Abstract:While formal documentation processes have long been explored in information science, less about more ephemeral documentary practices has been explored. Urban exploration, a hobby in which urbexers visit and photograph abandoned and decaying sites, offers one example of informal and fleeting documentary practice. The visual outputs of urban exploration are often found via websites and social media channels, with reposting by the public facilitating wider dissemination of images. The informal, shadowy, and sometimes transitory documentary practices that feature in urban exploration often exist as digital traces of the hobby. This article explores the documentary practices of urban explorers through semistructured, face-to-face interviews with seventeen urban explorers as well as investigations of their online presence. The highly secret nature of the hobby places urban explorers outside mainstream social participation; however, their approach to documenting and sharing with others reveals a unique means of understanding how individuals gather, create, share, and document information as part of their evolving documentary practices as individuals and as a hobby community.
{"title":"Urban Exploration: Traces of the Secretly Documented, Decayed, and Disused","authors":"Crystal Fulton","doi":"10.1353/lib.2021.0003","DOIUrl":"https://doi.org/10.1353/lib.2021.0003","url":null,"abstract":"Abstract:While formal documentation processes have long been explored in information science, less about more ephemeral documentary practices has been explored. Urban exploration, a hobby in which urbexers visit and photograph abandoned and decaying sites, offers one example of informal and fleeting documentary practice. The visual outputs of urban exploration are often found via websites and social media channels, with reposting by the public facilitating wider dissemination of images. The informal, shadowy, and sometimes transitory documentary practices that feature in urban exploration often exist as digital traces of the hobby. This article explores the documentary practices of urban explorers through semistructured, face-to-face interviews with seventeen urban explorers as well as investigations of their online presence. The highly secret nature of the hobby places urban explorers outside mainstream social participation; however, their approach to documenting and sharing with others reveals a unique means of understanding how individuals gather, create, share, and document information as part of their evolving documentary practices as individuals and as a hobby community.","PeriodicalId":47175,"journal":{"name":"Library Trends","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/lib.2021.0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44056713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Though the term “gentrification”—a process by which residents in impoverished neighborhoods are displaced and the built environment altered to suit the tastes of wealthier residents—was introduced in 1964, documentary evidence of this phenomenon is still lacking. The author suggests real estate flyers as an appropriate focus for research efforts. The materiality of these documents—paper, photography, and the architectural features they reflect—offers opportunities to expand on extant efforts to document as well as resist gentrification. Examples from the author’s collection of real estate flyers gathered in the neighborhoods of West Oakland, California, are provided. In conclusion, documentary tactics are suggested as a complementary approach to documentation strategy in attempts to capture the sociomaterial dimensions of gentrification.
{"title":"Real Estate Flyers as Documentation of Gentrification","authors":"J. Guerrero","doi":"10.1353/lib.2021.0006","DOIUrl":"https://doi.org/10.1353/lib.2021.0006","url":null,"abstract":"Abstract:Though the term “gentrification”—a process by which residents in impoverished neighborhoods are displaced and the built environment altered to suit the tastes of wealthier residents—was introduced in 1964, documentary evidence of this phenomenon is still lacking. The author suggests real estate flyers as an appropriate focus for research efforts. The materiality of these documents—paper, photography, and the architectural features they reflect—offers opportunities to expand on extant efforts to document as well as resist gentrification. Examples from the author’s collection of real estate flyers gathered in the neighborhoods of West Oakland, California, are provided. In conclusion, documentary tactics are suggested as a complementary approach to documentation strategy in attempts to capture the sociomaterial dimensions of gentrification.","PeriodicalId":47175,"journal":{"name":"Library Trends","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/lib.2021.0006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43347810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:The research presented herein provides insight into the use of chronological and geographical organization in the management of noninstitutional graffiti art image collections online. The use of smartphones and other GPS-enabled technology may lead one to expect precision in the geographic location of images, but this is not the norm when image galleries are often based on submissions from a large variety of sources, a small percentage of which may include the artists of the original works. The fact that graffiti art is very often carried out illegally influences the granularity of geographic information provided by those who submit photos to online graffiti art websites, as well as the willingness of those managing the websites to divulge precise information. Concerning the element of time, images added to the websites also lack precision in the differentiation of when a work was completed, modified, painted over, buffed or otherwise removed, photographed, or added to the image collection. Despite these challenges, time and, even more so, space remain commonly encountered organizational divisions used by those who manage online image galleries of graffiti art.
{"title":"Time and Space in the Organization of Online Graffiti Art Image Collections","authors":"Ann M. Graf","doi":"10.1353/lib.2021.0010","DOIUrl":"https://doi.org/10.1353/lib.2021.0010","url":null,"abstract":"Abstract:The research presented herein provides insight into the use of chronological and geographical organization in the management of noninstitutional graffiti art image collections online. The use of smartphones and other GPS-enabled technology may lead one to expect precision in the geographic location of images, but this is not the norm when image galleries are often based on submissions from a large variety of sources, a small percentage of which may include the artists of the original works. The fact that graffiti art is very often carried out illegally influences the granularity of geographic information provided by those who submit photos to online graffiti art websites, as well as the willingness of those managing the websites to divulge precise information. Concerning the element of time, images added to the websites also lack precision in the differentiation of when a work was completed, modified, painted over, buffed or otherwise removed, photographed, or added to the image collection. Despite these challenges, time and, even more so, space remain commonly encountered organizational divisions used by those who manage online image galleries of graffiti art.","PeriodicalId":47175,"journal":{"name":"Library Trends","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/lib.2021.0010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47451436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:This essay discusses implementation of a community-based participatory research project with the goal to reactivate a dormant community archive. The openED project is the focus of this case study as it provides insight into everyday documentation practices through an assessment and inventory of the archival holdings of the Urbana-Champaign Independent Media Center (UCIMC) in Illinois. Established in 2000, the UCIMC is a grassroots collective of citizen journalists, artists, and community organizers. As an early hub in the nascent and global Indymedia network, this collective represents an antiglobalist and anticorporate agenda through magnifying community voices of underrepresented and marginalized groups. The UCIMC archive reflects this agenda, as it is a community-created collection of physical and digital materials representing the everyday documentation of the organization. From protest signs to radio and news articles, the core collection of member-created and member-collected material exists to support the activist mission of Indymedia. From the outset, the openED project faced a number of daunting challenges, both in locating the archival material and as the UCIMC entered a period of severe financial crisis in early 2019. This article is a reflection on lessons learned and strategies applied to create accessible and collaborative everyday documentation at the UCIMC community archive.
{"title":"Chaos and Conception in the openED Archive","authors":"K. L. Barre, C. Richardson","doi":"10.1353/lib.2021.0008","DOIUrl":"https://doi.org/10.1353/lib.2021.0008","url":null,"abstract":"Abstract:This essay discusses implementation of a community-based participatory research project with the goal to reactivate a dormant community archive. The openED project is the focus of this case study as it provides insight into everyday documentation practices through an assessment and inventory of the archival holdings of the Urbana-Champaign Independent Media Center (UCIMC) in Illinois. Established in 2000, the UCIMC is a grassroots collective of citizen journalists, artists, and community organizers. As an early hub in the nascent and global Indymedia network, this collective represents an antiglobalist and anticorporate agenda through magnifying community voices of underrepresented and marginalized groups. The UCIMC archive reflects this agenda, as it is a community-created collection of physical and digital materials representing the everyday documentation of the organization. From protest signs to radio and news articles, the core collection of member-created and member-collected material exists to support the activist mission of Indymedia. From the outset, the openED project faced a number of daunting challenges, both in locating the archival material and as the UCIMC entered a period of severe financial crisis in early 2019. This article is a reflection on lessons learned and strategies applied to create accessible and collaborative everyday documentation at the UCIMC community archive.","PeriodicalId":47175,"journal":{"name":"Library Trends","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/lib.2021.0008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47283092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Film genre is used in the “everyday” description of films, as well as by professional intermediaries, such as critics, curators, and librarians. This article examines seven film genre vocabularies used to describe and organize motion picture collections from across the spectrum of environmental and functional contexts: genre lists from two streaming services, the list used for the International Movie Database, those genres included on the “film genres” page of Wikipedia, the “professional” vocabularies of three film institutes (in the United States, United Kingdom, and Australia, respectively), as well as that developed by the Library of Congress, that is, its Library of Congress Genre/Form Terms (LCGFT), which covers films as well as other materials. The six nonlibrary genre vocabularies were mapped to the LCGFT, with degrees of alignment determined using a seven-point matching scale for each term. The most commonly mapped genres, as well as those that did not map to LCGFT at all, are identified and analyzed. Considerable nonalignment between most of the nonlibrary vocabularies and LCGFT was found; a range of likely factors involved is discussed, with the “professional” library and curatorial vocabularies not necessarily being more aligned. Various genres that did not map to LCGFT were suggested for possible inclusion.
{"title":"Film Genres through Different Lenses: Mapping Commonly Used Film Vocabularies onto the Library of Congress Genre/Form Terms","authors":"P. Hider, Hollie White, Phillipa Barlow","doi":"10.1353/lib.2021.0007","DOIUrl":"https://doi.org/10.1353/lib.2021.0007","url":null,"abstract":"Abstract:Film genre is used in the “everyday” description of films, as well as by professional intermediaries, such as critics, curators, and librarians. This article examines seven film genre vocabularies used to describe and organize motion picture collections from across the spectrum of environmental and functional contexts: genre lists from two streaming services, the list used for the International Movie Database, those genres included on the “film genres” page of Wikipedia, the “professional” vocabularies of three film institutes (in the United States, United Kingdom, and Australia, respectively), as well as that developed by the Library of Congress, that is, its Library of Congress Genre/Form Terms (LCGFT), which covers films as well as other materials. The six nonlibrary genre vocabularies were mapped to the LCGFT, with degrees of alignment determined using a seven-point matching scale for each term. The most commonly mapped genres, as well as those that did not map to LCGFT at all, are identified and analyzed. Considerable nonalignment between most of the nonlibrary vocabularies and LCGFT was found; a range of likely factors involved is discussed, with the “professional” library and curatorial vocabularies not necessarily being more aligned. Various genres that did not map to LCGFT were suggested for possible inclusion.","PeriodicalId":47175,"journal":{"name":"Library Trends","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/lib.2021.0007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48944198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:In this article, we argue that mutual adaptation can also be applied to understand graduate student implementation of curriculum. We position McLaughlin’s framework as an important tool for understanding students’ responses to the written and taught curriculum. Open pedagogy experiments can strategically introduce doctoral students to open practices, shaping their adoption of open educational resources (OER) and open pedagogy in their future teaching endeavors. This article describes the cocreation of a doctoral-level course assignment for a midwestern university’s School of Education. Utilizing the Association of College and Research Libraries’ Framework for Information Literacy, the course prepared doctoral students to curate resources for an OER research guide about commonly used research methodologies. Two librarians and one professor provided active mentoring on OER and infused information literacy concepts in the doctoral course through active learning tools, including video chalk talks, research consultations, and a card sort activity. Using McLaughlin’s theory of mutual adaptation, we analyzed student online discussions and course evaluations for evidence of mutual adaptation, resistance, and cooptation. While students generally exhibited mutual adaptation (emerging, mastery, and investment), findings center on when and how students co-opted or resisted the curriculum related to open access and authorship. The article concludes with implications for theory and practice and recommendations for practitioners interested in designing effective open pedagogy experiments and furthering doctoral students’ adoption of open practices.
{"title":"Open Pedagogy as an Approach to Introducing Doctoral Students to Open Educational Resources and Information Literacy Concepts","authors":"S. Hare, Julie Marie Frye, B. Samuelson","doi":"10.1353/lib.2020.0041","DOIUrl":"https://doi.org/10.1353/lib.2020.0041","url":null,"abstract":"Abstract:In this article, we argue that mutual adaptation can also be applied to understand graduate student implementation of curriculum. We position McLaughlin’s framework as an important tool for understanding students’ responses to the written and taught curriculum. Open pedagogy experiments can strategically introduce doctoral students to open practices, shaping their adoption of open educational resources (OER) and open pedagogy in their future teaching endeavors. This article describes the cocreation of a doctoral-level course assignment for a midwestern university’s School of Education. Utilizing the Association of College and Research Libraries’ Framework for Information Literacy, the course prepared doctoral students to curate resources for an OER research guide about commonly used research methodologies. Two librarians and one professor provided active mentoring on OER and infused information literacy concepts in the doctoral course through active learning tools, including video chalk talks, research consultations, and a card sort activity. Using McLaughlin’s theory of mutual adaptation, we analyzed student online discussions and course evaluations for evidence of mutual adaptation, resistance, and cooptation. While students generally exhibited mutual adaptation (emerging, mastery, and investment), findings center on when and how students co-opted or resisted the curriculum related to open access and authorship. The article concludes with implications for theory and practice and recommendations for practitioners interested in designing effective open pedagogy experiments and furthering doctoral students’ adoption of open practices.","PeriodicalId":47175,"journal":{"name":"Library Trends","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/lib.2020.0041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46531374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Campus partnerships are an increasingly common and dynamic entity on college campuses. To successfully achieve institutional goals, campus partners must collaborate and create communities of practice. Open educational resources (OER) is a rapidly growing area in higher education due to the increasing costs of attending college and increased student debt. By providing access to OER, colleges are supporting student success, increasing retention of students, and, most importantly, contributing to reducing students’ higher education debt. OER initiatives often fall under the purview of the academic library. While the library is an excellent place to start an affordable learning initiative, identifying pertinent campus partners and forming communities of practice will improve awareness of OER and increase OER adoption. This study utilized a survey to identify levels of current awareness and adoption of OER among faculty at a master’s comprehensive four-year public university in Pennsylvania. The goal was to provide a benchmark for assessing future progress. It also provided structure and a programming plan for a newly developed collaboration between the library, distance education, and Information Services & Technology. Survey results assisted the partnership in identifying ways to collaborate and implement strategies to increase awareness and adoption of OER on campus.
{"title":"Role of Campus Community in Open Educational Resources: The Benefits of Building a Collaborative Relationship with Campus IT and Distance Education Departments","authors":"Kerry Walton","doi":"10.1353/lib.2020.0039","DOIUrl":"https://doi.org/10.1353/lib.2020.0039","url":null,"abstract":"Abstract:Campus partnerships are an increasingly common and dynamic entity on college campuses. To successfully achieve institutional goals, campus partners must collaborate and create communities of practice. Open educational resources (OER) is a rapidly growing area in higher education due to the increasing costs of attending college and increased student debt. By providing access to OER, colleges are supporting student success, increasing retention of students, and, most importantly, contributing to reducing students’ higher education debt. OER initiatives often fall under the purview of the academic library. While the library is an excellent place to start an affordable learning initiative, identifying pertinent campus partners and forming communities of practice will improve awareness of OER and increase OER adoption. This study utilized a survey to identify levels of current awareness and adoption of OER among faculty at a master’s comprehensive four-year public university in Pennsylvania. The goal was to provide a benchmark for assessing future progress. It also provided structure and a programming plan for a newly developed collaboration between the library, distance education, and Information Services & Technology. Survey results assisted the partnership in identifying ways to collaborate and implement strategies to increase awareness and adoption of OER on campus.","PeriodicalId":47175,"journal":{"name":"Library Trends","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/lib.2020.0039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49355350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:How can librarians seize the radical affordances of OER to complicate standard narratives with the stories of those historically and systemically marginalized? Using work created through the University of Idaho’s Think Open Fellows 2019–20 Cohort as a starting point, the author explores how these projects created OER content that demonstrates Lambert’s three principles of OER and social justice. The author discusses the unique potentials of the academic library to support intentionally engaged OER as well as the responsibility of librarians to center marginalized perspectives in their work with faculty as cocreators and identifiers of OER. A discussion of some of the transformative aspects of this work follows, including the potential impacts on librarians with marginalized identities in creating intentionally engaged OER, as briefly examined through bell hooks’s notion of engaged pedagogy. The article concludes with a call to action, inspired by hooks and Austin, to specifically and intentionally diversify the perspectives represented in the OER we identify and create as librarians.
摘要：图书馆员如何抓住OER的激进可供性，将那些历史上和系统上被边缘化的人的故事与标准叙事复杂化？作者以爱达荷大学Think Open Fellows 2019-20 Cohort创建的工作为起点，探讨了这些项目如何创建OER内容，展示了Lambert的OER和社会正义三大原则。作者讨论了学术图书馆在支持有意参与的OER方面的独特潜力，以及图书馆员在与教师作为OER的共同创建者和识别者的工作中集中边缘化视角的责任。以下是对这项工作的一些变革性方面的讨论，包括对具有边缘化身份的图书馆员在创建有意参与的OER方面的潜在影响，通过bell hooks的参与教育学概念进行了简要考察。文章最后呼吁采取行动，灵感来自hooks和Austin，具体而有意地使我们作为图书馆员确定和创建的OER中所代表的观点多样化。
{"title":"It’s Not (Just) About the Cost: Academic Libraries and Intentionally Engaged OER for Social Justice","authors":"Marco Seiferle-Valencia","doi":"10.1353/lib.2020.0042","DOIUrl":"https://doi.org/10.1353/lib.2020.0042","url":null,"abstract":"Abstract:How can librarians seize the radical affordances of OER to complicate standard narratives with the stories of those historically and systemically marginalized? Using work created through the University of Idaho’s Think Open Fellows 2019–20 Cohort as a starting point, the author explores how these projects created OER content that demonstrates Lambert’s three principles of OER and social justice. The author discusses the unique potentials of the academic library to support intentionally engaged OER as well as the responsibility of librarians to center marginalized perspectives in their work with faculty as cocreators and identifiers of OER. A discussion of some of the transformative aspects of this work follows, including the potential impacts on librarians with marginalized identities in creating intentionally engaged OER, as briefly examined through bell hooks’s notion of engaged pedagogy. The article concludes with a call to action, inspired by hooks and Austin, to specifically and intentionally diversify the perspectives represented in the OER we identify and create as librarians.","PeriodicalId":47175,"journal":{"name":"Library Trends","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/lib.2020.0042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44434388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Many stakeholders make up the open educational resources (OER) landscape and include faculty, students, administrators, librarians, bookstore managers, traditional publishers, OER authors/publishers/aggregators, and advocacy and support organizations. Each group operates from a unique perspective, and interest in OER is motivated by different factors. Moving forward, can all stakeholder groups be successful and work together? This article examines conditions facing each group while also noting barriers preventing movement toward OER. To further analyze interrelationships and interdependencies among groups, we present five specific types of power to describe how each group can exert power over and influence the other stakeholder groups, as well as be subjected to the power of others. A more complete understanding of the power dynamics at play in the OER movement will benefit those seeking to further their own interests, whether in favor of OER, opposed to OER, or undecided.
{"title":"Power Dynamics in a Complex OER Environment: Who Is Leading the Way?","authors":"Thomas L. Reinsfelder, Jacob P. Moore","doi":"10.1353/lib.2020.0038","DOIUrl":"https://doi.org/10.1353/lib.2020.0038","url":null,"abstract":"Abstract:Many stakeholders make up the open educational resources (OER) landscape and include faculty, students, administrators, librarians, bookstore managers, traditional publishers, OER authors/publishers/aggregators, and advocacy and support organizations. Each group operates from a unique perspective, and interest in OER is motivated by different factors. Moving forward, can all stakeholder groups be successful and work together? This article examines conditions facing each group while also noting barriers preventing movement toward OER. To further analyze interrelationships and interdependencies among groups, we present five specific types of power to describe how each group can exert power over and influence the other stakeholder groups, as well as be subjected to the power of others. A more complete understanding of the power dynamics at play in the OER movement will benefit those seeking to further their own interests, whether in favor of OER, opposed to OER, or undecided.","PeriodicalId":47175,"journal":{"name":"Library Trends","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/lib.2020.0038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43192411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Introduction: Open Educational Resources and the Academic Library","authors":"Elizabeth Dill, M. Cullen","doi":"10.1353/lib.2020.0036","DOIUrl":"https://doi.org/10.1353/lib.2020.0036","url":null,"abstract":"","PeriodicalId":47175,"journal":{"name":"Library Trends","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/lib.2020.0036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43998955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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