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Introduction to Library and Information Science

Contributors: Hepler and Horalek

Publisher: College of Southern Idaho Pressbooks Network (CSI)

License: CC BY-NC

This book explores the history, present, and future of library science, both in theory and in practice. It examines the place of the librarian as arbiter of information access in a constantly-changing and modernizing global community.

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Making Ripples: A Guidebook to Challenge Status Quo in OER Creation

Contributor: Schilling

Publisher: Rebus Community

License: CC BY

Making Ripples: A Guidebook to Challenge Status Quo in OER Creation is a self-guided resource designed to explore strategies for OER creators that can support your journey toward creating OER with diversity, equity, and inclusion at the core.

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Supporting Secondary Teachers’ Critical Disciplinary Literacies

Contributor: Dyches

Publisher: Iowa State University Digital Press

License: CC BY-NC-SA

Co-created with students in the course EDUC 395: Teaching Disciplinary Literacy and supported by CDL experts, this textbook offers accessible, research-based, multidisciplinary CDL strategies ready for implementation in secondary classrooms.

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Early Childhood Literacy: Engaging and Empowering Emergent Readers and Writers, Birth – Age 5

Contributors: Pegorraro Schull, La Croix, and Miller

Publisher: VIVA

License: CC BY-NC-SA

Engaging and Empowering Emergent Readers and Writers, Birth - Age 5

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Contextualised open educational practices: Towards student agency and self-directed learning

Contributors: Olivier, du Toit-Brits, Bunt, and Dhakulkar

Publisher: AOSIS Publishing

License: CC BY

This book covers original research on the implementation of open educational practices through the use of open educational resources at the university level. The emphasis on open education in this book is on contextualising resources, supporting student agency and fostering self-directed learning specifically within a South African milieu. The envisaged chapters cover conceptual and review research and empirical work focussing on open educational practices and the use of renewable assessments. The work starts off with an overview of an institutional-wide open education project that prompted the research followed by research on open education in terms of various modules in the health science, music education, law, philosophy, dietetics, anthropology, French language learning, journalism and political science. There is a clear gap in the literature on open education in terms of open educational practices, specifically in terms of contextualising resources, supporting student agency and fostering self-directed learning in a South African context. Despite the existence of some general works on open education in terms of policy, social justice and open textbooks, this book will be unique in exploring the intersections of openness, specifically with contextualisation, student agency and self-directedness.

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Trauma Informed Education

Contributors: Krishnamoorthy, Ayre, and Schimke

Publisher: University of Southern Queensland

License: CC BY-NC-SA

As an educator, have you ever wondered about students, “Why can’t she just control her behaviour?” or “Why did he do that?” The demands of the classroom, and the scrutiny of teachers, often leave little time for teachers to consider the complex needs of children experiencing traumatic stress. Drawing on their lived experience and professional expertise, the conversations with trauma-informed education experts in this unique book offer educators an opportunity to develop a deeper understanding of the needs of students and strategies for responding with compassion and empathy. In a time of rapidly emerging scientific discovery, and social and political challenges, this book encourages educational leaders to question the fundamental assumptions of dominant pedagogical practices and sets the foundations for innovation in education.

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Supporting Technology Integration for School Leaders

Contributor: Pitler

Publisher: EdTech Books

License: CC BY-NC

This Open Educational Resource (OER) textbook is written as the primary resource for a 3-hour graduate course delivered online by The Teachers College at Emporia State University. The course is designed to prepare school leaders (teachers, instructional coaches, administrators, etc.) for the integration and application of diverse educational technologies into classrooms and schools in ways that reflect a theoretical, research-based, and practical understanding of curriculum development and the effective uses of technology. The course explores practical ways to integrate technology into both teaching and learning and the critical importance of adequate training and professional development for successful integration. This intensive course is delivered completely online over a seven-week period using Canvas. Canvas is a web-based learning management system or LMS. It is used by learning institutions, educators, and students to access and manage online course learning materials and communicate skill development and learning achievement.

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Who Teaches Writing

Contributors: Branson, Brooks, Cadman, Cephus, Childers, Devore, Sicari, Hogg, and Horton

Publisher: Oklahoma State University

License: CC BY

Who Teaches Writing is an open teaching and learning resource being used in English Composition classes at Oklahoma State University. It was authored by contributors from Oklahoma State University and also includes invited chapters from faculty and staff at institutions both inside and outside of Oklahoma. Contributors include faculty from various departments, contingent faculty and staff, and graduate instructors. One purpose of the resource is to provide short, relatively jargon-free chapters geared toward undergraduate students taking First-Year Composition. Support for this project was provided in part by OpenOKState and Oklahoma State University Libraries.

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Reframing Digital Humanities: Conversations with Digital Humanists

Contributor: Chambliss

Publisher: Michigan State University

License: CC BY

Growing from Reframing History, a podcast about history theory and practice, Reframing Digital Humanities: Conversations with Digital Humanists, Julian Chambliss, Professor of English at Michigan State University, brings together a diverse group of digital humanities practitioners to reflect on theory and practice. From the question of public engagement and knowledge production to considerations of identity and cultural production, the conversations presented in this work shed light on the ways digital humanities offer scholars tools to ask humane questions. Are the benefits promised being achieved? Are the right tools and training available? Are we asking the right questions? In this volume, scholars deeply engaged in using digital tools reflect on their work and this dynamic academic field.

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Making Sense of Digital Humanities

Contributors: Chambliss and Moll

Publisher: Michigan State University

License: CC BY-NC-SA

Taking up the challenge of navigating the complex world of digital humanities, Making Sense of Digital Humanities offers readers an exploration of the many ways scholars have employed the diverse toolkit of digital humanities to create a better understanding of the synergies and disruptions created by technological change. Rooted in a concern for the daunting tasks associated with teaching and learning about the digital humanities, this volume hopes to provide easy entry into a complex topic while highlighting how an understanding of digital humanities can transform our thinking about technology in the modern world.

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