Do OERs impact success or “just” save students money?

The answer is complicated. As Open Education Week wrapped up, I read a thought provoking press release and the research it discusses. The paper, by Phillip Grimaldi, director of research at OpenStax, Rice University’s peer-reviewed OER* publisher, and colleagues Debshila Basu Mallick, Andrew E. Waters, and Richard G. Baraniuk, examines the “access hypothesis” and the trouble with studying it — unless you identify which students would not have had access to the traditional textbook, your results will be somewhat murky, because it will include students for whom access was not a problem. As the press release notes:

“Using OER could potentially make a very significant difference in course outcomes for a student who couldn’t afford the traditional textbook, and would try to make do without it,” Baraniuk said. “In short, the ‘access hypothesis’ could very well be accurate, but since it’s only relevant to a certain percentage of any class, those benefits are washed out when measuring outcomes of the entire class.”

Saving students money, however, also contributes to their success. In a far less scientific (ok, not scientific at all) survey that we did this week with a white board in our college’s main entrance, we asked students to share what they would spend money on if they didn’t have to buy textbooks and access codes. Here is a sampling of their responses:

food (another entry was “food for my children”)

paying off student debt

transportation

visiting a loved one in another state

saving money to take another class

saving for an apartment

childcare so I could study or participate in group projects

clothing and shoes

a home

So are OERs important to student success? Yes. Do they directly impact it? Sometimes. Do they make it possible for students to attend to their lives and responsibilities so that they are less stressed out and distracted by financial worries? Absolutely.

OERs matter.

*What are OERs?

“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.” (UNESCO).

OER is related to “textbook free” — a textbook free course or degree may include OERs but often includes library and other reading materials, placed on reserve or uploaded to Canvas (or other learning management systems) and used according to copyright and fair use guidelines.

What’s the difference between “free” and “open?” Open educational resources are licensed to be re-used, while free just means there is no paywall to access something. Both benefit students!

 

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More knowledge for good: research as resistance

I heard about a project recently that I somehow missed — Emily Dreyfuss wrote in Wired about it in June, when the family separation crisis was still in the public eye. A band of what Columbia University librarian Alex Gil is quoted as calling “digital ninjas” from all over came together online, gathered data from public records, and created Torn Apart/Separados, “an interactive web site that visualizes the vast apparatus of immigration enforcement in the US, and broadly maps the shelters where children can be housed.” This must have taken forever, right? It took a week.

That, my friends, is some serious bad-ass librarianship. Torn Apart/Separados Volume 2, which is live now, shows “the territory and infrastructure of ICE’s financial regime in the USA. This data & visualization intervention peels back layers of culpability behind the humanitarian crisis of 2018.”

Did I mention how badass these people are? This is all just volunteers using their research skills to shine a light on some serious darkness. Alex Gil also created what he calls a Nimble Tents Toolkit, so that other researches can put together their own “relief mapathon” (Gil was also involved in mapping Puerto Rico in the aftermath of Hurricane Maria to help aid workers) or “rapid response research.”

I told a class today that I freakin’ love Wikipedia — they stared at me, the crazy librarian with the rainbow chickens and colorful cat on my door raving about the beauty of making all human knowledge available to all humans — but they listened when I said that crowd-sourced knowledge is what will keep the world moving forward. I asked them what was more important, that a source accurately express a well reasoned, well supported opinion, even an unpopular one, or that it be strictly factual and “unbiased.”

By the time we were done, we’d had a very heartening conversation about how their generations (mostly 20s and 30s — yes, those very same Gen Y and Millenials that so many people malign, who in my view are our future and are doing the best they can with what they have to work with) are tearing apart old definitions and building a more equitable, inclusive world. And that taking a stand — being “biased” by naming your values, gathering data, and making a rock solid argument in favor of a better world, a better future — is why they are in college.

I am glad to be part of the same profession as Gil and other badass librarians. And I am glad I could strike a chord today with a few students who are going to feel a little bit better about crowd-sourced knowledge and about taking a stand (properly cited, APA or MLA, your choice).

Back to the beginning

Today I went to my local public library. As a patron, not a staff member. It was, admittedly, a strange sensation, not least because I couldn’t find my hold, which turned out to have been cancelled (yikes! I’ll have to read those emails more closely) but one I will have to get used to. I’ve left the public library world to return to the place where Nocturnal Librarian began — a small private liberal arts university where I’ll be the assistant director of the library. It’s a good move for me, career wise, and I will enjoy serving the academic community again. But of course, I will remain a champion of public libraries, and I’ll be in good company.  I know of at least two colleagues at the university who serve as trustees at their own local libraries.

Educators are big library fans, and at my interview I actually got into a great discussion with some professors about the future of public libraries and their role in society. I love that kind of discourse, which is one reason I feel good about making this change. I also love helping people find the information they need, and am looking forward to those “ah ha” moments with students that I remember well from when I was a night reference librarian at this same college a few years ago. Universities are pretty much entirely staffed by members of the book tribe, which I love. So I’m pretty excited to start!

Stay tuned to hear about my adventures in academia. And see what I’ve been reading between jobs over at bookconscious.