Research methods and networks

I was delighted to be selected as a 2019 Institute for Research Design in Librarianship scholar. IRDL “is designed to bring together a diverse group of academic and research librarians who are motivated and enthusiastic about conducting research but need additional training and/or other support to perform the steps successfully.” At the week long institute at Loyola Marymount University in Los Angeles, I met the other 22 scholars and spent each day learning research methods, having consultations with qualitative and quantitative research experts and the two project directors, and basically geeking out over libraries and library research. I learned so much about research methods; I feel confident in my research design and methodology and equipped to carry out my work, which is to create and study a program in which peer Learning Success Mentors share information literacy and learning science tips with new students at my community college.

But the most important thing I gained is a research network. I would have taken a research methods class (although not in a week and not in such a beautiful place). But getting to know other people who are interested in which design will best answer a research question, how to write an in-depth interview guide and develop a codebook to analyze the transcripts, when to use regression theory, and why this matters to librarianship is not an experience I could every have had without IRDL. Knowing I can call on my fellow IRDLers and starting in July, my mentor, an experienced research librarian who will support me through the year’s work, is also pretty awesome.

The coming year will be difficult — I’ll be working harder than I ever have, trying things I’ve never done, working to deadlines, all on a project with a lot of moving parts that may not turn out as I hope. It’s pretty daunting. But so was getting on a plane to LA, being away for nine days, worrying about whether I’d be able to hold my own at the Institute. And in the coming year, the best part is that each of my fellow IRDL scholars will be doing what I am doing — holding ourselves to getting the work done, and standing with each other as we prioritize our research among all the other demands on our time. They are an amazingly talented group. I feel like I upped my game just being with them all for a week. Plus, I earned some pretty cool badges (yes, literal ones, not virtual).

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It’s great to be home, and I am excited to be on this research journey in such good company.

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Is textbook adoption immoral?

On Friday a higher ed newsletter headline caught my eye: “Outrage over university’s $999 online textbook.” It wasn’t a typo — the book for a 200 level accounting course at University of Louisiana at Lafayette costs that much.

A couple of weeks ago I attended my community college system’s annual summer symposium. The most compelling presentation I heard was from Robin DeRosa of Plymouth State University. She talked about a subject I’d spent a good bit of time thinking about this summer: OERs, or Open Educational Resources. If you haven’t heard of them, here is UNESCO’s definition: “Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them. OERs range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation.”

Like community colleges around the country, mine is concerned with making education as affordable as possible, and one of our system-wide efforts is to make OERs a priority. I put together a LibGuide for my campus so that faculty can see some choices and learn about how to adopt/adapt/create their own, and I have found some faculty are already doing this. So I was already an OER believer.

Novelist Paul Harding speaks of writing so readers will think “That’s true, and I’ve always known it but I’ve never seen someone put it into words like this before.” That was how I felt, listening to DeRosa. I already knew much of what she said — students often don’t have a plan for textbook costs like they do for tuition, 2/3 of students report either dropping a class because of expensive textbooks or not buying a textbook because of cost, students who can’t afford textbooks do worse in their classes, and textbook costs have risen more than healthcare.

But then she delivered the words I knew but hadn’t heard said that way before: we’re preventing access to knowledge by continuing to require traditional textbooks, and for those of us in “public” education (in NH, the university system where DeRosa works only receives 10% of its funds from state appropriations) this is a moral issue. She wondered aloud, how can educators require our students can’t afford, in good conscience? How can we support a system that is inhibiting the transmission of knowledge?

And then she went on to describe how she worked on an OER early American literature book collaboratively with her students. This work is known as open pedagogy, and really appeals to me as exactly what education should be about: students not as consumers, but agents of their own education, synthesizing what they learn in work that demonstrates not only mastery, but application of their new understanding to a real world problem or question. Our son was fortunate to have a professor, Patricia Siplon, who was ahead of the curve on this at St. Michael’s College and a few years ago, he was in her class on the politics of HIV/AIDS, where the final project was to write a chapter for a textbook she planned to use with future classes. That’s open pedagogy: learning, synthesizing and producing knowledge, collaboratively.

DeRosa’s class’s anthology is now a Rebus project and she predicts that by the time it is finished later this year, it will replace traditional print anthologies sold in college bookstores around the world. Rebus is a place where people come together to work on OERs. I am hopeful that this is the future of textbooks. Librarians’ role in OERs and open pedagogy is simple. We just need to do what we already do best: teach the research skills that help faculty and students seek, evaluate, and use information effectively and then collect, index, and make accessible the knowledge creation happening on our campuses.

 

College in the public library

An article caught my eye this week about a “microcollege” run by Bard College in the Brooklyn Public Library. it sounded intriguing, bringing college to people who otherwise might not have access to it, via a pubic service they already use. When I read the article, I learned that only 17 students are enrolled this year, although Bard plans to expand on that number. And one of the classes is an ethnomusicology course, which although it sounds interesting, didn’t strike me as necessarily something everyone would want to take.

Bard, of course, is a private liberal arts college where classes like that are probably commonplace. But the whole notion made me curious, and I wondered whether community or other public colleges and public libraries are pairing up anywhere? That led me to the utilitarian sounding Joint Use Library, which “is a unique collaboration between Tidewater Community College and the City of Virginia Beach to combine in a single, dynamic destination the collections, services, programs, and resources of an academic library and a public library to create a new model for lifelong learning and provide synergistic opportunities to enhance personal growth, academic achievement, and quality of life for the College community and for the residents of the City of Virginia Beach. ”

After a quick search, I couldn’t find any other public libraries offering actual credit-bearing college classes, although plenty offer information about MOOCs, continuing education in their community or through vendors they’ve contracted with (like Atomic, Lynda, or Recorded Books), etc. I did come across Life Skills Academy at San José Public Library, which is aimed at helping young adults with everything from “Your First College Class,” to how to find an apartment and how to “not get fired from your first job.” Huh. It seems packed with practical tips and refers readers to books and websites for more information.

I do recall that there is an MLS program that partners with libraries in New Hampshire (and probably elsewhere) offering future librarians a hybrid master’s degree program that takes place both online and in libraries. But I wasn’t able to find any other programs like Bard’s. Do you know of any college credit courses available to public library patrons? Leave a comment below.