November 2022 - Canadaoer - lists.bccampus.ca

CFP: The place of teaching in academic librarians' work - due Dec. 20
by Emily Carlisle-Johnston 13 Dec '22

13 Dec '22

The Canadian Journal of Academic Librarianship (CJAL) invites submissions to our special issue on the place of teaching in academic librarians’ work. CJAL is an open access, peer-reviewed journal published by the Canadian Association of Professional Academic Librarians (CAPAL). "Librarians teach. It might not be what we planned to do when we entered the profession, or it may have been our secret hope all along. Either way, we teach." (Oakleaf et al. 2012, 6) Teaching has become a core activity in academic libraries over the last decades, but librarians may find their teaching role to be a complicated one. Formal instruction largely began in the 1960s and 1970s as a grassroots movement led by librarians rather than library administrators or library schools (Mellon 1987), and some librarians still feel their library administrations do not understand or value their teaching. New librarians may still feel their education has left them unprepared for teaching. At the same time, some administrations are now creating dedicated teaching units and high-level administrative positions focused on teaching and learning, as well as providing greater support for learning to teach. Many librarians identify as teachers or educators as well as librarians, but may not consider themselves as teachers in the same way as faculty, and may not consistently define their work as teaching (Davis, Lundstrom, and Martin 2011). Some may feel anxious or ambiguous about the role (Lundstrom, Fagerheim, and Van Geen 2021; Mattson, Kirker, Oberlies, and Byrd 2017). We invite authors to contribute to these ongoing conversations by submitting proposals for inclusion in this special issue of CJAL. Both big picture and narrow focus on specific contexts/topics are welcome, including conceptual pieces, empirical studies, and case studies of practice. Authors interested in participating are asked to submit a proposal (maximum 800 words plus bibliography) as an email attachment (Word document or PDF) to can.j.acad.lib(a)gmail.com by December 20, 2022. For more information, please see the full CFP on the CJAL website: https://cjal.ca/index.php/capal/announcement/view/872. -- La Revue canadienne de bibliothéconomie universitaire (RCBA) invite des soumissions de propositions pour son numéro spécial sur la place de l'enseignement dans le travail des bibliothécaires universitaires. La RCBA est une revue en libre accès, évaluée par des pairs et publiée par l'Association canadienne des bibliothécaires universitaires professionnels (CAPAL). "Les bibliothécaires enseignent. Ce n'était peut-être pas ce que nous avions prévu de faire lorsque nous sommes entré.e.s dans la profession, ou c'était peut-être notre espoir secret depuis le début. D'une manière ou d'une autre, nous enseignons." (Oakleaf et coll. 2012, 6) L'enseignement est devenu une activité centrale dans les bibliothèques universitaires au cours des dernières décennies, mais les bibliothécaires peuvent trouver leur rôle d'enseignant.e compliqué. L'enseignement formel a commencé en grande partie dans les années 1960 et 1970 en tant que mouvement populaire dirigé par des bibliothécaires plutôt que par des administrateurs de bibliothèque ou des écoles de bibliothéconomie (Mellon 1987), et certain.e.s bibliothécaires ont encore l'impression que leurs administrations de bibliothèque ne comprennent pas ou n'apprécient pas leur rôle en enseignement. Les nouveaux bibliothécaires peuvent encore avoir l'impression que leur éducation les a laissé.e.s mal préparé.e.s pour enseigner. Parallèlement, certaines administrations créent désormais des unités d'enseignement dédiées et des postes administratifs de haut niveau axés sur l'enseignement et l'apprentissage, ainsi qu'un soutien accru à l'apprentissage de le pédagogie. De nombreux bibliothécaires s'identifient comme enseignant.e.s ou éducatrices.teurs ainsi que bibliothécaires, mais peuvent ne pas se considérer comme enseignant.e.s de la même manière que les professeur.e.s et peuvent ne pas définir systématiquement leur travail comme de l' enseignement (Davis, Landsturm et Martin 2011). Certains peuvent se sentir anxieuses.eux ou ambigu.e.s quant au rôle (Landsturm, Fagerheim et Van Geen 2021 ; Mattson, Kirker, Oberlies et Byrd 2017). Nous invitons les auteurs à contribuer à ces conversations en cours en soumettant des propositions à inclure dans ce numéro spécial de CJAL. Les auteurs sont les bienvenus, qu'ils aient une vue d'ensemble ou qu'ils se concentrent sur des contextes/sujets spécifiques, y compris les articles conceptuels, les études empiriques et les études de cas pratiques. Les auteur.e.s intéressé.e.s à participer sont invité.e.s à soumettre une proposition (maximum 800 mots plus bibliographie) en pièce jointe (document Word ou PDF) à can.j.acad.lib(a)gmail.com d'ici le 20 décembre 2022. Pour plus d'informations, veuillez consulter l’appel de proposition complet sur le site du CJAL: https://cjal.ca/index.php/capal/announcement/view/872. -- Emily Carlisle-Johnston (she/her), MLIS Research and Scholarly Communication Librarian University of Western Ontario London, ON, Canada p. 519-661-2111 ext. 84382

1 2

Course marking - Environmental scan
by Roen Janyk 29 Nov '22

29 Nov '22

Hi all, I am working with the BC Open Education Librarians group to plan an event for Open Education week in March. As part of our planning, we are wondering which Canadian institutions are marking courses as having open textbooks or being 'Zed Cred' in their course registration system. If this is something your organization is doing please let me know. We are also interested in the ERP/course registration system you use, such as Banner. Thank you! Roen Roën Janyk, BA MLIS Web Services Librarian Okanagan College Kelowna, BC (250) 762-5445 x.4660 | L101A rjanyk(a)okanagan.bc.ca<mailto:rjanyk(a)okanagan.bc.ca> I respectfully acknowledge that our campuses are located on the traditional and unceded territory of the Sylix Okanagan, Secwepemc, and Sinixt peoples. Learn more about Syilx Okanagan<https://www.syilx.org/> and Secwepemc<http://shuswapnation.org/> peoples, their homelands and governance.

3 2

Open textbook on thermodynamics
by Yan, Claire 29 Nov '22

29 Nov '22

Hello, I recently created and published an open textbook Introduction to Engineering Thermodynamics, funded by UBC OER grant. The book is written by using BCcampus Pressbooks and is intended for the 1st thermodynamics course at the university/college level. https://www.oercommons.org/courses/introduction-to-engineering-thermodynami… I would appreciate if you could distribute the link via the canadaoer Listserv. Regards, Claire Yan Ph.D., P.Eng. (She/Her/Hers<https://equity.ubc.ca/resources/gender-diversity/pronouns/>) Associate Professor of Teaching, Engineering Faculty of Applied Science | School of Engineering The University of British Columbia | Okanagan | Syilx Okanagan Nation Territory EME 4221, 1137 Alumni Ave | Kelowna BC | V1V 1V7 Canada Phone 250 807 8631 | Fax 250 807 9850 yu.yan<mailto:yu.yan(a).ubc.ca>@ubc.ca<http://ubc.ca/> www.ubc.ca/okanagan/engineering<http://www.ubc.ca/okanagan/engineering>

1 0

Opening Up Copyright Update
by Michael McNally 08 Nov '22

08 Nov '22

Hello OER Colleagues, The University of Alberta’s *Opening Up Copyright (OUC) <https://sites.library.ualberta.ca/copyright/>* instructional modules team is pleased to announce the launch of five new modules: - Copyright in the K-12 Context <https://sites.library.ualberta.ca/copyright/modules/copyright-in-the-k-12-c…> - Creating and Sharing Copyright Protected Materials in the K-12 Context <https://sites.library.ualberta.ca/copyright/modules/creating-and-sharing-co…> - Introduction to Copyright <https://sites.library.ualberta.ca/copyright/modules/introduction-to-copyrig…> - Working With Copyright <https://sites.library.ualberta.ca/copyright/modules/working-with-copyright/> - Opening Up Copyright: An Introduction <https://sites.library.ualberta.ca/copyright/modules/opening-up-copyright-ou…> The first two modules address copyright in the K-12 context, and were developed in collaboration with Dr. Cathy Adams (University of Alberta, Faculty of Education) and with support from the University of Alberta's Support for Advancement of Scholarship (SAS) fund. The next three modules introduce users to both the topic of copyright and the series itself. After five years the project has 35 modules total, and is now able to provide instructional resources from the most introductory aspects of copyright to explorations of specific sections of the *Copyright Act* and relevant case law. In addition, the following article has been added to the Scholarly Contributions <https://sites.library.ualberta.ca/copyright/scholarly-contributions/> section of the website: Guy, J., and McNally, M. B. (2022). “Ten key factors for making educational and instructional videos.” Scholarly and Research Communication, 13(2): 1-18. https://doi.org/10.22230/src.2022v13n2a423 Special thanks to all the contributors to the series, and specifically the seven Graduate Research Assistants, whose hard work and creativity has been crucial to its development and success over the past five years. In Winter 2023 we will begin working on the review and updating of all the instructional modules, with a focus on the following: - Access Copyright v. York University - Public Domain, and other modules that deal with term length If you or someone you know might be interested in translating the modules, the OUC team would be happy to discuss potential funding possibilities to facilitate both translating and a research study of how the modules must be adapted (with respect to script, visuals, and the final videos themselves). All of the OUC modules, including slides and scripts, are published under a Creative Commons Attribution (CC-BY) licence. This means they can be adopted and adapted by anyone. If you are linking to, adopting, or adapting the modules we would love to hear about it! We can be reached at ouc(a)ualberta.ca Michael, on behalf of the (current) OUC team -- Michael McNally, Adrian Sheppard, and Amanda Wakaruk

1 0