture Presentations
  • Blog posts for learning materials
  • Tweets from time to time
  • A resource base of links to relevant resources
Each module takes approximately 4-5 hours, depending on ability and engagement with online materials. The indicative themes for the 4 modules is as follows:

Module 1 - The OER movement:
Session 1.1: The story of OERs (a disruptive innovation) and its aspirations
Session 1.2: Introduction to Licensing: Copyright and Creative Commons
Session 1.3: Taxonomy / Classification/ Tagging of OERs
Session 1.4: Sources of Resources for OERs
Session 1.5: OERs OERs in India and other regions (Asia, Europe, Africa and Americas)

Module 2 - Learning from OERs:
Session 2.1: A survey of learning tools and learning opportunities with OERs
Session 2.2: How to choose an appropriate OER?
Session 2.3: Requisite learner skills set for learning from an OER
Session 2.4: Recognition of learning from OERs
Session 2.5: Augmenting the learning environment with OERs and Educational Games

Module 3 - Effective Teaching with OERs:
Session 3.1: Instructional design considerations for an OER
Session 3.2: Assessment of suitability , and adopting of an OER in a learning context
Session 3.3: Monitoring the impact of OER on a course and measuring its success
Session 3.4: Licensing: copy right and creative commons
Session 3.5: Developing an OER for a specific learning context and Contributing to an OER Repository

Module 4 - OERs and Education Providers :
Session 4.1: Policy imperatives driving OERs
Session 4.2: OERs as an economic value proposition
Session 4.3: Models of adoption of OERs: Global Case Studies
Session 4.4: Developing Institutional OER adoption plans
Session 4.5: Beyond OERs: What next?



Prof. Sanjay Jasola, Dr. Ramesh C. Sharma and Dr. Nellie Deutsch
> Cost: FREE <

This course is closed for further enrollments. Send us an email at for notification of when this course will be offered.