tag:open.umn.edu,2005:/oen/blog/categories/pub101Open Education Network Blog - Pub1012024-03-22T20:50:11Zhttps://open.umn.edu/assets/common/favicon/favicon-1594c2156c95ca22b1a0d803d547e5892bb0e351f682be842d64927ecda092e7.icohttps://open.umn.edu/assets/common/oen_logo-8333e15dfea29982154feac5548a2c83e2deb688d477f3e84686d42ad1e57fb2.pngtag:open.umn.edu,2005:Spina::Blog::Post/1062024-03-22T21:14:03Z2024-03-22T21:18:51ZPub101: Spring 2024 Cohort to Inform Faculty Version<div><br><br>The Pub101 spring 2024 cohort begins April 10, engaging Open Education Network (OEN) members in our community’s free, friendly orientation to open textbook publishing for the sixth consecutive year. Created for librarians, instructional designers, and all OEN members who support authors, Pub101 provides a relaxed opportunity to learn from colleagues who have open textbook publishing experience.</div><div><br> <figure data-trix-attachment="{"content":"<span class=\"trix-attachment-spina-image\" data-label=\"Alt text\">\n <img src=\"https://open.umn.edu/rails/active_storage/representations/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTEzOTUsInB1ciI6ImJsb2JfaWQifX0=--cbd3a73f3cee14425430ba1d2a74b6dea621ed27/eyJfcmFpbHMiOnsiZGF0YSI6eyJmb3JtYXQiOiJwbmciLCJyZXNpemVfdG9fbGltaXQiOlsyMDAwLDIwMDBdfSwicHVyIjoidmFyaWF0aW9uIn19--514c9527d7d16ef1a3a81d1d4692702c1b1ab684/Pub101-1.png\" />\n </span>","contentType":"Spina::Image"}" data-trix-content-type="Spina::Image" class="attachment attachment--content"><span class="trix-attachment-spina-image" data-label="Alt text">
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</span><figcaption class="attachment__caption"></figcaption></figure><br><br><br></div><h2>Pub101 Today and Tomorrow</h2><div>The weekly spring Pub101 synchronous sessions complement an <a href="https://canvas.umn.edu/courses/377173">asynchronous curriculum</a> that covers key topics and highlights existing templates and resources. Together, the Pub101 experience offers an informal, supportive environment that improves participants’ abilities to:</div><ul><li>Identify key elements of an open textbook.</li><li>Evaluate their capacity to support OER publishing. </li><li>Select which publishing program services may work for their local context.</li><li>Apply project management methods and strategies for communicating with authors.</li><li>Practice compassion and self-care when taking on publishing responsibilities.</li></ul><div>In addition, this year’s participants are invited to help shape an upcoming adaptation of Pub101 for a faculty audience.<br><br></div><div><br><br></div><h2>Pub101 for Faculty Authors</h2><div><em>Pub101 for Faculty, </em>currently in development, will be an adaptation of the existing Pub101 curriculum. While the current version is for a librarian audience, the revised version will be for a faculty audience. </div><div><br></div><div>“Our goal is twofold,” said Karen Lauritsen, OEN’s senior director, publishing. “First, we want to support authors who are at institutions where resources are stretched thin. They may want to create an open textbook, but not have local support or guidance. Second, we want to offer librarians options. If they have a lot on their plate and want the OEN’s help informing and preparing faculty for writing OER, they can send them to Pub101 in the future.”</div><div><br></div><div>For the past several months, Lauritsen and Pub101 Committee Chair Amanda Larson have been collaborating with committee members to envision outcomes for this 2025 offering. </div><div><br></div><div>Committee members working toward Pub101 for faculty are: </div><ul><li>Heather Caprette of Cleveland State University</li><li>Melissa Chim of Excelsior University</li><li>Micah Gjeltema of the University of Minnesota</li><li>Cindy Gruwell of University of West Florida</li><li>Jessica McClean of University of Texas at Arlington Libraries</li><li>Kelly Smith of Eastern Kentucky University Libraries.</li></ul><div> <figure data-trix-attachment="{"content":"<span class=\"trix-attachment-spina-image\" data-label=\"Alt text\">\n <img src=\"https://open.umn.edu/rails/active_storage/representations/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTE0MDUsInB1ciI6ImJsb2JfaWQifX0=--64d0e9dbd71cbef437aaa6d599f7713224e44593/eyJfcmFpbHMiOnsiZGF0YSI6eyJmb3JtYXQiOiJwbmciLCJyZXNpemVfdG9fbGltaXQiOlsyMDAwLDIwMDBdfSwicHVyIjoidmFyaWF0aW9uIn19--514c9527d7d16ef1a3a81d1d4692702c1b1ab684/Pub101-2.png\" />\n </span>","contentType":"Spina::Image"}" data-trix-content-type="Spina::Image" class="attachment attachment--content"><span class="trix-attachment-spina-image" data-label="Alt text">
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</span><figcaption class="attachment__caption"></figcaption></figure><br><br></div><h2>Librarians Know </h2><div>Many librarians and staff are familiar with the struggles inherent to publishing. Sharing what they know about faculty pain points will enable the committee to refine and equip <em>Pub101 for Faculty</em> to better serve participants.</div><div><br></div><div>Larson, an affordable learning instructional consultant at The Ohio State University, identified the opportunity to gain this important input regarding faculty publishing concerns, questions, and challenges by talking with the upcoming spring cohort.</div><div><br></div><div>“It’s paramount to me that Pub101 remains a community-driven endeavor,” Larson said. “Who better to glean insights from than our very own community before embarking on building a version of Pub101 for faculty authors? Either they’re already doing this work day in and day out, or are just starting and have important questions about how they should handle faculty publishing concerns.”</div><div><br></div><div>The committee members, who take turns hosting Pub101 sessions, plan to ask the cohort, “What do you want your faculty to know about publishing?” or “What would you like to see in the faculty version of Pub101?” among other questions. Their responses will inform the Pub101 for Faculty redesign.</div><div><br></div><div>Heather Caprette has served on the Pub101 Committee since 2021 and currently works as a senior media developer/instructional designer at Cleveland State University.<br><br></div><div>“Pub101 is an excellent starting place for librarians, instructional designers, and staff helping faculty authors of OER,” she observes. “I know from working with faculty and supporting their professional development over the last two decades, that they will have questions about technology and tools for authoring.”<br><br></div><div>Caprette says that Pub101 for Faculty will point participants to online resources and professional development opportunities to familiarize them with OER authoring tools and may also provide them with ideas for open pedagogy. “I look forward to hearing the community’s ideas about the publishing needs of faculty around the world,” she said.<br><br><br><br></div><div> <figure data-trix-attachment="{"content":"<span class=\"trix-attachment-spina-image\" data-label=\"Alt text\">\n <img src=\"https://open.umn.edu/rails/active_storage/representations/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTEzOTcsInB1ciI6ImJsb2JfaWQifX0=--e498839e99031e72f5bf9a04a98f0ef5f88dfa55/eyJfcmFpbHMiOnsiZGF0YSI6eyJmb3JtYXQiOiJwbmciLCJyZXNpemVfdG9fbGltaXQiOlsyMDAwLDIwMDBdfSwicHVyIjoidmFyaWF0aW9uIn19--514c9527d7d16ef1a3a81d1d4692702c1b1ab684/Pub101-3.png\" />\n </span>","contentType":"Spina::Image"}" data-trix-content-type="Spina::Image" class="attachment attachment--content"><span class="trix-attachment-spina-image" data-label="Alt text">
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</span><figcaption class="attachment__caption"></figcaption></figure><br><br><br></div><h2>Spring 2024 Sign Up </h2><div>OEN members, would you like to brush up on open publishing? Do you have faculty publishing experience that might be helpful to others? Consider joining the spring 2024 Pub101 cohort. We’ll meet once per week on Wednesdays at 1pm CT, April 10 through May 29, 2024. Look for the invitation in the OEN Google Group, or contact <a href="mailto:klaurits@umn.edu?subject=Pub101">Karen Lauritsen</a> or <a href="mailto:larson.581@osu.edu?subject=Pub101">Amanda Larson</a> with any questions. </div><div><br></div><div>Everyone is welcome to visit the OEN blog to read <a href="https://open.umn.edu/oen/blog/categories/pub101">transcripts</a> of previous sessions, or stop by our YouTube channel for <a href="https://www.youtube.com/playlist?list=PLWRE6ioG4vdYaAD97KKJiu-XZ08NpN6oq">Zoom recordings</a> of 2023 sessions. <br><br></div><div>See you at Pub101 this spring.<br><br><br><br></div><div><br><br></div><div><em>All images by </em><a href="https://pixabay.com/users/manfredsteger-1848497/?utm_source=link-attribution&utm_medium=referral&utm_campaign=image&utm_content=3674125"><em>Manfred Steger</em></a><em> are </em><a href="https://pixabay.com/service/license-summary/"><em>licensed</em></a><em> by </em><a href="https://pixabay.com/?utm_source=link-attribution&utm_medium=referral&utm_campaign=image&utm_content=3674125"><em>Pixabay</em></a><em>.<br></em><br></div>admintag:open.umn.edu,2005:Spina::Blog::Post/942023-05-19T19:25:06Z2023-06-08T16:33:06ZPub101: Working with Authors<div>Pub101 is a free, informal, online orientation to open textbook publishing. This May 18, 2023, session is the seventh and final episode in our series this year. Host Amanda Larson of The Ohio State University is joined by guest speaker Abbey Elder of Iowa State University to offer practical guidance on working with faculty authors.<br><br>Watch the <a href="https://youtu.be/Ocox0fpbqcg">video recording</a> of this session or keep reading for a full transcript. For those interested in reading the conversation that took place among participants and the resources shared, the chat transcript is also available below.<br><br>Note: If your comments appear in the transcripts and you would like your name or other identifying information removed, please <a href="mailto:joh20849@umn.edu">contact Tonia</a>.<br><br></div><h2>Audio Transcript</h2><div><br><strong>Speakers:</strong></div><div><br>Amanda Larson (Affordable Learning Instructional Consultant, The Ohio State University)<br>Abbey Elder (Open Access & Scholarly Communication Librarian, Iowa State University)</div><div><br><br><br><strong>Amanda</strong>: All right. It has slowed down. I'm going to go ahead and get started. Hi everybody. Welcome to the Open Education Network's Pub101. Thank you for joining us in today's session. I'm Amanda Larson. You're super familiar with me by now. And I am today's host and facilitator, and I am going to put in the chat a link to our orientation roadmap. It includes the schedule and links to the session slides and video recordings. And then soon, I'm going to hand it off to Abbey Elder, who is joining us today from Iowa State University and who's going to talk to us about working with authors.<br><br>As always, we're going to leave time for your questions and conversation, as there might be many of you who are already experts and have experiences to share and meaningful additions to share among each other, and I hope that you will do that. I love the chat of this group, sharing resources and ideas. Here are a few housekeeping details. So the webinar is being recorded. You should have got the little popup that said, "Hey, this webinar is being recorded." And it's going to be added to our spring 2023 YouTube playlist. Let me grab the link to that for y'all.<br><br>I'll throw that in the chat. There we go. And then as always, we are committed to providing a friendly, safe, and welcoming environment for everyone aligned with our community norms. So we hope that you'll join us in creating a safe and constructive space, and I will put the link in for the community norms, in case you want to refresh your memory. Oh, no. Maybe that's right. We'll see if that's the right link. And then please remember that also there is a companion resource for these sessions, the Pub101 Canvas curriculum, which you can find at the following link. So if you need to check out any of the information that was covered around working with authors that's in the curriculum, you can do so there. And now I'm going to turn things over to Abbey to talk about working with authors. Take it away, Abbey.<br><br><strong>Abbey</strong>: All right, thank you. So now I get to try to share my screen and we'll hope that everything goes well. Let's see. Can you see?<br><br><strong>Amanda</strong>: It is in Google slide mode and not presentation mode.<br><br><strong>Abbey</strong>: I gotcha. There you go. I want to make sure first. Okay. And now we're good?<br><br><strong>Amanda</strong>: Yeah. Okay. You're good to go.<br><br><strong>Abbey</strong>: All right. Thank you everyone for coming today and listening to me talk a little bit about working with authors. This is going to be mostly talking about my personal experiences and specific examples of how I've worked with authors in our OER publishing program here at Iowa State University. But to get started, so for those of you who don't already know me, who the heck am I? So I am the open access and scholarly communication librarian at Iowa State University. In this role, I lead ISU's Open Education Program. I support authors who want to identify OER that they can remix or use in their courses. I also support the publication of open educational resources from ISU authors, and I oversee our open access programs, like our open access read and publish agreements and a bunch of other stuff too. I won't get into it here, but that's the general gist.<br><br>So what is my publishing context here? So OER publishing at Iowa State University was first supported in 2018 with launch of our open education mini grant program. So we got some funding. We were able to support funding additional open educational resources that authors didn't otherwise have support or time to create. And then in 2019, we also had our digital press started up with the leadership of Harrison Inefuku, our scholarly publishing services librarian at the helm.<br><br>One moment. The ISU Digital Press has one staff member, Harrison, and I help with OER production. So in this way, our publishing context might be a little bit unique where we do have a press, we do have publishing support and grants and a program. But we don't necessarily have a publishing system with multiple staff supporting it. It's really Harrison manages the press and I support OER production. So to talk a little bit about working with authors specifically, I'm going to talk about three examples of different authors I've worked with on projects and the different ways that communicating and working with these authors on specific open textbook projects have gone.<br><br>First, we have "the self-starter." So this is the person who is really good at just getting out there, getting stuff done and doing things on their own. It started out pretty simple with me training them on how to get started, getting them going with our template for putting their content together, and giving them resources for best practices and accessibility and design. Then they basically ran with it and did the rest. I checked in with them at key points in their projects design. I made sure that they got their content imported over. But most of the work they got done themselves and everything was done on time, a-okay.<br><br>The second person I call "the collaborator." So very early on in their project, they decided they did not want to do it all on their own. They wanted to have us be partners in this process. So they explained their project and their needs. We worked together to draft H5P exercises for their open textbook. I helped them import their content into Pressbooks. I made edits for design, accessibility and inclusion, and also worked with them on some of the content in the book where I understood a little bit of the content as a subject matter expert myself. And then they've relied heavily on me during the editing and refining phase of their project as well. So this one came together very well. It was an exciting experience. And the final project has been commended for its content presentation, but it was a lot more work than that first one.<br><br>And then we have the author that I would call "the unhurried." During their projects onboarding, again, we always start with that basic introduction to what we're doing, what's available, and how things work. They explained to me that they would need frequent check-ins. They completed their work on a chapter-by-chapter basis to accommodate a flexible schedule. And chapters are individually peer reviewed, copyedited and imported into our publishing platform. So bit by bit, they're getting things done as they need to, and I check in with them fairly regularly. In fact, weekly we have check-ins to ensure that I'm up to date on their project and they know what they have to do next. So every week, we meet for about 20 minutes to talk about where they are. At this point, it's been about two years and we have five chapters complete of the 13 we need to get things published.<br><br>So these are the three very different examples obviously of different ways that working with authors might go. You might have someone who is exactly what you expect to experience. They are the self-starter, they get going, they get done. It's all good. It might be a surprising experience where you get more out of it, but it also takes a little bit more out of you in the process, or it might be completely different from what you expected where it takes a lot more time and things don't quite go to plan. Now, there are pros and cons for each of these experiences. As I say here, the self-starter was low maintenance. But the things that they created at the end of the day were not creative. They were not particularly attractive. And until we did our reviews and came back and said, "Here are the things you need to fix", they were inaccessible because although I provided them with the resources for best practices to say, "Here are the things you need to meet", they didn't necessarily look over those or take them to heart.<br><br>The collaborator was really great to work with and they made a great OER, but it was a high maintenance experience. And because our relationship was set up at too informal of a level, they asked for support outside of working hours. And that made it a harder situation for me to deal with personally. And the unhurried, while they were reliable, they listened to my advice. I still like working with them. But because they changed their plans often and things need to be spaced out fairly well, project management can be difficult.<br><br>So this isn't an all or nothing things get better or worse down the line. It's just different ways that interfacing with authors can change. And this is because authors are not necessarily a monolith. They're all individuals. They're people. And the issues we faced did not necessarily stem from them or from me alone. There are problems that I could have headed off with the collaborator by setting better boundaries for myself and their expectations for me. And there are things happening for the unhurried or for the self-starter that I need to account for myself or that can't be accounted for, like health or personal issues.<br><br>So what can you learn from my mistakes? Or more specifically, what can you learn from the experiences that I've gone through here? Well, working with authors is all about respect for each other, as people and for you and your time. You need to respect that they have their own needs and expectations and they need to respect that you are an individual worthy of actually being seen as a collaborator and part of this process. You need to manage expectations for you and for them, so it's clear what parts of their production design and final publication process each of you is handling. You need to communicate enough. And this varies. Weekly works for me and the unhurried person on my list. But it does not have to be weekly. It could be monthly, it could be quarterly. Whatever makes sense for the project that you're working with.<br><br>And you need to develop shared goals for what the project will be. So what do you expect to get out of this and how can you make sure that you're meeting each other's goals? We're going to talk a little bit more through each of these things in a second. So questions to ask as you're working with authors and getting things started. First, what does the author want? And this is the big picture, the "If I could have this, this would be awesome." What is the purpose of their project, their desired end result, their timeline and their preferences for technology, art and licenses? So what does this need to be? What do they really want this to accomplish on a larger scale to support their students, to be the best introductory engineering book in the world? Do they want it to be a textbook? Do they want it to be modules? Do they want it to be something interactive and alternative?<br><br>What is their timeline? So do they want this to be a year long project or are they okay with it going longer? And then those other preferences, those are things that you'll need to dial in on, on just how much it's a preference versus a need for them, which goes into what can the author actually do? Because while they might want a lot of these things, what they're capable and able to put into their project will determine what you're able to finally do at the end of the day.<br><br>Their position might dictate this. If they're a full-time professor, then they might have more leeway in how they spend their time, than an adjunct that's working at three different institutions. Their teaching load will definitely play a role in this, whether they're teaching three courses this semester or excessive courses because there's a lack of instructors in their field, if they have funds available that they contribute to pay off some of their time, or if they have support from their department. I've worked with students in faculty where they have two or three TAs that do most of the work, and the faculty member just gives them notes on what to do next. And I've worked with some authors where they're doing this on the weekends and the time that they have available. It really differs depending on who you're working with as an individual. And setting up the expectations on a one-by-one basis can help you get an idea of what's possible for that project.<br><br>And then what can you do? So as you're thinking through a project and an author and getting things set up, you need to ask them and ask yourself, "What is it that you're going to do for their project?" Will you be managing the workflows? Flushing out the timelines, scheduling the check-ins? And generally, what you'll need to do is communicate those expectations upfront. Who does what and what can be delegated and what expectations are reasonable? So like I said a minute ago, what can the author do? There's a lot of different changes there.<br><br>And you might think, "Well, if it's an adjunct that only has time on the weekends and they really want to do this cool project and I really care about it, then I should contribute more of my time." But what expectations are reasonable for you, should really think about what expectations you're setting in place for the long haul as well. Because over time, this instructor, this author, is going to come to expect the same level of support or let other people know about how great it was working with you because you did certain things for them. And making it clear that you are making an exception or that you cannot do certain things upfront might be hard. But it'll be better in the long run to make sure that your expectations you're setting are the same for authors across the board.<br><br>So what can you not do? You need to be clear about the non-negotiables and what you're able to do and what you're not. So are there services you don't offer or projects that you won't take on? Can you support an author's platform preferences, like different things that are more technically minded, open source, or have specific requirements that you might not be an expert in? Do you not allow certain fonts or color choices? I had one author that really wanted ... I like this pink and purple across their book, and I had to say, "No, we cannot do that. That is not in our style guide. Here is our rules." And can you accommodate closed projects or ones with no derivatives licenses? Generally, it's best to think about what are your hard lines on things? What will you say no to? Because if you have some guidelines in place for that, it's easier to say no when it comes up later.<br><br>Some things like can the author leave out alt text and have you do it later? Really obvious, no. Things need to be accessible. We need you to do this work because it's best practices. Other things like fonts and color choices are a little bit harder to take a hard line stance on. So figuring out where you fall on each of these sorts of questions is an important part of this process. And remember, this is a team effort. So you are not the single sole person doing all of this work all the time. Even if you're supposedly like me, the main person doing OER work on your campus, the main person doing OER production support, there's still other people you can get in touch with to support authors as they're developing projects, like IT experts, instructional designers, librarians, accessibility support. Different people across campus who can be part of this process, even if they're not explicitly part of a press or a publishing program explicitly.<br><br>I especially like the note of instructional designers because since I first started working on some of these projects I outlined earlier, we have integrated our instructional design support into our program for publishing where from the very start, if they're working with an author or a faculty member who is redesigning their course and they think there's a lot of great content here, the author wants to repackage it into their course to be more modular, why don't we look and see if they're willing to make it in OER to share it out? And that collaboration across it has helped us also expand our publishing, in addition to getting more support for helping instructors as they're doing this work. So how do you onboard new authors?<br><br>First is obviously the planning meeting where you get started and think about how this is all is going to work. This might be a discussion about a bunch of different things like what is your OER going to be? How many chapters will it be? What format will it be in? What's the general process for working with us and working with them on getting their project up and running?<br><br>And is there anything that might be tricky about the project, like math, multiple languages, complex tables? And what expectations is there as a whole? So this is the from a hundred feet up, looking down, what does the project look like? And the planning meeting is really important because it helps you understand at the very beginning also how much of this work is already done. Sometimes, authors will come in and they already have a full first draft of something they've been working on for 10 years. And sometimes, they'll come in with a general idea of what they want to do someday. And the difference between these two is pretty stark. So knowing what you're getting into is an important part of whether you're willing to or able to take on a project.<br><br>Next, you can set those expectations for the workflows. In addition to what they have already, what they want to do and what your workflow looks like, you need to think about the platforms you're working with. Do you use Manifold, LibreTexts, Pressbooks, Word? Is there some specific format that you prefer people start their work in or finish their work in? Should they prepare a sample chapter for review or can they just get going and get done? And then think about who's responsible for different aspects of your work. For example, formatting, cover art design, accessibility reviews, copyediting, peer review. Are there different people that do all these things? Is it all you or someone else on your team? Good things to know about.<br><br>And remember, once again, setting these guidelines early on from what you can expect from authors and what they can expect from you, can prevent scope creep from setting in later. You do not want to all of a sudden find that you're expected to do all of these things because you did it once or twice. I would know. Next we have communication tips. So you've talked to authors, you've got an idea of their project, you've got an idea of where they're going to be putting things together and how it'll work. So how do you keep up to date with them as they're getting their work done? Well, first, you want to find out what sort of communication methods work best for you two as a group or all of you, if there's more than two of you. Email, phone, Zoom, in person, messenger apps, project management tools. Even Twitter or things like Slack and Discord have been used for different sorts of projects.<br><br>Generally, I say keep it to the same thing. You're with different authors, but with some authors you might be more or less formal with them. But figure out what works best for you. And set up regular check-ins. This might be monthly, bimonthly, quarterly. Again, whatever works best for you, to go over where their project is and what timeline changes might be necessary, because as people get to work on open textbooks specifically, but any sort of OER then they might find that plans change, life things happen, and accounting for that is good to know earlier rather than later.<br><br>And here I have a very important tip. So a lot of the times when I'm working with authors, we get to this point where we're talking regularly, we have a plan, they're drafting their content, they think they're ready to go. But they don't want to publish it yet. They don't think it's ready. It needs more time, it needs to be beefed up. There needs to be more in it, or it needs to have more contributors. Well, remember that OER can be an iterative process. OER development means it can grow and change and develop both at your own institution and as it's adapted and adopted by others. It's best to reinforce with authors that they can continue to build on their resources over time and that if they don't publish it now, if they don't publish it even when it's good enough and they're going to be using it in their course anyway, it's not doing anyone else any good.<br><br>It's not going to be able to be open and shared and useful for other people like it already is good enough for them. So remembering that can be pretty useful for those who might be hesitant to publish right now. So what's my new process? I've talked a little bit about my old process, which is whatever works. But my new process is first meeting with the authors about their project, their scope and timeline and needs, discussing the capabilities of our tools, things like how does Pressbooks work? You can add text boxes, videos, H5P, et cetera. We train authors on accessibility, formatting content and share the contact info for campus partners like our instructional design office and student accessibility services.<br><br>We have an import template and instructions for sharing image files so they know how to prepare content for import in Pressbooks from Word. And then they share their completed files with us, so we import it for them. That way expectations are set and we know that things are getting put in place how they need to be. Finally, authors will let us know if they want to do peer review, and reviews are completed with the Word files prior to import, if that's the best thing for that project.<br><br>So that's my old process. And what happens if things still go wrong? Because they do, things still do go wrong sometimes. You might run into communication author issues with authors or collaborators working with them. You might have schedule changes come up, like things just suddenly go wrong. Grant payouts might be stalled due to issues completely beyond your control. Personal emergencies, yours or theirs could come up. And there may be staffing changes like the person that you typically worked with in accessibility services accepts a job at MIT. And all of a sudden, you have no accessibility contact person on campus and have to figure that out. Not my personal experience, but things happen. So what do you do in these sorts of situations? You can't just say, "Oh, I'm sorry, I can't publish your book anymore", or, "It looks like things just won't work out."<br><br>You have to find some way around it to offer some comfort, support. Anything that might help things keep moving forward. So when you're navigating these roadblocks, it's best to first evaluate and edit your schedule as necessary. It's okay to make changes. It's okay to say, "There's a delay. We'll put that down and set new expectations." You can refer back to those earlier discussions you had about what the expectations were, what you were doing and what's expected of the author and you, so that you know, "Hey, we already talked about this. We knew what was going to happen if this couldn't be met. Well, changing that up, we're going to go back to those discussions and act accordingly."<br><br>You can reflect on what you can finish now or work on later. Like I said, OER can be iterative projects. If things look like it's going to be another year before we get the final chapter done of something, you can put out a 10 chapter book and say, "Chapter 11 coming next year." It happens. And it's best to think about what you can do later, next time this might come up, to avoid this happening again. Because sometimes, it's something that you can't account for, like someone breaks their leg. But other times it's things about your own university or systems that you get around for next time. And my final note here: Be flexible and understanding, because we cannot account for everything that might happen. Broken legs happen. And figuring out how that might affect your process, it doesn't need to be built into all of your workflows. But knowing that things change is an important part of all of this.<br><br>If you're encountering roadblocks like this and you feel like you can't get out of it, you don't know how to navigate around this problem, it's best to take a step back, determine who is stuck, first of all. Is it you or the author? Is it you just not being able to understand what you can do to get around this issue? Or the author who's saying they're unwilling to move with you in the right direction? Make sure that if you make a change, if you change the timeline or decide to publish with 10 instead of 11 chapters, the author agrees with you on that process. And if you do set a bad example early on, like me not setting quite enough boundaries between me and authors, you can enforce boundaries later on as a new workflow. You can say, "This is how things work now. We've made some changes to our process. This is what we've done."<br><br>So we've talked a little bit about my own personal experiences, things that you can do and things that you can do to get around issues as they arise. So how do we reflect and move on? If you run into a bad project or a project that just leaves a bad taste in your mouth, you should think about maybe set new standards and expectations for your work, taking a step back from publishing support for certain things, or maybe just refusing to work with that particular author in the future. You know the author in your circumstance. It's a different one from mine, but they happen. You can think about what makes the most sense for you. And it might be just that first point. It might be all three here. But making changes accordingly after something goes wrong, it happens. It's necessary.<br><br>In the end, you need to really balance those standards you want to set with the needs of your authors and the needs of you as a person and any team members you might have to support you. I love this note of your standards with their needs, their standards with your needs. What do they want and what can you offer, and what do you want versus what can they offer? Authors usually are not graphic designers. They cannot necessarily provide the most amazing beautiful things in the world. And either you have to accept that, or you have to find ways to support their needs and the ways that they can't do certain things themselves. You may need to alter your workflows to accommodate their needs and make sure things get done. And sometimes just saying, "You know what? This is good enough. We're going to push it out and it's going to be fine. And I will be okay with that", is also good enough, because really good content doesn't have to be beautiful content. And publishing is not all about making things that look really nice. Sometimes, being good and being useful is good enough.<br><br>The big thing that I really want to get across from this discussion about working with authors is not just there are some bad authors, there are some good authors. But the workflows that you set in place, the expectations that you set when working with people, are really what set you apart as someone who is able to do good work and feel good about it at the end of the day, and someone who is doing good work, but feeling a little bit burnt out at the end of the day.<br><br>So remember that you should take care of yourself as someone who is supporting OER publishing. You can say, "Not me", or just, "Not now. Maybe later." No one is entitled to your labor, especially if this is not your full-time job. I noted here it's not in my position description to support OER publishing. And you should leverage support that is available across your campus system or state. Especially, I know a lot of folks in Virginia, California, Oregon, Ohio, all across the US and outside of it, have a lot of support systems built into their local area that might be useful for publishing OER, or supporting them as you're getting this started. So now that I've talked way too much about myself, given some tips, given some ideas, let's talk about your own experiences and any questions you might have.<br><br><strong>Amanda</strong>: Thank you so much, Abbey. We appreciate you sharing your experiences with today. And now we're going to switch into the Q&A. And you have a question that came in from Hailey. And it says, "With the timeline situation, I'm curious how one would balance the expectations of an MOU and stipend compensation, with a timeline that is not concrete, specifically thinking of the example of the unhurried author. I'd see how it would be beneficial for a range of faculty that do not have consistent time that can allot to an OER, but how would we compensate them for their time and count them for program justification? Thank you."<br><br><strong>Abbey</strong>: Absolutely. So great example in part because the unhurried author has received funding and not completed their work yet. However, I think what's useful in this case is we did not have an MOU at that point. We do now for our grants. And it was a good example of why you also have MOUs. But to talk about the answer to yours, if you do run into a situation like this, how do you account for an MOU and stipend expectations, typically what I would say is you need to get to a point where something is a pilotable resource. So again, it's back to that it needs to be good enough to put out and to share. It needs to be good enough to count it as hitting the baseline for what you expect from a grant. And then after that, it can get through, "Now, we'll do the peer review. Now, we'll do the final edits. Now, we'll do the compilation."<br><br>And then it'll get to the part where the author really loves it and is happy with it, but you've already pushed it out and shared it with people so they can use it at their institutions. So in a way, having that MOU in place and having a harder deadline means that it's easier to make the case for, "Let's get to a good enough draft phase for now so we can share it. And then we'll do more of that finishing work, design, editing, formatting down the line."<br><br><strong>Amanda</strong>: Follow-up question: "Would you consider releasing a resource chapter by chapter?"<br><br><strong>Abbey</strong>: I would, depending on the resource. So this specific project, because we're editing it and putting it together chapter by chapter and copying it chapter by chapter, I have considered making it something where we put out the first 10 chapters as a completed book and then add a new chapter every couple of months. However, our digital press head has said, "That's not how book publishing works. Maybe we can not do that." So it'll be a discussion about ... Versioning gets harder that way because volume sizes get harder that way. And if we want to do print versions, again, that gets a little bit sticky. But it's an idea.<br><br><strong>Amanda</strong>: Follow-up question. "Do you copyedit in-house or through third party?"<br><br><strong>Abbey</strong>: Good questions.<br><br><strong>Amanda</strong>: No, don't apologize for questions. We love questions here.<br><br><strong>Abbey</strong>: Yeah, good, good questions. We do not copyedit in-house. We have a third party that we typically recommend if people have a grant that they go through. But for those that do not have grant funding and do not have any other means of getting copyediting support, I do go through resources and check the editing and general grammar and other things like that myself. And maybe that's something I should step back from as I am saying this out loud.<br><br><strong>Amanda</strong>: Yay. You identified a boundary. Good job. Proud of you.<br><br><strong>Abbey</strong>: One step at a time.<br><br><strong>Amanda</strong>: Okay. I also have a question. Can you talk a little bit about your style guide and how you came to have a style guide, what's in your style guide, that kind of thing? And then we'll follow up with Natalia's question.<br><br><strong>Abbey</strong>: Yes. So our style guide, typically we do not have a explicit everything has to be the citation style, everything has to be this sort of thing. It's more of the colors that we use in our text boxes. We have two separate versions, one for Iowa State colors for things that are university affiliated, like our accessibility toolkit, things from our office of no cheating. You know the office. Those guys.<br><br><strong>Amanda</strong>: Excellent.<br><br><strong>Abbey</strong>: Academic integrity.<br><br><strong>Amanda</strong>: Integrity.<br><br><strong>Abbey</strong>: So we use the ISU one for that, and then we use a separate set of colors for other textbooks. We also have requirements for which fonts we use in Pressbooks, both for the online and for the PDF versions. So people aren't using wacky fonts that have strange ways that they export. And then set standards for the width of pages, things like that. So it's not a you have to do certain, other style guides. It's not about the language or the style of the writing. It's more about consistency in how things look, because if for some authors for their field, they'll use APA, they'll use MLA, Chicago. And we don't want to change how that works for a biology professor.<br><br><strong>Amanda</strong>: And then Natalia's question was: "Do you mind sharing who you recommend for copyediting?"<br><br><strong>Abbey</strong>: I cannot. In part because we have a couple of different people. It's not like we recommend everyone goes through one group. We have one person that we've worked with before for the social sciences, and then we have another person that we've recommended for the hard sciences, and one person that we work with specifically for veterinary medicine.<br><br><strong>Amanda</strong>: If you can't share names of people, can you talk maybe a little bit about how you identified those people?<br><br><strong>Abbey</strong>: We ask for recommendations. In some cases, it helps that we have journals that are published through the digital press. So the journals have people that they typically work with and they can point us to. And in other cases, there are faculty or departments who have preferred folks.<br><br><strong>Amanda</strong>: Thank you for sharing that link, Karen. Karen said that, "The OEN has a relationship with Scribe, which provides copyediting." Are there any more questions for Abbey?<br><br><strong>Abbey</strong>: Since no one has asked yet, I am going to share a link to our template, which is really just an overview of formatting things for import into Pressbooks, which goes over things like if you have it set as a heading one, it'll start a new chapter. If you want to import specific formatting for tables, you can copy it from Word and it will come over in the import. But other things will not be imported using short codes, things like that. So it's a very short overview that might be useful for those of you that use that tool as well.<br><br><strong>Amanda</strong>: Thank you. That is a very nice resource. If there aren't any more questions, I would like to remind you all that there is a survey that Karen linked in the chat and maybe she'll drop the link in the chat again. We would love to get your feedback about the Pub101 experience, this facilitated experience together, because we do use that feedback to iterate and make it better next time. So for example, we have taken Pub101 feedback on the curriculum and we have made revisions to the curriculum this time around. And now it's only I think three units instead of five. And we're thinking about future offerings, offerings that are more advanced, like maybe a Pub201 or 102 or something like that in the future. So your feedback is really useful. The committee will definitely discuss it and see what we can iterate.<br><br>All right, I don't see any more questions. So I'm going to go ahead and thank Abbey very much for sharing your time and expertise with us today. And then I want to thank you all for joining us as we learned about publishing and what OER publishing programs could look like together, and build a community of people who are interested in that topic. We hope that you will take the materials that you received through here through the program and use those, and that you will always remember that one of the key takeaways that we always emphasize is that you're not alone in this process.<br><br>There's a bunch of us who are trying to figure this all out again together. And so you have the class notes, which I will drop into the chat. If you have questions that you didn't get to ask or you are looking for information about what happened while you were here, you can always refer back to the class notes. But we want to thank you very much for your attendance and your generosity of spending time with us as we learned about this, for this series of Pub101.<br><br><br><br><br>END OF VIDEO<br><br><br></div><h2>Chat Transcript</h2><div>00:15:23 Amanda Larson: <a href="https://docs.google.com/document/d/1RVYw2ace_L42x8vxo0nGlJC6rHVvLDzYKeBR4RMdbi4/edit#heading=h.d89ulxay3q4x">https://docs.google.com/document/d/1RVYw2ace_L42x8vxo0nGlJC6rHVvLDzYKeBR4RMdbi4/edit#heading=h.d89ulxay3q4x</a> <br>00:16:36 Amanda Larson: <a href="https://www.youtube.com/playlist?list=PLWRE6ioG4vdYaAD97KKJiu-XZ08NpN6oq">https://www.youtube.com/playlist?list=PLWRE6ioG4vdYaAD97KKJiu-XZ08NpN6oq</a><br>00:17:08 Amanda Larson: <a href="https://docs.google.com/document/d/1YY66Fnp0iBhlZ9Rd8qOv3Av8u3rGNja1Cj5epO1YRyk/edit#heading=h.oymdzx9d30td">https://docs.google.com/document/d/1YY66Fnp0iBhlZ9Rd8qOv3Av8u3rGNja1Cj5epO1YRyk/edit#heading=h.oymdzx9d30td</a><br>00:17:23 Amanda Larson: <a href="https://canvas.umn.edu/courses/377173">https://canvas.umn.edu/courses/377173</a><br>00:18:12 Karen Lauritsen: Reacted to "www.youtube.com/play..." with 👍<br>00:19:20 Karen Lauritsen: Hello and welcome! We hope that you will complete the Pub101 Survey. It will help the Pub101 Committee with future iterations: <a href="https://docs.google.com/forms/d/e/1FAIpQLScPctjWaG-G0fznvGE3oKUJZBF7EH83CWLm1Ab5U-PagPEC2g/viewform">https://docs.google.com/forms/d/e/1FAIpQLScPctjWaG-G0fznvGE3oKUJZBF7EH83CWLm1Ab5U-PagPEC2g/viewform</a><br>00:42:29 Haley Norris: With the timeline situation, I am curious how one would balance the expectations of a MOU and stipend compensation with a timeline that is not concrete? Specifically thinking of the unhurried author. I see how it would be beneficial for a range of faculty that do not have consistent time that can allot to an OER but how would we compensate them for their time and count them for program justification? Thank you<br>00:45:06 Haley Norris: Would you consider releasing a resource chapter by chapter?<br>00:45:57 Haley Norris: Do you copyedit in house or through a third party?<br>00:46:05 Haley Norris: Sorry for all the questions<br>00:46:48 Natalia Bowdoin: Do you mind sharing who you recommend for copy editing?<br>00:48:38 Natalia Bowdoin: That makes sense!<br>00:48:52 Karen Lauritsen: Natalia, the OEN has a relationship with Scribe, which provides copyediting: <a href="https://docs.google.com/document/d/1jjOsDyP9vb3dFDxzEtSXm3FysvxFhYc391QXXBXSGqI/edit#heading=h.eyb7gidzj8oe">https://docs.google.com/document/d/1jjOsDyP9vb3dFDxzEtSXm3FysvxFhYc391QXXBXSGqI/edit#heading=h.eyb7gidzj8oe</a><br>00:49:01 Natalia Bowdoin: Reacted to "Natalia, the OEN has..." with ❤️<br>00:49:13 Natalia Bowdoin: Thanks Abbey, and Karen too!<br>00:49:36 Abbey Elder: <a href="https://docs.google.com/document/d/1j2yQo7GGndSY3vjjXV9Sz0PpF_ByABfr/edit#">https://docs.google.com/document/d/1j2yQo7GGndSY3vjjXV9Sz0PpF_ByABfr/edit#</a><br>00:50:12 Karen Lauritsen: Reacted to "https://docs.google...." with 😃<br>00:50:26 Karen Lauritsen: Pub101 Survey (Please and Thank You!): <a href="https://docs.google.com/forms/d/e/1FAIpQLScPctjWaG-G0fznvGE3oKUJZBF7EH83CWLm1Ab5U-PagPEC2g/viewform">https://docs.google.com/forms/d/e/1FAIpQLScPctjWaG-G0fznvGE3oKUJZBF7EH83CWLm1Ab5U-PagPEC2g/viewform</a><br>00:50:54 Karen Lauritsen: We take your feedback to heart, for sure!<br>00:51:01 Natalia Bowdoin: Thanks Amanda, Abbey and the whole OEN team!! Very helpful!!<br>00:51:36 Sarah Hare: Thank you, OEN Pub101 facilitators!<br>00:51:40 Karen Lauritsen: Hope to see you all again!<br>00:51:55 Christy Wrenn: Thank you!!!<br>00:52:06 Amanda Larson: <a href="https://docs.google.com/document/d/1q_mvThSTMJfxSatX4XjwcDrjZf44_udVWtShkIhaF2g/edit#heading=h.esmv09kvuc5k">https://docs.google.com/document/d/1q_mvThSTMJfxSatX4XjwcDrjZf44_udVWtShkIhaF2g/edit#heading=h.esmv09kvuc5k</a><br>00:52:08 Abbey Elder: I am always happy to answer questions!<br>00:52:13 Natalia Bowdoin: Reacted to "I am always happy to..." with ❤️<br>00:52:21 Lisa Stepanovic: Thank you!<br>00:52:22 Tammy Palmier: Thank you!<br>00:52:24 Jamie Witman: Thanks Abbey and Amanda!!<br>00:52:25 Karen Lauritsen: Thanks everyone!<br>00:52:28 Cindy Gruwell: Thank you<br>00:52:30 Andrew Kearns: Thank you!<br>00:52:30 Karen Lauritsen: We heart questions.<br>00:52:33 Patricia Pierson: Thank you!<br>00:52:33 Isabelle Antes: Thank you!</div>admintag:open.umn.edu,2005:Spina::Blog::Post/922023-05-15T14:53:17Z2023-05-15T15:28:03ZPub101: Memorandums of Understanding<div>Pub101 is a free, informal, online orientation to open textbook publishing. This May 11, 2023, session is the sixth in our series this year. Host Heather Caprette of Cleveland State University is joined by guest speaker Carla Myers of Miami University Libraries for a discussion of MOUs.<br><br>Watch the <a href="https://youtu.be/mRU0z8IWEb4">video recording</a> of this session or keep reading for a full transcript. For those interested in reading the conversation that took place among participants and the resources shared, the chat transcript is also available below.<br><br>Note: If your comments appear in the transcripts and you would like your name or other identifying information removed, please <a href="mailto:joh20849@umn.edu">contact Tonia</a>.<br><br><br></div><h2>Audio Transcript</h2><div><br><strong>Speakers:</strong></div><div><br>Heather Caprette, Sr. Media Developer/Instructional Designer, Cleveland State University<br>Carla Myers, Assistant Librarian & Coordinator of Scholarly Communications, Miami University Libraries<br><br></div><div><br><br><strong>Heather</strong>: Hello everyone. Welcome to the sixth session of the Open Education Network's Pub101 series of live presentations. My name is Heather Caprette, I'm coming to you from Cleveland State University in Northeast Ohio. I'll be your host and facilitator, moderator for today. As a friendly reminder, I'll share our orientation roadmap document that includes our schedule and links to session resources in the chat. Soon I'll be handing it off to our guest speaker, Carla Myers from Miami University Libraries to talk to you about memorandums of understanding when working with authors. As always, we will leave time for your questions and conversations. There may be many of you who have experience with this topic and we invite you to share your experiences and resources.<br><br>Next, I'll go over some housekeeping details. This webinar is being recorded and will be added to our YouTube Pub101 Spring 2023 playlist. We are committed to providing a friendly, safe, and welcoming environment for everyone aligned with our community norms. Please join us in creating a safe and constructive space. Please remember there is a companion resource for these sessions, the Pub101 canvas curriculum, and you can find this at the link that I will share in chat. So I'll post three links for you for the housekeeping details, and now I'll hand it over to Carla to talk to us about MOUs.<br><br><strong>Carla</strong>: Hi everybody. I'm so excited to be here today to talk about this topic. Heather, can you see my screen okay and hear me fine?<br><br><strong>Heather</strong>: Yes, I can. Thank you.<br><br><strong>Carla</strong>: Awesome, thank you for confirming. So I'm excited to be here today, not just because I love Pub101 and the Open Textbook network, excuse me, that should be Open Education Network, you can tell it's been a long week for me already, but especially to talk about MOUs because they can be such an interesting and helpful and useful part of the publishing process.<br><br>So when talking about a call from proposals previously, how do we move from a call for proposals to being to the stage where we are talking about an MOU, or Memorandum of Understanding? So we've talked about putting out the call for proposals, communicating the program expectations, what we're looking for to people in our campus community to get them involved in the publishing program. Those authors responded based on their understanding of what we were looking for. We selected projects based upon our perceived capacity and shared understanding with the author, and now it's time we really want to clarify things using a memorandum of understanding as that communication tool to kick off the whole publication process.<br><br>So a memorandum of understanding is a formal, although not necessarily legally binding way, to outline expectations from both parties. So as the author, what can they expect from us in terms of services and support? We in serving as a publisher, what do we expect from them in terms of formatting and deadline and resources and supplementals that are going to go into there? They can be as long or as short as you would like to have them be. I've seen memorandums of understanding that are 10 pages long. I've seen them that hardly take up half a page. So the great thing is there's lots of flexibility with MOUs to customize them to the specific needs of your publishing program.<br><br>So why have an MOU? I really like these because I feel like they set the tone for collaboration. We're both excited to partner together as the author and the publisher. Now let's sit down and outline what we want to achieve and how we are going to achieve it. Another thing I like, that it really formally establishes expectations for everybody involved. So I've been involved in publishing situations where I don't know how wires got crossed, but they kind of did. <br><br>So for example, we one time had a faculty member here who was really excited to be part of our open textbook publishing program. We reviewed the proposal, it seemed like a great fit. We got to the point where we were ready to accept it and I was talking about the MOU and one of the areas was talking about compensation, and in saying that we have a grant that goes along with this and that would be given to the faculty member to use in these certain ways, but that there was no remuneration beyond that. And the faculty member was like, "Wait, what about my royalties?" And we were like, "Oh, well this is open publishing, there are no royalties. It's put out there for free." And they hadn't necessarily realized that.<br><br>And it really made us reflect on what were we trying to communicate out when we were doing our call for proposals that led to that confusion and how could we better address things in the future to make sure they understand what we meant by providing that one time grant and then what might come after that. But without having sat down to talk through that MOU at that time, we could have gotten all the way through the publication process and then there was this expectation from them of receiving royalties that didn't come to fruition and that could have caused a lot of frustration. So it's really great for kind of formally laying out things.<br><br>And then when there's confusion, or maybe one side or the other, it can be either one is not living up to expectations it gives you a document to go back to and say, "Okay, what might we need to change here in order to meet the goals of what we're trying to achieve?" Or sometimes this was presented to us for a publication this way, in the MOU we stated that we need it this way. So putting that work back on them to go in and submit it in the format needed. So lots of useful things can come about as a result of using an MOU for your publishing program.<br><br>So there's a few things you need to consider. The first off is who is the agreement going to be between? So very obviously it is going to be between those creating the OER, whether it is one author or multiple authors. One thing when there's multiple authors, sometimes people have what we call a corresponding author. So if we have a project that's going to have five authors, the corresponding author, we send communications to them, they share it with the other authors, bring back the group decision and communicate it back to us.<br><br>There's some pros and cons with this model. I think the biggest pro is everybody's busy and if you're trying to get responses from five people, that can be a little bit harder as versus trying to get a response from one person. Sometimes I've seen authors talk ahead of time, if it's something big like adding or removing a chapter or moving something around, we all want to have input on it, but if it's just editing and wordsmithing and kind of basic things like that, the corresponding author can make the decisions in those situations. So it can facilitate communication in moving the project forward. The only times corresponding authors can sometimes be a little bit of a hangup is if you get to the point where the corresponding author isn't corresponding with you for some reason or they're making decisions or calls about the project that are outside what the group empowered them to do.<br><br>I will say when it comes to MOUs, if we are working with a group of authors, we require that all the authors be there for the discussion. We all sign the MOU together, we make sure we answer all of those questions ahead of time so they understand what that communication structure will be with the author. So that's on the one end, the author or the authors of the project.<br><br>On the other end is who is actually doing the publishing support. Sometimes that is the library, sometimes maybe it's a division or a specific department in the library or sometimes it's the academic institution itself. So here at Miami University, the MOU is kind of made on behalf of Miami University even though I am the one primarily supporting the publishing program. And the reason we do that is we make sure any rights or anything we're empowered to do with the MOU is tied more to the institution than one person or one role.<br><br>And the reason for that is people can move on. Maybe they win the lottery, maybe they decide to retire or leave the job or something, and if that project is just connected to my name, that can then cause some issues. Even having it tied to a specific role, people's job titles or roles can change. They might move into a new role and that's empty. So here at Miami University we choose to do it between the institution and the authors rather than any one person or role and the authors. That again, is completely up to you and your institution. I have seen libraries do it different ways. Sometimes it's between the library and the authors. Sometimes it's between the publishing department and the authors. Sometimes it's the institution. Again, here you can think about what two parties or what groups of parties is this going to be between and customize that to your institution.<br><br>Next you want to think about what is actually in that memorandum of understanding. And usually you're going to see two main groups. Number one, what are we expecting the authors to deliver? If we're talking about an open textbook, the text, that's probably going to include images, charts, figures. One big thing we always highlight in our memorandums of understanding is clearing permissions.<br><br>So when you are reusing third party content, under what context are you using that? If you are reusing images or charts or graphs, do we want those to be all Creative Commons license? If we are going to empower authors to reuse images, charts, graphs, things like that under user rights found in the law like fair use, to what extent do we want them making those decisions under, do we have the ability as a publisher to maybe override a decision that we don't necessarily agree with? Or if something is not made available under an open license, to what extent are they responsible going and obtaining permission from the rights holder to use that in the work? So very clearly outlining from the author, here is what we expect to get from you, as the project, your deliverables.<br><br>In terms of the institution, we outline here is a publishing support we are going to provide. Maybe in terms of finding contributors, so we have a student employee who is very skilled at graphic design and art and we are able to employ them to help support people publishing open educational resources by creating some of that artwork for them, so noting that that's a contribution. Maybe we say, as the publisher, "We're going to be willing to go out and find reviewers for your work, will you focus on writing it" We'll outline to what extent will we provide copying services, layout services, who's going to be doing those, whether we're doing those in-house or whether we're contracting with a third party like Scribe. And then the actual publication itself. What are our plans in terms of where this will live and when we hope to have that project published? So outlining what the author is delivering and then us as a publishing program, what that author or authors can expect from us.<br><br>What is your timeline? This is a big one. And I will say I helped founded and was an editor of a journal for 10 years. I recently completed a book that was published that took me almost five years. And if there's one thing I've learned being on both sides of the publication process as the editor and the author is that however long you think it's going to take you, double that, add on a few months and that might actually be more of a true reflection of the timeline.<br><br>Now I have some authors that have hit their timelines on the head every single time, in fact have turned things in early. But it's mostly been my experience, myself included, that life happens, that we set aside a week to work on a project, but then we got busy with something else at work that was assigned to us. We have ideas of when we will work on a project but then a family member gets sick or we're not feeling well or something else happens that this project has shifted to the back burner for a little while. What I tell authors is, "Let's set some initial dates for what we want to have this published. What are your goals for submitting things? But as we all know, life happens. If anything changes, talk to me. That's the biggest thing, is just let me know." Because if I know what's going on, then we can be flexible and shift those dates around as needed.<br><br>Where we run into the biggest need to shift dates is if we're contracting with a third party like Scribe and we tell them, "We want to utilize your copy editing services and we will deliver this manuscript in December." They might be planning on that project in December and if we want to shift it to February, that might mean shifting around of some of their other projects or they've booked other things for February but they can't get it till March. So us staying in communication with third party vendors we might work with.<br><br>So I think initially it's a really good idea to set up the due date of the deliverables from the author but realize that might be flexible and telling the author the exact same thing back, especially for things that we might be doing in-house like layout, that it's kind of a party of one with a little bit of support working on this here at Miami University. And while I set aside and focus time for this project, things can happen with me personally or other projects or things can come up at work and if my timelines are going to change in terms of getting things back to you, I will let you know. So I will say the dates are probably the thing that I have seen most often revisited as part of the memorandum of understanding.<br><br>Before we go into how materials will be submitted, Heather, do we have any questions on anything I've talked about so far?<br><br><strong>Heather</strong>: Yes, we do. Carla, there's a question from Michael. He asks, "How do you include making content accessible in the MOU? Is this a faculty responsibility or the institution's?"<br><br><strong>Carla</strong>: It is a little bit of both. So what we put forward is guides and best practices for our faculty members, and fortunately here at Miami University we have lots of resources to help them with that. So how do we want you designing your headings, so we know what is a title, a first, second, third level heading, things like that. One of the big things we really impress upon our authors is alternate text. So if you see this image here I have on the slide, I personally could come up with alternate text for this, but especially for a chart or a graph, we really want the author deciding what do they want communicated in that alternate text to put forward for the readers. So we generally in our style guide have a standard of these are the things you need to be doing for accessibility. And we very often hold them to a base level of things.<br><br>Like headings, whether they use the Microsoft Office headings or they designate the headings in some other way, we just need to know what those are and alternate texts tend to be the big ones. Beyond that, we do a lot of the accessibility stuff in the PDF, the final document on the backend in terms of publishing. But it's gotten to a point where there is so much work and setting a document up to be highly accessible that if the author's not doing the things on their end, we're going to keep sending that back. Bee Campus has a really great guide on accessibility and open educational resources and I encourage anybody to take a look at that. That's one of the things we very often direct our authors to think about or to engage with or to use as a resource when they're thinking about the accessibility of their document. Let me know if that helps. <br><br>And do we have any other questions, Heather?<br><br><strong>Heather</strong>: I'm not seeing any more at this time.<br><br><strong>Carla</strong>: Okay, I'll keep going on, but please hop in with questions when you have them, at any time. So another key thing is how will these materials being submitted, what do we need to get from the faculty author in order to move forward with publication on our end? This includes the manuscript file format. We require that they submit in Word, I know some faculty are more comfortable with some other programs, but it's easiest on our end if we're working from a Word document. If that's not the best fit for them, then that's completely fine. We can't bring them into our publishing program at this time, but so far we've had nobody turn us down because we've required word.<br><br>One of our big things is the requirement for graphics and images. So what resolution do we require those at? What size do we want those at? Because that's important for the finishing of the final documents. And then of course citations. And I say this with a sigh, because citations tend to be a struggling point in a couple different areas. Number one, things coming to us without a proper citation. So you have an image like this, which you know that the instructor didn't create, but we don't have a citation on it from where it came from or especially if it's a Creative Commons image, the citation we want to include in order to be in compliance with the work. I'm really big on references, so as I'm going through in proofreading, if I see an author's name, I'm going to the references and highlighting that off so that's included in there. And inevitably in the manuscript there will be resources cited that aren't in the bibliography or there's resources in the bibliography that I'm then not finding in the work itself. So communicating with the author, kind of what got lost here.<br><br>So one of the things we talk about upfront is our required citation formats and then just having a very in-depth conversation with them upfront that yes, sometimes it is a pain to stay on top of citations as you're writing, but doing so at the forefront as soon as you cite a document in the work, making sure you go instantly put that in the bibliography or when you're finding third party works, making sure you're capturing the information from where that comes from, it's going to save tons of time down the road in trying to go back and find those again and incorporate them in. My job's a lot easier when there's a citation in the bibliography that is not in the OER itself as versus a citation that's in the text of the OER or under an image or graphic that is not in the bibliography.<br><br>Copyright considerations, always my favorite part, and part of that is me being a copyright librarian, but I think this is one of the really exciting areas where we get to talk with them about the way licensing their work under a Creative Commons open license empowers them to retain the copyright in the work. So some of the questions are, is this being written by a single author? Are there multiple authors? If they're student authors, especially if those students are creating content as part of the class, do we need to have FERPA waivers or agreements, because that then is then considered an educational record to include that in the open educational resource.<br><br>Sometimes at institutions, OERs are classified as a work made for hire. So I'm going to pick on my colleagues here, say Amanda came to our publishing program and we're so excited to have the work and it's an exchange for the honorarium and publishing support that we're going to provide. We're going to call it a work made for hire so that the copyright is then retained by Miami University rather than Amanda. Now of course under the open license, Amanda is going to be empowered to reuse that in multiple ways. I know doing this is sometimes a little bit controversial, but one of the biggest benefits I will acknowledge is then if Amanda moves on to bigger and better things, we as the institution are empowered to reformat, do different things, bring in new authors, things like that with that work that we may have questions about otherwise depending on what Creative Commons license was chosen for that. So thinking about those authorship and rights holder considerations.<br><br>Certifications and indemnities. As far as MOUs go, I very often try to make sure that they are worded in plain language so they're easy for anybody who reads it to understand. And then we get to this part that says certifications and indemnities and people sound a little bit nervous, because they're big fancy legal words. Generally the certification, what I'm asking them to do is certify that the content I am presenting is mine is actually mine. I haven't plagiarized it or taken it from somewhere else and then indemnities that, in me saying this is my content, I'm indemnifying you from any liability that comes as a result of me not being truthful from that.<br><br>We also ask them to warrant that it doesn't contain any libelous materials, things like that. As the editor when you're reading through it you're almost always going to catch that if you are serving as the editor or the editor will, and then you can have a conversation with the author about maybe why they're including certain content in your concerns about it. But that is one of the more legally worded areas is the certifications and indemnities.<br><br>And then of course we have a section that talks about the open license, which one are you going to choose to attach to the work? Here at Miami University, we really encourage them to choose one of two licenses, either a CC BY, so a Creative Commons attribution license or a CC BY NC, a Creative Commons non-commercial license, just so that where it can't be reused for commercial purposes. Those are the two primary ones, we let the author choose from one of those two, which one they would like to assign.<br><br>Budget, we have another section in our MOUs discussing budget. And there's a couple of things that can go on in this particular area. Number one, what is the budget for the project? The budgets for our project I think have ranged from about $4 to about $10,000. It depends on the level of production they've needed, and very often it is a case by case conversation with the author or authors and how that money is going to be spent. <br><br>For the most part, it is almost always spent on production, on maybe hiring a graduate assistant to help create some of the content. Sometimes some of that is spent for permissions, works they wish to reuse that are not openly licensed and we don't feel fall within user rights like fair use. So outlining what types of expenses can be covered and can't be covered.<br><br>We have offered our faculty authors honorariums, but to a T, they have all said, "You know what, I'm not doing this for the money. Why don't we just put this back into the project?" But then if you are offering them an honorarium or a stipend, something you want to include in the MOU is how is that going to be paid out? Some institutions say, "We'll give you half upfront and we'll give you the other half when the work is published." Some institutions say, "We will give you the honorarium when the work is published, when it's finalized." That's something you can decide internally how you want to distribute those funds as well.<br><br>Something else you may want to include here is who is going to be paying people. So with the publication support we provide, generally, if there's any bills to pay, we have those come to the library and we pay them. I know at some institutions they just transfer the funds over to that particular author or author's department and then they are responsible for paying any bills out of that fund associated with those costs. So something to think about at your institution too, to include in the MOU, how are those payments going to be made?<br><br>And then contingency planning, issues almost always arise in publication, and that's just fine. And they very often arise on both ends. Life happens with the author, they're a little delayed in getting it in. They had hoped for permissions for a couple works, they weren't able to get those, so they need to recraft the chapter so they're a little delayed in getting that. On the publishing side, maybe another author is a little late in getting their manuscript in, so that delays you in getting their project started. Or maybe something happens at your institution, you have a water leak and the library's in chaos for a month and a half and that slows down production. So you can always go back and easily revise MOUs. In terms of citation style, they decide partway through, they want to use MLA instead of APA. Are you amenable to that? Okay, if so, we can reword that part.<br><br>Like I said earlier, changing the dates is the revisions I most often see. We do have language in our MOUs about canceling the contracts. And again, this can go both ways. We've had faculty who have the best of intentions in the world in getting these projects together, but then something happens. So for example, one of our authors was so excited about publishing their OER and then their department had left, and within one week they were made the department head and remained the interim department head for a year and a half. And they came to me and said, "Carla, it's such chaos right now. I'm so sorry, I don't have time for this project."<br><br>So we have language in our MOUs that basically says with 30 days notice, either side can cancel this agreement. And that's really kind of the only time we've pulled it out. And that was in a way a cancellation, but it was also, "Okay, we're just kind of sending this on the back burner. When you're ready to come back, we're excited to work with you again. We'll probably draw up a new MOU then based on any new practices we might have here as the library publisher or anything new you might want to see out of the project." But a cancellation clause has been nice to have in there for that reason.<br><br>Sometimes you'll have authors who just stop talking to you for whatever reason. It seems like to me, when I finally do get to have a conversation with them, it's almost always, "I was so behind in my project, I was so embarrassed, it was just hard for me to talk to you." So in that case, you can pull out the cancellation clause and say, "We've been corresponding for email for a while. It's been more than 30 days, I haven't heard back from you. At this point, as per our MOU, we're going to go ahead and cancel this project. If you would like to revive it at any time, please reach out to us so we can have a conversation about it." So that can be fortunate on both sides to have as a contingency in those extreme situations. Heather, are there any questions before I go on to drafting this document?<br><br><strong>Heather</strong>: No, no more.<br><br><strong>Carla</strong>: Okay, great.<br><br><strong>Heather</strong>: Okay, thanks.<br><br><strong>Carla</strong>: So as you start to draft your MOU one thing you want to be aware of in institution policies and procedures. I very often encourage folks to check with human resources at your institution or your legal counsel on this. So for example, if authors at your institution are unionized, there may be requirements in their union contract that this is seeing work upon normal duties and there's special considerations for compensation, how much time they can spend on it, things like that. And you certainly don't want to be in violation of that contract. So human resources can help make you aware of some of those requirements. Talking with legal counsel very often they'll just kind of be interested in what are you doing? Is there any language as the institution we might want to see in there, for example, in terms of if the institutional trademarks or logos or anything like that is going to be used. So having conversations with HR, legal counsel and administrators or your institution about this MOU you're putting together and their advice on anything they might want to see in it.<br><br>You can start drafting yours from the ground up or you can swipe somebody else's. I very much encourage you to swipe somebody else's, that's kind of what we did here at Miami University. There are some great examples shared in the publishing curriculum. And then also what we did is we took a look at my book contract and we're like, "Wow, looking in here, there's some language we actually like." And part of that was in terms of revisions. So if there comes a time where the work needs to be revised, that we would approach the original authors or authors first, but if they declined to do those revisions that we as a publisher would be then empowered to go seek other people to do those revisions. So we stole a little language from that as well that we like to work into our MOU.<br><br>So I think for most people it ends up being a little bit of both. Go take a look at those MOUs that are available in the publishing curriculum, pull pieces and parts from them that you think would be good for your institution and then maybe add in your own institutional language or practices to be reflected in that document.<br><br>Tips and recommendations. I already said this a little bit, but wherever possible use plain language. I've been working with US copyright law in contracts for almost two decades now, and I still even get a headache sometime trying to wade through the legalese. Chances are your authors, especially if they're in the humanities or if they're in the sciences, have never really approached this type of language before. And we really want them to understand what we are trying to communicate, both in terms of what we can offer and our expectations from them.<br><br>Organize the document logically, whatever that logic might look like to your institution. Very often what we do here at Miami University is the author expectations, the publisher expectations, timelines, budget, and then contingencies, and that's where we put, on the off chance something goes wrong, that we have 30 days to cancel.<br><br>The key areas you need addressed could be discussed or individualized to each MOU. So for example, we had the great question earlier about accessibility, that is so key to work into these open documents. A resource like a math textbook is going to have much greater accessibility considerations than maybe just a straightforward textbook. So what do you need from them in terms of accessibility or formatting to make sure you are effectively constructing that OER with the special needs. So making sure you address that in there as well for each project.<br><br>So here at Miami University, we inform them early on that we have an MOU that they will sign once they are accepted, we make that MOU available to them as part of the request for proposals so they can ask any questions or understand what our expectations are, so if they don't feel they can meet any of them or if they want to negotiate some of them, we can be doing that ahead of time. Something I do is I schedule a meeting with the author or authors and go through that MOU line by line. And the reason I do that is I never want anybody putting their name on a document that they don't thoroughly understand what they are agreeing to. So we go through each section, I ask if they have any questions, they can ask questions of me. And that's also a great place for, okay, let's modify this part a little bit, or let's change this part a little bit to suit the needs of the specific project just to make sure it's a well-informed document that we have a good chance of both sides meeting their responsibilities under it.<br><br>And then of course, being available to answer questions at any time. I always tell any author I'm collaborating with, communication is number one, you can't check in too often. Anytime you have a question about, "I found this and it seems to have an open license on it, but I have a question about the authorship. Do you mind taking a look at it?" Or in terms of citation, "How do I cite this particular work?" Or, "I've run into a problem, I've just been assigned another class that's going to slow down my work this week, can we take a look at my due dates and adjust accordingly?" Just being available to answer those questions about the MOU and the information contained in it.<br><br>Communicate, communicate, communicate on both ends. I know some publishing programs have monthly check-ins, weekly check-ins. I've been pretty fortunate that most of my faculty and I, we have good communication kind of on different levels or different timelines for each project, but for the most part we've been in a pretty good place about what's going on. Every now and then a month might go by and I haven't heard from somebody I normally hear from every two weeks, so I'll just dash them off a quick email, how is everything going? Is there anything I can help with? So keeping those lines open. Using the MOU as a guide for those check-ins. So the date was May 15th. Let's take a look and see what we had agreed upon due on May 15th. Do you feel like you're still on track to meet that? Do you think you need some additional time? If so, what does that look like?<br><br>When questions come up, when problems pop up, what in the MOU can be negotiated and what cannot? So maybe the budget cannot be renegotiated. Your institution set aside a specific amount of funds and this is what you've assigned to each project and you don't have any wiggle room in that budget. If they need a little bit more than that for some aspect of their project, "Well, unfortunately at this time, we as a publisher can't support that." "Can your department kick in some funds? Can we look at an alternate option?" So what is non-negotiable as versus what might be negotiable, like the citation format or like the dates. Be flexible where you can, because putting together an open educational resource, it's a project on both sides, but make it very clear upfront, here are the things we don't have any flexibility on.<br><br>So I think that's most of what I have. I've tried to work in some examples that I've encountered in supporting these programs. I welcome any questions you might have on all the content I've shared, or just about MOUs in general, or if you've had experience with MOUs. I would love to hear what those have been like for you.<br><strong><br>Heather</strong>: Okay. I just want to say thank you again, Carla, for sharing your recommendations and expertise with us. So at this time, if you'd like to put any questions or comments in chat, please do. You can also raise your hand and I'll call on you and you can unmute your mic and share that way. Okay, here's one from Colleen. She says, "Thank you, Carla. Do you recommend requiring A MOU for OER adaptations in addition to new creations?"<br><br><strong>Carla</strong>: Sorry, I'm muted. I would say that's up to each institution. So we have a program, let me make sure I have this straight, the Alternate Textbook Program, where we are putting together an OER from a class, really, they're not writing a lot of content, they're just pulling from different sources. In that situation, we don't require an MOU, more of a timeline. What content are you getting? How can I make sure the content we're making available is accessible? Things like that.<br><br>We focus more on MOUs for the OER creation because that's just such a huge project and we kind of do need certain things to fall in line because we are such a small shop in supporting those. But I could see an MOU from both sides. The one for adaptation could certainly be much shorter because they're already starting with a lot of that content ready-made. So what is their timeline for adapting that? Where might they need a librarians help to bring in some supplemental content that they're having trouble finding. So if you're going to have one there, I could see it being much simpler than a publication one.<br><br><strong>Heather</strong>: Karen posted, "Carla mentioned, you can find MOU templates in the Pub101 curriculum," and Karen's posted the link to that curriculum in that spot.<br><br><strong>Carla</strong>: Thank you, Karen.<br><br><strong>Heather</strong>: I have a question. I was wondering, and this could be asked of the group as well as Carla, who holds the copyright to faculty and staff writing at your university? Do faculty need to ask the legal office for permission to put an open license on their writing or can they just go ahead and do it?<br><br><strong>Carla</strong>: This is such a great question, and the answer is it depends. So I will say today, at the vast majority of institutions of higher education, normally when we think about faculty creations, you've been hired to teach a class, so you create PowerPoint presentations, study guides, tests, things like that, it would certainly fall within the work made for hire category of US copyright law. But most institutions of higher education have a campus intellectual property policy that for teaching faculty say, this is kind of an exception, that even though you are creating those in a work made for hire situation, you retain the copyright in those, although the institution may reserve the right to have a copy of your syllabus for accreditation or to have access to your teaching materials if you leave partway through the semester and they need somebody else to pick up teaching.<br><br>I have heard that there are a few institutions of higher education out there that do claim things as work made for hire. Now that's for regular faculty teaching and instruction. Open educational resources can kind of be their creation of a project on and above that. Here at Miami University, we still consider that a creation of faculty scholarship, and we say the copyright in that rests with the faculty member, although they give Miami University an exclusive worldwide perpetual and irrevocable license to reuse the content in any manner worldwide, blah, blah, blah. You can see how often I do this.<br><br><strong>Heather</strong>: That's good to know.<br><br><strong>Carla</strong>: I would say start by checking your campus's intellectual property policy and see if the answer lies there. If it does not, that is definitely one of the questions I would reach out to legal counsel about, how are we going to classify this, as faculty scholarship or as a work made for hire situation?<br><br>And that's also, especially when money is evolved, a good conversation to have ahead of time. I had a faculty member a while back who was asked by their department head to create an online class for lower level courses that any instructor could teach. She created the syllabus, she created all the lessons, she created all this content, and then the department said, "Okay, thanks. This belongs to the department now." And she's like, "Whoa, wait a minute. What? No, I created this. This is mine." And he said, "No, I paid you, this is mine." And because there was no agreement ahead of time, I very unfortunately got drawn into the middle of this with our legal counsel to figure out who owned the content. So having that conversation ahead of time can be really great to help avoid those frustrating situations.<br><br><strong>Heather</strong>: Okay. Angelique Carson says, "Swiping from other MOUs provided a huge benefit when researching other program's infrastructure in building our pilot program. We found a wealth of items we needed to consider." And Haley says, "We, IU, encourage fellows in our projects to CC license their works since they retain copyright. We only ask for a non-exclusive license for preservation." And then Amanda said, "At Ohio State, faculty own their IP, Intellectual Property, and can license staff counts as work for hire, so we cannot. The university owns the decision about licensing." I just found that interesting because one of the law librarians mentioned something about at CSU faculty have to ask legal to put a Creative Commons license on their work. And I'm not sure how accurate that is, but it just seems like an extra step. But yeah, I'm just curious.<br><br><strong>Carla</strong>: So it can kind of go both ways. So I'm a faculty librarian, so something like this PowerPoint presentation or a book chapter I might write, there's no question that I retain the copyright in that as a faculty member under our campus intellectual property policy. Now for our publishing program, say I create a publication manual, now maybe I'm doing that more within the scope of my job rather than faculty creative work and scholarship. So it could be that manual that I've created is considered a work made for hire. And in that situation, I could absolutely see, okay, since the university owns a copyright in that, they want me to go to legal counsel for that document to put an open license on it. But yeah, I would say take a look at the intellectual property policy at Cleveland State and there might be a little bit more clarity to find there when that open license is required, or permission for the open license is required, I guess I should say.<br><br><strong>Heather</strong>: Yeah, it was a eye-opener for me. Do we have any more questions or anything anybody'd like to share? Okay, I will be respectful of your time. I just want to say thank you again to Carla for talking with us today, and thank you all for joining us to learn more about open textbook publishing. We hope that as we continue to share available resources and recommendations, one of your key takeaways is the sense that you are not alone in figuring out how to support open textbook authors. Remember that if you have more questions about today's session or would like to chat with others about it, you can do so in our class notes, which I'll put a link to in chat. We'll take a look at these notes and questions and comment there. And just as a reminder, next Thursday, May 18th, we'll have a session on working with authors presented by Abby Elder. We hope you can join us then. And please everyone, have a good rest of your day.<br><br><strong>Carla</strong>: Thank you everybody, have a good one.<br><br><br><br><br>END OF VIDEO<br><br><br></div><h2>Chat Transcript</h2><div>00:16:25 Heather Caprette: The link to Pub 101 Orientation document for Spring 2023 is: <a href="https://docs.google.com/document/d/1RVYw2ace_L42x8vxo0nGlJC6rHVvLDzYKeBR4RMdbi4/edit#heading=h.d89ulxay3q4x">https://docs.google.com/document/d/1RVYw2ace_L42x8vxo0nGlJC6rHVvLDzYKeBR4RMdbi4/edit#heading=h.d89ulxay3q4x</a><br>00:17:30 Heather Caprette: The link to YouTube Pub101 Spring 2023 Playlist is <a href="https://youtube.com/playlist?list=PLWRE6ioG4vdYaAD97KKJiu-XZ08NpN6oq">https://youtube.com/playlist?list=PLWRE6ioG4vdYaAD97KKJiu-XZ08NpN6oq</a>. The link to our Pub 101 Canvas curriculum is <a href="https://canvas.umn.edu/courses/377173">https://canvas.umn.edu/courses/377173</a><br>00:27:36 Michael Porterfield: How do you include making content accessible in the MOU? Is this a faculty responsibility or institution?<br>00:31:13 Michael Porterfield: Reacted to "How do you include m..." with 👍<br>00:51:04 Colleen Deel: Thank you, Carla! Do you recommend requiring a MOU for OER adaptations in addition to new creations?<br>00:52:29 Karen Lauritsen: Carla mentioned you can find MOU templates in the Pub101 curriculum. Here’s the link: <a href="https://canvas.umn.edu/courses/377173/pages/author-agreements-mous-and-contracts?module_item_id=9770870">https://canvas.umn.edu/courses/377173/pages/author-agreements-mous-and-contracts?module_item_id=9770870</a><br>00:53:05 Angelique Carson: “Swiping” from other MOUs provided a huge benefit when researching other programs’ infrastructure and building our pilot program. We found of wealth of items we needed to consider!<br>00:54:26 Haley Norris: We (IU) encourage fellows in our projects to CC license their works since they retain copyright. We only ask for a non exclusive license for preservation.<br>00:54:27 Amanda Larson: At Ohio State - Faculty own their IP. Can license. Staff counts as work for hire - so we cannot. University owns the decision about licensing.<br>00:59:06 Heather Caprette: The link to our Class Notes is <a href="https://docs.google.com/document/d/1q_mvThSTMJfxSatX4XjwcDrjZf44_udVWtShkIhaF2g/edit#heading=h.esmv09kvuc5k">https://docs.google.com/document/d/1q_mvThSTMJfxSatX4XjwcDrjZf44_udVWtShkIhaF2g/edit#heading=h.esmv09kvuc5k</a><br>00:59:25 Karen Lauritsen: Thank you, Carla! Great to hear from you ☺️<br><br></div><div><br><br></div>admintag:open.umn.edu,2005:Spina::Blog::Post/912023-05-09T14:41:56Z2023-05-09T15:16:48ZPub101: Call for Proposals<div>Pub101 is a free, informal, online orientation to open textbook publishing. This May 4, 2023, session is the fifth in our series this year. Host Angelique Carson of Washington Research Library Consortium is joined by guest speaker Karen Bjork of Virginia Commonwealth University Libraries for a discussion of the call for proposals.<br><br>Watch the <a href="https://youtu.be/rjV6CYn-c64">video recording</a> of this session or keep reading for a full transcript. For those interested in reading the conversation that took place among participants and the resources shared, the chat transcript is also available below.<br><br>Note: If your comments appear in the transcripts and you would like your name or other identifying information removed, please <a href="mailto:joh20849@umn.edu">contact Tonia</a>.<br><br></div><h2>Audio Transcript</h2><div><br><strong>Speakers:</strong></div><div><br>Angelique Carson (Shared Collections Librarian, Washington Research Library Consortium)<br>Karen Bjork (Head of Digital Libraries and Publishing, Virginia Commonwealth University Libraries)</div><div><br><br><br><strong>Angelique</strong>: There may be many of you who have had experiences with this topic in addition to our guest, and we absolutely invite you to share your experiences and resources. Here are a few housekeeping details. The webinar is being recorded and will be added to our YouTube Pub101 Spring 2023 playlist. We are committed to providing a friendly, safe, and welcoming environment for everyone signed with our community norms. Please join us in creating a safe and constructive space. And please remember there is a companion resource for these sessions as well, the Pub101 Canvas curriculum, which you can find here. That link is being dropped by Amanda as well. And now I will hand things over to begin our discussion.<br><br><strong>Karen</strong>: Thank you so much, Angelique. Let me just share my slides and share my screen, and then I will get started on our topic. So just one second please. All right, so everyone should see my slideshow. If you can nod or give a thumbs up, you can see everything. Perfect, that would be great. One thing I also like to note is, please feel free to interrupt at any time if you have any questions for me while I'm talking. I do have the chat up and running. Sometimes it is hard to see both at the same time, but I do try and I do like questions as I'm discussing the topic.<br><br>So as it was mentioned, I'm going to be talking about communicating capacity and expectations using your call for proposal for your open education project. So my name is Karen Bjork and here is my email address if you have any questions or want to contact me after my presentation.<br><br>So a little bit about myself. I am currently the head of digital libraries and publishing at Virginia Commonwealth University Libraries. So at that position, I managed digital collections and digitization, library publishing, our institutional repository services, and our open and affordable coast content programs. Before joining VCU, I worked at Portland State University Library, where I managed the institutional repository and led the university's open access textbook publishing initiative PDXOpen. And I just want to move something over quick. Okay. So as I noted, I am now working at VCU Libraries. I recently transitioned to this position. I started in March 10th. So many of my experiences that I'll be talking about today are coming from my past experience working at Portland State.<br><br>So a brief overview of what I'm going to cover during this session. I'm going to be looking at questions you'll want to answer before drafting your call for proposal. I'll be doing an overview of what should be included in your call for proposal, a discussion on what type of level of services and support your program will provide, the importance of including what the final product will look like and timelines, having authors identifying challenges. And finally, the lessons that I have learned running an OER publishing program for the past eight plus years. So as you get started with drafting your call for proposal, here are questions that you will want to answer. So these answers to these questions will help shape and define your program, and will help you draft your call for proposal. The decisions not only provide the framework, but it also informs your selection criteria and your rubric.<br><br>So you'll want to answer, do you want to evaluate writing samples as part of the application criteria? Do you want to work with multiple authors or just the lead author? So beyond your written text, what can you support? So for example, will you be able to help with the creation of illustrations? Do you have the ability to support interactive experiences? Can you support streaming videos? Does your library have a recording studio to help with the creation of podcasts? Will you provide tech support for any type of project? So for example, will you help in the creation of a website? Will you provide support with Pressbooks?<br><br>You also want to find out, do you want to require peer review? If so what type of peer review? Are you going to have single anonymous peer review, double anonymous peer review, open peer review, or are you going to have the authors decide what level of peer review? Do you want to ensure that someone else and who has reviewed projects before it's published? For example, hiring a copy editor or having designers. And who are your partners and what services can they provide? So will you, for example, partner with the Center for Teaching and Learning to provide consultations on the development and implementation of the project? So course design, curriculum development, pedagogical practices, for example. So answering these questions will help you determine your capacity and the overall goal of your program.<br><br>So the call for proposals provides your program the opportunity to set priorities, expectations, and your program's capacity. It is typically how faculty first hear about your publishing program, and provides the opportunity to communicate your programmatic capacity and author's expectations. I always like to describe it as your dating profile. It's sort of that, "I'm putting myself out here, and here's what I expect from you if you want to participate and be a part of our program."<br><br>So the call for proposal not only sets that overall tone, but it defines the spirit of the project. So having that spirit of the project really well-defined will be extremely helpful as you move forward and start working with faculty authors. In my experience, it is very important to be clear and provide detailed information on your call for proposal. It is okay for your call for proposal to be quite lengthy, because you really want to make sure that authors know what they're getting into before they get started.<br><br>So I'm going to be going through all of these in more detail. But in my mind, your call for proposal is your opportunity to communicate and define the program's priorities, its requirements, the type of grants that you're going to be offering, the funding model, your selection rubric, your services, and the supports, as well as what the end product is going to look like. So it does also inform your author agreements, which will be covered in another session. And there are many, many, many open textbook publishing call for proposals out there. So I always recommend looking at what others have done.<br><br>So I for example, just released a call for proposal at Virginia Commonwealth University. And the first thing that I did was I went online and I started looking at what other universities had done recently with their call for proposal. So much has changed in the last couple years, that I really wanted to see where others were landing on what they were supporting, how they were defining certain expectations and criteria. So really, there's no need to reinvent the wheel, and many institutions are always happy to provide additional detail when you reach out.<br><br>And it is also really important to draft and revise. Priorities shift, lessons are learned, budgets are always different. And there's always something you missed or a point that needs more clarity or detail. And this is something that I do every time a new call for proposal, I release a new call. I look at what we did in the past. I look at our lessons learned, and I revise based on that.<br><br>All right, so as I mentioned in the previous slide, before you release your call for proposal, you'll want to think about and decide what the focus of your grant program will be. This is really important. So you'll need to ask yourself, who will you be encouraging to apply? And does your program have a specific focus? So for example, will you be encouraging faculty who teach first year courses? Is your focus on high enrollment? Will your program focus on a particular discipline or area? Are you looking to work with a department or degree program rather than a single course? Is the focus of your program to support diversity, equity, and inclusion?<br><br>So several years ago when I worked at PSU, we wanted to target high enrollment courses. So we designed our call for proposal around this goal. So one of the things we needed to do was defined by what we meant by high enrollment. So this took a bit of work, because we discovered that PSU didn't have a high enrollment course definition. So after a lot of consultations with our registrar's office and other institutional partners, we defined high enrollment courses as one that had approximately 500 students annually. So while this took us time to land on this specific number, it was definitely worth it in the end, and we were able to target those high enrollment courses, which was exactly what we set out to do.<br><br>So it's important to know what your program requirements are. So in my experience, your requirements tend to be more specific with each new round. It's important to include what creative commons license the project teams will have to agree to, if the project needs to meet accessibility standards such as all audio and video materials will need to enclose close captioning, that any visual materials will have to have alternative text. Are you going to ensure that charts are not being used as a way to design your book? So you have to make sure that you have all those standards set in place before you put out your call for proposal.<br><br>You'll also have to make sure you define if you're going to have regular check-ins with grantees, if you're going to have monthly group meetings or workshops. How will your grantees share their successes or talk about their challenges? This is also really important for community building and ensuring that projects are completed on time. So at VCU, grantees must participate in a summer cohort kickoff meeting, and they also have one-on-one, and we have bimonthly group cohort meetings.<br><br>So the kickoff meeting is really important because it gives all of the grantees an opportunity to meet each other, as well as the opportunity to learn about self-publishing, copyright, accessibility, and open pedagogy. If a faculty member cannot participate in the kickoff meeting, they have to have somebody come in their place. Each of the programs need to have somebody there in attendance. We see that if faculty are missing this kickoff meeting, it is problematic because we cover so much really right at the very beginning, and we really build off of all of that. So having that knowledge base before faculty start their program is really key to ensuring the success.<br><br>So project scale and funding. When I do my call for proposal, I always know at first, what is my overall budget going to be. I then design my call around that. So I think about, am I going to do adopt, adapt, and create? Will I do a combination of those? It's really about that what type of projects you'll support and at what financial level. So will you do mini grants and only support and adopt grants? Will you be just focused on creation? Will you focus on early stage projects or provide funding for projects that have already been published and need additional support to be updated?<br><br>Your overall budget will help you determine this answer. So when my program had limited funding, I designed a call for proposal around adapt and adopt projects only. So even though we had limited funding, it provided the opportunity to support faculty flipping their courses to open. I also wanted to focus on your project scale. So at what level will you fund projects? Are you going to focus on early stage planning projects? These are really designed for limited implementation, and they are at the lowest level of funding.<br><br>Or will you do what we call spread projects, which is about expanding on seed projects, but they have a larger implementation? Or will you do the sustained projects? These are the ones that are close to having a completed first draft and having all the resources, but they just need additional funds to help finish, revise, or expand the resources.<br><br>Another option that I have also done is I have reached out to past authors and have said to them, "You wrote your book five years ago. Would you like some funding to revise it and maybe create a new addition?" So when I do this level of funding, I don't do a call for proposal. Instead, it's more internal. But it's an important piece to remember. Because faculty, while they want to try to continuously update their book, they don't always have the time or the money in order to do it. So I do like to be able to provide small amounts to allow faculty over the summer to make the necessary changes or bigger changes if needed.<br><br>So for example, I had an author that wrote a book. And one of their chapters was looking at an Apple iOS software. Unfortunately, as we all know, these softwares quickly go out of date, and everything that he wrote in that chapter was out of date. And so he needed to go and revise it. In talking to him, I did suggest that he not focus on the iOS software, and instead, he change the focus of the chapter so that he wouldn't have to continuously update it with each new software. But it is important as a way to try to make sure that it isn't a publish and forget it type of scenario, because that is a question that you do get a lot is, "Once I'm done with my book, what kind of support will I have to continue to have it be updated?" So that is something you'll need to factor into your program as a whole.<br><br>All right, I'm going to continue to move on. It doesn't look like I see anything in the chat so far. But if you do have questions on anything that I've covered, please add them to the chat.<br><br>So I'm going to focus on budget. So budget is an area that has taken up most of my time as a project manager when I worked at Portland State University. The reason for that is because the library distributed the funds to the authors directly. So it required me to meet weekly with our budget analyst in the library to ensure that we were on track and stayed on budget. We had a number of spreadsheets and documents that guided every single decision we make.<br><br>At VCU Libraries, we are able to distribute the money directly to the faculty member's department. So there are no restrictions on how the funding can be spent. They can be used for direct costs for the project, professional, development salary, or any other support related to their projects. I highly recommend this route. If you are able to give the money directly to the departments and then have the departments distribute it, let me tell you, that will save you so much time, and headache, and worry. Unfortunately, at Portland State, we were not able to do that, so I had to focus on and be a part of the budget discussions.<br><br>So if your library does need to distribute the funds like we did at PSU, here are some things to consider. So will you be distributing your money in one lump sum? Would it be coming at the beginning, or mid, or end of the project, or a combination? Will, again, the funding be transferred to your department? Then you don't need to worry about the first two questions. And will you be paying the faculty members directly? So if you pay the faculty members directly, who's going to cover payroll expenses? So when we talk about OPE or payroll expenses, we mean the employer paid taxes such as social security and Medicare. So if you're offering a stipend of $2,500, for example, will the faculty member receive the gross wages of 2,500 or will they actually receive 2,000 after taxes and OPE will be taken out? And how will this affect your overall budget? <br><br>Will your institution hire and handle contracts? So if the author wanted to work with someone outside the institution, who is going to write up the contract and verify and ensure that there is no HR protocol being violated? Are there any type of expenses that you will not pay for? So there's a lot to consider with the budget. And again, this can be the most complicated area. So I always recommend working with your budget analyst at the time you draft your call for proposal, and really getting a clear indication as to how the money is going to be distributed and who's going to be distributing the money. It can make a huge difference in ensuring the ease of your entire program overall.<br><br>So services and supports. So you really must clearly define what services your program is going to offer. Services could include project management, copyright permissions, assistance with locating resources, assisting with selection of peer reviewers, copy editing, and book design, cover design, accessibility compliance, checking, hosting of websites or assistance with the creation of interactive online tools, and verification of citations. Identifying partners outside your library or institution is also really important, and it helps strengthen your program. So do you have instructional designers that you can work with that can assist with the pedagogical questions? Are there any publishing supports or contracts that your university already uses or has?<br><br>So here are a few questions that I recommend answering to help you decide on what services your program will offer, and the capacity that you have to support them. So many of these questions are what I began with in the presentation, but I just want to quickly bring them out here as well to really show the relevancy. So will your open textbook authors just write their book, or will they also be responsible for editing and designing the book? Will the authors be responsible for clearing copyrights, or will your program provide assistance with that?<br><br>So at Portland State, many of our open textbooks that we supported were in foreign language education and required international copyright clearance. So while we worked closely with the author to draft the copyright clearance letters, we required the authors to request the permissions themselves. We had an author who was writing a book on Russian literature and wanted to specifically use literature that was published in Russia. So thankfully, her parents were still living in Russia, and they were able to assist us with getting the necessary copyright clearance. Because otherwise, we don't know if we would've been able or allowed to put this particular literature as part of this open textbook.<br><br>So during the author creation process, will the library assist the author with pedagogical questions, or does your university have instructional designers that you can refer them to? At Portland State, we did not answer pedagogical questions. Those went to our instructional designers. So from the very beginning, faculty knew that they needed to reach out to our instructional designers rather than the library for any type of pedagogical questions.<br><br>Do you have any in-house expertise? Is there staff in your library or at your university that could do copy editing or designing? Does that person have the capacity to take on extra work? Is that person able to say no? And would you charge for these services? If you don't have the in-house expertise, will authors be responsible for finding editors and designers themselves, or will this be something that your program will handle? How will you handle textbook peer review? Will your books be double-blind or open peer review, as I asked at the beginning? Will your program pay reviewers or will authors need to pay for reviewers? If you decided to do an open peer review, will the authors need to find the reviewers? If so, how many, and can they be affiliated with your institution or not?<br><br>Will the authors be required to set aside a certain amount of funding to be designated for editorial or production services? So this is something that I've done in the past, but I have learned that the length of the book will impact the overall cost of editorial and production services. Honestly, it was something that I didn't even think of. I had a textbook that was 100 pages, and then I had another one that was 250 pages. And I will tell you the cost was significantly different between those two. And I had said, "You have to set aside X number of dollars." Well, unfortunately, that X number of dollars did not cover the 250-page book text. So I needed to go back to my dean and explain that I needed more funding to be able to support this, because we required the textbooks to go through these services. So that was a real lesson learned on my part.<br><br>I do think it is important to talk about production services, to talk about design, and to talk about copy editing from the very beginning with faculty editors or faculty authors, because it's not always something they think about. And after they've spent their money out, they sometimes have come to me and said, "It'd be great to have a cover. It would be really nice to be able to have someone come in and do some copy editing." And I've had to say in the past, "I'm so sorry, but we don't have any money to cover that." So now, I make sure that faculty think about the editors, the designers, the copy editors at the very beginning. And I actually have incorporated the requirements that they have to set aside money for that. And it really does depend on if your university has an in-house press, or if there are other contracts. But it is something to really think about and consider.<br><br>And the reason I think that that's really important is because having copy editors, having designers really helps make the project look more polished. And that does make a difference. We always say you can't judge a book by its cover. Unfortunately, people still judge textbooks by their cover. And I feel like with open textbooks, the first comment we usually get is, "Well, they're not as good as a commercial textbook." And I believe that a lot of that is because they may not look as pretty, that it has really little to do with the content. Well actually, their content is on par, but it's just because they don't always have that design element.<br><br>All right, so the next one is the final product and timeline. So final product and timeline, really asking about will authors retain their copyright, or is the copyright going to be sent to the university? What creative commons license will you allow? Are there creative commons license that you will not allow? The other questions to ask is, what will a completed textbook look like?<br><br>I didn't think about including this in my call for proposal initially, but I quickly came to the realization after my second round when there was a misunderstanding between what an open textbook was. And I realized that the faculty member created reading packet. And what I was intending for them to create was a textbook. So I had to make sure I went back to the drawing board and included this number of pages. So I had to make sure that number of pages was well-defined, that they had chapters, that each chapter had a set structure, and that the textbooks all had a similar style. So that was something that I needed to make sure that I incorporated into was within the call of proposal, I had to define what a completed project looked like.<br><br>The other thing you'll need to think about is the length of time to complete projects. And some of this has to do with your budget. If you have to spend money out by a certain time, is that going to define your timeline? I'm going to be talking about timelines more so in the next couple slides. But one of the things that I think is really important is that what timeline the person sets is not always necessarily the timeline that ends up being the realistic timeline. Timelines shift and change. And so if you have a set timeline, you do need to be very, very clear that authors have to complete their project by a certain date, and the reasons for that. So I think it's one of these things that sometimes can be forgotten in a call for proposal, but I think it's really important.<br><br>So author challenges. This is something new that I have done in my call for proposal, is that I require every project to think about and discuss any potential roadblocks that they may encounter as they create and develop their projects. And I think that this is a really important exercise, particularly when discussing these realistic timelines, as well as service expectations and potential knowledge gaps.<br><br>So challenges could include licensing questions, staffing challenges, skills gap, gaps in knowledge, content availability, and time concerns. It's really about having these conversations before the project starts, and really being able to identify where you might have opportunities to be able to teach faculty in various areas. So I think that it's hard for anyone submitting a proposal to think or acknowledge the challenges, but I do think it's a really important step in ensuring that the projects are completed on time and in the spirit of the project. So I am almost done, but I just wanted to check in again to see if there are any questions. I'm not seeing any questions in the chat so far. So we should be looking at selection rubrics, is the next one.<br><br>So I just wanted to give all of you an idea of what my selection rubric looks like. This is really very much based on our call for proposal, and we just have a point system. So our evaluation criteria looks at objectives, the impact, the plan for the timeline. And then we base point on if the proposals objectives are well-defined, the proposal is clear and convincing about how they're going to use OERs, and that the proposal's timelines are developed and implementation is really seen as being feasible. And then the second part of our rubric goes into the plan for assessment. We think it's important that faculty assess their projects. So we want to make sure that faculty have thought through how they're going to make those necessary assessments, and what material are they choosing and why.<br><br>Cost savings, always a big one. We like to boast about how much money we're saving. So the larger the project, the higher the cost savings. So that's a good check. And then feasibility. How feasible is this project? So feasibility sometimes can be difficult to judge, but you can typically get within... When you ask faculty to submit their proposals, you can usually get a good feel for how far they are in a project, and how much they've thought about the project. And I think it is really important, because many of these projects are done and completed at the same time faculty are teaching. They're still doing their research and their writing, and they have personal lives. <br><br>So it's really about making sure that the project really can be done, and it's not just this much bigger and higher... It's just not something unfortunately that they just can't accomplish. I've had to talk to faculty about scaling down projects, because they really have gone, "I'm going to do this and this," and they get very excited, which is fantastic. But you also need to remind faculty that unless they can afford a buyout, they have all these other commitments at the same time.<br><br>Okay. Lessons learned. This is probably one of my favorite parts of all of this. And as I said, I've been doing this for eight plus years, and I'm still learning. There are things that I still am like, "Wow, I never thought of that," or, "That didn't come up." So I think it's really important to acknowledge that we all make mistakes, but this is the best way to ensure that you have a really good and solid program. So it is important to say, "Didn't think of that. Put that as my lesson."<br><br>So one of the biggest lessons that I have learned is project management takes a lot of time. I did not realize that when I first came in and I was like, "Yeah sure, I can support 10 projects." Yeah, it was tough. Supporting that many projects while doing my other duties was very hard. Project management takes a lot of time. There's checking in on the one-on-one meetings, answering questions, putting together the workshops, putting together and scheduling the cohort meetings, working with faculty on their budgets. So it's really important to make sure that you have an understanding of what your capacity is and how many projects you can realistically, successfully support.<br><br>And as I said, it is okay to only do a handful. If that is all that you can do, that is fantastic. And I don't want anyone to think, "We can only support one or two projects, so I can't do a call for proposal or an open education program." I would say that it doesn't matter. Just doing a couple projects is amazing. You're helping students save money. You're working directly with faculty, and you can grow on that. Timelines and priorities shift, and this is just the nature of universities and academic teaching. While in OER may be a priority for one semester, it may get shifted down because of publishing or because of other grant programs. So you have to acknowledge that the OER project may not be at the top, and this may extend the deadline.<br><br>I worked with a faculty member for five years on her project because things just kept shifting, and I just kept at it with her. I just kept supporting her. I kept encouraging her. And when it was done, it was an amazing project, but it took two and a half years longer because of various things just taking top priority. One other thing to keep in mind is developing procedures and policies for no longer supporting projects. While we don't want to pull the plug on a project, sometimes it's necessary. But you have to know what steps you need to take in order to determine if that's necessary and how that will happen.<br><br>I've only had to not support one project, and it was a really hard decision to make. And in the end, I actually think it turned out really well, because we put the project on hold and we paused. We then still continued conversation with the faculty, and we were able to bring that faculty back in a year or two years later when they were better suited to move forward with their project.<br><br>Another thing to think about is, authors leave institutions. So what happens if your faculty member leaves your institution mid-project? Do you have somebody to pick up the slack? Is the project then done? Or would you be willing to continue to support the project even though they're at a different institution? So these are things that I did not think about initially when I started.<br><br>So some other lessons learned is be specific. Again, cannot say this enough. Provide opportunities for feedback and suggestions both from your team and from applicants, throughout your project's run. So not just at the end, but also in the middle. So one of the things that we have at VCU is we have bimonthly cohort meetings. And during these meetings we do check-ins and we say, "How is it going? What can we do better?" So this is our way of being able to have these conversations with our faculty authors, do these check-in. And if we need to change anything, we can do this mid-project rather than waiting till the end.<br><br>Set clear selection and eligibility rubric. This is really important, because a lot of the time, you're going to have more proposals than money. So you do need to make sure that you can figure out what you're saying no to and why. So having those clear guidelines can really help you on that. And again, it's okay to reject proposals. It'll actually make your program stronger. And the reason I say that is because when you reject a proposal, I always recommend having the conversation with the faculty to explain why, to really talk to them about it. And see if maybe there's somehow else we could support them.<br><br>So I had a faculty member that we rejected their proposal because we honestly didn't have any more funding, but the project worked really well with our online learning community and could be used in their LMS. So I actually shifted them to our instructional designers. The faculty worked with the instructional designers, made some changes. And then a year later, reapplied and actually had a much stronger proposal, and then was part of our project. So it really isn't just about rejecting and then never speaking. It's really about having those ongoing conversations.<br><br>And finally, opportunities to create awareness on campus. Really, your call for proposal is, why should faculty participate in care? This is sometimes their first connection to OER, sometimes their first connection to what you're doing in the library. And so you are really trying to demonstrate and show why should they care. It's about what are the benefits of participating beyond just saving students money. I always like to talk a lot about faculties' ability to customize their course material specifically for their classes.<br><br>So at Portland State, for example, we have a Spanish 101 textbook. This textbook, it's all for the Spanish 100 level series. So Portland State has terms. So it was the three terms. The book was being developed during 2020. So when the killing of George Floyd and then the protests that were happening in Portland were occurring, my faculty author that I was working with was incorporating what was going on in Portland in her course assignment and in her textbook. She was teaching her students the Spanish vocabulary and how to talk about what was going on in Spanish.<br><br>And I asked her to get some feedback from the students after that term. And one of the students talked about how they were having a really hard time being in an online class, that transitioning to learning Spanish in an online environment was difficult. But having that material that was created specifically by their teacher for them made that huge difference. And she felt like she was being seen and heard. And it helped support this student to continue in her class and continue in the class and not drop out. So it's really important to be able to talk about those benefits as well as not just beyond saving money.<br><br>And then it's also about what expertise as a program manager you bring to your program and what opportunities are there on campus for partnerships. Partnerships are really going to help you sustain these programs in the long run. It's not just falling on you. You're getting help and support from others. And it creates an amazing awareness of what the library is doing and the services that we offer. And on that note, I'll say thank you. And I am going to open it up to questions, and I'm going to stop sharing my screen.<br><br><strong>Angelique</strong>: Wow, thank you so much, Karen, for sharing all this information. You say that you're eight years into this kind of project management for OER. I myself am two and a half months. Our call for proposals at the WRLC was January 31st. And I can say from firsthand experience, the good advice to get granular on that call for proposals is something that I would tout over and over again. You're really setting expectations, and it's just so important that the candidates and their support team know what's going to be required, down to how many meetings you're going to ask them to attend. Will you want to photograph from them? Can you invite them to future panels? All these items. So now, it is a time for questions. I'd like to invite the audience to unmute yourself if you'd like, and raise your hand or put comments in the chat.<br><br><strong>Karen</strong>: I see there was a question about, are we on the correct page of PowerPoint? So I do hope that you were all able to continue to see my PowerPoint slides. I can share them as well and have them sent out.<br><br><strong>Angelique</strong>: Thank you, Karen. I actually checked at that time, and you were talking about support and services, so it seemed like we were quite on track.<br><br><strong>Karen</strong>: Okay. Okay, good. Okay.<br><br><strong>Angelique</strong>: I do have a question to get things started. One experience we had at the WRLC was in an effort to remove the threshold of all the meetings our instructors are being asked to attend, we removed a mandatory requirement of attending a meeting, a webinar before the candidate applied for the grant. And I got to tell you, I don't really know if it accelerated the number of grants we had. And in the end, the grants that we received from faculty who attended the meeting were very different from those who just read the information and submitted.<br><br>There was such a difference, not in quality or in feasibility, but in the candidate's understanding of the project itself. And that's one thing that we're going to definitely go back and revise. And I love that you said at least one person has to attend. Whether it's a talk representative, someone from their support team. I think that's one item we already know we're going to go back and revisit.<br><br><strong>Karen</strong>: Yeah. And one of the things that I do... So when I do the call for proposals, I actually have a caveat that says I will be reaching out to them to discuss their proposal in more depth before a decision is made. And I do that as well just to make sure that the faculty are all on the same page with us before we even select their proposal. So I don't have a requirement of attending a meeting before they submit, but I do reach out to them and say, "I would like to talk to you about this before the selection happens." Because we've had in the past, faculty decline after being accepted when they've realized that their material's going to be published openly, and they're not going to be making royalties off of the material. And so I just really want to make sure that faculty are really clear in the requirements that we have laid out.<br><br>And that's why with the summer kickoff, we do require everyone to attend or to have somebody take their place, because of the level of information that we provide, as well as we want to make sure faculty can hit the ground running, and that they have an understanding of copyright, and self-publishing, and online learning, and pedagogical, because of experiences in the past where faculty have run through a project and then we've realized that they're violating copyright, and we have to set back. And it's going to delay us for two months as we try to find creative commons licensed material that they could use. So it is really important.<br><br>So Amanda said that when she managed a grant program, she switched to mandatory consultations with folks beforehand after a wild first call. So many projects that weren't viable. Yeah. I always hope that faculty will reach out to me before they put in their call for proposals to talk about the projects, but that doesn't always happen. So I always try to talk to them before we make a selection. And sometimes, it's a tight turnaround and it's difficult when faculty are off contract, but it's just something that I've seen as important.<br><br><strong>Angelique</strong>: Thank you. And that goes again to just being very granular. While we wait for some hands to raise or some items in the chat, I also want to say that when it comes to these mandatory requirements, or at least expectations, one thing that stood out was a misunderstanding between OA and access, affordable learning content, OER, and why we wanted you to understand the difference and know that your material would have the most generous CC license. And I think faculty assume an understanding and they're just like, "Yeah, we got this," and then go forward. But we had to decide, it is our pilot year. Were we going to stand firmly with textbook savings, which OA would be fine, or do we really want to pursue the OER ethos of the grant? And we decided that we were going to stand firm in this first year, but leave consideration for a following year. And that was a big gap in understanding with more than one proposal.<br><br><strong>Karen</strong>: Yeah. I shouldn't be, but I am still surprised in the gap of understanding between OER and affordable course content material. So I have stood firm on... It depends on the type of grants that I offer. So this most recent call for proposals, we are just doing adopt and creation grants. So because we're not doing the adapt grants, we decided we are standing firm. They have to be open educational resources, they have to be published openly, they have to make sure there's a creative Commons license.<br><br>When I've done call for proposals with adopting grants, then I am much more flexible in can the material be put into the faculty member's LMS? Is it really just focused on saving money? So in my decision making, I've been really clear about when we are more flexible about the cost saving and the type of material versus when we are not. And so that it really is, I think, part of your decision making process. Creation grants are more expensive and time-consuming, which is why in my mind, it's very important to make sure that they have resources that are licensed so that they can be free distributed and are what we would refer to as an OER.<br><br><strong>Angelique</strong>: Very good. Exactly. You might have seen me just nodding my head over and over while you were speaking. I'm just like, "Yes. Excellent point." I don't see the hands raised just yet. So I'd like to highlight another topic you discussed, is when you have to say no. And we have a consultant from UMSD, we also look heavily at VIVA's very excellent historic project. And we bless all the librarians who so freely shared their information with us to help us get our own program off the ground.<br><br>Those that you have to reject for next year or say just not yet, those are your OER allies. And we're currently trying to figure out a way to fold them into this so we don't lose that interest that hopefully we've sparked. And especially when it comes to adjunct faculty who are sometimes more open to it, but can't always predict if they're going to be teaching what exact course next semester. So that's what we're thinking of right now, because the drafts that weren't completed... We got a partial partial program proposals. And those that we rejected, what can we do to bring them into the fold and find more opportunities?<br><br><strong>Karen</strong>: So one of the ways that we did it at Portland State was that I worked really closely with our subject liaisons, had the subject liaisons create those connections, and be able to work with the faculty about how they could just start to bring in some free course materials. Even if it's an ebook with unlimited license, or if it's helping to better select open educational resources for their classroom. So our subject liaisons found it as a great way to connect with adjuncts and faculty that they may not have otherwise spoken to. I really liked it because it provided and continued to allow the faculty to engage with the library and really look at the services that were offered, but I just didn't have the capacity to be able to support our projects as well as the ones that we had to reject for whatever reason.<br><br>And that was actually very successful because our liaisons were part of the faculty, had already had the connections. The liaisons were part of the selection process, so they knew which ones we were rejecting and why. And so they would reach out and say, "Hey, I was part of this. I want to talk to you about how we can continue to support, and maybe find innovative ways that we can work together. We're not going to be able to provide you with funding, but maybe we could look at just even starting the process of flipping your course." So that's how we've been able to do it. I also had a running list of everyone that had applied. So when we had new grants coming, I emailed them directly and said, "Hey, we've got a new round. Are you interested? I know that you've had some material." So we've done that as well.<br><br>And Amanda and I, as well as some of our other colleagues, have actually done presentations talking about how to say no, and looking at your capacity, and the benefits that it can offer. And it is really difficult. As librarians, we like to say yes to everything. We like to please. We like to try to make it all work. But it's not good for our health to be honest. And I think you can really build some strong relationships by being forthcoming and saying, "Your project is strong, but we just don't have the money to support this. And we have a project that is going to support 1,800 students. We need to support that this round." Amanda put in our Power of Now.<br><br><strong>Angelique</strong>: I love it.<br><br><strong>Karen</strong>: I do recommend checking it out. It's a fun presentation to do, and it really challenged all of us to think about how we say no and what tools in our toolbox we have to be able to do that.<br><br><strong>Angelique</strong>: Thank you so much, Karen. I'm looking for raised hands. I know-<br><br><strong>Karen</strong>: I covered everything.<br><br><strong>Angelique</strong>: You really did.<br><br><strong>Karen</strong>: So well.<br><br><strong>Angelique</strong>: I have a laundry list here, so I know for sure that you did. I want to highlight one more point. Please do not underestimate the time project management will demand. Our project was much larger. We're doing adopt now, but it was create and adapt and adopt. We were advised by VIVA, we were advised by UMSD, who they both have two big programs. They've been running for several years. They said, "Even if you get someone part-time," and even with it scaled all the way back, and I'm finding it's at least 15 to 10 hours a week just getting it off the ground. So find your help and lean into your allies and your partners.<br><br><strong>Karen</strong>: That is the best advice ever, and I agree with it wholeheartedly. I completely underestimated when I first started how much time it was going to take. I wanted to support the faculty that were writing these books at all costs, and it was a struggle because I didn't have the ability or the time to be able to do it. I figured it out, but I felt bad because I really should have accepted less, I should have realized. And I just didn't, I was so new to it all. And so I agree so much with that statement.<br><br><strong>Angelique</strong>: Well, Karen Bjork, I want to thank you again for all of your highly excellent, relevant, golden information. As a fledgling myself, I can share with everyone how very relevant the information is. And thank you all for joining us today as we continue to learn more about open textbook publishing. We hope that as we continue to share available resources and recommendations, one of your key takeaways is a sense that you're not alone in figuring out how to support open textbook authors. You certainly are, we're all allies, and I have really appreciated all the information you share today. Thank you so much for joining us, Karen.<br><br><strong>Karen</strong>: Thank you so much for having me. And if anyone has any questions, please feel free to email me or reach out.<br><br><strong>Angelique</strong>: Wonderful. And with that, everyone, have a great afternoon and thank you so much.<br><br><br><br><br>END OF VIDEO<br><br><br></div><h2>Chat Transcript</h2><div>00:18:03 Amanda Larson: Playlist - <a href="https://www.youtube.com/playlist?list=PLWRE6ioG4vdYaAD97KKJiu-XZ08NpN6oq">https://www.youtube.com/playlist?list=PLWRE6ioG4vdYaAD97KKJiu-XZ08NpN6oq</a><br>00:18:12 Amanda Larson: Norms: <a href="https://docs.google.com/document/d/1YY66Fnp0iBhlZ9Rd8qOv3Av8u3rGNja1Cj5epO1YRyk/edit#heading=h.oymdzx9d30td">https://docs.google.com/document/d/1YY66Fnp0iBhlZ9Rd8qOv3Av8u3rGNja1Cj5epO1YRyk/edit#heading=h.oymdzx9d30td</a><br>00:18:32 Amanda Larson: Course: <a href="https://canvas.umn.edu/courses/377173">https://canvas.umn.edu/courses/377173</a><br>00:40:09 Christy Wrenn: Are we on the correct page of PPT?<br>01:00:32 Christy Wrenn: That will be great.<br>01:03:06 Amanda Larson: When I managed a grant program - I switched to mandatory consultations with folks before hand after a wild first call. So many projects that weren't viable.<br>01:10:49 Amanda Larson: The Power of No: <a href="https://www.youtube.com/watch?v=Sg6jAB1UdUY&t=1s">https://www.youtube.com/watch?v=Sg6jAB1UdUY&t=1s</a><br><br><br><br></div>admintag:open.umn.edu,2005:Spina::Blog::Post/892023-05-01T21:24:25Z2023-05-01T21:24:25ZPub101: Publishing Models<div>Pub101 is a free, informal, online orientation to open textbook publishing. This April 27, 2023, session is the fourth in our series this year. Host Christina Trunnell of Montana State University Library is joined by guest speaker Amanda Larson of The Ohio State University for a discussion of publishing models.<br><br>Watch the <a href="https://youtu.be/KZL2jF9saqY">video recording</a> of this session or keep reading for a full transcript. For those interested in reading the conversation that took place among participants and the resources shared, the chat transcript is also available below.<br><br>Note: If your comments appear in the transcripts and you would like your name or other identifying information removed, please <a href="mailto:joh20849@umn.edu">contact Tonia</a>.<br><br></div><h2>Audio Transcript</h2><div><br><strong>Speakers:</strong></div><div><br>Christina Trunnell (Assistant Dean, Montana State University Library)<br>Amanda Larson (Affordable Learning Instructional Consultant, The Ohio State University)</div><div><br><br><strong>Christina</strong>: All right, well, welcome everyone today. My name's Christina Trunnell. I am one of your Pub101 curriculum committee members. I'm delighted to welcome you to today's session with the amazing Amanda Larson. Just a couple of things as we get started, I'm going to share the Pub101 class notes, where you'll see transcripts from each session, and links to all of the relevant materials. I also want to remind you all that we adhere to the OEN's community norms, which you can see on our OEN Community Hub, which is a great resource. I will be monitoring the chat as we go through today's session. If you have questions, please feel free to put those in, and we'll make sure that those get covered today.<br><br>So without further ado, I'd like to introduce Amanda Larson, who joins us as the Affordable Learning Instructional Consultant at the Idaho. Goodness, I gave you a completely wrong location. Ohio State University, where she creates professional development opportunities for staff, librarians, and instructors around open pedagogy and open educational practices. Amanda's also the co-chair of our Pub101 curriculum committee, and was an incredible driving force and leader in creating the curriculum that you are going through this course with today. So thank you, Amanda.<br><br><strong>Amanda</strong>: That was extremely kind. You moved me across the country and back. I'm so excited. It was such a good trip. All right, let me share my screen, and then we'll get started. I am here to talk to you today about publishing program capacity. Let me turn you back into a gallery view, so I can see folks. Then I'm going to go ahead and drop the link to the slides in the chat. If you want to follow along or download any of the...click any of the links. You should be able to do so. All right, let's get started. I am Amanda Larson. I have a long trajectory in this environment of publishing. When I got my first master's degree in literature, I was the editorial assistant at the Journal of Narrative Theory.<br><br>There, I started getting questions from authors around their copyrights and their rights as authors, and would they be able to put their work inside institutional repositories. It was the first time that I was exposed to the idea of open publishing in the sense of it being connected to academic work and instructional materials. Up until that point, I was totally in the open source software arena of thinking about open content. Then I got my library degree at UW Madison, and I was able to get a teaching assistantship there as the open educational resources teaching assistant. In that role, things were very grassroots at UW Madison, and I was able to work with a really, really intensely engaged group of passionate advocates for making their materials openly licensed.<br><br>What I provided for them were Pressbooks training, doing troubleshooting Pressbooks for them, helping them think through the pedagogical implications of using OER in their classroom. Then after I graduated, I was the open education librarian at Penn State, where I co-ran the affordable course transformation grant program. We built that from the ground up. We started it and iterated on it over the two and a half years that I was there. Then I moved to Ohio State where I work as the affordable learning instructional consultant, and I do a grant project support for the Affordable Learning Exchange.<br><br>My work right now really centers around curation of resources for instructors, and also thinking about racial equity. I support the racial justice grants, which I'll talk about a little bit later, and also open pedagogy. So once you have open content, how do you teach with it? I like to provide an agenda. We're going to talk about why you might want a publishing program. We're going to talk about how you might develop that publishing program, thinking about a couple different institutional contexts that you might do that in. We're going to think through about who's doing the work, and think about that in the idea of capacity building.<br><br>We're going to talk about a couple building definitions and then communication training and then community building. So, how do you build a community at your institution? What do you want to think through in that? Then importantly, self-care and then some considerations for doing this kind of work. I think that if you are at the very beginning of your program building, it's really important to think through the why of what you're doing. So, understanding why you're doing this will help you think through what your program needs, and it all can build on top of that question of why. Lots of different institutions have lots of different why's, so it could be that that was handed down to you as a mandate from admin at your institution.<br><br>It could be that there's an underlying need that you're responding to. It could be part of a larger initiative on campus. It might support your goals for outreach. Then you might also want to think about how people would be participating as part of that why, and why you would pick adoption, adaptation or authoring at your institution. And is part of the why that it is part of your outreach strategy. Thinking through why for your program will help you decide probably about the what and the how going forward.<br><br>So thinking about some different scenarios that you might have for starting a program. It could be that there is pressure from student government to help make textbooks more affordable, or to do course markings. They're really focusing on the cost, so helping them be better able to afford that. And so you might partner with student government to start a publishing program or an OER program, or it could be that you have a top-down mandate from administration. Admin is super interested in OER, and they want a program to happen, and so now you have to spin up a publishing program based around OER. It could be part of a larger initiative of affordability on your campus, and so it could be or a larger initiative focused on open at your campus. So, it could be that you already have done quite a bit of work in the open access arena, and now you are spreading out into open education.<br><br>Those are just some ideas of thinking about... It could be a grassroots thing where your faculty are super interested in doing this kind of work, and are early adopters. So, it could also be that. So thinking through the why is where we're going to start off when we think about building a program.<br><br>There are two open textbook development approaches that I have identified in lots of conversations with my peers. I do a lot of mentoring for people running programs. What I see most often is either there's this do-it-yourself model where there's one person, or it's a very small team of people, and oftentimes, you might be doing it off the side of your desk in this instance. It might be a duty as assigned in this instance.<br><br>Then there's also this publishing program and then larger electronic book publishing services that it might be a part of that. So, they have some commonalities. They're each going to have goals. You're going to need to identify support in both of them. If you're working in a larger publishing program, you're going to want to identify partners pretty early on. In a one-person show model, you're going to want to make sure that you have your expectations defined really clearly. Make sure that you clearly communicate what you can and cannot do, and then you're going to want to probably do a lot of teach the teacher or train the trainer model instruction around publishing for instructors inside your community.<br><br>You'll see that some of those things are also in the other ones. You're going to define roles, and you're going to clearly communicate again. They're both going to need you to build a community, and those communities might look different. There's also this idea about self-care that is going to be present in both of those models that we want to encourage you to keep an eye on. I have been doing this for a while, and thinking about starting your program from a place where you're building around your capacity to begin with rather than having to scale back, because your over capacity is a great way to go.<br><br>So if you're identifying support, one of the first things you're going to want to think through is what services are you willing you have the capacity to support? So, this could look like working with authors to author new work, so you're going to create brand new OER from scratch. They're not going to have any other content. I've run into this quite a bit, where authors already have a lot of content that they're using in their classes that they have authored, and they just want to turn it into shiny textbook, where that's all co-located in one location.<br><br>It could be that they have nothing, and they're really going to go through a whole textbook development process, where they're going to identify what content they want to put in there, and they are going to work on out the structure of what the book looks like, and then provide content. That could be them as solo authors. It could be also them identifying a suite of authors in their discipline, who they want to work with to help do that. It could also be that they are... You might be deciding that you would work with authors to adapt in remix work, so they're going to start with probably an existing OER, and then adapt it within the scope of the license that it has to localize it for their particular context in their classroom.<br><br>It could also be working with others to make materials culturally relevant, or to incorporate racial justice curriculum into it. So, this could be that they're going to take an OER that already exists, and then they are going to say, "This book doesn't have enough representation. I want to resource all of the images, and I want to think about diverse naming conventions for examples inside of the book." They're doing that kind of work then, which fits into that localization, but also with an I to equity. Then you're going to want to think through what tools you can offer to your faculty to create and remix works.<br><br>This is where I always encourage you to take a look at what already exists at your institution. So, maybe you're a Google school, and you have access to Google Suite. Maybe instead of it turning into a book, it's a Google site, or they're going to do all of their authoring inside of Google Docs, and then maybe it'll go live somewhere else afterwards. It could be that you have a license for Pressbooks or Manifold, or you want to try editing with Scribe, or you want to build your OER inside your learning management system or LMS at your institution. So, what tools can you offer to your faculty to create remix works?<br><br>I could even add more ideas to this list now, so PubPub is a great option to think about for content authoring. Then after this is all done, they have created their product. Where does this live? So, is it going to live inside your institutional repository if you have one? Are you publishing it on the OER Commons? Is it getting published on the web, in the LMS? If it's a Pressbook, will you turn it on so that it can be part of the Pressbook directory? Those are all questions to think through as you're starting to think about identifying the support you need. One of the things is after you've decided what kind of topics, what kind of projects you will be supporting, you might want to consider the following questions.<br><br>So thinking through, how many projects can you take on to start with? I would always encourage you to start with less rather than more. It's really easy to build in scalability if you start small. It's really hard to back off after you have...say you start with 10 projects. It's really hard to say the next cycle, we're only taking five. It's hard to explain that to admin. Well, you did 10 last year. Why can't you do 10 this year? So thinking about starting, I would even encourage starting with one or two, maybe three projects to begin with, and seeing how it goes. What is the process like?<br><br>Because after you have gone through that first cycle, a lot more things about your capacity are going to be clear to you, and you're going to understand how much work it takes, what kind of authors that you are working with, what their needs are. So if you start small, you also want to think about how many you'd want to add to the next cycle to scale your program up. So if you work with three this time, will you do five next time? Then thinking about what you can do to make your program sustainable. So, there are a lot of aging successful programs that are out there who have been doing this for five or six years or 10 years, and have reached this point now of thinking through, "Okay, so we scaled up. We got all of these dollars in cost savings, but now we don't have any funding left. What happens now?"<br><br>That's the situation that Ohio State is in is that they had a huge grant, and they did a lot of great work over the last five or six years, and now there is no money left to do grants. Without finding more funding, we have to figure out what that looks like in the future. So thinking at the very beginning of your program like, "What are your sustainability portions in this?" That counts also not just for funding, but also thinking about how are the OER that your instructors are creating? How are those sustainable? Do they have a sustainability plan? What does their edits and revision cycle look like?<br><br>When I was running my grant program, I always had folks teach with their materials for a year or at least at the very least a semester to get an idea of, "You created this thing. Now, what's missing? What do you need to add?" Extra credit for students to find typos is also helpful here, but helping them think through how that they're going to continue to use this material again and again in their classroom, and hopefully also helping them build the skills to make those edits themselves if you're in that one-person model, and then thinking through what is your budget like? Do you have a set amount of funds for each year? Where are those funds coming from?<br><br>Do those funds fluctuate from year to year? Is the funding soft? Are you able to request any in-kind funding? So if your grant supports up to X many dollars, does their department also kick in X many dollars, or is there a partner that you're collaborating with who also provides in-kind funding to help support the grant program? Thinking about those at the very beginning for how you're going... what you need to support these programs. In the do-it-yourself model, a good question to ask is, "Is this going to be a publishing effort that is supported through administration, or is this a grassroots campaign?"<br><br>I have seen this play out in different ways on different campuses. I have done both. At Wisconsin, it was very grassroots. At Penn State, it was very much a publishing program with lots of admin support. Those kinds of programs need different kinds of support and thinking through. Is there cash for OER, especially with COVID having happened and still going on? Trying to figure out how that has changed budgets for places has been something that has been very relevant. Is there still money to do this kind of work? Is it just you supporting all of the OER publishing efforts at your institution, or are there a few collaborators that you can lean on?<br><br>Are you working individually, you are the one person who does this work, or is there a small team of you who does this work and has conversations about what this will look like? Thinking about also, how can students participate? Can you get a student worker? Is that something that happens in your contacts pretty regularly? Can you secure a teaching assistantship for a graduate student? What does that look like? If you can do that, then you would want to think through those questions again about how that fits into your support model. Then if you have a publishing program where you have a lot of administrative support, it's really important to identify which administrators are supporting this effort.<br><br>So in my case, it was the provost, and so you'll want to think through your institutional context. Does the support come from the top down? So, is it the president of the institution? Is it the provost? Is it the unit, or does the support come from a specific outlying unit? So thinking about maybe if you have a Center for Teaching and Learning, something like that, are they doing this kind of support? At Ohio State, we have the Drake Learning Center, and they do a lot of grant funding for instructors to do professional development, and so OER could be one of those things that they are helping support.<br><br>Again, financial, where's the money coming from, again, especially with the way that COVID has changed things at our institutions? Then who's on the team? Who's going to be doing the day-to-day work? Are you the point person who is going to be interacting with all of the authors? Do you have access to production support? Is there somebody who can help put together the books for instructors? Are you collaborating with other librarians at your institution? Are you collaborating across units at your institution? Then what does the work look for each of those people?<br><br>That leads us right into talking about partners. Who has a seat at the table? One of the ways that you can think about getting started is by building a working group of stakeholders. I have pulled together here a list of some common partners for this kind of work. It's not by any ways, means, or stretch of the imagination exhaustive, but you could be working with students. You could be working with the libraries if you're not already positioned in the library. You could be working in the Center for Teaching and Learning. That could have a different name at your institution. You could be working definitely with faculty.<br><br>What is the role of your bookstore? Do you have an academic press? How do they fit into the conversation? Are there specific academic units who might want to be at the table around this conversation, and then are there institutional specific units? When I was at Penn State, there was another unit in earth sciences who had been building OER for 10 years, and they were working on a repository for OER. So, they really wanted a seat at the table to talk about OER at the institutional context level. So thinking about who can you partner with, and making sure that you at least extend the invitation for them to join in on this kind of work.<br><br>Then it's really important to define expectations, and this has multiple levels. Once you've identified what and how you can support your publishing effort, you're going to start defining the expectations around your publishing program. So, what are your expectations for faculty authors? What are they responsible for? Then what support can they expect from you? It's really good to define this ahead of time, and get it in writing. We'll talk about MOUs later, memorandums of understanding, later in the programming for Pub101, but it's great to get this in writing before you launch through that MOU process. But absolutely, it can be iterative and grow with your initiative.<br><br>I think what's really important is sitting down with faculty authors, and saying, "You can expect that I am going to do X, Y, Z for you." So in this case, it could be, "I will provide you with tool training. I will give you access to a tool that you can author in, and then I'm happy to look over the content that you put in there afterwards." That could be what they can expect for you. Then you expect them to generate the content, to source their images, and making sure that they're openly licensed. I often share a spreadsheet with faculty that allows them to keep track of everything.<br><br>I'm happy to share that in this week's class notes, but it sets it up so there's a column for the title of the place, the website where they found it, like what repository did they find it in? Is it an image that they found at an image gallery? And then what license does the content have so that they're keeping track of that because licenses need to be compatible with one another inside, or they need to be called out specifically if they're not compatible. I get them to track that information, and then I'm happy to review their list to make sure everything is compatible or if we need to make that extra call out.<br><br>So, thinking about, what are you willing to do, and what do you expect them to do in your publishing program? Which leads into talking about defining roles, so who's going to do what? This is not only your faculty instructors, but also if you're working with people across unit lines or inside the library, where does it make sense to collaborate? Do you have access to instructional designers at your institution who could help faculty create learning objectives and goals for the materials? Could they help them create maybe the template for what the textbook will look like? Can they help them scaffold that content so students are getting all of the support that they need to learn the concepts?<br><br>Then also, do you have other librarians who could help faculty curate OER? We do syllabus review grants at Ohio State, and I connect instructors to subject liaisons, and they help them find OER materials that they could use to help drive down the cost. So, they could also help faculty curate OER to remix in this instance if you're working on building out textbooks. Then maybe you also could partner with students who could advocate with the administration for your initiative. At every institution I have been at, admin listens to student voices more than they're listening to mine as a staff person. So, getting the attention of student government is also very helpful to think about how you can leverage that for your initiative.<br><br>Then also, the relationship with the bookstore differs from campus to campus, from institution to institution, so maybe you are in the position where the bookstore can help you identify courses, or provide print copies of OER at cost. So, thinking about whether you have a relationship with the bookstore that would be conducive to that, or if you have a hostile bookstore that is going to be like, "No, we don't want any part of that. We are doing our own thing. We're going to make everybody do inclusive access." Those relationships can vary from institution to institution, so it's really important to figure out whether they could be a partner or not, and then also making sure that you have set pretty clear expectations about what all these different partners are doing in the publishing program.<br><br>This cannot be stated enough. Most of your work as a project manager doing this work, and thinking about your publishing program is going to be about clearly communicating with all the stakeholders in your publishing initiative. So, this is my recommendation. You may take or leave it. I would suggest adopting an ethos of transparency. You're going to tell it how it is. It's going to be transparent, and you're going to be very clear about expectations. I think it really helps to start off that way. I think it's also really important if you're pulling together a team of people to create shared language early, if not, before you start the publishing program.<br>What I mean by that is, are you going to call it open educational resources? Are you going to call this an affordability initiative? What resonates more and will have more impact as you advocate at your institution? We spent at Penn State almost the entire time I was there coming up with a Penn State definition of what OER was going to be at Penn State, and what it would include and what it wouldn't include based on the affordability spectrum that we were working with there. So, figuring out what that shared language is going to be is really useful. At Ohio State, that conversation has looked about whether we're calling it curricular resources or if they're going to call it OER, or if we're going to call it affordable resources course materials, and trying to figure out what of those terms would resonate with faculty actually if we were having conversations.<br><br>Create a memorandum of understanding, an MOU, for authors that clearly details what they're agreeing to do, and articulates what you will do to support them. This is very helpful particularly if you have folks who are like, "I'm not going to make the timeline." That will happen a lot probably, and making sure that you're communicating regularly with stakeholders and also regularly with authors. Some authors will need more checking in with than others. They fall into different types. There's the people who are going to want you to hold their hand the whole time. There are people who are going to be pretty independent, and then there are going to be people who need just occasional check-ins to keep them on track, and make sure that they're still reaching towards their goals and the timeline that they set.<br><br>If you're in that do-it-yourself model, if you're going to want to heavily lean on the teach the teacher model, or train the trainer if you've heard it that way, and you want to teach your authors to be self-sufficient and self-starters. So, you might be providing training for tools. What are they publishing in? I've done a lot of Pressbooks training. I have done some Manifold training for an open journal, and we considered that for open textbooks when I was at Penn State. You'll probably be providing training around open licensing. So, what are the licenses that they can choose? How does this affect their intellectual property?<br><br>What are their intellectual property rights at your institution? It's a really good idea to take a look at the IP policy at your institution to see who owns what. For example, faculty at my institution own their copyright, but I do not as a staff member. So, everything I create has to... The license would have to be determined by the university, whether I could openly license it or not. If you think about the different categories of instructors, that might vary for them as well. So, adjuncts might have different IP rights than faculty who are on a tenure track. Then you might also want to provide training around open pedagogy.<br><br>How are they going to teach with those materials? Usually, I would say that's one of those things that you would scale up to. First, you would get some people who would make some OER, and then you would have that conversation around open pedagogy and how to teach with it. You can offer support for follow-up questions, but basically, you want to do as much upfront training to get them to be self-sufficient so that they can go off and build their book, and then come back to you. Then what those check-ins look like then is up to you. Sometimes, there would be monthly check-ins to see how they're doing, what kind of support they need.<br>Do you need to refer them to somebody else? So, we do a lot of referral to copyright services here at Ohio State, so thinking through those things of what you would want to provide training for, particularly if you're in that do-it-yourself model where you're going to have to be a little less hands-on in supporting the actual projects as they grow. Then I would recommend building a community. You want to start small and support only as many projects as you have capacity for over time. One way that you could do that would be to start a community of practice. So, you would introduce your authors to each other, have them share their projects, invite them to discuss what's working and what they're struggling with.<br><br>Enable them to not feel alone in the process of creating OER like that kitten says, "It's dangerous to go alone." Take this cute adorable kitten with you, because they often are going to have questions about like, "Oh, I'm trying to make this table inside Pressbooks, and I haven't really found that I've been able to do that in a way that I feel is super accessible." They can have conversations around what's working inside of the tool that you've picked, and what they're struggling with. They'll be able to help each other too, which I have also found is really useful. They can say, "Oh, I troubleshooted that by doing X, Y, Z. Here, let me show you how to do that."<br><br>So, helping them have a community of people who are doing the same thing that they're doing is really beneficial to growing your community of practice. At Wisconsin, I was in charge of facilitating the user community for Pressbooks. We started off with some Pressbooks trainings, so they would come and they would learn. We did a Pressbooks101, and then we did a Pressbooks102. The first one is like, "Here's the basic nuts and bolts of how you can use Pressbooks to author in." Then in Pressbooks102, we talked about some of the built-in tools, so hypothesis for social annotation, and H5P for some formative assessments that are interactive.<br><br>Then after that, we invited them to come share their projects, and talk about how they were using Pressbooks in their courses to build with. It got to the point where their content was what was sustaining the community of practice. They were coming to talk to each other, and we were just facilitating a time, a place, and providing any answers to questions that cropped up during those conversations, or pointing them to more resources about something they were really excited about. They can become a really great tool to leverage in your publishing program. They'll also help bring people to who they'll share their experience and say, "Oh, I had an awesome times working with Amanda. You should solely talk to her about your course in creating an OER."<br><br>The word of mouth there also could help build your program up. I want to talk about self-care and the fact that we live in a capitalistic hellscape. There's just no escaping that. Then inside of that, we also work inside academia, which is rife with its own problems. When you're doing this kind of work, there is a ton of isolation. You're usually the only person doing this. You're doing a lot of emotional labor both for the instructors that you're working with by helping them, but also, you do a lot of emotional labor when you're advocating up the chain to admin, and so thinking about the toll that that might take on you.<br><br>You also have to have really tough conversations. There's always that one instructor who wants to put some copyrighted something inside of their textbook. I've had people who wanted to put what would be extremely expensive music to license inside their book, or images that are just not ever going to be obtainable in an institutional context, and having really tough conversations with them about that. Also, tough conversations with your colleagues around the work that you do and also around... It can be tough to have those conversations where you are in a position, and you have to go and advocate for your program with admin. There can be some really tough conversations in that area.<br><br>So, it's really important to think through the self-care you might need after those conversations. Then also, some people are very resistant to learning new technologies. That might even be you yourself, and just acknowledging that that is a thing, and that that might be something you have to work around. If it is you, if you are that person who's like, "I don't want to learn another technology. I just had to learn Teams last week, because our institution switched to it," I feel you. I'm so fatigued with the amount of changes that we've had with technology over the past two years.<br><br>Just set yourself up to succeed in having those conversations around technology, and give yourself enough time to learn the tool that you might be supporting before you have to showcase it to everybody. The image on this one is a tower. I picked that because when I worked at Penn State, I literally worked in the tower. I was by myself most of the time all by myself on the third floor in a tower that had an elevator that you could only access with a key that was 100 years old, and was super scary to ride up. There were jokes about, "Oh, Amanda's Rapunzel. She's always up in that tower working." It can be literal isolation as well as just work isolation.<br><br>So, it doesn't have to be hopeless though. The one thing I want you to realize right now is that you are building a network while you are right here. All of the people in this call with you are a network that you can use. We are going through this together. You're building a community right now, and it really helps to think about starting your publishing program, and making time to build a network around open publishing to really help stifle some of that isolation. Looking for places where you can engage in conversation with other people who are doing this kind of work, particularly when you're in that startup phase, please don't hesitate to reach out people who have much for programs.<br><br>More than likely, we are more than happy to chat with you about what worked and what didn't work. I would also say that if you are in a position to where you can set boundaries, that is very helpful. It could be that you just don't answer email on the weekends, or there are boundaries around what you're willing to help with and what you can't help with, and be firm in those boundaries if you are able to. I recognized that not all of us are in places and institutions where we can do that, and that's often very sad to me. Then also for those tough questions, you can pre-plan answers. You know that there's always going to be a curmudgeonly old faculty member who is like, "I heard that OER quality is awful."<br><br>It helps to pre-plan answers to those questions so that you aren't lost in the anxiety of somebody asking you a hard question, but also that you are like, "No, actually, there's research that says OER quality is about the same if not better than traditional textbooks." There are errors in traditional textbooks all the time. The benefit of OER is that you can fix those errors immediately if you really wanted to in your localized copy. So, I would advocate for having pre-planned answers. I would say that also goes for questions that admin would have for you, so thinking about what data you're collecting. Admin are going to want cost-saving numbers.<br><br>They're going to want to know how many courses you transformed, and making sure that you're collecting that kind of data ahead of time so that you can answer those questions when they crop up is really helpful. Also, you don't have to be the master of everything. That's why it's really important to do this beginning work where you're setting up your program, and you're deciding what you do have the capacity and the ability to do, but maybe you don't have the ability to copy edit, but your grant funding does have a little bit of extra money where you could hire a copy editor, even if it's just a graduate assistant who's going to do some copy editing for you.<br><br>There are ways to think about how you can outsource things, and rely on your partners for that, but it's perfectly okay to say, "I don't know the answer to that question, but let's find out together." I say that all the time to people. So, wrapping up some considerations, and I think that these are really good questions to think through while you're at this beginning stage. The first one is are there differences between your capacity and your organization's capacity? Does your organization expect that you are going to do 12 books a year, and you really don't have capacity for that? Is there not enough funding to meet with the capacity that your organization wants you to have?<br><br>Is there not a place to partner within your organization? What do those things look like? Does your capacity point out a particular publishing approach? Are you in a situation where you need to do a more hands-off model, or are you in a position where you can be super hands-on and shepherd a book through each phase of all of the publishing process? What are you prepared to support right now? Then what would you like to grow your program to support maybe later? Maybe right now, you can only support OER adoptions, and that's all you have the ability to do, but in the future, maybe you would like to delve into OER adoptions, where they're still working with a text that they found, but you're making some localized changes.<br><br>Maybe you have a three-tiered approach where you're going to start with OER adoptions, and then you're going to do some adaptation work, and then you'll dip your toes in the water of direct OER creation. How can you build that into a plan that you can share with people so that you know that they know that you have already thought of those things? What conversations do you need to have in your organization to better answer these questions? Do you need to pull together an institution wide OER working group to answer these questions before you start a publishing program? Do you need to have conversations within your unit within the library thinking about who needs to be at the table?<br><br>That's where that stakeholder's conversation comes in. Could any partnerships help? So, does it make sense for you to partner with your Center for Teaching and Learning or with some instructional designers or with students? Where can you find partnerships that will help? I think that that will really help set you up for success. Then in the following weeks of Pub101, we're going to talk about some different pieces of this in more specifics, but think all of these questions out in the open before you get started, or if you're already starting, and you're just starting to think about these things, how can you integrate them into what you have had to stand up already?<br><br>I think that's my last slide, so I can open it up to questions from the group.<br><br><strong>Christina</strong>: Thank you so much, Amanda. That was wonderful. Every time I hear you talk about being up in the tower...<br><br><strong>Amanda</strong>: Do I need to find a better story?<br><br><strong>Christina</strong>: I like to picture you as almost a cartoon character that's smashing that tower down, so I'm glad you're not in the tower.<br><br><strong>Amanda</strong>: No, I can work from the comfort of my own home way better.<br><br><strong>Christina</strong>: Nice. I just want to reaffirm to what you were saying about how this course and just going through this class is its own community already that you're a part of. For people that are joining or building for the first time, that's what we're here for, and so it is a great community, and I love that point. Any questions from the group, or thoughts you want to share and maybe get Amanda's perspective on?<br>Natalia says, "Thanks for posting the slides." There's a lot of good information in them. You are right.<br><br><strong>Amanda</strong>: I'm always happy to share my slides. Is there interest in me sharing that spreadsheet for collecting licenses for projects? Because if so, I could... Oh, got some very strong yeses. I will definitely put that in the class notes.<br><br><strong>Christina</strong>: Excellent.<br><br><strong>Amanda</strong>: Very strong yeses. I will 100% put that in the class notes. I had meant to put it into my slides, and I forgot to link it there, but I find it's very helpful. That's one of the things... That particular thing was one of the things that I built that out of necessity, because I had an instructor who we did our kickoff. We had a lovely... I did create a commons license training with them there. We had conversations about why it was important that they didn't use copyrighted material in their books, and what that meant, and had a conversation around fair use. We did all of it, and they still turned around and handed me a book full of copyrighted images.<br><br>I was like, "Well, we can't have that continue to happen," because that was a lot on my plate to go through and be flagging images like, "This one is copyrighted. Do you need it? Is it decorative? What could you replace it with?" So, I had them start logging the images that they were going to use, and what licenses they came from.<br><br><strong>Christina</strong>: Nice. It looks like Sarah has a question.<br><br><strong>Amanda</strong>: Oh, Sarah. Sarah asks if there's any project management courses, professional development experiences to recommend like the nitty-gritty mechanics of being a project manager generally. I will say I haven't done any personally, so I can't recommend anything. Everything I have learned has been through my own experience and reaching out to people who have mentored me. I will say one of the things that I do seriously encourage you to reach out. If you're starting a program, and you see somebody's program that you really like, reach out to them, and ask them if you can have a Zoom chat for a consultation for an hour, and talk about their program.<br><br>Because I will tell you that the Affordable Learning Exchange is just a rip off of Affordable Learning Georgia, and I also, when I was at Penn State, talked to Jeff who runs Affordable Learning Georgia, Jeff Gallant. We are all more than willing to share the secret sauce with you about what worked and what didn't. You'll learn a lot from iterating. What I would say my advice would be about the gritty mechanics of being a project manager would be make yourself templates for the emails you're going to send. That goes even for check-ins. If you could template that work so that it takes a little bit less of the mechanics out of it for yourself, that would be really helpful.<br><br>Everybody's institutional context is so different that it's really hard to give specific advice, but figure out what your process is. I highly recommend that if you're working in a TV people, you do debriefs to talk about how that process is working and what needs changed, what places didn't do what you thought it was going to do. Did something come up that you didn't expect that you would have to support, and what could support for that look like? It's a lot of constant iteration. The first time we did grants at Penn State, it was a free for all. We didn't even have a set amount of what we would award people for grants. It was all over the place.<br><br>Some people got $5,000. Some people got $2,500. It was just absolutely a mess to keep track of. It was a mess to budget. We're like, "Well, we can't do that again. That was really silly that we did that." Also, we asked people after that first time to come in and have a consultation with us before they started their grant program... I'm sorry, before they sent in their grant application so that we could get a sense of if they had a viable project ahead of time, and if they didn't, how we could steer them into having a more successful proposal. We had a pretty high acceptance rate. We would probably get between, I would say, 30 and 40 applications.<br><br>The first year, we did 10 of probably 30 applications, so that's a one-third acceptance rate. There were lots that we would've liked to take, but they didn't meet the application criteria just because they didn't fill out the form correctly, and they didn't provide the details that were necessary, which makes it easy to say, "No thank you," but we wanted them to be more successful. If they weren't a good fit for the grant program, we could steer them elsewhere for other support for their project. There'll be things that you'll change as your program grows. Keep your documentation tidy. That would be general project management stuff.<br><br>If you have timelines, it helps to map them out with a gap chart or with project management software. Depending on what kind of institution you're in, you could use... Teams has a really great... Teams, Microsoft has a really great planner tool that you can use to keep track of projects. There's also tools like Asana and Monday and Trello, which are all great for a project management. I used Asana when I was at Penn State. At Ohio State, we use a spreadsheet, not my favorite solution, but I'm not in charge, so I don't get to say what we do. I'm sorry that I don't have a more specific answer for you, Sarah. If you find one, let me know.<br><br><strong>Christina</strong>: I think the great answer that you gave was if you see another program, that you reach out to them and ask. It's a good community of sharing and helping and then templating what you do. I have a lot of email templates that I've created over the years that are so time saving, and it seemed like a silly thing to not just write a new email each time, but it's really helpful.<br><br><strong>Amanda</strong>: If you have a grant call, and you have 30 applicants, and you need to reject more than half of those, an email template will save your life. Even if you customize it with like, "Oh, this isn't a great fit for our program, but we would really like you to talk to the bookstore or the academic press. They might be a great fit for your book, your book idea." Even just having the rest of that information templated is really helpful. The other thing I was going to say is I mean it when I say that you can reach out to me. I have absolutely no problem, and Sarah can vouch for this. I have no problem talking to you about your program, and helping you think through what the situation is.<br><br>You are always welcome to book a consultation with me. I will actually put that link in the chat as soon as it loads. I'll also put it in the class notes. If you just want to come and chat about your program, I'm always happy to do that. My calendar's also up to date, so please don't hesitate to throw time on there if you want to chat about your program. Sarah ripped her program apart after our conversation. I'm glad that it's working out better that you feel like it's better. That's good, but thank you very much for coming today. I enjoyed sharing this knowledge with you all. I can't wait to see you all again next week.<br><br><strong>Christina</strong>: Well, thank you for your time, Amanda. All that you shared with us, that's really helpful. I just want to make a quick note that there is some homework from this week about modifying call for proposals templates. So, you'll see that in the class notes. That's the template that you can take and modify if you'd like. If there's no more questions, thank you all for being here today. Appreciate your time, and we'll see you next week.<br><br><br><br>END OF VIDEO<br><br><br></div><h2>Chat Transcript</h2><div>00:17:26 Michael Porterfield: Hello, is there a recording from the last session? I had to miss it but would like to watch it, thanks<br>00:17:58 Michael Porterfield: Thanks. Forgot<br>00:18:06 Karen Lauritsen: It’s linked from the orientation document: <a href="https://docs.google.com/document/d/1RVYw2ace_L42x8vxo0nGlJC6rHVvLDzYKeBR4RMdbi4/edit">https://docs.google.com/document/d/1RVYw2ace_L42x8vxo0nGlJC6rHVvLDzYKeBR4RMdbi4/edit</a><br>00:18:44 Christina Trunnell: <a href="https://docs.google.com/document/d/1wc9mwttZCPl7kV0WU6-DS37hmh7MJhldVUNBmAyPKCY/edit#heading=h.fnce4sm0hutt">https://docs.google.com/document/d/1wc9mwttZCPl7kV0WU6-DS37hmh7MJhldVUNBmAyPKCY/edit#heading=h.fnce4sm0hutt</a><br>00:20:38 Amanda Larson: <a href="https://docs.google.com/presentation/d/1ePw2Oqb0s6QVS3s6acY_7Cl9NhTP7rc4x7VfMSrNwW4/edit?usp=sharing">https://docs.google.com/presentation/d/1ePw2Oqb0s6QVS3s6acY_7Cl9NhTP7rc4x7VfMSrNwW4/edit?usp=sharing</a><br>00:24:29 Susan Hoover: @Christina, I just noticed that's the 2022 class notes. 2023 are here: <a href="https://docs.google.com/document/d/1q_mvThSTMJfxSatX4XjwcDrjZf44_udVWtShkIhaF2g/edit#heading=h.esmv09kvuc5k">https://docs.google.com/document/d/1q_mvThSTMJfxSatX4XjwcDrjZf44_udVWtShkIhaF2g/edit#heading=h.esmv09kvuc5k</a><br>00:25:41 Susan Hoover: I was confused because I didn't see my name at the top and I was sure I had put something there. :)<br>00:25:44 Christina Trunnell: Oh my. Thanks, Susan!<br>00:54:46 Karen Lauritsen: ☹️<br>00:59:49 Susan Hoover: These questions are great for any project!<br>01:02:48 Natalia Bowdoin: Thanks for posting the slides. There is so much great stuff here for me to share with our team here.<br>01:03:21 Natalia Bowdoin: Yes!!<br>01:03:21 Lucas Hall: yes!<br>01:03:29 Natalia Bowdoin: Thank you!<br>01:03:35 Lucas Hall: thank you :)<br>01:04:08 Sarah Hare: Project management seems like such a big part of all of this. Do you have any project management courses/ professional development experiences to recommend? Like the nitty gritty mechanics of being a project manager generally<br>01:04:55 Sarah Hare: lol<br>01:09:50 Sarah Hare: Thanks, Amanda! It's just a skill that I know I need to hone 🙂<br>01:10:08 Colleen Deel: Replying to "lol"<br>I attended this useful library project management webinar series a year back. I don't think they've done it again (that I know of) but the helpful PPTs are still available here: <a href="https://minitex.umn.edu/news/2022-05/project-management-libraries-webinar-series-announced">https://minitex.umn.edu/news/2022-05/project-management-libraries-webinar-series-announced</a><br>01:10:25 Karen Lauritsen: More on program management is in Unit 3:<br>01:10:29 Karen Lauritsen:<a href=" https://canvas.umn.edu/courses/377173/pages/unit-3-overview-learning-goals-and-glossary?module_item_id=9770876"> https://canvas.umn.edu/courses/377173/pages/unit-3-overview-learning-goals-and-glossary?module_item_id=9770876</a><br>01:11:12 Amanda Larson: <a href="https://outlook.office365.com/owa/calendar/UniversityLibraries1@buckeyemail.osu.edu/bookings/">https://outlook.office365.com/owa/calendar/UniversityLibraries1@buckeyemail.osu.edu/bookings/</a><br>01:11:13 Sarah Hare: A note that I ripped our program apart last summer because of Amanda's advice and it is SO much better.<br>01:11:20 Michael Porterfield: We always like the secret sauce<br>01:11:30 Karen Lauritsen: Reacted to "We always like the s..." with 😁<br>01:11:55 Beth South: Thank you!<br>01:11:56 Natalia Bowdoin: Thank you so much!!!<br>01:12:01 Elizabeth Goodman: Thank you!<br>01:12:01 Elizabeth Howard: thank you<br>01:12:02 Tammy Palmier: Thank you!<br>01:12:12 Christina Trunnell: <a href="https://docs.google.com/document/d/1wfeG7OkuEVWoXg7743mt8eAeKWBa-wWD2CVWq4B1STg/edit">https://docs.google.com/document/d/1wfeG7OkuEVWoXg7743mt8eAeKWBa-wWD2CVWq4B1STg/edit</a><br>01:12:16 Sharon Moore: Really good info! Thanks!</div>admintag:open.umn.edu,2005:Spina::Blog::Post/882023-04-24T14:51:17Z2023-04-24T15:08:43ZPub101: Diversity, Equity, and Inclusion in Publishing<div>Pub101 is a free, informal, online orientation to open textbook publishing. This April 20, 2023, session is the third in our series this year. Host Phoebe Daurio of Open Oregon Educational Resources is joined by guest speaker Christina Trunnell of Montana State University Library for a discussion of diversity, equity, and inclusion in publishing.<br><br>Watch the <a href="https://youtu.be/xqvRBJ_xEvg">video recording</a> of this session or keep reading for a full transcript. For those interested in reading the conversation that took place among participants and the resources shared, the chat transcript is also available below.<br><br>Note: If your comments appear in the transcripts and you would like your name or other identifying information removed, please <a href="mailto:joh20849@umn.edu">contact Tonia</a>.<br><br></div><h2>Audio Transcript</h2><div><br><strong>Speakers:</strong></div><ul><li>Phoebe Daurio (Grant Project Manager, Open Oregon Educational Resources)</li><li>Christina Trunnell (Assistant Dean, Montana State University Library)</li></ul><div><br><strong>Phoebe</strong>: Hello everyone. Welcome. Thank you for your patience. Christina may say more, but it sounds like her institution is shutting down their internet. So we did some last minute brainstorming and she's joining us on her phone and I'll go ahead and share my screen instead. But we're really glad you're here today. Welcome to the Open Education Network's Pub101. My name is Phoebe and I am the Grant Project Manager at Open Oregon Educational Resources. And I also serve on the Pub101 committee, which has been really fun for me this year, and I'll be your host and facilitator today.<br><br>As a friendly reminder, we do have our orientation document, which I will put in the chat, and this is kind of your go-to roadmap for our schedule, links to session slides and video recordings. And then I did want to follow up on one thing from our last session. So for those of you who've been following the last few sessions, our presenter from last week, Jacqueline did go into the alt tag homework and provide notes and feedback in response to what you wrote. So some of you may tried out writing alt tags or alt text, and Jacqueline did respond in there with comments of her own. So I'll share that link as well. And then in just a minute, I'll be handing it off to Christina. And actually Christina, I was going to ask you how to say your last name.<br><br><strong>Christina</strong>: Trunnell.<br><br><strong>Phoebe</strong>: Trunnell. Thank you.<br><br><strong>Christina</strong>: Yes.<br><br><strong>Phoebe</strong>: Christina Trunnell. And Christina's an Assistant Dean at Montana State University Library. She's talking about inclusion today. So we'll leave time at the end for your questions and conversation, and I'll monitor the chat as well. And many of you may have experience on this topic and we invite you to share that experience and any resources that you have that relate to our topic that is always a bonus of this group is the sharing of resources that occurs in the chat.<br><br>So just a couple of housekeeping details. This webinar is being recorded and we will add it to our YouTube Pub101 playlist, and I'll go ahead and put that link there. Now, you can also find the last two sessions there already, and we do use community norms and those mean that we're committed to providing a friendly, safe, and welcoming environment. So please join us in creating a safe and constructive space. And there's a companion source for our sessions. I imagine you're in there. I know when I went through the Pub101, I used that canvas course a lot, and I've actually referred back to it quite a bit too in the last year. So I'll just also share that one last link to our Canvas curriculum where you can find a lot of our resources. And now I'll hand things over to Christina to talk about inclusion and I'll start sharing my screen so that we can all see her slides.<br><br><strong>Christina</strong>: Thanks, Phoebe. We might be a little glitchy today because I am hosting from my cell phone in the best corner of cellular service I can find on campus. And Phoebe will be sharing slides since I don't have access to a computer all of a sudden. So I appreciate your patience with that. And as Phoebe said, I'm going to talk about diversity, equity, and inclusion in publishing. And one of the things that I want to assure you as we're going in, the slides are linked into the class notes document as well as a couple of resources that I will mention throughout. So I'm not just going to talk it you today, but hopefully give you some tools and some perspective on how to use those. So if you could go to the next slide, please.<br><br>So today we're going to talk about how to incorporate active engagement with DEI in our publishing programs. And that may be doing your first book or considering your first book or you have a whole program. What I want to talk to you today about is an approach. And so part of that is honoring the risk and responsibility that we have to incorporate DEI practices, what that looks like, an approach to doing this that should feel safe and comfortable and achievable. And then ways that the DEI can be incorporated into course materials that we're developing or our authors are developing. And all of that is through a lens of care. So I like to focus on self-care as we do this kind of work because it does come with a weight that some of us feel and I guess my hope is to empower you also to jump into the waters of DEI work a little bit more with less hesitation by the end.<br><br>So those are my goals. So you can go to the next slide. The first thing that I like to start off with any DEI conversation, well, most conversations actually, is a grounding exercise. So I would like you to take just a minute with me and do a mindfulness practice. So if you want to close your eyes or turn off your screen or anything for just a moment, and I'll guide us through this.<br><br>I would like you to think of one thing, and I know there are may be many. So think of one thing that is causing you stress at the moment or a stressful thing that's been on your mind. And I want you to give that just a minute to identify what it is. And then I would like us all to take a deep breath together. So if you breathe in through your nose for a beat of about five seconds and then let that out through your mouth. And now I would like you to take a moment and think of something that brings you joy. We're going to find three joyful things, so something that brings you joy and just think about that thing and what that looks like and what it feels like. And now I invite you to think about another joyful thing that brings you peace or laughter, but fills you with joy. And focus on that for just a moment. And finally, I'd like you to think of a third thing that brings you joy and what that is, what it looks like, how that makes you feel.<br><br>And if you would, you can open your eyes as you feel comfortable. And we can go to the next slide as we start our conversation. I like to begin with that grounding moment because we have so many things that impact us every day and they can be overwhelming. And if you've ever had any kind of equity conversation with me, these are the two phrases that I always say, that equity work is human work and it is honest work and that takes something from us. And so it's important to ground yourself in what you can let go and the good things that you can focus on. So as I start talking, if you feel like sharing your three joyful things in the chat, please feel free to do so, if you don't, that's okay. All right, next slide please.<br><br>So as you're sharing in the chat, when we talk about diversity, when we talk about equity, inclusion, racism, accessibility, all of these things can bring up a lot. And depending on what institution you're working at, there can be an additional layer of politics maybe that you agree with or disagree with, different personality types, and all of those are apprehensive. So the first thing I want you to do for me as we begin this talk is to think about are you comfortable in this space? Is this is space you're comfortable talking about, learning about, excited about, apprehensive about, all of those things? And as we go through today, those are pieces that I think if you keep coming back to your comfort level and what this type of work brings up for you that will help you be better and more effective at what you want to accomplish with it. Next slide please. <br><br>So the first thing I want to jump into is some ground rules and really your role as a publishing support person, whether you're in a library or other instructional support office, the most important thing is that you care for yourself. You're only effective if you're cared for. So that's really key. And so the first thing that we have to do and our foundation for ourselves is are you willing to accept the risk? And by risk, I mean will those conversations, if you have these conversations with authors or others, colleagues and in your campus communities, will they always go, well? Will you say the right thing? Will you say something wrong? Will you make a mistake? And odds are, because equity is human and humans are flawed, we won't always do it well or perfectly and we might make mistakes and that's okay. It's really important to be honest about that. Oof, I said something. As soon as it came out of my mouth, maybe it wasn't the best thing, or help me understand this approach. Being really honest about your imperfection as you go into these conversations is really key. So except that doing this kind of work does come with some risk.<br><br>And then as support for publishing programs, I'd like you to think about what your responsibility and your role is. As someone who's helped many authors finish and publish their books, there's a lot that I would do differently, but their work is their work. It's not mine. So what is my role in helping them get to it? And my role in that, the role that I'm hoping to give you some guidance on today is to offer them perspective, to help them to think about their work that they're creating or adapting with a different perspective, a different lens. And maybe that means setting some standards within your publishing program or just offering some guidance to those authors. So the responsibility for creating really inclusive works is not the publishing support persons, but we do have a responsibility to keep helping publishing in higher ed and academia be better. And I think that includes this element of diversity, equity, inclusion. Next slide, please.<br><br>So be honest, we can only affect change if we openly address the truth. And that can be, I really tried to do this well and it did not work out or it did not meet the need that I intended it to meet. So be honest about that. That's okay. Actively care for yourself. And what I mean by that is, if you're going to have a difficult conversation or if there's something that you did that maybe you're now thinking, oh, that came out wrong, or it doesn't look quite right, taking time to give yourself space to come to terms with that, to be okay with that. Knowing that DEI work sometimes takes more out of us mentally than other parts of our normal work.<br><br>So giving our self space and attention to take that time and come into it differently. And then recovery time, it's kind of like when you're an introvert and you teach and then that's a great energy, but then a lot of us have to go back and recover and decompress from that experience. And DEI work can have the same toll. So take care of yourself and listen to yourself, which is a better practice than avoiding or not engaging in something that feels maybe unattainable or too much like a minefield that we don't want to go into. So be honest with yourself and care for yourself. Next slide please.<br><br>Okay, so why we still get it wrong? I'm going to go through this part really quick because it's just a little bit related to our topic today. So I want us to think about this lens that I am giving you today. I want us to think about it from an overall perspective and the problem that we have in academic publishing is not a new problem. And I pull a couple of terms from systemic racism. The definition that's in Wikipedia that I really think are pertinent, that systemic racism is embedded in normal practices, that it originates in operation of established and respected forces of society. And what is more established and respected than academia, it's not new.<br><br>So the ways of thinking about how to include diversity, equity, and inclusion within our normal practices are very similar to addressing something like systemic racism. It's embedded, it's throughout. And so what we really have to do is change our ways of thinking because the normal ways of doing something like writing a textbook. I'm experiencing from decades, centuries of history of this is how we do it, this is how we include information and inclusion is requiring us to look at it a little differently. Next slide please.<br><br>So perspective, it's how we look at the world, what we're thinking of. And so as working with the faculty author, but also thinking about yourself and your normal practices and what you're hoping to build with your publishing program, we think about it from what we know, what we've seen, what we experience, our perspective. And so we might think that we're very open-minded and broad and trying to make sure that we do it really well, and our perspective is wide, but truthfully, it's just ours. And it might be as small as a ladybug on the shore, right? It's very limited. And I equate that with publishing because, well, I'll kind of get there, roundabout way, I want to talk for a second about Ralph Waldo Emerson.<br><br>So Emerson wrote this great essay on art. And what he says about artists is that they're always trying to create something, right? Creation is the aim. Create something new, something you've never seen, something you've never experienced. Authors could be thought of in the same way. And what Emerson posits is that you cannot do that. You can never create something entirely new. That everything you do is highly impacted by your community, your family, your life experience, your education, the politics and perspectives in your country and your time. And all of those influence how you create something. And what he actually says is creation is a limitation. When we try to create something new and we're only using our own ideas and thoughts, we're limited to what we can make. But when we start using other people's ideas and thoughts and bringing in perspectives outside of our own, then we can actually do something great. Next slide please.<br><br>So what we're doing, our approach today is getting authors to think about things. Our job is not to fix them or their work or define how it should look, but getting them to think about things in a broader perspective, to think about students that they might not have considered before, and those pieces. So what is their goal? Their goal's to teach. How can we help you? Well, we can give you this guideline of ways to think about structuring your textbook. In Pub101 you'll learn about structure and headings and different rules of how to lay out a textbook and not really necessarily what material. So this is giving them a perspective of what kinds of material and other things to include that they might not have thought of. So you're helping them by opening their eyes to new ways of thinking. So that's the approach and helping them to not be limited in what they create.<br><br>So next slide please. Okay, the system of higher ed, the system of academic publishing has largely been about quality content and delivering content. And when we're not using an inclusive lens in the creation of that content and the list here, I'm pulling from an Open Oregon white paper that came out years ago. So I'm just going to cite them verbally. What we're actually doing is ensuring that students are less prepared to engage in a multicultural world. They're getting one-sided or skewed views of an issue while demonstrating the fallacy of one-truth thinking and learning. We're ensuring our students fail to learn how to speak and act, interact with a diverse world without propagating a structure of inequity and or bias. And their inadvertently learning implicit bias that supports the structure of systematic oppression that we have seen for decades and centuries.<br><br>So if you asked a faculty author if this is their goal, their answer's going to be, "No, of course not." But when they're creating something and they're using their lens and their perspective, this happens inadvertently. It's not a wrong thing that they're doing. It just happens because we are who we are. So what we're trying to do is break down the system and give them a way to think about this in a much more diverse and equity focused way. Next slide please.<br><br>Okay, so that was the background. Now I'm going to give you the how to do this. And I did not mention this before, but please put questions you have in the chat. We will have time for them and I'd love to hear your thoughts and ideas on these. Okay, so the first question that I give to authors is, who is their audience? And that is because we tend to talk in higher ed with certain vocabularies, certain understandings when I explain something in a written work, I'm doing it from my perspective and my knowledge, but the intent is that it reaches someone who has a different perspective, a different knowledge base, and maybe different vocabularies. And that's something textbooks today don't often think about. Next slide please.<br><br>So by asking that, we're creating a lot of professional writing, some technical writing that might be above what our students have the ability to, or initial ability to apprehend or comprehend sorry, wrong way. So first question, are the vocabularies approachable? We need to build them as we go. We want students to learn those vocabularies, ways of thinking, ways of speaking about our topics. But initially, are they approachable? Do they meet a student where they're at when they walk into the classroom for the first time? Or are they starting a student above a level that they can get to? So that's a barrier.<br><br>Are the scenarios relatable? So I had a great colleague who talked about a business textbook that she had been using with her class and it was talking about investments and one section on real estate investments. And all of the housing scenarios were talking about $1.2 million housing investments and what this looks like and depreciation and things like this. And she was like, that's not a reality that any student in my classroom will experience or has experienced. Like maybe they will, but they don't understand it, so it doesn't seem relatable. They don't engage with the material. So can we give them scenarios that actually fit the students in our classrooms, that are relevant versus just applicable to the content that we're trying to teach? So making sure that's a way of thinking is really important. Next slide.<br><br>Diversity. Some of these are not going to be new concepts to all of you, but are we including a diversity of representation in the examples, including images, the types of experiences like I just said, but different types of people, different walks of life, experiencing those? Are the names that we're using and pronouns, are they diverse? Do they represent names that I know? Can I look up names from other communities or cultures or countries and include those? Names really are key to helping a student, a reader, identify themselves in the work. Is there a place for me in the business world? Is there a place for me in the geology world? Do I belong here? Am I going to be able to learn this? These are things that students are thinking about. So by creating content that includes wide representation is enabling students to identify themselves in the content.<br><br>Formats, obviously we want low- to no-cost formats, but we also want to make sure that there's options. So working with authors who are creating maybe a GitHub format or delivering their content in PDF and putting it in the Open Education Library or Open Textbook Library. Are there multiple formats? Is there a link to a print-on-demand version? Do we have audio options available or translation options available? So having them think about that at the start is really helpful because then they don't develop something in one format that's going to require a significant amount of work to translate to another. That's also something as a support person for you to think about what options can we provide? Next slide please.<br><br>Okay, accessible. So you heard my colleague Jacquie talk about accessibility yesterday or last week, which is really key. And go ahead and next slide. So we want to meet those accessibility standards, right? And I consider accessibility a quality tech that we should be doing for all materials that we provide. In addition to accessibility standards, a couple of accessibility pieces that we don't often think about is, do students know how to use this resource? And so including or having authors think about including a "To the Reader" section. So you'll see in some publisher textbooks where it'll have a box or a bullet that it pulls aside at the start of each chapter that says, here's the key words, key terms, questions you should answer. We don't often think about when we're creating those to include those. Those are really helpful for a student to look at and say, okay, not only am I reading this, but here's what I need to make sure I'm retaining and identify those pieces going in.<br><br>For someone who has any kind of reading disability, that's incredibly helpful for them to overcome and pull out the pieces that are essential to them. So, To the Reader guide or "How to Use this Text" or "How to Use this Material" guide is really key. We also think about accessibility in relation specifically to the text, but challenging our authors to think about it in relationship to all ancillary materials and how they're connected to the text is really important. So student with any kind of reading and or learning disabilities, connecting various pieces of information is sometimes a challenge. So the more we can make that explicit instead of implied is really important.<br><br>So if I have a video that I want students to watch and they're reading this article and they're doing my text, am I including in the text itself or somewhere within my course shell or however I'm publishing this, links to those materials and connecting them in writing. So you will see in video how to build a person or whatever my video is, these things, and then explaining those things in the text. So the more that we can make those connections and learning obvious initially, helps our students to build those vocabularies to build depths of understanding about our topic and advance. But we have to start out with some of that very explicit content. Next slide please.<br><br>Content. I have found, in my experience working with authors, this to be the trickiest part because, obviously, they're subject experts and they know what they want to include. They know what they have to include, they know what they want their students to learn. So again, our role is not to tell them what to put in, but to give them a guide of how to approach their content and ways to think about it. Next slide. And this is the area that you might have some of those challenging conversations come up or happen, hopefully not.<br><br>But subject coverage, that's the first one. Is it honest and is it inclusive? So I'm going to pick on history for an example, but this applies to all topics. So, if I am writing the history of the women's suffrage movement, but I am only including, and I'm picking on a specific book actually, but I'm only including what I as the author, aka Susan B. Anthony and Elizabeth Cady Stanton who wrote that, if I'm only including the people that I know and the perspective that I've seen, how can that be a full history? Or am I actually being honest and acknowledging these are only the movements that the authors know about? If it was really inclusive, it would include all the types of coverage of my topic from a various perspectives, but I don't always know those. So I might highlight within the text, gaps of my information knowledge or information coverage.<br><br>Perspectives. Are perspectives widely included, inclusive and relevant to the subject? So am I only including perspectives about say the Gulf War if I'm writing that text from political leaders and military people? Or am I including perspectives, first person narratives from people who lived in those areas, who lived in Iraq and Afghanistan? Am I including their perspectives or people on the field or the average American? So are we including all the perspectives that matter? And by that meaning inclusive and relevant? And then language. Is the language devoid of microaggression? So those are the kind of three biggies, and I'm going to go into those a little bit more if you want to advance slides.<br><br>So addressing a topic. So thinking about other topics besides history, which is really easy to talk about missing perspectives. If I'm working on a nursing text, am I including testimonials from patients? Am I including stories or biographies from nurses from multiple cultures, races, genders? Am I acknowledging, and this is what I mean by it addresses the topic fully without equivocation, am I acknowledging that there's other histories or other perspectives that are missing or might advance further study? So adding that into your text and saying, this is the limitation of what I'm creating and here's some other resources is really helpful. Next slide.<br><br>Inclusive and relevant. The perspectives that have long been overlooked by textbooks is first person accounts of peoples and groups relevant to the subject matter. So I gave you a medical example, let's talk about science. Maybe scientists who did studies that weren't published because they went to smaller institutions, they were from different cultures or communities that didn't have an access to publishing platforms. Do I include research that impacted maybe negatively communities of color, communities of different cultures? So being really honest to include all of that and thinking about whose voice is missing. And that's the question I really like to give. Whose voice is missing in this content? Who does this not represent and how can I include it or include links to ideas to further study or further information? Next slide.<br><br>Language that is inclusive and devoid of microaggressions. So this is a big one and really easy to do unintentionally because how we speak is again, that systematic racism mindset, it's just who we are. It's the vocabularies we've learned and it's not intentional. So being really intentional about looking through how you're addressing a topic using gender neutral language, first person language throughout the person-first, sorry, I said that backwards, language throughout the material is key. And one of the resources that I mentioned that we share, which is linked in your class notes is a guide to all of this. So it's kind of a checkbox with resources to each one of these. So you can point people towards that. Next slide.<br><br><strong>Phoebe</strong>: Wait, Christina tell us where's that resource? You said it's in the class notes.<br><br><strong>Christina</strong>: It is.<br><br><strong>Phoebe</strong>: Okay.<br><br><strong>Christina</strong>: It might be highlighted on my slides too, but either way I'll make sure that we have it. But I think it's in the community hub as well. And that's a rubric for assessing DEI and course materials. And then also there's a whole list of resources for inclusive language under every different category that we want to make sure that we're connecting with.<br><br><strong>Phoebe</strong>: Okay. We'll try to find it and put it in the chat. Thanks Christina. Okay.<br><br><strong>Christina</strong>: Okay. So I know that was kind of a lot and I would love to have a conversation for the rest of our time together. The overlying principle that I want to make sure that we all share and walk away with is, what is our role? And am I like this kind of swanky, sassy librarian picture that I found? But I go back to the principal of my profession, which is always ask a librarian. When in doubt ask a librarian. And what is their role? It's not to know all the answers, it's to help. And so as a supporting role, as someone building a program, learning about building a program, our job is to help. And that might be to ask a friend, ask someone else, ask this community, which is here to help with those kinds of questions. So we do have a few resources.<br><br>Then I want to highlight one is the rubric that has a lot of inclusive language guides to it that was built by the OEN DEI working group. So that's a great resource. And the other is kind of a two-page checklist that you can give to faculty authors that we also have on, I believe, the Community Hub that goes through all of this and asks the questions. So you don't have to feel responsible for asking all these questions, but it goes through all of these areas and says, have you thought about? Did you include? And it gives them some resources. So those are widely available and anyone who wants to update those or reach out to me with questions, information's on the slides, but you're welcome too. So last slide please. I think it's the last one. Oh, two more.<br><br>So this is kind of my mindset that I keep, creating something great is much simpler than trying to repair something mediocre. And so that's how I approach DEI with authors is we want you as you're putting it together to have this perspective, this mindset, this kind of checklist of things to think about. So you're embedding or engaging with these practices from the start rather than coming with something and thinking, okay, here's all of the ways that we need to fix this.<br><br>My colleague, Jacquie, that you heard from last week, always says, "remediation is so much more work, because you have to go back and look at everything." But if we're thinking about these things, we can create something better that will take much less work. So that's the mindset and the approach that I hope you all can hear and will take with this type of inclusive practice in your publishing programs. Last slide. It's my last happy picture of how hopefully our perspectives change and it's just a matter how we're looking at things. So that is what I had to share. And I haven't been seeing the chat, so I'm going to click on this.<br><br><strong>Phoebe</strong>: We have one question a little bit up above just about the challenge. And I'll go ahead and stop share so we can kind of see each other here. But this person, Evangeline said, there's been so much debate over person-first language in different communities. I find myself using both within the same text. I have no idea if that's a good idea or not. It just like that it feels intentional. So I don't know if you have any comments about that. I shared one guide that I know we've been relying on quite a bit at Open Oregon Educational Resources, but it doesn't necessarily answer that specific question. I don't know if you have comments about that, Christina, or if other folks here do.<br><br><strong>Christina</strong>: I do, and the kind of standard that I go with is, what do the communities themselves want to be? What language do they want to use? So there's been some back and forth and there's been times where with good intentions, people that are not in that community, and I will use indigenous nations, non-indigenous people like myself, think, okay, let's do this better. Here's some language that we'll use, and we create standards or ideas and try to normalize them without going to that community. But if you actually go to that community, they say, No, this is what we want. We don't want to be called Native Americans. We want to be called American Indians or something.<br><br>So when in doubt, if you can find a source and the rubric page has a list of bunch of those, especially with person-first language that are all coming from an organization or that community itself. So that's kind of my go-to. And again, I think that honesty, saying, "you know what, I'm trying, but I might have got it wrong. Is there a better way?" And keep asking that, is really the key. So I like the question, Evangeline. I think it's a moving target as communities feel more empowered and have space to actually say, "Here's how we want to be referred to. Here's what makes sense for us. Here's honoring and not dismissive." Other questions that people might have?<br><br><strong>Phoebe</strong>: We do have time for more questions or comments or if folks have resources they rely on. It's always nice to learn from other people's experiences.<br><br><strong>Christina</strong>: Thanks. I'm glad you liked the guide. I think it's really helpful. I think one of the most interesting, and there's a link to it in that as well, interesting pieces of information I learned over the last few years is about non-violent communication. And that had me really changing how I worded everything from syllabi to emails to students and understanding the barriers that I as a faculty member was unintentionally putting up to my students with the way that I communicated things like, "no late work accepted," or just how we word and phrase things to different cultures and perspectives, how that can establish a precedent where we hope it's just a starting point for our conversation. So if you have time, and I will post it in the class notes just so it's surfaced a little higher, but that non-violent communication guide has really changed my worldview a lot.<br><br><strong>Phoebe</strong>: Christina, I relate to that too as an instructor. I feel like when I started 12 years ago, I was so... just all this strict kind of language. I feel like I've moved far along that continuum as well. And that resonates with me what you're saying about the kind of language you use in your syllabus.<br><br><strong>Christina</strong>: Yeah, there's a lot of ways that unintentionally we can put up barriers. And so I think just having a mindset of, okay, I'm going to approach it and these are the things I'm going to think about. And as you're creating or as you're building your program, going back and saying, "kay, am I still thinking about all of these? Did I include, if I'm a first generation college student who's never had any exposure to higher ed, would I know how to use a standard textbook? I might not. Including things like a "To the Reader" piece or something like that is making those kind of standard practice I think would be beautiful.<br><br>Okay, that's what I had to share, if there's no other comments. So again, everything's linked in class notes, I'll post in there and surface those resources a little bit more. But also if you have questions or thoughts that you'd like to share, I'm always happy to hear those. So feel free to reach out to me personally at any point.<br><br><strong>Phoebe</strong>: Thank you, Christina, I really appreciate hearing your perspective on this, and I find it really important to hear this information in that context of self-care. And also like that we're not going to do it right every time and that all of that's okay. So thank you for naming all that. We appreciate all of you for joining us today to learn about Open Textbook Publishing. And we hope that as we continue to share our resources and recommendations, that one of your key takeaways is the sense that you're not alone in figuring out how to support Open Textbook authors, especially with today's topic of inclusion. And if you have more questions about today's session, we can reach out to Christina or use our class notes. We'll find that link here as well. And let's see, I'll put the class notes in the chat, and that concludes our session today. Thank you again for being here, and Christina for being so flexible and joining on your phone, and we look forward to seeing you all next week. Thanks very much.<br><br><br><br>END OF VIDEO<br><br><br></div><h2>Chat Transcript</h2><div>00:23:47 Phoebe Daurio: <a href="https://canvas.umn.edu/courses/377173">https://canvas.umn.edu/courses/377173</a><br>00:24:17 Phoebe Daurio: <a href="https://docs.google.com/document/d/17LPN35ppatZBj4Q-ML5sXpZAlJGX95ovlFdXrB1Ee9g/edit">https://docs.google.com/document/d/17LPN35ppatZBj4Q-ML5sXpZAlJGX95ovlFdXrB1Ee9g/edit</a><br>00:25:08 Phoebe Daurio: <a href="https://www.youtube.com/playlist?list=PLWRE6ioG4vdYaAD97KKJiu-XZ08NpN6oq">https://www.youtube.com/playlist?list=PLWRE6ioG4vdYaAD97KKJiu-XZ08NpN6oq</a><br>00:25:41 Phoebe Daurio: <a href="https://canvas.umn.edu/courses/377173">https://canvas.umn.edu/courses/377173</a><br>00:26:30 Kathy Essmiller: Ack, just got called into another meeting. Ok, will watch for the recording. :-(<br>00:30:44 Phoebe Daurio: Here is a link to the slides if you want to follow along: <a href="https://docs.google.com/presentation/d/1N7_rUVaBFsIEwSJ4aTp3wz8QjBz6Iewa52guXNnCytc/edit#slide=id.gb24d95fc6d_0_0">https://docs.google.com/presentation/d/1N7_rUVaBFsIEwSJ4aTp3wz8QjBz6Iewa52guXNnCytc/edit#slide=id.gb24d95fc6d_0_0</a><br>00:31:26 Amanda Larson: My puppy Winston!<br>00:31:40 Phoebe Daurio: I thought of an old college friend I got to see this past weekend, and each one of my kids<br>00:47:25 Alexander Rodriguez: Sorry, I have to go! Enjoying the topic! Will watch the recording!<br>00:48:34 Phoebe Daurio: I recently learned about this source for more diverse names: <a href="https://diversenamesgenerator.com/">https://diversenamesgenerator.com/</a><br>01:00:31 Evangeline Reid: There's been so much debate over person-first language in different communities. I find myself using both within the same text. I have no idea if that's a good idea or not. It just like that it feels intentional.<br>01:00:50 Phoebe Daurio: You can find these resources in this part of our canvas curriculum: <a href="https://canvas.umn.edu/courses/377173/pages/equitable-and-inclusive-practices?module_item_id=9770865">https://canvas.umn.edu/courses/377173/pages/equitable-and-inclusive-practices?module_item_id=9770865</a><br>01:01:51 Susan Hoover: Reacted to "There's been so much..." with ➕<br>01:02:03 Susan Hoover: Reacted to "I recently learned a..." with ➕<br>01:02:19 Susan Hoover: Replying to "I recently learned a..."<br>There's a way to submit names to this generator, too.<br>01:02:41 Phoebe Daurio: Replying to "There's been so much..."<br>Let's ask Christina about this! I also know that Open Oregon Educational Resources has relied on this guide quite a bit: <a href="https://www.ohsu.edu/sites/default/files/2021-03/OHSU%20Inclusive%20Language%20Guide_031521.pdf">https://www.ohsu.edu/sites/default/files/2021-03/OHSU%20Inclusive%20Language%20Guide_031521.pdf</a><br>01:04:13 Phoebe Daurio: Reacted to "There's a way to sub..." with 👍🏻<br>01:05:52 Evangeline Reid: Replying to "There's been so much..."<br>This is a great guide. Thank you.<br>01:06:05 Evangeline Reid: Replying to "There's been so much..."<br>And I appreciated the explanation as well.<br>01:07:26 Tiler Jewell-Johnson: I really appreciate that the guide includes using asset based language rather than deficit based language!<br>01:10:08 Phoebe Daurio: <a href="https://docs.google.com/document/d/1q_mvThSTMJfxSatX4XjwcDrjZf44_udVWtShkIhaF2g/edit#heading=h.esmv09kvuc5k">https://docs.google.com/document/d/1q_mvThSTMJfxSatX4XjwcDrjZf44_udVWtShkIhaF2g/edit#heading=h.esmv09kvuc5k</a><br>01:10:16 Tiler Jewell-Johnson: Thank you!<br>01:10:17 Patricia Pierson: Thank you!<br>01:10:20 Sharon Moore: Thank you.<br>01:10:23 Tammy Palmier: Thank you!<br>01:10:23 Isabelle Antes: thank you!</div>admintag:open.umn.edu,2005:Spina::Blog::Post/872023-04-17T15:19:39Z2023-04-17T15:52:10ZPub101: Accessibility and Inclusion in OER<div>Pub101 is a free, informal, online orientation to open textbook publishing. This April 13, 2023, session is the second in our series this year. Host Amanda Hurford of the Private Academic Library Network of Indiana (PALNI) is joined by guest speaker Jacqueline Frank of Montana State University for a discussion of accessibility and inclusion in OER.<br><br>Watch the <a href="https://youtu.be/UtC-HgA655U">video recording</a> of this session or keep reading for a full transcript. For those interested in reading the conversation that took place among participants and the resources shared, the chat transcript is also available below.<br><br>Note: If your comments appear in the transcripts and you would like your name or other identifying information removed, please <a href="mailto:joh20849@umn.edu">contact Tonia</a>.<br><br></div><h2>Audio Transcript</h2><div><br><strong>Speakers:</strong></div><ul><li>Amanda Hurford (Scholarly Communications Director, Private Academic Library Network)</li><li>Jacqueline Frank (Instruction & Accessibility Librarian, Montana State University)</li></ul><div><br><strong>Amanda</strong>: Hi, everyone, and welcome to our Open Education Network's Pub101 session for today. I see that some people are still streaming in from the waiting room, so I'll just take a moment to say hello and introduce myself. My name is Amanda Hurford, and I'm the Scholarly Communications Director at PALNI, and I'm also serving on the Pub101 committee, and I'll be your host and facilitator today. And I don't know about you all, but I'm enjoying some spectacular, amazing spring weather out there. We have the redbuds blooming and it's absolutely gorgeous. And I'm so happy that spring is finally here, and apparently here to stay hopefully. So as I mentioned, I'll be the host today and I'll be handing it over to our speaker here in a moment. But just a few housekeeping items, I wanted to share a link to our orientation document.<br><br>And this document is, as I'm sure you're aware, our roadmap for our activities in these sessions. And it includes things like our schedule, and the links to the session slides, and video recordings. So I definitely invite you to check that out. So as I mentioned, again, I'll be handing it off to Jacqueline Frank here pretty soon. She is the Instruction and Accessibility Librarian at Montana State University, and she's going to be talking with us today about accessibility. And I hope that we're able to have a really good conversation and hear some great tips and tricks from Jacqueline. So we'll have lots of times for our questions and conversation. And I hope that if some of you have things to share as well, that you'll feel comfortable adding to the topic, in addition to our guest, and that you'll share your experience and resources with us. So just a couple more housekeeping things, this webinar is being recorded and it's going to be added to the YouTube playlist for Pub101. And I'll share that document or I'll share that link here in a sec.<br><br>There you go. So that is the link to the playlist where all of the other recordings will be found as well. And another thing I wanted to mention is our community norms. We're definitely committed to providing a safe and friendly environment for you all for these sessions. So I wanted to make sure that you're aware of the community norms and you'll review those and help us in creating this safe and constructive space to share information. So the community norms, they are in the chat as well. So now, I'm going to go ahead and hand it over to Jacqueline to talk to us about accessibility.<br><br><strong>Jacqueline</strong>: Great. Thank you very much. And I am also going to post a link in the chat to today's slides. Those will be linked from the orientation document but are not yet. So if you want the slides, there's the direct link. And I am going to share my screen and get my slides up and start presenting. So I'm happy to be here today to talk about accessibility and inclusion in open educational resources. I am Jacqueline Frank, the Instruction and Accessibility Librarian, Montana State University. And today, we're going to briefly talk about some challenges, what it means to have an accessibility mindset, and why accessibility matters in general. And then we're going to dig into some best practices, including some accessibility checkers that will help check those best practices, some different document formats to be aware of for OER when you are publishing OER, and then some more resource and training options as well. First, before we get into the challenges, if you did, for those that had a chance to review Unit 1 already, a lot of this is covered, but we're highlighting some of those areas to pay attention to for accessibility.<br><br>I do want to start out by acknowledging that there are quite a few different challenges. And first, accessibility often can be seen as an add-on or something to do at the end. And so we're going to talk about trying to think about accessibility from the beginning and how that can ultimately help you through the process. It does take time to both learn about accessibility and then to create accessible materials. Ultimately, it never ends, 100% accessible doesn't exist, unfortunately. And so we will look at the best practices and try to do the best that we can. And it never ends because what works for one person doesn't necessarily work for someone else. So we have to shift our thinking and just be aware of the accessibility best practices, and hopefully, that will help us in the end.<br><br>And then one of the biggest challenges is the misconception that it doesn't have a big impact. So hopefully, when we see the Why Accessibility Matters section, that ultimately, accessibility does help all users in the end and it does have a pretty big impact. So acknowledging some challenges. And we do have three different polls throughout the presentation. And so I am... oh, but now my toolbar went away. Of course, I tried to practice this before. Let's see... Amanda, are you able to start the poll by chance?<br><br><strong>Amanda</strong>: Let me look.<br><br><strong>Jacqueline</strong>: I didn't... Ah, I found it. Here we go. Yes, looks like the poll is open. And there are three different polls. You can, of course, answer all three of them if you would like. But we're just going to focus on the results for question one, what type of institution are you from? And we'll give you one more minute. Actually, it looks like almost everyone has participated. I'll give you a couple more seconds, and I will end the poll and share the results. Looks like most people are in a university or college setting, we have about 25% from community colleges, and 4% other. Interesting.<br><br>It's cool. Well, thank you. Thank you for sharing. And moving on, we're going to talk a little bit about accessibility, universal design, and inclusive design. Ultimately, they mean somewhat different things. The definitions that are actually included in the Pub101 Unit 1 are, that universal design is the process of creating products that are usable by people with the widest range of abilities, and operating within the widest possible range of situations. Inclusive design means that you're creating a lot of different ways for people to participate so that as many people as possible can feel as though they belong, and it doesn't necessarily mean designing one thing for all people.<br><br>Accessibility, in contrast, often refers to the design of products, devices, services, or environments so as to be usable by people with disabilities. Ultimately, they all have a shared goal. They are all trying to help design content in a way that more users can access with more needs. So that's the main point that we want to take away from this. And thinking about an accessibility mindset and why accessibility matters. Oh, and here's my poll number two, I thought this was before. Anyway, poll number two, are you mostly supporting other textbook authors or are you authoring content yourself? And I will share those results. And it looks like most are supporting other textbook authors, and 2% are authoring content yourself. Great. I'll stop sharing. Thank you. <br><br>So jumping into the accessibility mindset. One of the goals of creating open textbooks is that so they can be accessed by more people with fewer barriers, and therefore, we also want to follow accessibility best practices so that they can be accessible. And overall, about 19% of undergraduates report having a disability, 26% of people worldwide live with a disability, and if you really think about it, 100% will experience a disability at some point in your life if you are lucky enough to live long enough. And that's because accessibility can be permanent, temporary, or situational. So for example, we have an image here on the screen that shows the example of a permanent disability, being, if you only have one arm or one arm is physically disabled. But a temporary disability could be an arm injury or your arm is in a sling.<br><br>And situational is if you are a new parent or you are carrying a child, or maybe you are carrying a big box, and therefore you only have one other arm available to help. So there are lots of different ways that disability can present itself in day-to-day life. And accessibility is a spectrum. There are many assistive technologies, from wearing glasses or contacts, all the way up to screen readers, mobility aids, hearing aids. And ultimately, which I mentioned before, what works for one person does not necessarily work for another person. <br><br>So thinking about OER, one option is to provide as many options and formats that allows users to choose what works best for them. So we will see some different formats for publishing OER and you can publish in multiple formats as well. And like I said, accessibility ultimately benefits everyone. So for example, some things that were created originally, specifically for users with disabilities, help everyone. For example, automatic door openers or curb cuts. Curb cuts were created, that's like in a sidewalk, where the raised sidewalk then slopes down to the street level, for example, and that can be helpful if you are pushing a stroller or a shopping cart. Automatic door openers can be helpful if you are carrying something, for example. And then headers in documents, which we will see, they allow users to navigate by section and see different areas of the document. Closed captioning allows users to view the content without sound. Maybe you're in a noisy environment without headphones or you're in a super quiet environment without headphones. The transcripts also allow users to read the content. And like I said, 100% of people will experience a disability at some point in life, so this ultimately benefits us all.<br><br>Now, we are going to dig into those accessibility best practices. And a lot of these were covered in the Unit 1 as well. And so if you want more information, you can go back to Unit 1, but we will highlight them here as well. And these polls... I thought they were before each section, but they're showing up after each section, so I apologize for that. But we have our last poll here. How much accessibility knowledge, and or experience do you have? Zero, low, moderate, or advanced? And I am going to share those results. It looks like about 50% of folks have a moderate level, 25% have low level, 7% have zero, and then 15% have advanced knowledge, which is great. So please share your own knowledge or comments in the chat as well.<br><br><strong>Amanda</strong>: Jacqueline, while we're at a pause point, I thought I would go ahead and ask you a question from the chat. Michael asked, "When you mentioned disability, are you referring to physical disabilities, or could they also include things that are hidden?"<br><br><strong>Jacqueline</strong>: Good question. They are also hidden. So both, we are talking about physical disabilities, but also, the majority of disabilities are actually invisible, and those can include cognitive disabilities, for example, with dyslexia, or ADHD and PTSD can also be categorized as disabilities. And so it is really across the spectrum. But yes, good points to make, lots of them are invisible as well. Let me know at any point if there are more questions.<br><br>Okay. So digging into accessibility best practices. First, a note about who is ultimately responsible for making sure the content is accessible. It comes down to, the creator or the author of the content is generally responsible for accessibility. However, when we are helping to publish, publishers also want to help publish accessible content, which means knowing what to look for, and then being able to provide resources or guidance to authors if needed.<br><br>And so ultimately, this is a challenge as well, figuring out who is going to fix something if something needs to be fixed. But knowing the best practices will help us know what to look for, and then we will also provide resources so that we can support authors along the way. These best practices come from WCAG 2.1, now, I thought I had updated that, and this is the web content accessibility guidelines. And we are going to look at the best practices for structuring headings, including meaningful hyperlinks, considering color, adding captions and transcripts, and alt text for images, which I know, at least, quite a few of you have already looked at because there was a homework assignment that people have already submitted ahead of time for alt texts.<br><br>Headings is one of the most important things to know about for OER. And headings are ultimately a formatting tool, but they are used to help separate sections of a document. They help users navigate, and either visual users to see the visual formatting of the headings, or they can also be used by people with a screen reader. And you can jump to different headings within the document. You apply headings in an outline format and they act as a map for the textbook or the document. <br><br>So if we're thinking about a book with multiple chapters, for example, the book title would be heading one, and then all of the chapter titles would be heading twos. And then if there are subsections within a chapter, those would be heading threes. So each under a heading two, the next heading level for a subsection would be heading three, but they can go back up, for example, and then the next chapter would again be a heading two.<br>Meaningful hyperlinks. Meaningful hyperlinks means that you tell the user where the link is going rather than just pasting in the full URL, and also avoiding using "click here" as a link, and let the link be the title of the content itself. So for example, if I was saying in a document, "More information can be found at the MSU library website," I would put the link behind MSU library website. And so the text is actually the link itself.<br><br><strong>Amanda</strong>: Jacqueline, can we go back to headings real quick for a question?<br><br><strong>Jacqueline</strong>: Yes, please.<br><br><strong>Amanda</strong>: A question here about headings, "So when you say heading two, do you mean in terms of the coding? So is this something that's under the hood or not?"<br><br><strong>Jacqueline</strong>: Good question. Yes, this is under the hood. For example, in Word, two... and whoops, go back again. Many times, you will select the text that would be heading two, for example,... sorry, I keep clicking with my mouse. So you would select the chapter title in your document, and in Word, for example, at the top, in the ribbon on the home tab, there would be a button to click to make it formatted as a heading two. It does come with some formatting options, but you can update how that formatting appears. And that is similar in lots of different authoring tools and technologies. So yes, it is behind the scenes, but when you select it, it also can make it change the formatting so it's also visible on the front end. Does that answer your question?<br>Yes, thank you. Okay. I did pull up the chat as well, so I'll try to pay attention if I see other ones. But yes, please stop me along the way. And also, if you do know specific coding, you can do it in a backend with code as well. But lots of times, it is on the front end user interface and they make it fairly easy.<br><br>Okay. We talked about hyperlinks. And also considering color, this is mainly about color contrast, and so we want to use high color contrast for both text, and diagrams, and charts. And then we also don't want to rely on color alone to convey meaning. And what that means is, for someone who is colorblind, for example, we wouldn't want to just change the color of text to highlight an important note, for example. So if you wanted to highlight something that was really important, don't just change it to be the color red, for example, you would want to bold it and change the color if you would like, but the bold would help highlight it as well.<br><br>And then similar with diagrams and charts, using color can be fine, but it is also good to just make sure that the colors are different enough so that if they were viewed in gray scale, or if someone was colorblind, they could still denote the difference between either the line color, or the bar chart color, and things like that. So there is an option usually to include gray scale diagrams, and that is one way to check and make sure that they can be distinguished without the color alone. <br><br>Captions. I see a question, "In a math course, if you are creating a quiz that had a pie chart or bar chart, how would you describe the chart without giving away the question's answer?" Oh good, good question. Ultimately, I'm trying to think about that one. The short answer is, I'm not 100% sure. It would depend on the question, but if you could see it, if you could see the bar chart, and if that is telling you the answer, then it is basically trying to describe what you can see. So the short answer... and I see another comment, perhaps create a table with the data and add a table, header, and row, and that's less interpretation and more data presentation. Yes, that is a great recommendation as well, but ultimately, they can be tricky, which we will see.<br><br>So coming back to captions, captions benefit people with hearing impairment without access to audio. They benefit folks who speak English as a second language. They can help others if they are viewing the video in a noisy or quiet environment. And you can generate automatic captions for videos using YouTube. And then there are lots of other captioning software. YouTube includes it for free, but there are other captioning softwares available. I know here at the Montana State University Library, MSU has a captioning software that is available for everyone in the university including students. So for those of you at... Actually, on any institution, you can check to see if they have another option as well. For some recording tips for captions, if you speak clearly, slowly, and close to the microphone, those automatic captions will be much cleaner.<br><br>You should go back and edit the captions and look quickly at them, and that can take a variable amount of time honestly. But if you are aware of using a microphone and getting good, clear audio from the beginning, that will make the automatic captions much better from almost every software available. Transcripts also benefit people with vision impairments, and they are a separate written document of the audio. They don't have to be verbatim accounts of the spoken word, so they can be written beforehand, and one of the biggest benefits is that they can be searchable by all users. So if you remembered someone talking about headings, for example, in a recorded video, you could go to the transcript, search for headings, and then find that section.<br><br>Alt text for images. This is a written description of an image. It is read by screen readers in place of the image, and it is also displayed if an image file doesn't load properly. So it can also be displayed when the user has chosen not to view images. And so alt text shows up in many different ways. And alt text guidelines. This is just a brief snapshot, there is a whole book of guidelines for alt text. I am not personally an alt text expert, I know some of the general guidelines, but I will say there are lots of different nuances to it, and it can be challenging to figure out exactly the best way to represent the alt text.<br><br>So one of the biggest things is to consider the context. Is it purely decorative? Sometimes there are horizontal lines in between different content, but it shows up actually as an image. And so you can mark things as decorative, and that means if you are using a screen reader, or the image didn't load, it would just skip it completely.<br><br>But if it provides context or information, then you need to include alt text. You want to be as concise as possible. Generally, for a photo, for example, this is one or two sentences. You don't want to repeat information that's provided elsewhere. So if in the text you mentioned a yellow zebra and then you had an image of a yellow zebra, then you wouldn't necessarily need to repeat that. But you want to focus on the added information that it is presenting and then be as objective as possible. Don't try to interpret or analyze and use the same writing style and terminology as the surrounding text. So if we're thinking about writing an open textbook, for example, if it is very formal, you would want to also include alt text in a formal writing style. If it was more informal, then your alt text could be more informal in tone. Charts and graphs are much more difficult, I will admit.<br><br>And ultimately, the alt text for charts and graphs can be longer. You don't have to stick to one to two sentences for something like a chart that is super complicated. It is best to link to the full data table from the text, because the full data tables can also be made accessible. And then if the chart is compiling a table of data and showing percentages, for example, then the alt text might include those percentages. And if we have time, we can look at the alt text homework assignment and view a few of the alt text entries that you guys created. And if not, if we don't get there, I will be going into that document and providing feedback as a reply to your different comments as well. So I mentioned the prior homework assignment. If you haven't done this, it is an interesting exercise to go and try your hand at writing some alt text for one of the images in this example. And there are more alt text guidelines under the accessibility section in the Pub101 Unit 1. <br><br>Okay. Now, we are going to jump into some different open textbook formats. And I see it. Sorry, I'm just checking chat again. One of you shared this resource for a guide for writing alt text and image descriptions and that is super helpful. Thank you for sharing that.<br><br>Okay. So there are many different document formats. And when we're thinking about OER, there are many different types of documents that might be included from PDF, to Epub, audiobooks, Pressbooks, many more. And they do all have different accessibility considerations even though the accessibility best practices for creating the original document are the same. So for example, enlarging text and options for reflowing the content or multiple columns, things like that are different depending on the final output.<br><br>So for example, Epub, or online, an HTML web versions of a document are reflowable, meaning, that if you change the font size, for example, it will reflow into the width of the screen that you are looking at it on. They also support vector images that resize, again, based on the screen that you are looking at, versus a PDF, which means portable document format. And the good thing is that PDFs are independent of software, hardware, operating systems. So they can be viewed on almost any device, but it maintains the original visual layout. So if you zoom in, rather than the text reflowing to be within the width that you are viewing it, it will just zoom into a small piece and then you'll have to scroll side to side to view the whole width of the document. They do have some benefits though, they are great to be available offline and they're also good for printing.<br><br>So the takeaway here is that almost always, wherever you are publishing or creating the original document, or if you are helping someone else publish an OER, wherever they originally created the document, you can usually save or output into multiple formats. And so it's best to just provide as many options as possible. I'm going to click on this link, and I believe I shared my screen in a way that it should be showing you the link to an open textbook here in the Open Textbook Library. And this page, if you can see, it shows an open textbook for understanding document accessibility, and there are multiple formats from an online HTML version. It's available as an ebook, it's available as ODF, open document format, it's also available as PDF, or XML. So this allows users to choose different options based on their needs. So this is a good example. <br><br>And now, I am going to wait until my controls go away and click back to my slides. I do want to share some different accessibility checkers. So it is great to be aware of all of these best practices, and trying to implement them throughout the process, if you are authoring it yourself, if you're thinking about these things upfront, it can help save time. But if you are helping other authors who have created OER and you're helping publish them, then there are some accessibility checkers that you can use at the end, after the fact, and have authors use them as well to check their own content. So for example, Word, and for that matter, PowerPoint, all Microsoft Office documents now have an accessibility checker. And in Word, you can open your document, click on file, check for issues, check accessibility. Some versions have a check accessibility button in a different location, but all should have it in this location as well. And then a sidebar pops up and you can click on any error to get instructions on how to fix the issue.<br><br>There is also a PDF accessibility checker in Adobe Pro. Adobe Pro is the upgraded option. And here at MSU, for example, they have a campus-wide subscription, so check if your institution has Adobe Pro. So in Adobe Pro, open your document, and if needed, click the Action Wizard on the toolbar by clicking more tools. And then under the Action Wizard, there is an option to make accessible, and it brings up a pop-up box and you click through all of the different options. It will automatically highlight any images, for example, and prompt you to put in alt text, if there is an alt text already, and it will take you through headings. And in Adobe, it will also do an important step called OCR, optical character recognition, which takes the PDF from an image and it recognizes the text so that the text can be searchable as well.<br><br>And for online resources and HTML, for example, there are online accessibility checkers. The WAVE accessibility checker is the one that I usually use. You can go to wave.webaim.org, and you can either paste in the URL directly to that site and it will check the page for you. Or alternatively, you can use a plugin which is often a browser extension, and then it gives you any page that you are viewing online. You can click the plugin button and it will pull up a sidebar with accessibility errors and suggestions for you. Another one is the tota11y browser extension. And that one, again, whatever page you are on, it would bring up a button for the tota11y extension, and you click on that, and it pulls up a sidebar for you and highlights different errors or suggestions for you. And there are many more, so if you have another one that you like or use a lot, please share that in the chat as well.<br><br>I see a question here, "Where did you say the accessibility checker in Adobe is? The one I'm familiar with, on the tools, has an accessibility check but it doesn't have Make it Accessible for me." Good question. There are two options within Adobe Pro. The one that I like to use, you may have to click under More Tools and then add the Action Wizard, and that brings up a different option and walks you through each step. There is a separate option for accessibility check and that just takes you to the end screen, if you will. And so it's the same results, it's checking the same things, but if you use the Action Wizard specifically, it helps walk you through the steps to fix things in a little bit easier way. I hope that makes sense and didn't confuse folks more. And I also saw the question about the homework and it looks like Karen helped answer that one, so thank you.<br><br>A note about the accessibility checkers. They are great hopeful tools and they are very useful. I use them quite often myself, but they don't check everything. Color contrast, for example, I believe it's now included in the Microsoft accessibility checker, but it wasn't initially included, for example. And it also doesn't check if headings are used in the first place. If you do use headings, it will check the order of headings, but if there are just no headings used, it doesn't check that. And in reading order, so for example, if you have multiple columns, and maybe on a textbook, for example, you have a highlighted section or a call-out section that has a brief blurb about something extra, the reading order is the order in which the content will be read out if using a screen reader. And so it will automatically apply a reading order, but it can't know if it actually makes sense.<br><br>So if there are multiple columns, and at the end there is a paragraph that continues on the next page, it might do a call-out and read the information in that call-out in an awkward place. So that's maybe in the middle of another paragraph. So this is just one example of how accessibility checkers are great, but they only go so far. And they can be used as a great tool to look at the accessibility of a document, but ultimately, it doesn't replace a human knowing and understanding what these best practices are and then trying to implement them.<br><br>Okay, I'm going to come back to this one for just a second. So again, because accessibility checkers don't check everything, that is why having a good understanding of these best practices, or at least an awareness of the best practices, can really help. So looking at a document and realizing if headers are used or not can be really helpful as well.<br><br>Okay. There is also a comment in here about two other accessibility checkers. The X-Browser extension, that is a good one, I have used that one. And there is a color contrast analyzer, thank you for sharing this one as well. So I mentioned here in the list that the built-in accessibility checkers might not check color contrast, but there are specific tools that will look at color contrast. And so you can download that color contrast analyzer, for example. And while you are viewing your document, you can pull up the analyzer, click on two different colors, and it will give you a result or if it passes the standards.<br><br>And so yeah, it's really cool, it has a dropper tool where you click one color and then you click the background color and it will tell you what levels it passes. And the one that I have used, the one included in the chat, it is available as a download application. So I have not used it on a mobile device, I don't know if that is possible actually. Please tell me in the chat if you know. But on a desktop computer, you download it, and it's a specific application. And so you can view whatever document you were looking at, and then open the color contrast analyzer. And it brings up a screen that then you can choose the different colors in the background. So thank you for sharing notes. <br><br>Okay. So we've covered a lot of different best practices and we barely scratch the surface. So as you can probably tell, there are many more details behind each one of these best practices, including specifically how to implement them, how to use them. And if you do have any questions in the future about how do I apply a heading, for example, or how do I hyperlink text, how do I use the color contrast analyzer, I would be happy to provide more step-by-step instructions for anyone who would like that. But ultimately, today, it was about awareness about these different accessibility best practices, and there are a lot. So I really want to highlight the self-care portion and just try to be kind to yourself. Perfection is not the goal, and ultimately, it can't be the goal because we know that 100% accessible doesn't exist. So trying to do the best that we can, trying to learn about one additional thing each time can be helpful to slowly build up your knowledge and experience.<br><br>And ultimately, we all, in life in general, should help ourselves practice self-compassion and try to just be kind to yourself, and therefore, extend that out to others. So if we're helping publish, we can help try to facilitate this for other authors, but realizing that there is a lot to understand and we are all coming at it with different levels of experience.<br><br>Lastly, there are more resources and training options. There are tons. There is another comment in the chat with a very long list of tools, which is great. And there are specific resources linked from Pub101 Unit 1. I mentioned there are more guidelines for creating alt text and image descriptions. There is a whole accessibility toolkit and checklist for accessibility. And we also have instructions for creating accessible documents and that gets into more of the step-by-step instructions for applying these best practices. But now, I want to make sure to give at least a few minutes of time for questions, and if you would be willing to provide feedback as well.<br><br><strong>Amanda</strong>: Thank you, Jacqueline, for all of your knowledge and for sharing your experience with us today. Like you mentioned, we are able to take questions for the next few minutes. So you can feel free to use the chat like we have been doing or you can raise your hand and I can call on you. I do appreciate folks sharing comments and best practices in the chat as well. That's really helpful.<br><br><strong>Jacqueline</strong>: Yes, there are many different resources out there. There might even be resources that were created or disseminated from your specific institution or university, but there are lots of resources out there in general from many different sources. Webaim.org is one of the leaders for accessibility, and they have lots of good information as well.<br><br><strong>Amanda</strong>: Can you talk to us a little bit about your feedback form?<br><br><strong>Jacqueline</strong>: Yes. Feedback form here is a generic feedback form that we use, but we try to offer this at the end of each of our sessions, or workshops, so that we can determine if you learn something, if it was useful, and also a comment option if you want to provide any specific feedback for us as well or suggestions. But we try to use this in a way that will help us improve our instruction. "Is there a way to translate a publication between multiple formats, or do you just have to recreate it in each?" Good question. Yes, I will share this feedback link in the chat, sorry about that.<br><br><strong>Amanda</strong>: I got it.<br><br><strong>Jacqueline</strong>:<strong> </strong>Thank you. So translating a publication between multiple formats. Generally, yes, there is an option to do this. The hardest time is when you only have a PDF. If you only have a PDF, there are ways to convert it, but it can be a lot harder. But if you're starting with most other formats, then you can often save in multiple formats. So Pressbooks is a common platform for publishing OER and you can output the end document into multiple formats as well. And so the short answer is it depends on your starting document. It's hardest with a PDF, but there should be other options to translate or output the publication into different formats. I hope that answers your question.<br><br><strong>Amanda</strong>: While folks are thinking of any final questions they might have, I just shared in the meeting chat a link to the class notes document. And this is where you can add additional comments that you have from today's session or just comments that you'd like to share. And those notes will be reviewed before the next session and we'll answer any outstanding questions. And I also included a link to the feedback form in the chat as well.<br><br><strong>Jacqueline</strong>: Great. And I did want to mention, again, the alt tag homework. Since we didn't have a whole lot of time to go back and review that together, I will be looking at your comments and trying to provide some feedback in that document. So if you want to try your hand at the alt text homework, that is linked from the orientation document I know, and probably elsewhere.<br><br><strong>Amanda</strong>: Well, I'll go ahead and close this out. I wanted to take a moment to thank Jacqueline for her presentation today and her expertise. We definitely appreciate you coming to the meeting today and telling us about all of those great tools. And for everyone else who also contributed in the chat and otherwise, it's really wonderful that we're able to share together and learn from each other. And again, with that key takeaway that we are not alone in figuring out how to do this, we're all working together to figure out how to support authoring open textbooks with authors or creating open textbooks. So again, feel free to use the class notes and we will see you next week. Thanks again.<br><br><strong>Jacqueline</strong>: Thank you. And don't hesitate to reach out for more questions or details about any of this. Thank you.<br><br><br>END OF VIDEO<br><br><br></div><h2>Chat Transcript</h2><div>11:01:51 From Amanda Larson : It's going to be 80 here in Columbus, Ohio today!<br>11:02:01 From Amanda Hurford : Orientation document: <a href="https://docs.google.com/document/d/1RVYw2ace_L42x8vxo0nGlJC6rHVvLDzYKeBR4RMdbi4/edit#heading=h.d89ulxay3q4x">https://docs.google.com/document/d/1RVYw2ace_L42x8vxo0nGlJC6rHVvLDzYKeBR4RMdbi4/edit#heading=h.d89ulxay3q4x</a><br>11:03:17 From Amanda Hurford : <a href="https://www.youtube.com/playlist?list=PLWRE6ioG4vdYaAD97KKJiu-XZ08NpN6oq">https://www.youtube.com/playlist?list=PLWRE6ioG4vdYaAD97KKJiu-XZ08NpN6oq</a><br>11:03:43 From Amanda Hurford : <a href="https://z.umn.edu/pub101norms">https://z.umn.edu/pub101norms</a><br>11:04:00 From Jacqueline Frank : Here's a link to the slides for today: <a href="https://docs.google.com/presentation/d/10josp-8JmR1-Df838VOZA7oGOXYh2FsW3Pr8oZp8ESA/edit?usp=sharing">https://docs.google.com/presentation/d/10josp-8JmR1-Df838VOZA7oGOXYh2FsW3Pr8oZp8ESA/edit?usp=sharing</a><br>11:07:46 From Heather Caprette : I saw it when I first joined<br>11:08:07 From Alexander Rodriguez : There was a poll when I walked in with three questions.<br>11:08:13 From Evangeline Reid : Reacted to "There was a poll whe..." with 👍<br>11:10:50 From Amanda Hurford : Pub 101 Canvas Curriculum: <a href="https://canvas.umn.edu/courses/377173">https://canvas.umn.edu/courses/377173</a><br>11:11:17 From Amanda Hurford : (forgot to share this earlier!)<br>11:15:11 From Michael Porterfield : When you mention disability, are you referring to physical? Or, can these also include hidden?<br>11:17:13 From Michael Porterfield : Replying to "When you mention dis..." Thanks<br>11:19:47 From Sarah Hare : I'm sorry I came in late. Will these slides be shared? I'd love to iterate on them for an upcoming session for our faculty<br>11:19:58 From Evangeline Reid : Here's a link to the slides for today: <a href="https://docs.google.com/presentation/d/10josp-8JmR1-Df838VOZA7oGOXYh2FsW3Pr8oZp8ESA/edit?usp=sharing">https://docs.google.com/presentation/d/10josp-8JmR1-Df838VOZA7oGOXYh2FsW3Pr8oZp8ESA/edit?usp=sharing</a><br>11:20:17 From Evangeline Reid : When you say Heading 2, do you mean in terms of the coding?<br>11:21:47 From Amanda Hurford : Reacted to "Here's a link to the..." with 👍<br>11:22:50 From Evangeline Reid : yes thank you!<br>11:25:19 From Ryan Wilcox : In a math course, if you were creating a quiz that had a pie chart or bar chart, how would you describe the chart without giving away the question's answer.<br>11:26:11 From Heather Caprette : Perhaps create a table with the data and add table header row<br>11:26:20 From Susan Hoover : Reacted to "Perhaps create a tab..." with 👍<br>11:26:25 From Heather Caprette : This is less interpretation and more data presentation<br><br>11:27:53 From Evangeline Reid : Replying to "In a math course, if..."<br>Depending on what youare trying to say. You might be able to refer to data using directional things or creating a chart that used some sort of texture, like lines, dots, etc. to describe.<br><br>11:29:27 From Ryan Wilcox : Replying to "In a math course, if..."<br>That's a great idea, but in this case it's an online quiz.<br>11:29:52 From Ryan Wilcox : Reacted to "Depending on what yo..." with 👍<br><br>11:31:04 From Michael Porterfield : Replying to "In a math course, if..."<br>Here is a great resource from W3C on complex images,<br><br>11:31:20 From Phoebe Daurio : Open Oregon Educational Resources has developed this guide for writing alt text and image descriptions: <a href="https://docs.google.com/document/d/1_ckoyvIkL9m7BMy0A9v4KT-M1PQ1jV6q-JkxrX6KBnk/edit?usp=sharing">https://docs.google.com/document/d/1_ckoyvIkL9m7BMy0A9v4KT-M1PQ1jV6q-JkxrX6KBnk/edit?usp=sharing</a><br><br>11:34:08 From Amanda Hurford : Replying to "Open Oregon Educatio..."<br>Super, thank you for sharing!<br><br>11:34:13 From Ryan Wilcox : Reacted to "Open Oregon Educatio..." with 👍<br>11:35:11 From Amanda Hurford : Here's the link to Pub 101 Canvas Curriculum again: <a href="https://canvas.umn.edu/courses/377173">https://canvas.umn.edu/courses/377173</a><br><br>11:40:46 From Michael Porterfield : Replying to "Here's the link to P..."<br>I am confused, please excuse me...where is the homework for writing alt text in Canvas or another place?<br><br>11:41:24 From Karen Lauritsen : Replying to "Here's the link to P..."<br><a href="https://docs.google.com/document/d/17LPN35ppatZBj4Q-ML5sXpZAlJGX95ovlFdXrB1Ee9g/edit">https://docs.google.com/document/d/17LPN35ppatZBj4Q-ML5sXpZAlJGX95ovlFdXrB1Ee9g/edit<br></a><br>11:42:12 From Amanda Hurford : Replying to "Here's the link to P..."<br>Thanks Karen! The homework for each session is listed in the orientation doc: <a href="https://docs.google.com/document/d/1RVYw2ace_L42x8vxo0nGlJC6rHVvLDzYKeBR4RMdbi4/edit#">https://docs.google.com/document/d/1RVYw2ace_L42x8vxo0nGlJC6rHVvLDzYKeBR4RMdbi4/edit#</a><br><br>11:42:40 From Karen Lauritsen : The homework related to today’s session, as well as the slides for today’s and all upcoming sessions, are linked from our orientation document: <a href="https://docs.google.com/document/d/1RVYw2ace_L42x8vxo0nGlJC6rHVvLDzYKeBR4RMdbi4/edit">https://docs.google.com/document/d/1RVYw2ace_L42x8vxo0nGlJC6rHVvLDzYKeBR4RMdbi4/edit</a><br>11:43:16 From Karen Lauritsen : If you’re looking for something related to Pub101, it’s probably linked from there! 🙂<br>11:43:39 From Ryan Wilcox : where did you say the accessibility checker in adobe is? The one I'm familiar with is on the tools and has accessibility check, but doesn't have make it accessible for me.<br>11:43:47 From Lisa Stepanovic : Replying to "Here's the link to P..."<br>The homework is pre-work for the next session, I believe, but it appears in the previous session agenda.<br>11:43:58 From Heather Caprette : axe browser extension, and Colour Contrast Analyser<br>11:44:45 From Ryan Wilcox : got it thank you<br>11:45:11 From Karen Lauritsen : Reacted to "The homework is pre-..." with 👍<br>11:45:24 From Ryan Wilcox : it did, thank you!<br>11:49:27 From Ryan Wilcox : the colour contrast analyzer is awesome, has a dropper you can pick colors on the document<br>11:49:33 From Susan Hoover : <a href="https://www.w3.org/WAI/ER/tools/ ">https://www.w3.org/WAI/ER/tools/ </a>is a very long list of tools that you can filter by various criteria<br>11:50:12 From Heather Caprette : Reacted to "https://www.w3.org/W..." with 👍<br>11:52:46 From Evangeline Reid : I like this contrast checker for a quick check when I'm choosing colors for a design: https://webaim.org/resources/contrastchecker/ It's related to the WAVE accessibility feature already mentioned.<br>11:53:06 From Susan Hoover : Reacted to "I like this contrast..." with 👍<br>11:54:01 From Ryan Wilcox : Replying to "I like this contrast..."<br>Yes, that works good if you know the colors. When you aren't sure the exact color I find the checker with the dropper works easiest.<br>11:56:09 From Evangeline Reid : Maybe this will be addressed later, but is there a way to "translate" a publication between multiple formats? Or do you just have to just re-create it in each?<br>11:56:20 From Evangeline Reid : Can you share the feedback link in the chat?<br>11:56:52 From Amanda Hurford : Feedback: <a href="https://montana.qualtrics.com/jfe/form/SV_diBIqo756IyIE0C">https://montana.qualtrics.com/jfe/form/SV_diBIqo756IyIE0C</a><br>11:57:27 From Amanda Hurford : Class notes here: <a href="https://docs.google.com/document/d/1q_mvThSTMJfxSatX4XjwcDrjZf44_udVWtShkIhaF2g/edit#heading=h.esmv09kvuc5k">https://docs.google.com/document/d/1q_mvThSTMJfxSatX4XjwcDrjZf44_udVWtShkIhaF2g/edit#heading=h.esmv09kvuc5k</a><br>11:57:51 From Evangeline Reid : Yes thank you<br>11:59:13 From Julie Feighery : Thank you--very helpful!<br>11:59:19 From Heather Caprette : Thank you<br>11:59:21 From Kathy Essmiller : Thank you!<br>11:59:22 From Natalia Bowdoin : Thank you!!!<br>11:59:25 From Allison Kaefring : Thank you!<br>11:59:30 From Andrew Kearns : Thanks!<br>11:59:34 From Emily Little : Thank you!<br>11:59:56 From Jamie Witman : Thank you!<br>11:59:57 From Tammy Palmier : thanks!<br>11:59:59 From Sharon Moore : Thanks!<br><br><br></div>admintag:open.umn.edu,2005:Spina::Blog::Post/862023-04-12T16:22:44Z2023-10-20T19:43:57ZCommittee Refreshes Pub101 to Support Community<div><em>Written by Karen Lauritsen, OEN publishing director</em></div><div><br><br></div><div><br>This spring, Pub101 will be in its fifth year! </div><div><br></div><div>Pub101 is the Open Education Network’s (OEN) informal orientation to open textbook publishing. It is both a freely available curriculum and a seven-week synchronous experience for the OEN extended community. <br><br></div><div><br></div><h3>Pub101 Snapshot</h3><div>Pub101 is designed for librarians, instructional designers and others who are interested in learning more about managing open textbook projects and programs. It's open to everyone in the OEN, and consortia are welcome to extend this invitation to their institutions. In fact, many participants join us from consortial institutions, making Pub101 their first direct experience with the OEN community and sometimes open education more broadly. </div><div><br></div><div>During the synchronous Pub101 sessions, experienced practitioners introduce common open textbook publishing considerations, and highlight the many community-created resources and templates that are available in the curriculum. </div><div><br></div><div>This year Pub101 sessions began April 6, offering a <a href="https://canvas.umn.edu/courses/377173">curriculum</a> that has been extensively revised by our Pub101 Committee. It focuses on what librarians and others supporting faculty authors need most to get the work done in constrained environments while maintaining their wellbeing.<br><br><br></div><h3>Pub101 Backstory</h3><div>In many ways, Pub101 began at the pre-conference, <em>Opening the Classroom: Publishing Open Educational Resources</em>, co-sponsored with BCcampus and held at the Library Publishing Forum in Vancouver in 2019. </div><div><br></div><div>At that event, the hands-on workshop offered project management techniques for supporting open textbook publishing. Working at tables with experienced open textbook project managers, attendees developed strategies for setting expectations with authors, guiding textbook development, creating project timelines, and supporting editing, design and production based on local capacity.</div><div><br></div><div>During this time, the OEN was also engaged in ongoing publishing pilots and partnerships with Pressbooks and Scribe, which led to the development of related training and documentation.</div><div> </div><div>Pub101 has evolved from these various efforts. More broadly, it is a reflection of the open education community’s growing experience in creating open textbooks and a commitment to sharing what we’ve learned to support others. <br><br><br></div><h3>Community Driven</h3><div>In 2021, we drafted a charter to form the Pub101 Committee. The Pub101 Committee is responsible for developing and maintaining a community-driven, iterative Pub101 experience and curriculum. It oversees the entire Pub101 experience, including the Canvas curriculum and facilitated sessions. Current members include:</div><div><br></div><ul><li>Heather Caprette, Cleveland State University</li><li>Angelique Carson, Washington Research Library Consortium (WRLC) </li><li>Phoebe Daurio, Open Oregon Educational Resources</li><li>Amanda Hurford, Private Academic Library Network of Indiana (PALNI)</li><li>Amanda Larson*, The Ohio State University</li><li>Christina Trunnell, Montana State University</li></ul><div><br></div><div>*Amanda Larson is chair of the committee. In addition, Carla Myers at Miami University served as co-chair during the inaugural committee. </div><div><br></div><div>The Pub101 Committee meets regularly to discuss the curriculum, review feedback from past participants, and revise content to reflect the needs of today’s practitioners. We talk about how difficult it is to define publishing in our current era, and work to offer balanced recommendations for people in diverse institutional environments. Now more than ever, we aim to offer strategic options for making education more equitable, while acknowledging that many of us are struggling with significant time and financial constraints.<br><br><br></div><h3>Shared Abundance</h3><div>The synchronous Pub101 experience features stories from colleagues who have worked on open textbook publishing projects. The emphasis is on what to anticipate when starting a project or program, and how to set things up for success (and less stress!). These informal, conversational presentations are facilitated by Pub101 Committee members and this year feature:</div><div><br></div><ul><li>Karen Bjork, Virginia Commonwealth University</li><li>Abbey Elder, Iowa State University</li><li>Jacqueline Frank, Montana State University</li><li>Gabby Hernandez, University of Texas, Rio Grande Valley</li><li>Amanda C. Larson, The Ohio State University </li><li>Carla Myers, Miami University</li><li>Sunyeen "Sunny" Pai, Kapi‘olani Community College </li><li>Christina Trunnell, Montana State University</li></ul><div><br></div><div>In addition, all Pub101 participants are invited to contribute to the conversation. Invariably, there is so much collective knowledge within the group.<br><br><br></div><h3>Pub101 Feedback</h3><div>Through the years, Pub101 has been a popular opportunity to get to know one another and the issues in open publishing. Typically more than 100 people register, and the birds-eye view of the open publishing landscape resonates with participants. </div><div><br></div><ul><li><em>This was exactly the type of training I was looking for. </em></li><li><em>How thoughtful many of the speakers were about capacity and reflection and self-care. I wasn't expecting that, but I really needed to hear it. </em></li><li><em>I really liked it all - while we don't have a publishing service and no capacity for such in the near future, I learned so much about possibilities and what we might aspire to.</em></li></ul><div><br></div><div>For those who want to build on the community we create in Pub101, we offer options to strengthen our connections at the closing of the seven-week series.<br><br><br></div><h3>Related Resources</h3><div>You can access the openly licensed Pub101 curriculum on <a href="https://canvas.umn.edu/courses/377173">Canvas</a>, and watch recorded sessions on <a href="https://www.youtube.com/@openeducationnetwork251/featured">YouTube</a>.</div><div><br></div><div><br><br></div>admintag:open.umn.edu,2005:Spina::Blog::Post/852023-04-11T14:44:08Z2023-04-11T14:59:04ZPub101: Kick-off 2023<div>Pub101 is a free, informal, online orientation to open textbook publishing. You’ll hear from your OEN colleagues who have worked on open textbook publishing projects and what they’ve learned. In this 2023 initial session, OEN Publishing Director Karen Lauritsen provides foundation setting and facilitates discussion with guests Gabby Hernandez and Sunyeen Pai on how to get started with publishing. </div><div><br>Watch the <a href="https://youtu.be/vvsStfMn-34">video recording</a> of this session or keep reading for a full transcript. For those interested in reading the conversation that took place among participants and the resources shared, the chat transcript is also available below.<br><br>Note: If your comments appear in the transcripts and you would like your name or other identifying information removed, please <a href="mailto:joh20849@umn.edu">contact Tonia</a>.<br><br></div><h2>Audio Transcript</h2><div><br><strong>Speakers:</strong></div><ul><li>Karen Lauritsen (Publishing Director, Open Education Network)</li><li>Gabby Hernandez (Open Education Librarian, University of Texas, Rio Grande Valley)</li><li>Sunyeen "Sunny" Pai (Digital Initiatives Librarian, OER University of Hawai'i Community Colleges and Campus Co-lead, Kapi'olani Community College)</li></ul><div><br><strong>Karen</strong>: Welcome everybody to Pub101. We are very glad that you're here. Thank you for setting aside time to join us today. On behalf of the Open Education Network team and community, as well as the Pub101 committee, we really appreciate your interest in publishing open educational resources. We have been excited to start this time together with you and we've been working hard to prepare the curriculum and these seven sessions so that they are applicable to your work and your goals and hopefully succinct and respectful of your time. I would like to take a moment to thank the Pub101 committee and the work that they have invested over the last couple of years.<br><br>On the next slide, you can see their faces. Many of them have joined us today in the call and you'll get to know many of them as facilitators in upcoming sessions. In addition to lending their experience and expertise to Pub101, they've also been getting in there, into the canvas curriculum which we will share with you shortly, revising content, streamlining content, making sure that what we share with you over these next several weeks is the best it can be. It's a delight to work with them. I think you will find the same. They're also very generous colleagues who I'm sure would be happy to answer any additional questions you might have.<br><br>As for me, my name is Karen Lauritsen. I am the publishing director with the Open Education Network. We are based at the University of Minnesota. I was just there last month. It was 30 degrees, but totally doable for someone who lives in California. I've been working remotely here for about eight years in this role, and when I'm not doing things related to open education, I love to maintain a wildlife habitat garden. I've snuck in a few photos of my garden here in this slideshow. I really like planting plants that are native to the area, that were here before humans really developed things. I had no idea I would get so into this 10 years ago, but here we are. That's a little bit about me.<br><br>In terms of our time together today. I'll spend about, probably a little under half our hour setting the scene in terms of what to expect with Pub101, provide some guidance or some thoughts on whether you're in the right place. But spoiler alert, the answer is yes. You're all very welcome and we're so glad that you're here.<br><br>I'll talk a little bit more about what Pub101 is and then hopefully we can spend a little more than half of our time chatting with Gabby and Sunny about their experience publishing open textbooks. You can hear directly from some colleagues about what their experience has been, particularly as they got their program started. Some of the things that they've thought about and some of the things that they have learned as they've moved along, what can sometimes be an adventurous journey.<br><br>Okay, setting the scene. For some of you, this may be your first firsthand experience with the Open Education Network, and that is one of the things that I love about Pub101 and that gets me excited about this every year, is the opportunity to meet more of you. To introduce you a little bit to the Open Education Network community. We are a community of people who are working to advance open education. Our members now represent more than 1,700 institutions in the US, Canada, Australia, and the UK. All of our work is guided by our guiding principles. They are that we contribute to the common good together, that we center equity and inclusivity in all that we do. That we're a community of action. We're not just talking about good ideas, we're putting them into place. We are humans, first and foremost, and we always try to keep that at the core.<br><br>We act with integrity and in the spirit of Pub101 and all of our programs, we really benefit from shared abundance. This is not about the handful of staff who are working at the OEN. This is about the hundreds bordering on thousands of people who are doing this work around the world and who generously support one another in terms of sharing what they've learned, their best practices, their templates, so that you don't have to start from scratch or to feel like you're in it alone.<br><br>This can be very isolating work and many of you have a full plate of other responsibilities, or you might be the only person at your institution working in open education. Shared abundance is really critical to supporting the work that we do and continuing the incredible impact that this community has been able to do so far. If you'd like to read a little bit more about our norms, they're available there at the z-link. Amanda Larson, who is the chair of the Pub101 committee is here and will be managing chat and sharing those links with you in the chat as well.<br><br>Now I'm going to talk more specifically about publishing within the open education context to continue to set our scene. Publishing is so important and integral to open educational practices because it provides an opportunity to include more voices and more perspectives in the educational experience. It provides opportunity to localize and indigenize content so that it's relevant to students, it's relevant to the communities in which it's taught, and it provides an opportunity to update text to reflect a current moment. Instead of having to wait for a new addition to come out two years from now to reflect the latest and greatest recent history, you can update things much more quickly to include case studies, stories, interviews, multimedia, things that are happening right now. Publishing also includes an opportunity to include students in creating content in open pedagogical practices and really working together to create open textbooks and other OER that reflect a collective intent to share collective knowledge.<br><br>Now, in terms of what publishing means, the Pub101 committee and I have joked that we could spend many a salon hour, many a cocktail hour discussing what publishing means, and it's somewhat complicated by the fact that in our minds it can mean like, "Oh, I just pushed this button and suddenly this new content is available online." And absolutely, that is publishing. But publishing can also mean adapting, editing, modifying an already existing resource. It has many synonyms like creation, authoring, writing, making. Publishing can mean having an institutional repository and posting or archiving a document that's available for people to access. It can mean working with a whole suite or a whole team of people, copy editors, proofreaders, designers, co-authors. It can mean working with students. Really, publishing can mean so many things, and we want to work under a large umbrella when we talk about publishing in Pub101. Whatever it means to you, whatever you're capable of, whatever's in your capacity or institution, the answer might be nothing right now, and that's okay too.<br><br>We really hope to show you in Pub101 what publishing can involve. Emphasize that you can pick and choose what you have the capacity to do at your institution and to just get you thinking about some of the things to anticipate when publishing open textbooks, but we always mean to be inclusive, and if ever you're thinking about your institution and what you can do there and you're trying to connect what we're talking about in Pub101 with where you're at, let us know and we will try to think about your context more specifically, think about ways that you could modify or adapt the content that we're sharing so that it can work for you.<br><br>Okay, continuing to set the scene here. Our intentions with Pub101. We really hope that this is a friendly experience. I think you'll find us to be a friendly accessible folks. We want to hear questions from you. We want to engage in conversation. This is an informal publishing orientation. When we have created this content, we are thinking about those of you who will be supporting faculty authors. Every year I receive questions about, "Oh, can I promote Pub101 to my faculty?" If you are faculty, welcome. We're glad you're here. We only share the caveat that we really are thinking about librarians, instructional designers and others at your team who are typically supporting and working with faculty authors. We have started talking about the potential to design a program specifically for faculty authors. Again, if you're a faculty author and you would like to be here, welcome.<br><br>We have been thinking about those who support you in designing this content. With Pub101, we want to provide a preview of what's involved in publishing. We want to offer you an opportunity to consider your vision and your capacity at your institution. We're going to highlight adaptable resources that you can use if you decide to build a publishing program or support a publishing project. And we really want to lay the foundation for any platform or tool. We're not going to talk about how to use Pressbooks, for example, or which tool may be the best. It can get really complicated. It's a broad landscape out there, and we hope to share information with you that can work no matter where you or your faculty may land on the question of technology.<br><br>Am I in the right place? Again, the short answer, I hope, is yes. You are in the right place. To give you a little bit more to make that decision, if you are very new to open education, publishing can be an overwhelming place to start. Again, you're very welcome to join us. However, in the past, many of us have recommended starting with adoption programs. If you're just really new to open education, an adoption program can really help you lay the foundation at your institution. Introduce the concept of open educational resources and open licenses, and give you some groundwork before you jump into publishing. If you are very new, you might want to look at the creative common certificate, the OEN certificate and OER librarianship. The introduction to open, the OER starter kit. There are a lot of resources out there if you're new to open education more broadly. This reminds me that this slideshow and the associated links will be posted to our orientation documents at the end of today. If you'd like to access these slides, they will be available to you, and I'll give you the link to that shortly.<br><br>We also have gathered some resources if you are an aspiring author. If what you're looking for is more like, "How do I write an open textbook?" Pub101 may not be the right fit for you. We're going to talk about things like memorandums of understanding and developing timelines. Again, you're welcome to be here, but if you are an aspiring author, here are some resources that may be helpful to you, if what you're really wanting to do is jump into writing an open textbook. We also have other programs and infrastructure within the OEN that can help you if you're a faculty at this point in your journey. Okay. That is my setting the scene. Am I in the right place quick overview. I'm going to stop sharing for a moment or maybe I don't need to. I'm going to launch a quiz. I don't think I need to stop sharing.<br><br>Hopefully you all have had a poll top up on your screen. Please describe the likelihood of launching a publishing program at your institution or consortium in the coming year. Choose one that you think is the best fit for you. A, it's already happening. We're doing it, we're publishing. B, we're just about ready to go. C, we're thinking about it maybe one day. Hold on. And D, I really don't think there's any way we're going to be in a position to do this, but I want to learn more and develop professionally. I'll give another moment to respond. Currently, at 83% participation. Thank you.<br><br>Okay, a couple more seconds and then I'm going to close the poll and reveal our results. Most of you are thinking maybe one day I will set out on this adventurous journey and support the publishing of OER. A good portion of you are already doing this work, which is awesome, and many of you are ready to go. This is another reminder of the shared abundance in the room. If you have already developed things, if you've thought about developing things and decided not to, whatever your experience, please feel welcome to share it in the chat as we begin our discussions and as we move through the weeks, there's a lot of collective knowledge and we invite all of you to share it, not just the facilitators or the people who are talking, but also you as participants. Thank you for jumping in. We shall now carry on. <br><br>Okay, more specifically, what is Pub101? When we use the term Pub101, we mean it as both a curriculum and an experience. It's a curriculum and there is the Canvas course. It's three units. And then it's also this experience right now that you're in the middle of having. It's seven sessions of synchronous conversation that you can join in whenever your schedule allows. Again, it's meant to be an informal big picture orientation. It's not a class. There's no grades. There's no certificate at the conclusion, so really come when you can. There will be videos and documentation if you're unable to make a session. We hope to have some fun with you and make this hour together enjoyable. Pub101 continues to evolve. I actually just finished writing a blog post about the history of Pub101 because in preparing for this, I realized that we are now in our fifth year, and it's fun to look back and see how Pub101 has evolved from some collective work that we've done as a group supporting publishing, and once that blog post is published, we'll share it with you if you're interested.<br><br>Really it has kept changing because of the feedback we've received from you because of the changes in the open education landscape. We have this Pub101 committee that I introduced to you earlier. We look at all of the feedback. There will be opportunities at the end of each unit in the canvas curriculum to fill out a short feedback form as well as at the end of our seven sessions. Really, truly, we want to know what you think how we can continue to make this better and apply for you and your situation. Finally, Pub101 is meant to be a beginning. We don't have to say goodbye when it's over. You can be a part of the OEN community as you continue on with this work so that you feel less isolated and alone.<br><br>I'd also like to talk quickly about the spirit of Pub101, if you will, and that is going back to our guiding principles. We always will keep in mind that you're a human being, you're not a publishing machine. You'll hear a lot of our speakers talk about self-care and tips for looking after yourself in what can be a fairly demanding area of open education. There are many people who want to help so that you do not feel alone, and there are many ways to publish. We're only going to be able to share a few options here. We do not mean to suggest that those options are superior or the way you should go. They're really just stories from the field. Again, we look to you. Please let us know what you need as we move along.<br><br>Finally, a little housekeeping. Amanda will be dropping the related links into the chat. The most important perhaps is the what I call one-stop doc because it has a nice ring to it. That's our orientation document. Some of you may have already seen this. It went out with the Pub101 invitations. It will be updated weekly with links to the slides from that week. We also have a YouTube channel. If you want to subscribe to that channel, you'll know immediately once videos are posted. We are aiming to post those videos before the next Pub101 session is held, so within that week, that is our goal. If you have questions about what we're doing or where to find something, try the one-stop doc first. I think you'll probably find your answer there, and if not, let me know.<br><br>There is also class notes. Class notes is something that we developed since we're not a formal program here, we're not within a course shell, filling out discussion boards. But there may be times when we run out of time or you can't get your question in the chat and you like to continue the conversation. We develop class notes for that. It's a Google Doc, it's your space. I invite you now to please take a moment and add your information to class notes. You'll see there's a table there just to share your name, your institution, and why you're at Pub101. This is really helpful for us as well to get a sense of who you are and how we can meet your needs while you're in Pub101. I'm going to carry on, but please do drop your information into class notes sometime today.<br><br>Okay. I mentioned that Pub101 is two things, a curriculum and an experience. A little bit more about the curriculum. The Pub101 committee recently revised the curriculum. It is now streamlined. Shorter is almost always better, so it's three units instead of a whopping eight. Previously, we were throwing in possibly everything, including the kitchen sink. Now we really are trying to make a more discreet experience so that you're not wading through a lot of different resources. It can be hard to choose. There's a lot of support out there. We've also included more examples. We added some case studies, added some new resources, and just really tried to make sure that it was ready for primetime. A lot of care was taken to make the units as straightforward as possible. These meetings that we'll be holding together in person, they're not teaching to the curriculum. We're not going to go through it step by step. They're really meant to be more complimentary. I encourage you to review the curriculum. I think it will connect. We're not going to lead you through it, we're going to introduce you to it.<br><br>Speaking of, unit one really focuses on defining an open textbook, and very briefly, I will say that in Pub101, we talk about publishing open textbooks specifically. You can extrapolate to publishing OER and other resources more broadly. But our focus is on the textbook itself. It connects to the work that we do in the open textbook library. What's unique about open textbooks is that they're free to the end user and they have permissions, usually a Creative Commons license that will allow for editing. As all of you know textbooks have structure. They're different from a monograph and that they have pedagogical elements that recur. The information is hierarchically organized, and all of that structure is really integral to accessibility, which is something that we'll be talking about next week. When we're talking about publishing textbooks, those are the working definitions of what we have in mind when we're talking about that.<br><br>Just a short note that the units are really helpful. A lot of what we will talk about, you'll find in the units in terms of templates and resources and other helpful tips. There's also what I hope are somewhat fun quizzes at the end of each unit if you want to test your knowledge. None of that data is kept as just a quiz for you.<br><br>Okay. I think that concludes my long preamble. If you have any questions, please drop them in the chat. In the meantime, I'm very excited to introduce the two guests who are joining us today. We have Gabby Hernandez, who is the Open Education Librarian at the University of Texas in the Rio Grande Valley. And we have Sunny Pai, who's the Digital Initiatives Librarian and OER at University of Hawaiʻi Community Colleges campus co-lead. She's based at Kapiʻolani Community College.<br><br>What we're going to spend the rest of our time doing is chatting with Gabby and Sunny. I've prepared a few questions for them. If as we're going along you think of questions that you'd like to ask them, please drop them in the chat and we'll keep an eye on those. I'm also going to go ahead and close out of the slide sharing so that you can see our faces and we can have a more friendly conversation. All righty. To kick us off, Gabby, how would you describe your publishing experience so far? What was your starting point?<br><br><strong>Gabby</strong>: We are still a very young publishing institution at UTRGV. In thinking about the broad definition that Karen shared with us earlier, which I really loved about what is publishing or what can it be? We're in that institutional repository, posting, archiving, adaption, editing, modifying. That's where we live right now. We do have some faculty that are interested in dipping their toe into the full-on publishing from scratch. Yeah, that's where we're sitting at the moment. In the last four years of our program, we've really been focused more on the OER adoption portion and just getting the word out and making sure that our faculty know what is OER, what is textbook affordability, what is open publishing, and of course, how does that differentiate between open access publishing, trying to really set these definitions so faculty have a very clear understanding or we're hoping that they have a clear understanding of the differences between all of those things and what could alternative course materials mean.<br><br>I have both participated in and highly recommend all those foundational courses that Karen described earlier, these are creative common certificate, the OEN's OER librarianship certification. All of those resources really helped me feel confident in this OER and publishing space coming in as some of us do into maybe a completely brand new role on campus that we could be starting from scratch. We knew from the beginning that we always wanted our library to one day become more of a publishing institution or attain Pressbooks, so we had been scaffolding what that could look like. Then we ended up with a Pressbooks subscription out of nowhere. We were like, "Oh, we're here and we have it and let's go." Thankfully, we had already started that background work preparing for that one eventual day.<br><br>We had some structure, but then once we actually were told, yes, we need to go, then we were just able to kick our program into a higher gear so we could get started. In that start, we also wanted to make sure we had an information page out there for faculty to describe our publishing project and our publishing capabilities and we wanted to be very transparent with the services that we could and also could not provide based on our capacity. A year later, here we are with three published titles and a few more in the works. It's coming along.<br><br><strong>Karen</strong>: Congratulations on those publications, Gabby. That page you mentioned where you're clear about what you can and can't do. Is that something you can share?<br><br><strong>Gabby</strong>: Yes, I'll share that right now in the chat.<br><br><strong>Karen</strong>: Okay. Super. Sunny, what about you? How would you describe your publishing experience so far in your starting point?<br><br><strong>Sunny</strong>: Okay. Well, regarding my starting point, I was part of the spring 2019 cohort. I had some experience with open access and open source content management systems. I brought that with me and working with Plone and DSpace and systems like that. The University of Hawaiʻi system, which has 10 campuses, around that time, had had a Pressbooks instance. We were starting to develop textbooks for Pressbooks. As I had said, we have a 10-campus system, so I'm working with authors here at my college, but it goes into a 10-college supporting Pressbooks system. What I was finding back in 2019, I was having a conversation with an instructor who I was having a difficult time persuading to consider either adopting or developing an OER textbook. He kept saying that he really wanted the support of a commercial publishing process, including editing.<br><br>Editing was very important to him and layout. Of course, he was a math instructor. That was very intriguing to me, so I wanted to find out more about what goes into the structure of a textbook. This was around the time that Karen, I think, was advertising. I think it was the second cohort for Pub101? This was at OTNSI. I begged her to let me join the cohort. We started out with that. This combined with my application for sabbatical to develop a textbook, an OER textbook, working with a science instructor. I happened to find a science instructor after my sabbatical had been approved. That was my starting point. That was the test project that I was able to bring to Pub101. I'm not sure these days whether you have to have a textbook project to start with Pub101, but back then we had to have at least one or two. That's how I got started off with the Pub101 project. It was an excellent experience. I learned so much about textbook structure and publishing, and it was just a really great experience. I think that's about where I can contribute at this point. Yeah.<br><br><strong>Karen</strong>: Thanks, Sunny, and thanks for bringing us back to some reflections on how Pub101 has evolved. Sunny's mentioning some deep history in terms of we used to do a training in a particular editing, they're called Scribe. They're like a back office editing service provider. They do a lot of publishing support. For a while we were learning their techniques for structuring documents. Anyway, it used to start very specifically, and now Pub101 is much more broad. We decided to back out of the very specific book-required model that Sunny described, and now here we are with a more introductory experience in terms of orienting people to larger questions within publishing that can ground them before they move into more specific training around different technology, for example, or different platforms. I will put a link to the sleep textbook... Actually, do you have that up Sunny? Could you drop a link?<br><br><strong>Sunny</strong>: Sure.<br><br><strong>Karen</strong>: Yeah. If you can't find it, I think I just have it on my clipboard somewhere. It's a beautiful book that Sunny is discussing and it might be fun to take a look. In the meantime, I will move on to our next question. Gabby, what are your open publishing goals, not only organizationally, but also for you personally or professionally?<br><br><strong>Gabby</strong>: We outlined our goals pretty clearly. For our program goals, we have three and it's provide affordable educational materials for students. We want to create diverse and inclusive materials, and we also want to engage in works that reflect our student population and allow them to participate in the creation of knowledge through open pedagogical practices. That's really what we would love to have our publishing project achieved. These goals resonate with us both organizationally but also professionally and personally for myself. Organizationally, we are one of the largest Hispanic serving institutions in the United States with a very high rate of Pell Grant recipients. Basically our entire community is an underserved population that can benefit from all of these goals. Personally, as a member of the same community, I want to ensure that our voices are heard and valued within educational materials.<br><br>Then as a part of our library publishing project, library guide, we created an inclusion, diversity, equity, and anti-racism and open publishing page. It is our hope that these ideas and conversations will happen throughout the creation process instead of thinking of them as an afterthought. Just ensuring... We have such a unique population here at UTRGV that every voice is a voice that can be and should be amplified, though, we want to make sure that we are utilizing our students and allowing them the ability to have their voices heard in textbook creation.<br><br><strong>Karen</strong>: Thank you so much. We embrace the same approach. You'll find in unit one, we discuss diversity, equity, inclusion and publishing. How you can think about that throughout the process so that... Again, as Gabby said, it's not something at the end of the project where you think, "Oh, should we do something here?" But really it's motivating, inspiring, guiding the work and helping authors and others working on the project to involve more people so that the resource can reflect more people's experiences. Gabby, I don't know if you have a link to that page as well? I think that would be great to share. What about you, Sunny, in terms of your open publishing goals, both organizationally and for you, Sunny?<br><br><strong>Sunny</strong>: Okay. Well, I'm basically for my college, I'm a one-person shop, and I do this on top of my assigned primary duties, but I've been able to leverage across the 10 campuses. We have OER champions or campus leads, as we say, across the 10 campuses. We leverage what resources we can pull together in our individual institutions, and we help each other out. That's been very helpful. Because I am a one-person shop, I have been focusing a great deal on educating our community and focusing on the seven community colleges about OER, as Gabby was saying, building that enthusiasm about open educational resources. We do have the Pressbooks instance. Sometimes Pressbooks instance is not the solution for our authors. The Scribe solution ended up becoming a good one for the sleep textbook.<br><br>I have also facilitated LibreTexts. I've facilitated a textbook in GitHub. There's also quite a large contingent of faculty who want to develop in the learning management system. Maybe it's because I came from a tech background, but it seems like I've had to be very flexible with platforms. In fact, Karen has been involved in the Manifold project, and some of my teammates and I have just come through a Manifold project. We're still trying to come to some decisions about platforms, so we're in that stage. Right now, in order for me to get people to adopt, I've taken a stance of being very flexible with platforms. At this point, it looks like, as a team of 10 campuses, we may need to start extending our developmental support platformwise and also mentoringwise across the 10 campuses. We're getting to a point where I might be helping out Windward Community College and not just Kapi'olani Community College. In a grassroots, very organic way, we're growing our support system. Unfortunately, we have a limited... Not all of our campus leads are very strong in technology, so we're trying to figure that out.<br><br><strong>Karen</strong>: I appreciate that point, Sunny, that those of you who are thinking about having your own publishing programs may want to consider, and that is, do you want to support faculty working in a variety of platforms and tools? Are you comfortable in that space? Do you want to consider what that support looks like? If so, or would you rather say, if you think that this tool, be it Pressbooks, Manifold, Google Docs, Word, it can be a lot of different things. If you think that this tool can work for your project, we can support you in it. Those are two points along the spectrum as you think about projects and programs and technology. Because it can quickly, as listening to Sunny illustrated, become fairly overwhelming if you have faculty in a variety of different subject areas and tools have different strengths, and we all keep waiting for that one tool that's going to do everything perfectly, but I think it may be a long wait.<br>Gabby, back over to you. What would you say have been the highlights or the big things that you've learned so far in your work supporting open publishing?<br><br><strong>Gabby</strong>: Fitting perfectly with everything we've said so far, I'm sure you all know that this process takes time. It has taken us time to both build up the infrastructure for our faculty and to also get the word out about our services. We do have faculty interest, especially those who've already been using OER in their courses. Our faculty really love the idea of being able to create their own OER or engaging students in contact creation, but it's also hard for faculty themselves to find the time to implement these practices. It's really interesting, this last year I've really seen the transition in our faculty thought and interest on campus. I provide a few mini professional development grants for our faculty. I ask them the question, "Do you want the open education librarian to help you find OER for your course?"<br><br>Then I also ask the question, are you interested in learning more about modifying, remixing or creating OER? We used to get the majority of them saying, "I just want you to help me find OER." But now our faculty have seemed to have made the shift. Maybe we're at that point where, yes, they finally understand where it's going after all of these years and they're ready to dip their toe more into the other side. I've had more requests for information about Pressbooks than I have about just specific or general, "Find me OER for this topic." It's nice to see that transition because it definitely helps us better plan where we're going in the future or are we on the right track? Like, "Are our faculty actually ready for a publishing program, not just us as a library, but are the faculty ready to take that next step?"<br><br><strong>Karen</strong>: Yeah, that's so key. I often get swept up in what I think is a great next step and forget that I need to check in with the people who we want to serve and work with and see, "Wait, do they feel that way too?" That's such a good consideration. Sunny, what about you in terms of things you've learned?<br><br><strong>Sunny</strong>: Well, let's see. Following up on what Gabby had said, that is one of the challenges that we've had with faculty. Our faculty are very shy about sharing their materials and that's what publishing is about. We know that there's a lot of work going on. They tend to keep it in the LMS or hidden. We've developed a professional development program that just basically gives support both in training, for example, $300 overload if you complete a six-module OER 101 course with the strong lesson that the idea of this is to be able to publish something at the end and to share it with others who have so willingly shared their materials with us and enabled us to do this work. We are trying to overcome the shyness aspect of it. I think we're getting some success of the website that I just shared is some of the projects that are in development right now that we're hoping to see the finished products published later on.<br><br>That's been a bit of a challenge. Some authors though, interestingly enough, they just jump in and they just go for it. That's the best thing. I get to sit on the sidelines and let them run with it. I want to make mention that the author who put together the sleep textbook, right now is working on a 10-campus author project, a book sprint. That project's gone on for about two or three years. She took the principles that we learned together from Scribe in Pub101 in terms of pedagogy and textbook structure. She used some of those elements in this project. And we're really looking forward to having two of our main AMP courses, textbook zero in fall, and this would be across our 10 campus system. We're very excited about that. In that way, Pub101 has really paid off setting the groundwork for an understanding of what you can do with textbooks and how you can structure them. Did that answer your question?<br><br><strong>Karen</strong>: There's a lot involved, especially when you're reflecting on the last few years. It is a long and winding road. It does address the question because it raises all of the different competing priorities and considerations involved in publishing and I think open ed more broadly. We only have one question left that I've prepared for Gabby and Sunny. I invite all of you if you have questions that are on your mind, maybe things that we haven't even touched on yet, please do feel free to put them in the chat because we probably will have a couple of minutes to explore those questions too. Please let us know if you have any questions. Then I just have one more question of my own and some closing slides after that. Keeping in mind, the folks who have joined us today, many of them are thinking about starting a publishing program. What would you recommend to people who are just getting started in open publishing?<br><br><strong>Gabby</strong>: I would recommend creating a process that works for your institutional needs and your departmental capacity. A lot of the times when we look at other open publishing programs and we're trying to figure out which one you'd like to use as a model, remember that we're rarely comparing apples to apples. The other institution that you're looking at may have different funding structures, more or fewer people assigned to work on such projects. I like how Sunny saying she's at a one-man shop. We are have two, with all the other things that come with open education and scholarly communications. It's like just the scholarly communications hat. It's like 100 jobs. It can be really hard. Sometimes I'm like, "Oh man, we only did three." We only have three in our library. But then I have to think, "No, we did three. That's a lot. We were able to get that through."<br><br>Keep those things in mind when you're looking at other publishing institutions that are out there. Yeah, there's just a whole host of things to take into consideration before you compare yourself to somebody else. Always take a look at your departmental capacity and the needs and create a program that fits within your parameters. You can always start small and grow the program and start offering more faculty support as you progress. It's hard to shrink once you've gotten somewhere maybe over capacity and then you go, "Oh wait, this is too much. I need to shrink back down." That's also why we outlined like, "This is definitely what we can support you with. That sometimes can be a little bit scary because as librarians, we want to provide all the support. We want to be there all the time, but setting your boundaries also very healthy in your work to make sure that the faculty understand exactly how much support they can have and they can decide themselves whether that's enough support for them or they want to wait a little bit longer or more support when, hopefully, there's the time and the capacity for that.<br><br><strong>Karen</strong>: Yeah, 100%. Comparison is so difficult and not a good way to enter into anything personally or professionally, even when you see a really inspiring model program. It's a different place. It's a different context. I really appreciate everything that you highlighted, Gabby. We have a lot of questions coming in, so we may be able to make use of class notes here before the end of the day, but we'll try to cover as much as possible. Sunny, anything you want to add about recommendations for people just getting started, and then we'll turn to the chat?<br><br><strong>Sunny</strong>: Yes, everything that Gabby has said, thumbs up. Everybody in the room, Pub101 is a unique and very supportive learning experience. Karen is absolutely right. You'll learn a lot and you'll feel very supportive. It's a great community. I really highly recommend it. The workload is huge, and you have to work strategically, because you're educating, bringing people on board, selling the concept while you're trying to focus on the output, the textbook at the other end. Go ahead, Karen.<br><br><strong>Karen</strong>: Yeah, just to add to that, a book is really major. A book is a multiyear project usually, and it can be very, very complex. Jumping into the first question. For faculty that have created content and use it in their course and are eager to convert this content into an open textbook, what do you think is a good way to assist them?<br><br><strong>Sunny</strong>: I could jump in really quickly. Shall I?<br><br><strong>Karen</strong>: Sure, yeah.<br><br><strong>Sunny</strong>: Okay, sorry. Yeah, so the sleep textbook was an example. She was teaching from notes and commercial publishers were asking to publish her work. Then she found out about OER. Fortunately, she was passionate about a diversity and racial equity. After we had a conversation... Oh, do you have the blog post? Okay, you can read in the blog post. Basically, we pulled the material together and Scribe really helped with the editing process. I don't know if that helps. Basically, in that, I played the role of a connector, a networker, and a project manager.<br><br><strong>Gabby</strong>: I think a part of it also just goes to making sure that you're putting out there what your services are, because we have received at least one faculty who has sent us our stuff and said, "Hey, I'm using this and I think it could be helpful for others." It's just building that name and reputation of like, "Please reach out to us. We're here to support, anything, when it comes to publishing or open anything." With them we are just taking it slow. They just gave us the Word document and we're going through and making sure that everything is actually shareable, making sure the licensing is compatible, ensuring where did they get these documents. It's that process, is how we're doing that at UTRGV.<br><br><strong>Sunny</strong>: I'm going to throw this in really quickly. There's always the issue of year-to-year budgeting. There's a whole aspect of project management and fiscal management, which we don't have time to get to, but it can be challenging because a book takes longer than a year.<br><br><strong>Karen</strong>: Yes. We will touch on budgeting in several of the sessions. That's a good thing to highlight. I'd also like to highlight in the chat, thanks to Phoebe who also replied to that question. I think Stephanie, who's also addressing this question in terms of resolving some of the complexities between content that has a different license on it. Thank you all for your conversation in the chat. Christie, I will quickly answer your question about whether there's a list of institutions that have programs going that we can learn from. In the Pub101 curriculum, you will find a selection of institutions that are publishing and a lot of their related documentation, their MOUs, things like that. Absolutely, we share some of that content. I don't know of an exhaustive list. That's an interesting idea that I can take to our advisory group that's constantly developing resources and support for people in open publishing. If you are a member of the Library Publishing Coalition, our friends over there do keep a list of people engaged in publishing more broadly. Let's see. Jennifer asks if you have suggestions for how to work collaboratively with other institutions of higher ed in your state on open publishing?<br><br><strong>Gabby</strong>: Yeah, I reached out to all of the OER practitioners within my system and just got us all into a group. Now we have a standing meeting that's very low-key, drop in, drop out when you can. That way we, at least, all know each other. We have backgrounds, so when there's things that come out, like federal grants, state grants, we all immediately jump in and say, "Hey, are y'all doing this? Are you working on this?" I can see that growing into other systems, making it larger, but that's how we started, just small and system-wide. It's so beneficial, so don't be shy. Reach out to the other people who are doing the same work as you. I think it definitely helps.<br><br><strong>Sunny</strong>: Same here in Hawaiʻi. For our 10 campuses, we started meeting in 2015, and we haven't missed a meeting yet. We do it once a month. It started off with librarians, we brought in instructional designers, and now we also have faculty and administrators. It's grown and we've also extended the invitation to BYU, which is a private university. We're open to others in the state who would like to join. For example, when we decided to set up a relationship with LibreTexts, everybody was involved. They got to take a look at the platform. Our projects on Pressbooks, we talk about it together.<br><br><strong>Karen</strong>: Thank you. I think we're doing a pretty good job of making our way through these questions. Thank you all, including those of you participating in the chat. Gabby, there's a request to share a link to the Open Pedagogy Project that you mentioned.<br><br><strong>Gabby</strong>: Yes, I am putting the link in the chat. Unfortunately, because of our capacity, we haven't been able to do as many Open Pedagogy Projects as we had hoped. That's definitely one of our goals and somewhere we're trying to get. I do have one and I'm getting that link for you in the chat right now.<br><br><strong>Karen</strong>: Thank you. In the two minutes we have remaining, we can give it a shot and try to address the final question, which is talking a little bit more about the reluctance that you've run into in pursuing buy-in or participation from folks on campus. Was it, as you mentioned, Sunny, the desire to use a more traditional publishing model, or were there any other specific pushbacks that either of you have heard in terms of moving into the open publishing space?<br><br><strong>Sunny</strong>: Well, I think I had mentioned the shyness. The particular author who said he really wanted editing and layout support is math. Yeah, that is much more challenging. He did end up going with a commercial textbook publisher. He did negotiate a low buying price, so some of the message went across to him. Then right after that, the university, our system passed a policy that faculty cannot use their own textbooks in their classes because it was a conflict of interest. I'm not sure where he is, but that was an interesting story for that particular instance. The other thing about textbook publishing is faculty always want to tweak. They want to edit. They want to tweak. They want an easy interface. Those who chose Pressbooks are enjoying that capability, whereas some people are satisfied in the Scribe textbook, they're happy with that one edition. And then at some later point, we probably would have to start up a whole new process.<br><br><strong>Karen</strong>: Thank you.<br><br><strong>Gabby</strong>: I'll answer, if you don't mind, Karen, just a few seconds. The biggest pushback we've seen at UTRGV is departments that have to all adopt the same book and that some want to use OER, but they're not allowed because the department has to. What I'm doing, especially for those faculty, making sure they know that I'm here. That way when it comes time to do this, the textbook selection, they can reach out. I'm always there and open for support, but never push because I do realize there are certain departmental things that I just can't control, like departmental selection.<br><br><strong>Karen</strong>: Yeah, it's a great reminder. We cannot control everything. We will take a look at the chat to see if there's anything that we missed, and then the Pub101 committee can chime in and engage in further conversation in the chat. I'm just going to wrap up for us in the remaining few seconds and thank our guests. Sorry, I have a very hiccupy system, as you can see, as you now join me in my version history. The short story is that... Drum roll. We are doing this. This is happening, and there is a community and resources here for you. We can and do support the creation of academic content for students. We don't have to rely on commercial vendors. Students, I think, are a critical touchstone throughout the creation process. It can be really easy to forget why you're doing something when you're working on a long-term book project. Thinking about students, putting them at the center of the why, I think, is really motivating and clarifying.<br><br>Again, you're not alone. Everyone has something to contribute to this process. Now, in terms of next week, we'll be welcoming Jacqueline Frank. She's going to talk about accessibility. There will be a related activity if you want to try out your hand at making a document more accessible. Your homework if you so choose, is outlined in the orientation documents and here on this slide. Then finally, thank you again for joining us and your commitment to student success. Your willingness to learn more. Your interest in joining us and your engagement in the process. Thank you so much, Gabby and Sunny, for kicking us off and sharing your stories. We look forward to seeing all of you again next week. And in the meantime, please take care. Farewell.<br><br><strong>Sunny</strong>: Thank you everybody.<br><br>END OF VIDEO<br><br></div><h2>Chat Transcript</h2><div>00:18:15 Amanda Larson: <a href="https://open.umn.edu/oen/publishing">https://open.umn.edu/oen/publishing</a><br>00:18:23 Isabelle Antes: Reacted to "Hello!" with 👋<br>00:18:33 Ryan Wilcox: Reacted to "https://open.umn.edu..." with 👍<br>00:20:28 Phoebe Daurio: A beautiful picture of flowers!<br>00:20:48 Isabelle Antes: Reacted to "https://open.umn.edu..." with 👍<br>00:20:54 Isabelle Antes: Reacted to "A beautiful picture ..." with 🌻<br>00:21:43 Amanda Larson: OEN Guiding Principles <a href="https://open.umn.edu/oen/about">https://open.umn.edu/oen/about</a><br>00:23:19 Amanda Larson: Pub101 Community Norms: <a href="https://docs.google.com/document/d/1YY66Fnp0iBhlZ9Rd8qOv3Av8u3rGNja1Cj5epO1YRyk/edit#heading=h.oymdzx9d30td">https://docs.google.com/document/d/1YY66Fnp0iBhlZ9Rd8qOv3Av8u3rGNja1Cj5epO1YRyk/edit#heading=h.oymdzx9d30td</a><br>00:23:37 Amanda Larson: Hello new friends! :)<br>00:24:18 Margaret Hoogland: Reacted to "A beautiful picture ..." with 🌻<br>00:31:18 Ryan Wilcox: Reacted to "Hello new friends! :..." with 👋<br>00:36:12 Isabelle Antes: Reacted to "Hello new friends! :..." with 👋<br>00:36:33 Jennifer Jordan: Self-care?? What's that?? 😉<br>00:36:38 Amanda Larson: <a href="https://docs.google.com/document/d/1RVYw2ace_L42x8vxo0nGlJC6rHVvLDzYKeBR4RMdbi4/edit">https://docs.google.com/document/d/1RVYw2ace_L42x8vxo0nGlJC6rHVvLDzYKeBR4RMdbi4/edit</a><br>00:37:15 Ryan Wilcox: Reacted to "Self-care?? What's t..." with 😂<br>00:37:26 Isabelle Antes: Reacted to "https://docs.google...." with 🎉<br>00:37:29 Amanda Larson: <a href="https://docs.google.com/document/d/1q_mvThSTMJfxSatX4XjwcDrjZf44_udVWtShkIhaF2g/edit#heading=h.esmv09kvuc5k">https://docs.google.com/document/d/1q_mvThSTMJfxSatX4XjwcDrjZf44_udVWtShkIhaF2g/edit#heading=h.esmv09kvuc5k</a><br>00:37:37 Isabelle Antes: Reacted to "https://docs.google...." with 🤩<br>00:38:31 Amanda Larson: Love to see you all in the document! <3<br>00:38:43 Amanda Larson: <a href="https://canvas.umn.edu/courses/377173">https://canvas.umn.edu/courses/377173</a><br>00:42:06 Christina Trunnell: Reacted to "Love to see you all ..." with 👏<br>00:46:23 Gabby Hernandez: UTRGV Library Publishing Project - <a href="https://utrgv.libguides.com/lpp">https://utrgv.libguides.com/lpp</a><br>00:49:54 Isabelle Antes: Reacted to "Love to see you all ..." with 👏<br>00:51:05 Sunyeen Pai: Science of Sleep textbook: <a href="https://dspace.lib.hawaii.edu/handle/10790/6879">https://dspace.lib.hawaii.edu/handle/10790/6879</a> Paperback: <a href="https://www.amazon.com/Science-Sleep-Sheryl-Shook-Ph-D/dp/B0BCD848SX">https://www.amazon.com/Science-Sleep-Sheryl-Shook-Ph-D/dp/B0BCD848SX</a><br>00:53:43 Gabby Hernandez: <a href="https://utrgv.libguides.com/LPP/IDEA">https://utrgv.libguides.com/LPP/IDEA</a><br>01:00:09 Sunyeen Pai: <a href="https://sites.google.com/hawaii.edu/uhccoer/home">https://sites.google.com/hawaii.edu/uhccoer/home</a><br>01:03:33 Karen Lauritsen: More about the making of the sleep textbook: <a href="https://open.umn.edu/oen/blog-and-events/creating-an-open-textbook-the-science-of-sleep">https://open.umn.edu/oen/blog-and-events/creating-an-open-textbook-the-science-of-sleep</a><br>01:05:20 Apurva Mehta: For faculty that have created content and use it in their course … and are eager to convert this into an OER textbook … how best would one assist?<br>01:05:56 Jennifer Jordan: Do you have suggestions for how to work collaboratively with other Institutions of Higher Ed in your state on the topic of publishing?<br>01:06:52 Logan Cocklin (they/them/theirs): Could you talk about the kind of reluctance y'all ran into in pursuing buy-in/participation from folks on campus? Was it as was mentioned, the desire to utilize more "traditional" publishing models, or did you run into other issues/perspectives/opinions/etc.?<br>01:06:56 Angelique Carson: For Gabby, could you share a link to the Open Pedagogy projects your faculty have developed?<br>01:07:14 Stephanie Walker: One of the biggest questions I have gotten lately has been what to do if faculty are trying to combine multiple open resources with different Creative Commons licenses. The initial answer is usually that you need to follow the most restrictive of the licenses, but I'd also recommend that people check with their campus legal counsel, if they can …<br>01:07:14 Christy Wrenn: Is there a list of institutions that have programs already going that we can learn from?<br>01:09:01 Phoebe Daurio: @Apurva, the person who has OER already as part of their course has a great start! I would look at Open Pub 1010 Unit 1 textbook structure pages to get an idea of translating that into a textbook.<br>01:12:15 Apurva Mehta: Replying to "@Apurva, the person ..."<br>Thank you @Phoebe. Will look into the resource.<br>01:12:39 Phoebe Daurio: Replying to "Do you have suggesti..."<br>There are a lot of different ways to do this. I find that it often helps to follow channels that already exist? Are there already groups that meet across institutions that might want to include OER as part of their purview? E.g. librarians, community college distance learning, etc.<br>01:13:18 Jennifer Jordan: Thank you!<br>01:14:14 Phoebe Daurio: Replying to "Could you talk about..."<br>Faculty buy in was usually easy because they understand the burden of textbook affordability. Participation is harder! We offer a stipend for reviewing OER (after attending a one-hour workshop) and we have found that is a great way to get folks started.<br>01:14:15 Jennifer Jordan: Thanks Sunny =0)<br>01:14:43 Phoebe Daurio: Replying to "Could you talk about..."<br>Sometimes faculty really like their online homework software that is connected to the commercial text, and that can be seen as a barrier initially.<br>01:14:44 Margaret Hoogland: Replying to "Could you talk about..."<br>@phoebe - did you grant funding for the stipends?<br>01:14:46 Gabby Hernandez: Replying to "For Gabby, could you..."<br>Hello Angelique here I the link <a href="https://milnepublishing.geneseo.edu/openpedagogyapproaches/chapter/whose-history-expanding-place-based-initiatives-through-open-collaboration/">https://milnepublishing.geneseo.edu/openpedagogyapproaches/chapter/whose-history-expanding-place-based-initiatives-through-open-collaboration/</a><br>01:15:11 Logan Cocklin (they/them/theirs): Replying to "Could you talk about..."<br>@Phoebe Daurio Gotcha, thank you!<br>01:15:18 Gabby Hernandez: Replying to "For Gabby, could you..."<br><a href="https://www.utrgv.edu/textbook-affordability-project/resources-and-support/teaching-with-open-pedagogy/index.htm">https://www.utrgv.edu/textbook-affordability-project/resources-and-support/teaching-with-open-pedagogy/index.htm</a> and here is our information page about Teaching with Open Pedagogy<br>01:15:24 Logan Cocklin (they/them/theirs): Replying to "Could you talk about..."<br>@Margaret Hoogland Great question, Margaret, I'm also curious about this.<br>01:16:08 Margaret Hoogland: Replying to "Could you talk about..."<br>@logan@phoebe...I forgot to type "have/get" grant funding. Or did you use departmental or employer funds?<br>01:16:08 Phoebe Daurio: Replying to "Could you talk about..."<br>@Margaret Hoogland We have different categories of funding. So we have grant funding where we do a request for proposals. But the funding for reviews is from a fund we label as professional development. Is that what you mean?<br>01:16:27 Margaret Hoogland: Replying to "Could you talk about..."<br>Yes - I appreciate it.<br>01:16:28 Phoebe Daurio: Replying to "Could you talk about..."<br>Ah, I see Margaret. We are a statewide organization so a little different - we have state funding.<br>01:16:47 Logan Cocklin (they/them/theirs): Reacted to "@Margaret Hoogland W..." with 👍<br>01:16:59 Margaret Hoogland: Replying to "Could you talk about..."<br>Gotcha - thank you! I know we will have to do "something" to encourage it at my university.<br>01:17:03 Margaret Hoogland: Reacted to "@Margaret Hoogland W..." with 👍<br>01:18:22 Angelique Carson: What a great conversation and so much useful knowledge sharing expertise- thank you!<br>01:18:53 Natalia Bowdoin: Thank you all. Really helpful and inspiring!<br>01:18:55 Shannon Dew: Thank you!<br>01:18:59 Jane Wu: Where to find the slides?<br>01:19:01 Julie Feighery: Thank you!<br>01:19:01 Tammy Palmier: Thank you!<br>01:19:03 Jennifer Jordan: Thank you!<br>01:19:07 Margaret Hoogland: This was very useful- thank you<br><br></div>admintag:open.umn.edu,2005:Spina::Blog::Post/692022-06-01T14:59:42Z2022-06-01T15:48:57ZPub101: Preparing to Share<div>Pub101 is a free, informal, online orientation to open textbook publishing. This May 25, 2022, session is the final entry in the spring 2022 series. Host Carla Myers from Miami University welcomes Kevin Hawkins of the University of North Texas Libraries, Karen Lauritsen from the Open Education Network, and Amanda Larson from Ohio State University for a discussion of printing, sharing and selling open textbooks.<br><br>Watch the <a href="https://youtu.be/KElSECUkJOo">video recording</a> of this session or keep reading for a full transcript. For those interested in reading the conversation that took place among participants and the resources shared, the chat transcript is also available below.<br><br>Note: If your comments appear in the transcripts and you would like your name or other identifying information removed, please <a href="mailto:joh20849@umn.edu">contact Tonia</a>.<br><br></div><h2>Audio Transcript</h2><div><br><strong>Speakers:</strong></div><ul><li>Amanda Larson (Affordable Learning Instructional Consultant, Ohio State University)</li><li>Carla Myers (Coordinator of Scholarly Communications, Miami University)</li><li>Karen Lauritsen (Publishing Director, Open Education Network)</li><li>Kevin Hawkins (Assistant Dean of Scholarly Communications, University of North Texas Libraries)</li></ul><div><br><br><strong>Carla</strong>: Hi, everybody. Welcome. Can you believe we are at our last meeting? In a way, it seems like we started months and months ago. In a way, it feels like yesterday. But this has been a wonderful journey and it has been so great to be on it with all of you. My name is Carla Myers. I'm the Coordinator of Scholarly Communications for Miami University in Ohio, not Florida. I'm going to be your host and facilitator today. Soon, I'm going to be handing things off to Kevin Hawkins, who's the Assistant Dean of Scholarly Communications for the University of North Texas Libraries.<br><br>First though, we have a few housekeeping things to take care of. This webinar is being recorded. It will be added to the YouTube <a href="https://youtube.com/playlist?list=PLWRE6ioG4vdaKlBwHFceRKgQ50mWs30K7">Pub101 Spring '22 playlist</a>. So, if you do have to pop out for a moment, you can go back and catch up on what has been discussed. We are committed to providing a friendly, safe, and welcoming environment for everybody aligned with our Community Norms, which I will share the chat to that. And I will share that link to the Community Norms in the chat in a second. Please join us in creating a safe and constructive space and review those Norms when you get a chance.<br><br>Before we get started, we are going to do a little wrap-up from us, your leaders, Amanda, Karen, and I. So, welcome to the end. We made it. We hope you've all learned as much as we have from our presenters as we've gone along. Karen, if we can go to the next slide, please. So, today, before we bring Kevin on to speak, we're going to reflect a little bit on where we got started. We're going to discuss options for continued support. We want your feedback, and we are going to share a link where you can provide that to us. And then we will bring in Kevin Hawkins to talk about printing, sharing, and selling open textbooks. So, I'm going to hand things off to Amanda.<br><br><strong>Amanda</strong>: Hi, everybody. It's me, again, Amanda Larson, the Affordable Learning Instructional Consultant at Ohio State University and Co-Chair of the Pub101 Committee. And I think what we're going to talk about right now is just the scene that we have established so far in Pub101. So, we have talked about how publishing is integral to open education. It allows for more voices and perspectives to be a part of a textbook and a classroom. It allows folks to localize and indigenize textbooks to reflect their local context. And it also allows folks to update texts to reflect the moment.<br><br>So, in a lot of disciplines, there are case studies and stories and interviews with multimedia and data that change pretty rapidly, and OER gives them an opportunity to add those things as they come out. And also, it provides an opportunity and space where students can actually be authors of their own content and create content that contributes to the scholarly conversation in that class.<br><br>Go ahead to the next slide. We've also learned that publishing can mean many things. So, it could mean that there's an author who is creating and writing and making from scratch some sort of textbook or learning resource. It also can mean that they are adapting, editing, modifying, remixing. And also, that it could be a post or archive of information and that it also provides space for open pedagogy, which is, again, students helping to create the text. And it can also be a solo or collaborative process and support what you folks might be interested in providing. Can take many different forms. It can take time and expertise, but it also might be picking and choosing from a programmatic buffet. So, I only want to support this thing and this thing, and then you might need external support for the next thing.<br><br>Next slide, please. Pub101 Memories. This was your orientation to publishing, and we suggest that it's best to prioritize accessibility and inclusion from the start of your program, that you should build your program by defining and communicating parameters. So, thinking about what you can and can't support. Anticipate what you can and accept that there will be surprises along the way. I don't think I've ever not been surprised by something that's cropped up. And that you can work with authors strategically and openly.<br><br>Next slide, please. So, what we would like to do is just take a few minutes and chat and have you share what you'll remember from the Pub101 sessions that you have participated in so far. Cheryl says that, "Emily's advice was really helpful." Carlos says that, "I'm not alone when it comes to doing this work." Karen's going to remember how chatty y'all were. Ooh, these are coming in fast now. "Tools, example program calls, proposal, award agreements, and just the supports available." "The session on accessibility and DEI were extremely helpful and applicable to the strategic plan." "I appreciate that the ideas are flexible, i.e. the buffet." "We don't have to do it all, especially with no budget."<br><br>"The importance of clear expectations and descriptions of what the author and we will do." "So relieved to find out that all the resources that are available has increased my confidence that we can do this." I love to hear that. "I will remember the advice to set parameters with authors before starting projects, i.e. MOUs." "I appreciate the call for proposal examples and how it changed over the years." "I like that this is an OER movement and not just a project."<br><br>Those are all really fantastic and just make my heart so happy that those are the takeaways that you had from Pub101 so far. I just want to remind you that you're not alone. The community is here to help. You have this wonderful community of people who you have gone through Pub101 with. You have me and Karen and Carla, and all of the presenters who are part of that community as well. And if we don't know the answer, we can probably connect you to somebody who might know the answer. I know I'm always happy to help brainstorm things or talk through things, so please don't hesitate to use the community that you've built here. Resources abound. Please make sure that you check out all of the resources that are in your class notes, that the presenters have shared.<br><br>And remember that the templates that have been shared can be modified, so you don't have to start from scratch. And then most importantly, is that this work can be very isolating and lonely, but it doesn't have to be. Again, take advantage of the community. And remember that taking care of yourself is an important aspect of doing this work. You can't serve people if the well is empty. And it's really important to set yourself up for success by building in that self-care from the beginning, by making sure that you're setting clear expectations with your authors, and make sure that you take time for reflection to figure out what is and what isn't working, and how the work that you're doing could serve you better. So, with that note, I am happy to turn this over to Karen.<br><br><strong>Karen</strong>: Thank you, Amanda, and thank you, Carla, and thank you everyone who has joined us on the 2022 Spring Pub101 journey. I would love to stay on that path with all of you. As Amanda was just talking about, there is an incredible community of people to support you in the work you're doing, and the OEN also offers ongoing support.<br><br>So, I'm going to talk a little bit about ongoing support and some options that are available. As you know, throughout our Pub101 eight sessions together, we were in what we like to call a one-stop doc or our orientation syllabus, if you will. All of the slides should be linked from that syllabus. I'll take a look after today's session to make sure that's the case. So, if you want to revisit anything, you can go back to that document.<br><br>We also had class notes, which are linked from the orientation document. There were some additional resources that were shared, particularly in the earlier Pub101 sessions, so you can always go back to that. And then, for the first time ever, this year we started sharing the transcripts and chat transcripts and video links on our blog. So, if you ever want to look at things holistically, you can go to our blog, which is listed there.<br><br>In addition, if you are the OEN contact for your institution, you have access to a dashboard that looks something like this. It's called the Community Hub. So, if you are the person with that access, you can also find a lot of the templates and resources that we talked about in Pub101 under the Publishing Support tab. If you do not have access to the Community Hub, you can also find almost all of these same resources in the canvas curriculum that we've been using every step of the way during Pub101.<br><br>You are also welcome to join the Publishing Cooperative. This is for institutional, allied or consortial OEN members. And what is the co-op? Really simply, it's a community of people who are publishing or who are interested in publishing open textbooks. Together, we're growing open textbook publishing expertise and capacity in higher education by figuring out how to do this thing, sometimes through trial and error, often by learning from one another. And so, the co-op is really a community of people to support one another in that process.<br><br>Here, at a glance are some of the institutions that are represented by people in the co-op, and it really is grounded in community and support. And I know that some of the Pub101 participants who are here today also participate in the co-op already, and so there's a lot of great overlap, and it's a really nice opportunity to get to know people in your community. Also part of the co-op, we have a monthly Tea Time session, very informal. It's unstructured. It's a drop-in time for all of you to really drive the agenda. And so, people come ask questions, troubleshoot, and support one another. We also have a Google Group for the publishing co-op. And so, if you were to join, I would be happy to add you to that.<br><br>And here is just a recap, a table of some of the publishing support that is offered through the Open Education Network. I have color-coded this, just to show you at a glance some of the different areas that we are working to support you. So, that includes through professional development, opportunities like these, through community and support, like the co-op which we just talked about, and also through tools and resources. And we've been investing a lot of our focus and energy in this tools and resources section lately, because there are more coming soon. You may have heard, we just launched a Manifold pilot. There are some people in this Pub101 group who are participating in that pilot. Again, really awesome to have that overlap.<br><br>We are also going to be looking at providing Editoria, which is another publishing platform tool. And soon at Summit in July, you will hear about the Textbook Builder, which is a tool we've been working on with the Editoria team through an IMLS-funded grant to provide authors with the opportunity to structure their textbooks before they start writing, and to give them some structure and support in making consistent books.<br><br>Okay. So, that is the OEN community support at a glance. Now let's take just three to five minutes for a survey. Carla, Amanda, and I, and the whole Pub101 Committee would really like to hear your feedback. As we mentioned in the beginning of this eight weeks together, this is the first time that we have provided Pub101 in this more committee-informed way. We just got started with the committee recently. We just took our first look at the curriculum, and this summer we're going to be doing a lot more revisions. And so, please help us. Let us know what worked and didn't work for you and provide feedback both on this live experience, and also on the curriculum experience. So, Amanda just dropped the link to the survey form into chat. I will set my timer and go ahead and give you three to five minutes.<br><br>After you have completed the survey, if you just want to... Uh-oh. Beth says it's not loading for her. We will look into that, Beth. Thanks for letting us know. Anyone else having trouble? Slowly. Maybe it's because I selected a really cute header image. Worked for... Okay. It might be based on your connection. Okay, great. Beth is in. Okay. Well, as all of you get started, I will stop talking so that you can focus. Thanks, Beth, for letting us know it might be your browser. So, if you're having any trouble, please try another browser. Once you've had a chance to do the survey, please just let us know in the chat, and that'll give us a little clue to resume talking. But for now, I will pause and give you a few minutes. Thank you.<br><br><strong>Carla</strong>: So, I want to go ahead and turn things over to our presenter today. Kevin Hawkins is Assistant Dean of Scholarly Communications for the University of North Texas Libraries. I am so excited to welcome him to talk with us today about printing, sharing, and selling open textbooks. If you have questions, please share those in the chat. I will keep an eye on those and track those to share with Kevin at the conclusion of his presentation.<br><br><strong>Kevin</strong>: Great. Thanks, Carla. Hello, everyone. I'm very glad to be here. Kevin Hawkins from the University of North Texas Libraries. I was asked to speak to you today about your options for selling and distributing print versions of open textbooks and other OER. So, as you know, OER is always freely available online to access. So, if you have an internet connection and can reach a website, then you, of course, can get to the OER online. And many times, the OER is available for you to download. So, maybe it's a PDF or ebook format or something. So, you could download it and use it offline. But some users would like a print version of that work, because they prefer reading the print. They would like to easily annotate. Maybe they have some connectivity issues or don't have the right devices for other formats and things like that. And so, it's something that you may want to be able to offer as part of your open textbook formats.<br><br>So, I want to talk through a little bit about this world and how it works. In brief, there's some good news here. Printing is much more accessible than it used to be. We've had a lot of advances in the technology. We are far past the world of printing things with printing presses in a traditional model here, which really only ever worked at scale. So, we can do a lot of digital printing these days, at much smaller scales, in niche situations here. And it allows you to print in very small quantities, or sometimes even one copy at a time. And we'll talk a little bit about how this world works.<br><br>First though, I do want to go over a few terms, and I don't want to get too far into the world of jargon here and the world of how the printing industry works, but you do need have a little bit of understanding of a few things. So, I'm going to try to give a high-level picture. So, in the conventional world of printing and distribution, you have print runs. So, when you are going to print a book, you print a certain number of hundreds of thousands of copies at a time, and those are all identical. And that is a print run.<br><br>So, when something is first published, you have an initial print run, and then later you reprint as needed, based on how many copies you sell. So, you print in these kind of increments, and then sell them. As I said earlier, there are some options that don't involve... But in this conventional world, you print a bunch of copies, and you need distributors who store those in a warehouse and receive orders and ship them out. And there in turn, they may be shipping directly to customers, but they often are shipping to wholesalers and regular bookstores that are going to turn around and sell them.<br><br>In general, the traditional model is to sell on consignment, so at a discount from the retail price. So, the bookstores are acquiring a whole set of copies that they are going to put on the shelf or maybe set up a little display inside of a bookstore, like a big release. And they acquire them all at a discount. That's how they can make a profit. But there's always this option to return their unsold inventory. So, if they don't sell the copies, it's okay. They can get their money back. So, they would ship those copies back to the distributor, or in certain cases, especially the paperback books, sometimes they would actually instead tear off the covers, ship just the covers back, but otherwise pulp the books. That's not.... So, this is this conventional model.<br><br>Now, in this new world of digital printing, that broadly speaking includes two subcategories: short-run printing, printing in very small quantities, one at a time, and print-on-demand. In this kind of world, you can replenish your inventory in small increments. So, it allows you to publish niche titles that aren't going to sell many copies, because it's affordable to do that. You're not having to commit to publish, to printing hundreds of thousands of copies, which costs a lot. So, this is really facilitating this long tale of publishing.<br><br>This technology for digital printing is available in the supply chain. And so, publishing houses, publishers and OER publishing operations can get access to these things in the world of book publishing. And some of these services are available for direct to consumer services. So, some of you may have bought a photo book from Lulu, or made one yourself, and so you know that you can set it up directly through a website, set up the book, and then you can even purchase copies right through there or send them to your friends and family to purchase their own copies. So, all of this has become much more accessible than it ever used to be.<br><br>So, that's a quick background on this. And then, I also, another caveat before I really get to the meat here, so please bear with me. I want to talk a little bit about versions of open books. The versioning and all of this is important. In the world of OER, we often use tools like Pressbooks that allow you to make the work available online and provide an interface where you can instantly edit the work, where you can improve it or make changes right online, and it's instantly available to your users' network.<br><br>So, even though we have tools that let you update a book instantly, and maybe even regenerate the, let's say, PDF version of that book, there really aren't workflows where a reader could order a print version of that book on demand from the latest version from the website. So, of course, they can download the PDF and print it on a home printer, but there isn't a way to get that PDF directly into the major printing services, digital printing services, so that when someone buys a book, that printing service goes out to the Pressbooks site and downloads the very latest version. So, that's something that isn't possible in the world today.<br><br>But I don't think that's such a bad thing, because I actually think it's confusing for readers of a book if there's this continual updating and then the product they buy is a snapshot at any point, and it's not really clear which version this is. In general, it's bad practice to update an open textbook mid-semester anyway, because your students and others out there who may be using it, the sand shifts under their feet. And so, it's good to save your updates and do them between semesters, in a time of year like January or August or something.<br><br>And so, similarly, it's good if your print versions are also tied to clear versions, because readers come to expect that all copies of an edition will be identical. But if you are going to make some more significant changes to your online book, which then..., you would in general, and this is the way it works in publishing, you would create a new edition of the book. You would clearly label that on the title page, Second Edition, Third Edition, whatever. You would assign a new ISBN number, because its a new distinct product. People who order it want to know which version they're getting and if they're going to order by ISBN, then they should know which one they're getting.<br><br>And you may want to stop selling the old edition of that. It's outdated, and people might not want to get that accidentally. On the other hand, maybe you do want to.... Okay. Let's really get now into the things you would be considering here if you decide that you want to support the selling and distribution of the print version of your open textbook. To me, the first question you want to ask is, whether you're going to be selling these print copies of books at cost, where you're aiming to generate revenue. Okay.<br><br>If you're selling at cost, and here, by at cost I mean the author and the institution aren't making any money. Of course your printer and distributor need to make money, so they're going to take their cut. But I mean, no one else is going to make money. You're otherwise going to sell at the cost that it costs you to set up this book. So, if you do that, there are no income tax implications for the author or the institution. So, it's just a lot easier in terms of official accounting.<br><br>There's also no ethical implications here about profiting from selling copies to students. So, if an instructor writes their own OER and lets their students use it, then offers a print version for sale, and they're going to get a little of the revenue for the print sales, we're getting into some slightly shady territory. So, it's kind of nice and clean if you plan to sell things at cost.<br><br>But if you do want to generate revenue because you're trying to recover some of the costs of operating your publishing program, you need to think about whether this revenue is going to go to the author, or to the institution, or split between the two. Or maybe flowed through the institution to the author. Maybe the institution is involved in setting up the print versions, but then they're going to be in turn giving revenue to the author.<br><br>But you might need to step back from that question and say, "If this OER was developed with institutional resources, perhaps an internal grant funding program using special resources, then the author may not actually even have any right to it." The copyright may belong to the institution anyway, according to institutional policy. And so, technically it's up to the institution to decide whether to share that revenue, and it may not even be your decision personally, it may be the decision of another office on campus.<br><br>There are, of course, some accounting and tax implications. And so, if this is coming to the institution and the institution's receiving revenue, there's usually quite a number of things that would need to be handled for that to happen. Institutions have ways of doing this. It is possible for example, for US-based not-for-profit organizations and universities to receive some income, but they have to account for it in very specific ways. And again, as I mentioned before, there's kind of ethical and policy issues about instructors assigning their own books to their own students, and then having them buy copies and potentially profit.<br><br>The next question would be whether you would do print runs of the books, even small, short runs. So, small digital print runs, a couple dozen copies, but whether you're going to do pure print-on-demand, where there are no copies printed in advance, and instead they're only copied when someone orders, that they're only printed when someone orders a copy. One order comes in, one copy is printed and shipped. All right. So, if you do a print run, this requires an upfront investment. Someone has to be willing to pay for that print run, that 50, 100, 200 copies. But you print a whole bunch of copies at once. And so, your unit cost is lower. Each copy costs less to print. Though, again, you're putting a lot of money in, and you need to store those copies until you sell them.<br><br>As I mentioned before, there are options for distribution and fulfillment in the book supply chain. And so, you could make an arrangement with one of these, or if this is a much smaller scale operation, if you're basically looking to just make print copies available to the students in your own institution, you could try to run this locally. You could have a closet where you store these copies and students walk in and hand a check to someone and they get handed a copy. But all of that needs to be accounted for, and institutions tend to have lots of rules about things like receiving payment, whether by check or credit card or whatever, accounting for inventory.<br><br>If you're looking to make this available for anyone to buy online, again, you're going to probably need a professional distribution option that can handle these orders, take credit card payments, potentially handle shipping, wherever this is going to go. So, professional distributors in the book industry do all of these things and they charge you to store copies. So, this is a disincentive for you to print too many copies up front and eat up their warehouse space.<br><br>On the other hand, with print-on-demand, there's no upfront investment. You are just setting it up, but then there's no cost to you at all here, until the book is ordered. And even in that case, you're receiving money from a customer, the POD printers handle the order fulfillment for you. So, that's great. You can just use one of these and they can handle the credit card orders. But one problem with print-on-demand is that bookstores tend not to stock copies of print-on-demand books, because they can't return the unsold inventory through the consignment model, actually. So, why does this matter?<br><br>These OER are unlikely to be bestsellers. They're not going to have a whole display in a conventional bookstore. But it may matter because most campuses and other institutions have some sort of campus bookstore for textbooks, and students are used to going there and want to be able to buy their books from there. And so, now you've got to make sure that that bookstore can in fact get copies of this book. Maybe they won't stock it. Maybe they will simply order copies when a student walks in and says, "Yes, I want that copy." And the bookstore will say, "We will order it for you, but it's not refundable."<br><br>So, as soon as you buy it, that's it. Or you have to prepay. Maybe that's okay, but you would need to make that arrangement. And this can be especially important because sometimes financial aid and scholarships are tied to using the campus bookstore. The students can only spend the textbook money at the campus bookstore. So, they're not going to want to go off to some other place, some other print-on-demand service to buy it. And you may actually have a policy at your institution that basically says university employees can only refer students to the campus bookstore. They're not allowed to send them to the competing one down the street or to Amazon or anywhere. Students can do that. But by policy, employees may not be allowed to refer students.<br><br>Color printing is also a tricky issue in all of this. Covers are always in color. So, that's not an issue, but it's the interior of the book. If you print the interior in grayscale, it's much cheaper to print. It works very well with print-on-demand. But if you have a textbook with color diagrams, where the color is essential, then you may need to be able to print the interior in color. This is more expensive. And in the world of print-on-demand printing, in most cases, you have to choose whether to print the whole interior in gray scale or color. You can't say, "Just print pages 33 and 69 in color." And so, it makes the whole book much more expensive to produce. And so, it makes print-on-demand less economically feasible, to sell it at a higher price.<br><br>A bar chart with some colors, that's easy. You can do it basically on standard paper. But if you've got photographs, and you need photo quality paper, that kind of glossy sort of thing, or thicker paper, because you have reproductions of art or whatever, that's even more expensive and really hard to do. I mentioned before that your covers are always in color. So, you could have a regular kind of paperback binding, no problem. Full color cover is just always included in the base price. If you really wanted to sell in hardcover, that's going to be more expensive, whether you're doing print-on-demand or not. If you do case binding, it's common for textbooks, actually. It's the kind of book where there's like images printed right on the hardcover. Or cloth binding, sort of a traditional thing used in scholarly monographs, it has a dust jacket. That's all much more expensive than paper.<br><br>From experience I can tell you, you can't print less than 500 copies at a time with a color interior and do hardcover binding and sell it for a reasonable price. You would have to sell it, individual copies at such a high price to recover your investment, that it will look crazy to anyone buying. They'll say, "But I can get an equivalent book, similar number of pages and in color, I'm used to being able to buy such things for $25." Whatever. Well, yes, because the publisher printed 10,000 copies.<br><br>You need to think about where your customers are. I alluded to this a little bit before. There are lots of options. If you are going to just distribute them locally, or even just to customers within your own country. Lots of printers will be able to ship within your country. Shipping abroad gets much more complicated. If it's important to you to be able to support readers abroad, lots of extra complications here. Distributors in general will only ship overseas with traceable shipping, where they can track what happens to it. And that's much more expensive. And so, that fee to ship is an extra cost that the customer ultimately would need to absorb.<br><br>Some print-on-demand printers, the largest ones have locations in multiple places, but still, if you're trying to ship to developing countries it can get really tricky. Amazon will ship to many places, even to some developing countries, and they do it cheaply because they send it sort of ordinary service through the postal service. And if a copy gets lost, they just eat the cost and ship another one. And distributors are rarely willing to take quite that risk. They're just not big enough.<br><br>So, that's something to think about. If you are trying to support online students who are in many countries taking courses at your institution, it may not be feasible for them to buy a print copy. So, just keep that in mind. If you were doing this to try to support your own students and assume that they could all do this, it might not be feasible. I will say that even if you were developing open textbooks where the print version is designed less for your own students at your own institution and more for users in a particular region of the world with poor connectivity, you see this as an alternative for them because it's about a topic that relates to that country or the region, you might try to have the book printed there rather than shipping it from here. It's almost certainly going to be cheaper to print, and not involved by shipping costs, and may give you more options in terms of shipping through a postal service.<br><br>But in all of this, because it's probably sounding a bit intimidating, I would strongly urge you to look into any distribution options that have a connection to your institution. There may be some options here that will save you from establishing all of these relationships. Your campus bookstore may in fact have a relationship with a printing service, even something like print-on-demand. And of course, can distribute because they're used to accepting orders. These bookstores are often part of larger chains and they have access to some of these things, and they may be used to running things like essentially course back services, that would reduce essentially custom works and sell them to students. So, they may be well set up to handle this for you.<br><br>And you may have access to a university press. Your campus may not have one, but perhaps you are, say at a public institution in North Carolina or Kansas, are just two states that come to mind, that have a press that serves the whole public university system in the state. The press may be able to help you out with all of this. They have these established relationships with printers and distributors, and may be able to handle all of this for you. They're not going to do it for free, because it's going to eat up some of their staff time and they're trying to recover costs, but it may be a mutually beneficial relationship.<br><br>And these two entities that come to mind, bookstores and presses, may be willing to work directly with your authors. If your authors are in fact going to keep all revenue from sales, if that's the arrangement that you would make, it's allowable under the policy, if that's what want to do, then you could let them work directly with these parties, and you, running an OER service don't need to be in the middle.<br><br>Basically, if the author owns the copyright and is going to receive all revenue, let them set this up directly. It could have been with that campus bookstore. It could be with a press, but it could also be directly with a print-on-demand service. They can go to Lulu, they can go to IngramSpark, Kindle Direct Publishing, many other options out there. And just take the final PDF or the interior PDF with the cover that meets that printer's specifications, and set it up and give the tax information so that they get to receive the royalty checks, and you're just out the picture. It's going to be easier all the way around.<br><br>So, that's what I've got. We have lots of time here for questions. I see there's a number of things in the chat, but I will let our moderators feed the questions to me.<br><br><strong>Carla</strong>: Thank you so much for all that fantastic information, Kevin. So many different things to think about. And I think everybody really loved your quote on trusting you about printing books. So, we do have some questions. Let me go to my list. The first is, "I was at a conference where a librarian was reporting that she had to avoid adopting any OERs that had any kind of non-commercial CC license, because she knew she had to have the campus bookstore print copies. She was under the impression that printing at cost was prohibited by non-commercial licenses. Is that true?"<br><br><strong>Kevin</strong>: I don't believe so, under US Copyright law. So, what I do know is that there was a court case about an educational institution working with... Carla, you will know this as well. Was it Kinko's or a similar service for printing? I think it was Kinko's, right?<br><br><strong>Carla</strong>: It was. Yeah.<br><br><strong>Kevin</strong>: And to print the copies to make available for use in the course stack, essentially make them available for use in the classroom. And even though Kinko's is a commercial operation, the ultimate use of the work is non-commercial. And so, that was ruled to be allowed under the CC non-commercial license. This situation was slightly different. So, sorry. Can you reframe it for me one more time? It was...<br><br><strong>Carla</strong>: Sure. She was under the impression that printing at cost was prohibited by non-commercial licenses. Is that true?<br><br><strong>Kevin</strong>: Right. Right. I don't think so. That's essentially what happened in this case, the instructor, the institution were not profiting. Right? They went to Kinko's and said, "Please print us 20 copies or whatever, for our students. Charge what you charge, but then otherwise, we're good." So, I think you're okay with that, but I'm not an attorney, and I'm not your attorney, in any case. So, it would certainly be worth having one verify this, or talking to your institution's counsel.<br><br><strong>Carla</strong>: Great. Thank you so much. So, the next question is, "Only a campus store could handle billing students directly, which could be dealt with by loans. Correct? So, there is perhaps an incentive since campus stores do POD. Ours has already said they don't have the capacity to do print-on-demand in-house."<br><br><strong>Kevin</strong>: Okay. Well, right. So, that was one of my suggestions, was of first talking yes, to the campus bookstore. So, sorry to hear that they don't have the capacity to do that, but hopefully some of the others will have better luck with that.<br><br><strong>Carla</strong>: And I will just say, from experience, talk to your bursar's office. I know at one of my previous institutions, we were able to send bills from our library for overdue books, lost book charges, things like that to the bursar's office, that students could have paid off with loans. It wasn't automated. We had to go into their system, generate the bill and then hit submit. And then the student paid it with their loans. It wouldn't come directly from the POD machine to that, but that might be worth checking out. Talk to your bursar's office. They might have options for you. I think that's most of our questions that we have so far. Yeah. Sorry. I'm so sorry. That's my little blind kitten. He just woke up from his nap and wants his bottle. Let me see if holding him makes him feel a little better.<br><br>I'm sorry. Super unprofessional. This is baby Sam. So, please share your questions as you have them. Kevin, I have a question for you, and you kind of touched on all of this in your presentation, but I would say we are thinking about offering some type of printing program at Miami University. So, what would be your number one piece of advice to any institution who's thinking about offering some type of option to sell print copies? Is it best to make the decision based off the resources your institution has, or space or staffing? What are the number one piece of advice you'd give?<br><br><strong>Kevin</strong>: Right. Well, if by policy you've decided that authors get the copyright, then where we're back here... Sorry, am I still sharing my slides? Oh, okay. Well, it's the one that if the... Here, let me just pull it up. Right. If the author of the copyright will receive all revenue, then let them work directly. Don't get in the middle. But for all the reasons I explained earlier in my presentation, that may well not be the case. And so, if you're going to be setting something up, I think you're going to want to explore what options you may have.<br><br>A service like Lulu, that serves the general public, consumers who just come to their website, may work fine. And you may be able to put that through your university procurement process and use them for your handful of books that you'll sell, or at least where you start. The ones in the publishing supply chain that work with publishers are in general going to be, they may not be jumping to work with a startup operation because they're used to working with publishers, larger organizations that put through a higher volume of content. And you may never have enough sales to make it worth it.<br><br>I actually work, for a while, with a smaller printer and distributor that it's one on the smaller end. They work with some university presses and things, but I had set up a couple of books with them to be essentially print-on-demand, and they eventually cut me off because I just wasn't selling enough copies to make it just worth their time for me to be in their system. So, I get it. So, you may end up having to go with one of these consumer-facing services. Again, IngramSpark, Kindle Direct Publishing, Amazon's... are two appealing options. Ingram's is totally plugged in the book supply chain. And the Amazon option gives you the option to have your books included in the Amazon catalog, which for many people is essentially the requirement decision.<br><br><strong>Carla</strong>: Great. Thank you so much. That makes a ton of sense. I'm so sorry everybody. We invite everybody to post any last minute questions you might have. If I missed your question in the chat, please repost it. Bring it to my attention. I think I caught them all. Otherwise, we might be waiting for the last question or two to come in. Kevin, do you have any closing thoughts or recommendations for everybody?<br><br><strong>Kevin</strong>: No. Yeah. Right. Cheryl mentioned printMe1 as well. I've also heard them recommended. A number of people have mentioned working with them for OER. So, yeah. I have not worked with them directly, but it is a promising option and much smaller than the other ones. But no, no other particular suggestions for you. I mean, basically take a moment to think, is it really worth all this trouble that I described to do different versions? Or can your user simply download a PDF and print them on a printer somewhere? It may just really be your simpler option.<br><br><strong>Carla</strong>: Great recommendations. Thank you so much, Kevin, for your wonderful presentation. You know, one thing I think I've really been reflecting on over our past presentations, is how much unique knowledge everybody brings to the cohort, brings to this process. I obviously know nothing about this, even though this is something my institution is interested in doing. And kind of like Amanda said earlier, if somebody doesn't have an answer for you when you reach out with questions, I think one of my favorite things about the OEN is, chances are, they know somebody who has that knowledge and can connect you. Amanda and Karen, I'd like to invite you to unmute if you have any final thoughts or words for the group before we sign off on our last session. And I'm going to mute so you don't have to hear little Sam screaming. I'm so sorry.<br><br><strong>Amanda</strong>: Everybody's in love with his screaming, though. We ended the best, right, with kitten screamings and kitten content? Yeah. I just want to thank you all for joining us on this journey during the spring semester. It's been really great having you all here together in a cohort to learn together. And I mean it when I say that you can reach out to me. That's not me being nice. If you have questions and I can help, I would love to be helpful. I'm going to turn it over to Karen now. Last thoughts?<br><br><strong>Karen</strong>: No. Well, I will just thank Carla, Amanda and the entire Pub101 Committee for their time and attention and dedication to the Pub101 experience. We do truly want to make this meaningful and useful to all of you. So, thank you in advance for your feedback. And I look forward to our paths crossing again in the future. So, thank you very much and farewell.<br><br><strong>Carla</strong>: Thanks everybody. Take care.<br><br><br><br>END OF VIDEO<br><br></div><h2>Chat Transcript</h2><div>00:12:54 Carla Myers: With more little meows in the background!<br>00:20:37 Cheryl (Cuillier) Casey: The MOU advice was really helpful<br>00:20:44 Carla Myers: That I'm not alone when it comes to doing this work!<br>00:20:45 Karen Lauritsen: I will remember how chatty this group was, and willing to share their own experiences, which was awesome!<br>00:20:48 Leanne Urasaki: The importance of a detailed MOU<br>00:20:50 Kelly Smith: The session on accessibility and DEI were extremely helpful and applicable to our strategic plan here<br>00:20:52 Frances Whaley: Tools, example program calls for proposals and award agreements, and just the supports available!<br>00:20:54 Anne Marie Gruber: I appreciate ideas that are flexible, ie. the "buffet". We don't have to do it all, especially with no budget.<br>00:20:55 Cliff Smith: the importance of clear expecations and descriptions of what the author and we will do.<br>00:21:01 Michele Behr: So relieved to find out all the resources that are available. Has increased my confidence that we can do this<br>00:21:02 Arenthia Herren: I will remember the advice to set parameters with authors before starting projects (MOUs)<br>00:21:21 Jessica Dai: I appreciated the call for proposals and the examples of how it changed over the years<br>00:21:27 Angie Balius: I like that this is an OER MOVEMENT and not just a project.<br>00:21:44 Beth Daniel Lindsay: I enjoyed the session on MOUs, even though I don't anticipate needing to establish MOUs myself, just better understanding of how they work<br>00:21:49 Jane Scott: MOUs.<br>00:21:56 Susan Whitmer: I appreciate the MOU testimonials, knowing these boundaries helps me move forward with projects.<br>00:22:15 Carla Myers: Yes!<br>00:24:25 Carla Myers: Here is the link to the community norms I mentioned earlier: <a href="https://docs.google.com/document/d/1YY66Fnp0iBhlZ9Rd8qOv3Av8u3rGNja1Cj5epO1YRyk/edit#heading=h.oymdzx9d30td">https://docs.google.com/document/d/1YY66Fnp0iBhlZ9Rd8qOv3Av8u3rGNja1Cj5epO1YRyk/edit#heading=h.oymdzx9d30td</a><br>00:26:10 Genzeb Jan Terchino: Will you drop- the link to all in one document?<br>00:26:34 Kelly Smith: How do we join the co-op?<br>00:26:53 Carla Myers: Here it is Genzeb:<a href=" https://docs.google.com/document/d/1wc9mwttZCPl7kV0WU6-DS37hmh7MJhldVUNBmAyPKCY/edit#heading=h.esmv09kvuc5k"> https://docs.google.com/document/d/1wc9mwttZCPl7kV0WU6-DS37hmh7MJhldVUNBmAyPKCY/edit#heading=h.esmv09kvuc5k</a><br>00:27:17 Genzeb Jan Terchino: Thanks Carla<br>00:27:22 Carla Myers: That was the class notes. Here is our syllabus with more info: <a href="https://docs.google.com/document/d/16uhGJ7APTfcKqICdGQLdQ0r7sPTFbiep9d4NaQS1Gb4/edit#">https://docs.google.com/document/d/16uhGJ7APTfcKqICdGQLdQ0r7sPTFbiep9d4NaQS1Gb4/edit#</a><br>00:27:28 Carla Myers: Glad to help!<br>00:28:20 Amanda Larson: <a href="https://docs.google.com/forms/d/e/1FAIpQLSfT52X1f4t5W-TU_h2LrEaDdR19NHW87gb7OYhH4lNT3ah1uQ/viewform">https://docs.google.com/forms/d/e/1FAIpQLSfT52X1f4t5W-TU_h2LrEaDdR19NHW87gb7OYhH4lNT3ah1uQ/viewform</a><br>00:29:10 Beth Daniel Lindsay: Hm, it's not loading for me....is it me?<br>00:29:18 Kelly Smith: It loaded slowly for me<br>00:29:26 Jessica Dai: Worked for me<br>00:29:31 Beth Daniel Lindsay: Yes!<br>00:29:33 Jane Scott: worked for me<br>00:29:37 Beth Daniel Lindsay: it didn't work in Firefox, but OK in Chrome<br>00:29:39 Beth Daniel Lindsay: FWIW<br>00:38:02 Kelly Smith: Question for later, if it doesn't get covered: I was at a conference where a librarian was reporting that she had to avoid adopting any OERs that had any kind of noncommercial CC license, because she knew she had to have the campus bookstore print some copies. She was under the impression that printing at cost was prohibited by NC licenses. Is that true?<br>00:39:42 Anne Marie Gruber: @kelly I attended a Creative Commons webinar recently & their staff/presenter answered that question. A campus store selling OER is fine as long as they aren't making a profit, i.e. they can recoup costs of printing and that doesn't count as "commercial". That was my understanding. #NotALawyer<br>00:40:04 Amanda Larson: a good resource about it - <a href="https://opentextbc.ca/printondemand/chapter/nc-licence/">https://opentextbc.ca/printondemand/chapter/nc-licence/</a><br>00:40:30 Arenthia Herren: That was what I was taught by Creative Commons as well, Anne<br>00:40:56 Kelly Smith: Thanks, Anne & Amanda!<br>00:48:52 Anne Marie Gruber: Only a campus store could handle billing students directly which could be dealt with by loans, correct? So there is perhaps in incentive to have campus stores do POD? Ours has already said they don't have capacity to POD in-house.<br>00:51:42 Beth Daniel Lindsay: "You cannot print less than 500 copies at a time....Trust me." Quite possibly my favorite blurb on a slide in recent memory.<br>00:51:57 Carla Myers: Ha!<br>00:52:06 Karen Lauritsen: ?<br>00:52:50 Beth Daniel Lindsay: I'm so glad to see Kevin considering students around the world!<br>00:53:45 Anne Marie Gruber: I'm also thinking about accessibility questions. Some students may need print due to accommodations. I am awaiting reply from our accessibility office on how that works & how it might be different for OER.<br>00:55:25 Kelly Smith: Our campus bookstore, which shall not me named, would only agree to print OERs by OpenStax and other platforms pre-approved by them. {eyeroll}<br>00:56:18 Anne Marie Gruber: @kelly what was their rationale?<br>00:57:06 Kelly Smith: They didn't offer one.<br>00:57:17 Anne Marie Gruber: grrr<br>00:58:30 Cheryl (Cuillier) Casey: In my experience with our Disability Resource Center, a print accommodation is much rarer than digital accessibility.<br>00:59:26 Kelly Smith: ??<br>00:59:46 Anne Marie Gruber: I assume that too, @cheryl. Definitely want our accessibility office involved.<br>01:00:41 Cliff Smith: Angry cat! ?\<br>01:00:51 Amanda Larson: I love the screaming kitty<br>01:00:51 Kelly Smith: that's adorable<br>01:00:59 Frances Andreu: aw baby ?<br>01:01:04 Cliff Smith: super adorable!<br>01:01:06 Arenthia Herren: Awwww hi baby Sam<br>01:01:06 Beth Daniel Lindsay: I am also loving the kitten's appearance!<br>01:01:11 Kelly Smith: oh my goodness!!! so cute<br>01:01:53 Clint Peinhardt: I remember reading about authoring environments with automatic versioning built in. Then you can just require the August 2022 edition or whatever. But I can't remember what it is. Anyone?<br>01:03:11 Jamey Harris: If your bookstore doesn't want to be involved perhaps the university Print shop can help.<br>01:03:48 Anne Marie Gruber: we no longer have a print shop.<br>01:04:02 Anne Marie Gruber: #RegionalComprehensiveProblems<br>01:04:25 Cheryl (Cuillier) Casey: Tina Ulrich had recommended <a href="https://www.printme1.com">https://www.printme1.com</a> for POD too. "Cheap. Fast. And all about OER!"<br>01:04:42 Beth Daniel Lindsay: I've also recommended printme1<br>01:06:22 Karen Lauritsen: Thank you! I've enjoyed learning with everyone. (And sorry about my spotty internet today.)<br>01:06:25 Kelly Smith: It's just precious<br>01:06:28 Kevin Hawkins: ?<br>01:06:58 Carla Myers: He's such a sweet baby, but gets loud quick when he is hungry!<br>01:07:18 Cheryl (Cuillier) Casey: Thank you!<br>01:07:20 Leanne Urasaki: Thank you everyone!</div>admin