Nerissa Lindsey, Greta Kuriger Suiter, Kurt Hanselman
In recent years, galleries, libraries, archives, and museums (GLAMs) have sought to leverage open knowledge platforms such as Wikidata to highlight or provide more visibility for traditionally marginalized groups and their work, collections, or contributions. Efforts like Art + Feminism, local edit-a-thons, and, more recently, GLAM institution-led projects have promoted open knowledge initiatives to a broader audience of participants. One such open knowledge project, the Program for Cooperative Cataloging (PCC) Wikidata Pilot, has brought together over seventy GLAM organizations to contribute linked open data for individuals associated with their institutions, collections, or archives. However, these projects have brought up ethical concerns around including potentially sensitive personal demographic information, such as gender identity, sexual orientation, race, and ethnicity, in entries in an open knowledge base about living persons. GLAM institutions are thus in a position of balancing open access with ethical cataloging, which should include adhering to the personal preferences of the individuals whose data is being shared. People working in libraries and archives have been increasingly focusing their energies on issues of diversity, equity, and inclusion in their descriptive practices, including remediating legacy data and addressing biased language. Moving this work into a more public sphere and scaling up in volume creates potential risks to the individuals being described. While adding demographic information on living people to open knowledge bases has the potential to enhance, highlight, and celebrate diversity, it could also potentially be used to the detriment of the subjects through surveillance and targeting activities. In this article we seek to investigate the changing role of metadata and open knowledge in addressing, or not addressing, issues of under- and misrepresentation, especially as they pertain to gender identity as described in the sex or gender property in Wikidata. We report findings from a survey investigating how organizations participating in open knowledge projects are addressing ethical concerns around including personal demographic information as part of their projects, including what, if any, policies they have implemented and what implications these activities may have for the living people being described.
{"title":"Ethical Considerations of Including Personal Demographic Information in Open Knowledge Platforms","authors":"Nerissa Lindsey, Greta Kuriger Suiter, Kurt Hanselman","doi":"10.18357/kula.228","DOIUrl":"https://doi.org/10.18357/kula.228","url":null,"abstract":"In recent years, galleries, libraries, archives, and museums (GLAMs) have sought to leverage open knowledge platforms such as Wikidata to highlight or provide more visibility for traditionally marginalized groups and their work, collections, or contributions. Efforts like Art + Feminism, local edit-a-thons, and, more recently, GLAM institution-led projects have promoted open knowledge initiatives to a broader audience of participants. One such open knowledge project, the Program for Cooperative Cataloging (PCC) Wikidata Pilot, has brought together over seventy GLAM organizations to contribute linked open data for individuals associated with their institutions, collections, or archives. However, these projects have brought up ethical concerns around including potentially sensitive personal demographic information, such as gender identity, sexual orientation, race, and ethnicity, in entries in an open knowledge base about living persons. GLAM institutions are thus in a position of balancing open access with ethical cataloging, which should include adhering to the personal preferences of the individuals whose data is being shared. People working in libraries and archives have been increasingly focusing their energies on issues of diversity, equity, and inclusion in their descriptive practices, including remediating legacy data and addressing biased language. Moving this work into a more public sphere and scaling up in volume creates potential risks to the individuals being described. While adding demographic information on living people to open knowledge bases has the potential to enhance, highlight, and celebrate diversity, it could also potentially be used to the detriment of the subjects through surveillance and targeting activities. In this article we seek to investigate the changing role of metadata and open knowledge in addressing, or not addressing, issues of under- and misrepresentation, especially as they pertain to gender identity as described in the sex or gender property in Wikidata. We report findings from a survey investigating how organizations participating in open knowledge projects are addressing ethical concerns around including personal demographic information as part of their projects, including what, if any, policies they have implemented and what implications these activities may have for the living people being described.","PeriodicalId":425221,"journal":{"name":"KULA: Knowledge Creation, Dissemination, and Preservation Studies","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125384525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cataloging librarians make myriad choices every day as they create the metadata necessary for information retrieval. Each record represents an interaction between the cataloger and the systems they work within and, sometimes, against. Their work is highly constrained by standardized machine-readable fields and codes, controlled subject terms and classification schema. In the exploratory research project Catalogers at Work, the authors use sound recording to reveal the complex yet hidden negotiations embedded in library catalog records.
{"title":"Working Knowledge","authors":"Amanda Belantara, Emily Drabinski","doi":"10.18357/kula.233","DOIUrl":"https://doi.org/10.18357/kula.233","url":null,"abstract":"Cataloging librarians make myriad choices every day as they create the metadata necessary for information retrieval. Each record represents an interaction between the cataloger and the systems they work within and, sometimes, against. Their work is highly constrained by standardized machine-readable fields and codes, controlled subject terms and classification schema. In the exploratory research project Catalogers at Work, the authors use sound recording to reveal the complex yet hidden negotiations embedded in library catalog records.","PeriodicalId":425221,"journal":{"name":"KULA: Knowledge Creation, Dissemination, and Preservation Studies","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122278937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Conservation documentation serves an invaluable role in the history of cultural property, and conservators are bound by professional ethics to maintain accurate, clear, and permanent documentation about their work. Though many well-documented schemata exist for describing the holdings of memory organizations, none are designed to capture conservation documentation data in a semantically meaningful way. Conservation data often includes deeply detailed observations about the physical structure, materiality, and condition state of an object and how these characteristics change over time. When included with descriptive catalog metadata, these conservation data points typically manifest in seldom-used fields as free-text notes written with inconsistently applied standards and uncontrolled vocabularies. Beyond the traditional scope of descriptive metadata, conservation treatment documentation includes event-oriented data that captures a sequence of steps taken by the conservator, the addition and removal of material, and cause-and-effect relationships between observed conditions and treatment decisions made by a conservator. In 2020, the Linked Conservation Data Consortium conducted a pilot project to transform unstructured conservation data into linked data. Participants examined potential models in the library field and ultimately chose to conform to the Comité International pour la Documentation (CIDOC) Conceptual Reference Model (CRM) for its accommodation of event-oriented data and detailed descriptive attribution. Project technologists worked with real report data from four institutions to create XML data models and map newly structured data to the CRM. The pilot group then imported CRM-modelled datasets into a discovery environment, developed queries to reconcile the divergent datasets, and created knowledge maps and charts in response to a small set of predetermined research questions. Feedback from conservators attending workshop activities revealed a shared need for conservation data standards and guidelines for those developing documentation templates and databases. Project outcomes signalled the necessity of further developing conservation vocabularies and ontologies to link datasets between institutions and from adjacent domains.
{"title":"Modelling Linked Data for Conservation","authors":"Ryan Lieu, A. Campagnolo","doi":"10.18357/kula.232","DOIUrl":"https://doi.org/10.18357/kula.232","url":null,"abstract":"Conservation documentation serves an invaluable role in the history of cultural property, and conservators are bound by professional ethics to maintain accurate, clear, and permanent documentation about their work. Though many well-documented schemata exist for describing the holdings of memory organizations, none are designed to capture conservation documentation data in a semantically meaningful way. Conservation data often includes deeply detailed observations about the physical structure, materiality, and condition state of an object and how these characteristics change over time. When included with descriptive catalog metadata, these conservation data points typically manifest in seldom-used fields as free-text notes written with inconsistently applied standards and uncontrolled vocabularies. Beyond the traditional scope of descriptive metadata, conservation treatment documentation includes event-oriented data that captures a sequence of steps taken by the conservator, the addition and removal of material, and cause-and-effect relationships between observed conditions and treatment decisions made by a conservator. In 2020, the Linked Conservation Data Consortium conducted a pilot project to transform unstructured conservation data into linked data. Participants examined potential models in the library field and ultimately chose to conform to the Comité International pour la Documentation (CIDOC) Conceptual Reference Model (CRM) for its accommodation of event-oriented data and detailed descriptive attribution. Project technologists worked with real report data from four institutions to create XML data models and map newly structured data to the CRM. The pilot group then imported CRM-modelled datasets into a discovery environment, developed queries to reconcile the divergent datasets, and created knowledge maps and charts in response to a small set of predetermined research questions. Feedback from conservators attending workshop activities revealed a shared need for conservation data standards and guidelines for those developing documentation templates and databases. Project outcomes signalled the necessity of further developing conservation vocabularies and ontologies to link datasets between institutions and from adjacent domains.","PeriodicalId":425221,"journal":{"name":"KULA: Knowledge Creation, Dissemination, and Preservation Studies","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128342449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Daniela Ansovini, K. Babcock, Tanis Franco, Jiyun Alex Jung, Karen Suurtamm, Alexandra Wong
Migrating archival description from paper-based finding aids to structured online data reconfigures the dynamics of archival representation and interactions. This paper considers the knowledge implications of transferring traditional finding aids to Discover Archives, a university-wide implementation of Access to Memory (AtoM) at the University of Toronto. The migration and translation of varied descriptive practices to conform to a single system that is accessible to anyone, anywhere, effectively shifts both where and how users interface with archives and their material. This paper reflects on how different sets of knowledge are reorganized in these shifts. Discover Archives empowers researchers to do independent searches using the full breadth of their domain expertise, seemingly unbound from archival gatekeeping. At the same time, these searches are performed in the absence of archivists' unstructured mediation, where searches benefit from human interaction and the kinds of knowledges that reference staff draw on to handle complex reference questions, especially those from novice archival users. We explore the extent to which that lost knowledge can be drawn back into archival interactions via rich metadata that documents contexts and relationships embedded within Discover Archives and beyond. Internal user experience design (UXD) research on Discover Archives highlights a gap between current online description and habitual user expectations in web search and discovery. To help bridge this gap, we contributed to broader discovery nodes such as linked open "context hubs" like Wikipedia and Wikidata, which can supplement hierarchical description with linked metadata and visualization capabilities. These can reintroduce rhizomatic and serendipitous connections, enabled by archivist, researcher, and larger sets of community knowledges, to the benefit of both the user and the archivist.
{"title":"Knowledge Lost, Knowledge Gained","authors":"Daniela Ansovini, K. Babcock, Tanis Franco, Jiyun Alex Jung, Karen Suurtamm, Alexandra Wong","doi":"10.18357/kula.234","DOIUrl":"https://doi.org/10.18357/kula.234","url":null,"abstract":"Migrating archival description from paper-based finding aids to structured online data reconfigures the dynamics of archival representation and interactions. This paper considers the knowledge implications of transferring traditional finding aids to Discover Archives, a university-wide implementation of Access to Memory (AtoM) at the University of Toronto. The migration and translation of varied descriptive practices to conform to a single system that is accessible to anyone, anywhere, effectively shifts both where and how users interface with archives and their material. This paper reflects on how different sets of knowledge are reorganized in these shifts. Discover Archives empowers researchers to do independent searches using the full breadth of their domain expertise, seemingly unbound from archival gatekeeping. At the same time, these searches are performed in the absence of archivists' unstructured mediation, where searches benefit from human interaction and the kinds of knowledges that reference staff draw on to handle complex reference questions, especially those from novice archival users. We explore the extent to which that lost knowledge can be drawn back into archival interactions via rich metadata that documents contexts and relationships embedded within Discover Archives and beyond. Internal user experience design (UXD) research on Discover Archives highlights a gap between current online description and habitual user expectations in web search and discovery. To help bridge this gap, we contributed to broader discovery nodes such as linked open \"context hubs\" like Wikipedia and Wikidata, which can supplement hierarchical description with linked metadata and visualization capabilities. These can reintroduce rhizomatic and serendipitous connections, enabled by archivist, researcher, and larger sets of community knowledges, to the benefit of both the user and the archivist.","PeriodicalId":425221,"journal":{"name":"KULA: Knowledge Creation, Dissemination, and Preservation Studies","volume":"01 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127424043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Metadata practices in libraries have been shifting towards a graph-centric data model for a number of years due to the influence of the Semantic Web on metadata standards as well as the ongoing engagement of libraries with linked data. This trend is likely to be sustained by the growth of the knowledge graph domain, which is animated by the interests of large technology companies and which represents a continuation of earlier programmes such as expert systems and the Semantic Web. Given the role of Semantic Web ontologies in knowledge graph development and the relevance of philosophical questions of ontology to cataloguing theory, metadata practitioners require theoretical frameworks suitable for conceptualizing the knowledge graph data model’s mixture of data and ontology. To that end, this paper considers the mathematical ontology of philosopher Alain Badiou, which employs set theory to schematize a theory of the multiple. It outlines how Badiou’s ontology is compatible with the graph data model and what it offers to metadata practitioners seeking to critically engage the knowledge graph paradigm.
{"title":"Knowledge Graphs, Metadata Practices, and Badiou's Mathematical Ontology","authors":"J. Huck","doi":"10.18357/kula.192","DOIUrl":"https://doi.org/10.18357/kula.192","url":null,"abstract":"Metadata practices in libraries have been shifting towards a graph-centric data model for a number of years due to the influence of the Semantic Web on metadata standards as well as the ongoing engagement of libraries with linked data. This trend is likely to be sustained by the growth of the knowledge graph domain, which is animated by the interests of large technology companies and which represents a continuation of earlier programmes such as expert systems and the Semantic Web. Given the role of Semantic Web ontologies in knowledge graph development and the relevance of philosophical questions of ontology to cataloguing theory, metadata practitioners require theoretical frameworks suitable for conceptualizing the knowledge graph data model’s mixture of data and ontology. To that end, this paper considers the mathematical ontology of philosopher Alain Badiou, which employs set theory to schematize a theory of the multiple. It outlines how Badiou’s ontology is compatible with the graph data model and what it offers to metadata practitioners seeking to critically engage the knowledge graph paradigm.","PeriodicalId":425221,"journal":{"name":"KULA: Knowledge Creation, Dissemination, and Preservation Studies","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123675395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The goal of this paper is to document how labour is divided and compensated (both monetarily and non-monetarily) in Canadian non-commercial scholarly journals. This study informs future research on sustainability in non-commercial academic publishing. As labour is essential for the continued success of these journals, understanding the extent (i.e., how many positions, how many hours per position), scope (i.e., which tasks are undertaken and who is responsible for them), and cost (monetary or non-monetary) of this labour will be critical in ensuring the sustainability of non-commercial academic journals in Canada. To investigate current practices, the authors distributed a survey to 484 Canadian journals meeting the above inclusion criteria. The survey was composed of two sections: how labour is divided at a journal (i.e., how many positions are there, what are the responsibilities of these positions, and how many work hours per week are dedicated to these positions) and compensation (i.e., does the journal provide monetary or non-monetary compensation to members of its editorial team, which positions receive compensation, and what is the source of these funds). The authors received 119 responses, for a 25 percent response rate. Among the main findings are that the majority of respondents compensate at least one journal position and that the source of these funds comes primarily from sponsoring organizations (i.e., affiliated institutional/university departments and scholarly associations). Additional findings include that the top three most commonly compensated positions are copyeditor, editorial assistant, and managing editor. Compensated positions such as translator, graphic designer, and copyeditor are often contracted out. Task distribution amongst editorial team members varies; however, editors-in-chief and managing editors are responsible for the greatest variety of tasks. Editorial assistants and managing editors tend to work more hours than other positions. Additionally, journal production was related to editorial team size, with larger teams producing more volumes on average than smaller ones. Recurring themes in free-text comments were large workloads, lack of compensation, and lack of recognition. This paper provides empirical evidence of the extent and variation of labour and compensation in Canadian non-commercial scholarly publishing. It provides data on current non-commercial journal practices which will be of interest to library publishers, journal editors, and other stakeholders in Canadian scholarly publishing.
{"title":"Work It","authors":"Sarah Severson, Jessica Lange","doi":"10.18357/kula.151","DOIUrl":"https://doi.org/10.18357/kula.151","url":null,"abstract":"The goal of this paper is to document how labour is divided and compensated (both monetarily and non-monetarily) in Canadian non-commercial scholarly journals. This study informs future research on sustainability in non-commercial academic publishing. As labour is essential for the continued success of these journals, understanding the extent (i.e., how many positions, how many hours per position), scope (i.e., which tasks are undertaken and who is responsible for them), and cost (monetary or non-monetary) of this labour will be critical in ensuring the sustainability of non-commercial academic journals in Canada. To investigate current practices, the authors distributed a survey to 484 Canadian journals meeting the above inclusion criteria. The survey was composed of two sections: how labour is divided at a journal (i.e., how many positions are there, what are the responsibilities of these positions, and how many work hours per week are dedicated to these positions) and compensation (i.e., does the journal provide monetary or non-monetary compensation to members of its editorial team, which positions receive compensation, and what is the source of these funds). The authors received 119 responses, for a 25 percent response rate. Among the main findings are that the majority of respondents compensate at least one journal position and that the source of these funds comes primarily from sponsoring organizations (i.e., affiliated institutional/university departments and scholarly associations). Additional findings include that the top three most commonly compensated positions are copyeditor, editorial assistant, and managing editor. Compensated positions such as translator, graphic designer, and copyeditor are often contracted out. Task distribution amongst editorial team members varies; however, editors-in-chief and managing editors are responsible for the greatest variety of tasks. Editorial assistants and managing editors tend to work more hours than other positions. Additionally, journal production was related to editorial team size, with larger teams producing more volumes on average than smaller ones. Recurring themes in free-text comments were large workloads, lack of compensation, and lack of recognition. This paper provides empirical evidence of the extent and variation of labour and compensation in Canadian non-commercial scholarly publishing. It provides data on current non-commercial journal practices which will be of interest to library publishers, journal editors, and other stakeholders in Canadian scholarly publishing.","PeriodicalId":425221,"journal":{"name":"KULA: Knowledge Creation, Dissemination, and Preservation Studies","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127044726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This teaching reflection examines how “reading together” was fostered in synchronous and asynchronous online environments in two undergraduate creative writing courses through participation in a virtual book club. In the first course, prior to the pandemic, students had the option of meeting in person or via Zoom while we read Daisy Johnson’s Oedipus Rex retelling, Everything Under, for the book club. In the second course, during the pandemic, students had virtual synchronous and written participation choices while we read together Jessica Anthony’s political satire, Enter the Aardvark, with the author visiting in two sessions. In both cases, the goals were consistent: to get students reading as writers; to foster intrinsic motivation through personal choice; and to satisfy students’ desire for community connection while still accommodating personal schedules and geographical location. A virtual book club lets students read on their own schedule and in their own space, but still share their experience and observations with peers over greater distances (and time zones) than would otherwise be possible.
{"title":"Reading Together","authors":"Tanya Perkins","doi":"10.18357/kula.238","DOIUrl":"https://doi.org/10.18357/kula.238","url":null,"abstract":"This teaching reflection examines how “reading together” was fostered in synchronous and asynchronous online environments in two undergraduate creative writing courses through participation in a virtual book club. In the first course, prior to the pandemic, students had the option of meeting in person or via Zoom while we read Daisy Johnson’s Oedipus Rex retelling, Everything Under, for the book club. In the second course, during the pandemic, students had virtual synchronous and written participation choices while we read together Jessica Anthony’s political satire, Enter the Aardvark, with the author visiting in two sessions. In both cases, the goals were consistent: to get students reading as writers; to foster intrinsic motivation through personal choice; and to satisfy students’ desire for community connection while still accommodating personal schedules and geographical location. A virtual book club lets students read on their own schedule and in their own space, but still share their experience and observations with peers over greater distances (and time zones) than would otherwise be possible.","PeriodicalId":425221,"journal":{"name":"KULA: Knowledge Creation, Dissemination, and Preservation Studies","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131077594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elizabeth Bassett, Heather Dean, Andrea Korda, M. E. Leighton, Vanessa Warne
This teaching reflection, co-authored by two librarians and three instructors, offers a case study in collaborative assignment design and argues for the value of both collaboration as an instructional model and digital exhibitions as open educational resources. It explores how the transition to remote curating, learning, and teaching prompted by COVID-19 occasioned changes in how we curated exhibitions, on the one hand, and developed learning opportunities for students, on the other hand. Focused on a digital exhibition of nineteenth-century scrapbooks and the integration of scrapbooking—as a hands-on activity and a topic of scholarly inquiry—into three courses across two disciplines (English and art history), it also provides a model of how librarians and instructors might collaborate on assignment and coursedevelopment and scaffold such collaboration into assignment and course design. The reflection includes assignments and rubrics as well as examples of students’ work. It concludes with a series of recommendations for librarians and instructors who wish to collaborate.
{"title":"Getting Scrappy in the Classroom During COVID-19","authors":"Elizabeth Bassett, Heather Dean, Andrea Korda, M. E. Leighton, Vanessa Warne","doi":"10.18357/kula.222","DOIUrl":"https://doi.org/10.18357/kula.222","url":null,"abstract":"This teaching reflection, co-authored by two librarians and three instructors, offers a case study in collaborative assignment design and argues for the value of both collaboration as an instructional model and digital exhibitions as open educational resources. It explores how the transition to remote curating, learning, and teaching prompted by COVID-19 occasioned changes in how we curated exhibitions, on the one hand, and developed learning opportunities for students, on the other hand. Focused on a digital exhibition of nineteenth-century scrapbooks and the integration of scrapbooking—as a hands-on activity and a topic of scholarly inquiry—into three courses across two disciplines (English and art history), it also provides a model of how librarians and instructors might collaborate on assignment and coursedevelopment and scaffold such collaboration into assignment and course design. The reflection includes assignments and rubrics as well as examples of students’ work. It concludes with a series of recommendations for librarians and instructors who wish to collaborate.","PeriodicalId":425221,"journal":{"name":"KULA: Knowledge Creation, Dissemination, and Preservation Studies","volume":"278 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124464380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic caused many post-secondary institutions to close abruptly in early 2020, and instructors were expected to transition to remote online instruction with little notice. For many instructors, hastily recorded lecture-capture videos alongside digital slides became the default mode of sharing instructional content. This sudden shift to video-based instruction was a significant challenge but also presented an opportunity to develop some instructional videos as open educational resources (OER). This paper outlines two case studies from the University of Saskatchewan in which a mix of OER and class-specific, closed-content videos were designed and integrated into remote learning environments. In designing these videos, we focused on technical design elements and accessibility, ability to reuse and share, and student engagement. Both cases, one in veterinary microbiology and the other in music research methods, followed similar strategies for creating multiple types of video content for the course, focusing on four distinct types (labs and demonstrations, guest interviews, lectures, and course information). Choosing to develop and share some of this video content as OER allowed us to expand the use of these learning objects beyond the online classroom. We discuss our considerations for making some videos open, including novelty of the content, reusability, copyright, privacy, and demands on instructor time. We also provide an introduction to our production process and practical tips, including planning, audiovisual production, editing, accessibility, and sharing platforms. The COVID-19 closures made 2020 an unexpectedly challenging year for students and instructors, but the necessity of moving instruction online prompted us to focus on supporting students in this new environment and helped us contribute to the growing body of OER.
2019冠状病毒病大流行导致许多高等教育机构在2020年初突然关闭，教师们预计将在几乎没有通知的情况下转向远程在线教学。对许多教师来说，匆忙录制的讲课视频与数字幻灯片一起成为共享教学内容的默认模式。这种突然转向以视频为基础的教学是一个重大挑战，但也提供了一个开发一些教学视频作为开放教育资源(OER)的机会。本文概述了萨斯喀彻温大学(University of Saskatchewan)的两个案例研究，在这些案例中，开放式教育资源和特定班级的封闭内容视频的组合被设计并集成到远程学习环境中。在设计这些视频时，我们关注的是技术设计元素和可访问性，重用和分享的能力，以及学生的参与度。这两个案例，一个是兽医微生物学，另一个是音乐研究方法，都采用了类似的策略来为课程创建多种类型的视频内容，重点是四种不同的类型(实验室和演示、嘉宾访谈、讲座和课程信息)。选择开发和分享其中一些视频内容作为OER，使我们能够将这些学习对象的使用扩展到在线课堂之外。我们讨论了我们对一些视频开放的考虑，包括内容的新颖性、可重用性、版权、隐私和对教师时间的要求。我们还介绍了我们的制作过程和实用技巧，包括规划，视听制作，编辑，可访问性和共享平台。2019冠状病毒病的关闭使2020年对学生和教师来说是一个出乎意料的充满挑战的一年，但在线教学的必要性促使我们专注于在这个新环境中支持学生，并帮助我们为不断增长的开放式教育资源做出贡献。
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Teaching in higher education in the Netherlands was affected, as in most other parts of the world, due to the COVID-19 pandemic. This paper reflects on how two courses were taught and experienced by students during the 2020–21 academic year in the MA Media Studies: Digital Cultures at Maastricht University. It particularly focuses on how the integration of open educational resources into the course design, what we call a third pedagogic pillar, contributed to the success of the two courses and students’ positive learning experience.
{"title":"Open Educational Resources as the Third Pillar in Project-Based Learning During COVID-19","authors":"C. Rasterhoff, C. Papadopoulos, S. Schreibman","doi":"10.18357/kula.205","DOIUrl":"https://doi.org/10.18357/kula.205","url":null,"abstract":"Teaching in higher education in the Netherlands was affected, as in most other parts of the world, due to the COVID-19 pandemic. This paper reflects on how two courses were taught and experienced by students during the 2020–21 academic year in the MA Media Studies: Digital Cultures at Maastricht University. It particularly focuses on how the integration of open educational resources into the course design, what we call a third pedagogic pillar, contributed to the success of the two courses and students’ positive learning experience.","PeriodicalId":425221,"journal":{"name":"KULA: Knowledge Creation, Dissemination, and Preservation Studies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132460155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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