Canadaoer September 2022

canadaoer@lists.bccampus.ca

5 participants
6 discussions

CFP: The place of teaching in academic librarians' work - due Dec. 20

by Emily Carlisle-Johnston

The Canadian Journal of Academic Librarianship (CJAL) invites submissions to our special issue on the place of teaching in academic librarians’ work. CJAL is an open access, peer-reviewed journal published by the Canadian Association of Professional Academic Librarians (CAPAL). "Librarians teach. It might not be what we planned to do when we entered the profession, or it may have been our secret hope all along. Either way, we teach." (Oakleaf et al. 2012, 6) Teaching has become a core activity in academic libraries over the last decades, but librarians may find their teaching role to be a complicated one. Formal instruction largely began in the 1960s and 1970s as a grassroots movement led by librarians rather than library administrators or library schools (Mellon 1987), and some librarians still feel their library administrations do not understand or value their teaching. New librarians may still feel their education has left them unprepared for teaching. At the same time, some administrations are now creating dedicated teaching units and high-level administrative positions focused on teaching and learning, as well as providing greater support for learning to teach. Many librarians identify as teachers or educators as well as librarians, but may not consider themselves as teachers in the same way as faculty, and may not consistently define their work as teaching (Davis, Lundstrom, and Martin 2011). Some may feel anxious or ambiguous about the role (Lundstrom, Fagerheim, and Van Geen 2021; Mattson, Kirker, Oberlies, and Byrd 2017). We invite authors to contribute to these ongoing conversations by submitting proposals for inclusion in this special issue of CJAL. Both big picture and narrow focus on specific contexts/topics are welcome, including conceptual pieces, empirical studies, and case studies of practice. Authors interested in participating are asked to submit a proposal (maximum 800 words plus bibliography) as an email attachment (Word document or PDF) to can.j.acad.lib(a)gmail.com by December 20, 2022. For more information, please see the full CFP on the CJAL website: https://cjal.ca/index.php/capal/announcement/view/872. -- La Revue canadienne de bibliothéconomie universitaire (RCBA) invite des soumissions de propositions pour son numéro spécial sur la place de l'enseignement dans le travail des bibliothécaires universitaires. La RCBA est une revue en libre accès, évaluée par des pairs et publiée par l'Association canadienne des bibliothécaires universitaires professionnels (CAPAL). "Les bibliothécaires enseignent. Ce n'était peut-être pas ce que nous avions prévu de faire lorsque nous sommes entré.e.s dans la profession, ou c'était peut-être notre espoir secret depuis le début. D'une manière ou d'une autre, nous enseignons." (Oakleaf et coll. 2012, 6) L'enseignement est devenu une activité centrale dans les bibliothèques universitaires au cours des dernières décennies, mais les bibliothécaires peuvent trouver leur rôle d'enseignant.e compliqué. L'enseignement formel a commencé en grande partie dans les années 1960 et 1970 en tant que mouvement populaire dirigé par des bibliothécaires plutôt que par des administrateurs de bibliothèque ou des écoles de bibliothéconomie (Mellon 1987), et certain.e.s bibliothécaires ont encore l'impression que leurs administrations de bibliothèque ne comprennent pas ou n'apprécient pas leur rôle en enseignement. Les nouveaux bibliothécaires peuvent encore avoir l'impression que leur éducation les a laissé.e.s mal préparé.e.s pour enseigner. Parallèlement, certaines administrations créent désormais des unités d'enseignement dédiées et des postes administratifs de haut niveau axés sur l'enseignement et l'apprentissage, ainsi qu'un soutien accru à l'apprentissage de le pédagogie. De nombreux bibliothécaires s'identifient comme enseignant.e.s ou éducatrices.teurs ainsi que bibliothécaires, mais peuvent ne pas se considérer comme enseignant.e.s de la même manière que les professeur.e.s et peuvent ne pas définir systématiquement leur travail comme de l' enseignement (Davis, Landsturm et Martin 2011). Certains peuvent se sentir anxieuses.eux ou ambigu.e.s quant au rôle (Landsturm, Fagerheim et Van Geen 2021 ; Mattson, Kirker, Oberlies et Byrd 2017). Nous invitons les auteurs à contribuer à ces conversations en cours en soumettant des propositions à inclure dans ce numéro spécial de CJAL. Les auteurs sont les bienvenus, qu'ils aient une vue d'ensemble ou qu'ils se concentrent sur des contextes/sujets spécifiques, y compris les articles conceptuels, les études empiriques et les études de cas pratiques. Les auteur.e.s intéressé.e.s à participer sont invité.e.s à soumettre une proposition (maximum 800 mots plus bibliographie) en pièce jointe (document Word ou PDF) à can.j.acad.lib(a)gmail.com d'ici le 20 décembre 2022. Pour plus d'informations, veuillez consulter l’appel de proposition complet sur le site du CJAL: https://cjal.ca/index.php/capal/announcement/view/872. -- Emily Carlisle-Johnston (she/her), MLIS Research and Scholarly Communication Librarian University of Western Ontario London, ON, Canada p. 519-661-2111 ext. 84382

2 years, 4 months

Call for Authors: OER and Tenure and Promotion Case Studies

by Amanda Coolidge (she/her)

Dear Open Education Colleagues: The DOERS3 Collaborative<https://www.doers3.org/>, building on its previous work with the DOERS3 OER Contributions Matrix<https://www.doers3.org/tenure-and-promotion.html>, seeks authors for a book-length project<https://www.doers3.org/tandpcallforauthors.html> centered around valuing open education work in the tenure, promotion, and reappointment process. To that end, we are interested in case studies written by faculty, staff, and administrators detailing their experiences trying to appropriately value OER and open educational work in that process. A critical part of sustaining OER and open educational practices in higher education is recognizing the contributions by instructors who create and improve OER as part of their professional work. By collecting case studies from those who have experience, DOERS3 seeks to provide as many examples from as many types of institutions as possible so that those looking for answers to this problem can find solutions that speak to their particular issues. The goal of this project is to ultimately be the first stop for anyone asking, “How can I make open education work count toward the job security of myself and others?” DOERS3 seeks abstracts of no more than 250 words for potential case studies by 10/24/22. Case study authors will be compensated for their work and all accepted submissions will be peer reviewed. For more details and a link for abstract submission, see the full Call for Authors.<https://www.doers3.org/tandpcallforauthors.html> Thank you! Amanda Coolidge -------------- My working hours may be different to yours. Please do not feel obligated to reply outside of yours. Amanda Coolidge, MEd [she/her] Hear my name<https://namedrop.io/amandacoolidge> Executive Director (interim), BCcampus [Logo Description automatically generated with medium confidence] BCcampus acknowledges the səl̓ilwətaɁɬ təməxʷ (Tsleil-Waututh), Skwxwú7mesh-ulh Temíx̱w (Squamish), xʷməθkʷəy̓əm (Musqueam), W̱SÁNEĆ (Saanich), and the Esquimalt and Songhees Nations of the Lək̓ʷəŋən (Lekwungen) Peoples, on whose traditional territories we are privileged to live, work, and play. Cell: 250 818 4592 • Email: acoolidge(a)bccampus.ca<mailto:acoolidge@bccampus.ca> Twitter: @acoolidge <http://www.twitter.com/acoolidge> • LinkedIn: amandacoolidge<https://www.linkedin.com/in/amandacoolidge/> Learning. Doing. Leading. BCcampus.ca<https://bccampus.ca/> • @BCcampus<https://twitter.com/BCcampus> • #BCcampus<https://twitter.com/hashtag/BCcampus?src=hash>

2 years, 6 months

CDLRA Fall National Survey

by Arianna Cheveldave

This message is sent on behalf of Dr. Nicole Johnson of the Canadian Digital Learning Research Association (CDLRA). ** Dear colleagues, We invite you to participate in the 2022 National Survey of Online and Digital Learning<https://bayviewanalytics.qualtrics.com/jfe/form/SV_6Pz4N3ImseNwT4i> conducted by the Canadian Digital Learning Research Association. Administrators, teaching and learning leaders, and faculty at Canadian post-secondary institutions are all eligible to participate.<https://bayviewanalytics.qualtrics.com/jfe/form/SV_6Pz4N3ImseNwT4i> The purpose of the 2022 National Survey of Online and Digital Learning is to explore key issues in digital learning and to assess the impacts of the COVID-19 pandemic on digital learning at publicly funded post-secondary institutions in Canada. Please complete and submit the survey no later than October 28, 2022. If you have any questions or would like more information about the changes we’ve made to our surveys for 2022, please contact Dr. Nicole Johnson, CDLRA Executive Director, at nicole.johnson(a)cdlra-acrfl.ca or 604-825-0582. Sincerely, Dr. Nicole Johnson Executive Director Canadian Digital Learning Research Association nicole.johnson(a)cdlra-acrfl.ca 604-825-0582 P.S. All of our responses are kept confidential, and we are not able to share information about other individuals at your institution who have completed the survey or who have been sent invitations to participate. Read more here: Information on the 2022 Fall National Survey of Online and Digital Learning [PDF]<http://www.cdlra-acrfl.ca/wp-content/uploads/2022/09/CDLRA-2022-Fall-Nation…>.

2 years, 7 months

Survey of Academic Librarian’s perception of Open Educational Resources (OER)

by Yingqi Tang

Hello, We invite you to participate in a study of Academic Librarian’s perception of Open Educational Resources (OER). The purpose of this study is to learn your experience with using OER in your daily work as well as the self-efficacy, attitude, and intention of use towards OER. These findings will help us to better understand the current status of OER in academic libraries. We plan to present these results at a conference and submit it for a scholarly publication. The survey is Web-based and is expected to take about 5 minutes to complete. Please offer your unbiased view and be assured that your replies will remain anonymous and will only be reported in aggregate. Click here to start the survey: https://forms.gle/jvjAJpcsHosaah8P7 Thank you in advance. Your time and insight are highly valued. Best regards, Yingqi Yingqi Tang, Professor (she/her/hers) Distance Education/Electronic Resources Manager Houston Cole Library Jacksonville State University 700 Pelham Rd. N Jacksonville, AL 36265-1602 Tel: (256) 782-5757 Fax: (256) 782-5872 https://libguides.jsu.edu/offcampus

2 years, 7 months

Correction to new open resource from University of Regina

by Open Textbooks

Hi everyone, The announcement from the University of Regina had some missing links. Here is what the links should have been for all the resources. 1. Cree Dictionary of Mathematics Terms with Visual Examples: This resource provides Cree equivalents of 176 mathematics terms and their definition in English. The visual examples mainly contain Indigenous elements. The Dictionary was reviewed by Elders, Indigenous Knowledge Keepers and Cree-speaking educators. The resource can be accessed at the link https://opentextbooks.uregina.ca/creemathdictionary/ [https://opentextbooks.uregina.ca/creemathdictionary/] 2. An Introduction to Geological Field Trips: Case Study Avonlea Badlands, Saskatchewan: This resource emerged out of the passion of a few people for fieldwork. During the COVID-19 pandemic, there was a real need to replace actual field trips - forbidden during the pandemic - with something else that will give students a taste of fieldwork. More than being the conclusion, this project wants to be the inspiration that will carry the student out of the classroom and into the field. The resource can be accessed at the link https://opentextbooks.uregina.ca/geology240labmanual/ [https://opentextbooks.uregina.ca/geology240labmanual/] 3. Computer Science Lab Updates CS 100: CS100 covers the basics of computer literacy, managing files, spreadsheets and website design for non-programmers. Note that this resource is an openly licensed webpage. The resource can be accessed at the link http://www2.cs.uregina.ca/~cs100/. [http://www2.cs.uregina.ca/~cs100/] 4. Computer Science Lab Updates CS 110: CS110 provides an introduction to the C++ programming language, problem solving, running, testing, and debugging code, and other foundational skills required by all programmers. As is the case in the previous resource, this is an openly licensed webpage. The resource can be accessed at the following link https://www.cs.uregina.ca/Links/class-info/110/OER2022/index.php [https://www.cs.uregina.ca/Links/class-info/110/OER2022/index.php] Regards, Isaac Mulolani (he/him) Open Education & Publishing Program Manager Center for Teaching and Learning University of Regina 3737 Wascana Parkway Regina SK S4S 0A2 OER Website: https://www.uregina.ca/oer-publishing/index.html [https://www.uregina.ca/oer-publishing/index.html] Pressbooks: https://opentextbooks.uregina.ca/ [https://opentextbooks.uregina.ca/]

2 years, 7 months

New open resources from University of Regina

by Open Textbooks

Good morning, The OER Program at the University of Regina is pleased to announce the publication of the following resources: Cree Dictionary of Mathematics Terms with Visual Examples This resource provides Cree equivalents of 176 mathematics terms and their definition in English. The visual examples mainly contain Indigenous elements. The Dictionary was reviewed by Elders, Indigenous Knowledge Keepers and Cree-speaking educators. The resource can be accessed at the link https://opentextbooks.uregina.ca/creemathdictionary/ [https://opentextbooks.uregina.ca/creemathdictionary/] An Introduction to Geological Field Trips: Case Study Avonlea Badlands, Saskatchewan This resource emerged out of the passion of a few people for fieldwork. During the COVID-19 pandemic, there was a real need to replace actual field trips - forbidden during the pandemic - with something else that will give students a taste of fieldwork. More than being the conclusion, this project wants to be the inspiration that will carry the student out of the classroom and into the field. The resource can be accessed at the link https://opentextbooks.uregina.ca/geology240labmanual/. [https://opentextbooks.uregina.ca/creemathdictionary/] Computer Science Lab Update CS 100 CS100 covers the basics of computer literacy, managing files, spreadsheets and website design for non-programmers. Note that this resource is an openly licensed webpage. The resource can be accessed at the link http://www2.cs.uregina.ca/~cs100/ [https://opentextbooks.uregina.ca/creemathdictionary/] Computer Science Lab Updates CS 110 CS110 Provides an introduction to the C++ programming language, problem solving, running, testing, and debugging code, and other foundational skills required by all programmers. As in the case of the previous resource, this is an openly licensed webpage. The resource can be accessed at the following link https://www.cs.uregina.ca/Links/class-info/110/OER2022/index.php [https://opentextbooks.uregina.ca/creemathdictionary/] Regards, Isaac Mulolani (he/him) Open Education & Publishing Program Manager Center for Teaching and Learning University of Regina 3737 Wascana Parkway Regina SK S4S 0A2 OER Website: https://www.uregina.ca/oer-publishing/index.html [https://www.uregina.ca/oer-publishing/index.html] Pressbooks: https://opentextbooks.uregina.ca/ [https://opentextbooks.uregina.ca/]

2 years, 7 months

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Canadaoer September 2022