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Discovery, Metadata & Accessibility: Consultation: Home

Overview

Consultation
Effective CONSULTATION with instructors about OER and affordable library content involves a balanced exchange of information. Academic support staff must gather details about the instructor’s course needs, teaching style, and learning outcomes, while also explaining how OER and no-cost resources work. Key topics include customization options, copyright, and licensing rules, as well as the technical and pedagogical impacts. Throughout the consultation, it's important to respect the faculty's expertise, workload, and existing materials, focusing on support and benefits without being overly critical or prescriptive.

Consultation Topics

An OER or reading list consultation is a two-way information exchange. The instructor needs to get more information about how OER and reading lists work, and be told what sort of support they can expect if they embark down those roads. The librarian or instructional designer needs to gather information from the instructor that will help them identify resources that meet the learning (course objectives and learning outcomes) and teaching (pedagogy, preferences, and teaching style) goals for the course.

Helpful Information to Gather

  • Narrative from instructor describing interest
  • Course logistics and timeframe
  • Actual documents being used, like syllabi, rubrics, assessments, and learning outcomes
  • Instructor background
  • Concerns
  • Open licensing awareness
  • Goals
  • Course topics
  • Learning outcomes
  • Tools
  • Pedagogy
  • New or Redesign
  • Resource Types

Managing Data and the Paper Trail

OER and affordability practitioners have shared a wide range of forms, templates, logs, and other documents that help with collecting information, brainstorming ideas, and visualizing processes. At this point, there probably already is a physical or digital "paper trail" from planning exercises, but this is likely some of the first data being collected about actual services. Now would be a good time, if it hasn't been done already, to formulate policies and procedures about how data will be collected, stored, shared, permissioned, aggregated, and so on. Here are some questions to answer:

  • Will you categorize data by project, department, type of document, librarian, budget index, or something else?
  • How will files and folders be named to ensure consistency and ease of retrieval? (e.g., "ProjectName_Date_DocumentType")
  • Will any of the data collected be considered privileged/private?
  • Will you share some of the documents as "working documents' with instructors and support staff?
  • How will you respond when an instructor asks to see or duplicate a colleague's reading list?
  • Will there be a centralized knowledge base or index that tracks all documents and their locations?
  • What metadata will be captured for each document?
  • What additional information (e.g., author, creation date, project tags) will be recorded to help organize and locate documents?
  • Where will the data be stored?
  • Will you use cloud storage, local servers, or a hybrid approach? If using cloud storage, which platform will be used (e.g., Google Drive, OneDrive, Dropbox)?
  • Who needs access to the data?
  • Which stakeholders or team members require access to specific types of information? Will access be role-based or need-based?
  • What permissions and access controls will be in place to ensure that only authorized individuals can view or edit certain documents?
  • How will you handle requests for access or data sharing? Is there a formal request procedure?
  • Are there different levels of access, such as read-only, edit, or administrative access?
  • Are there any specific legal requirements or institutional policies regarding data privacy and protection that need to be adhered to (e.g., GDPR, FERPA)?
  • What reporting capabilities are needed?
  • How will incoming data be aggregated?
  • What methods or tools will be used to aggregate data from various sources or formats into a cohesive system?
  • What software or tools will be used for data analysis?
  • Which team members or departments are responsible for collecting, aggregating, and analyzing the data?
  • What is the lifecycle of the data being collected?
  • What are the stages from collection to archiving or deletion for different types of data?
  • How will data be updated or revised over time?
  • How will changes to documents and data be tracked? Will there be a version control system to manage revisions and edits?
  • What training programs or resources will be available to ensure all stakeholders understand how to handle data properly?
  • Is there a mechanism for users to provide feedback on the efficiency and usability of the data management system?

As a two-way street, the consultation is an opportunity to provide information and lay out support expectations with the instructor. Bring a few examples to the consultation to illustrate different open licenses, peer review processes, and to spur other questions. The goal is to ensure the instructor is well-informed about the benefits, responsibilities, and methods associated with using OER or library resources.

Topics You May Cover

Cover all the benefits without assuming they are familiar with OER, open pedagogy, or affordability initiatives; and be forthright about the challenges and time commitments.

  • Understanding OER and No-Cost Library Content: Explain the scope and purpose of OER and no-cost library resources, and the types of materials available (e.g., textbooks, articles, multimedia), highlighting their benefits in improving student access, reducing costs, and offering flexible, customizable teaching materials.
  • Copyright and Open Licensing: Clarify the different Creative Commons licenses, their implications for use and adaptation, and the importance of attribution. Review the fair use guidelines for reading list management systems and explain e-resource licensing.
  • Customization and Adaptation: Inform instructors about the potential for adapting OER materials to fit their teaching style and needs of their students, and discuss the tools and support available for customization.
  • Quality and Relevance of Resources: Guide instructors on assessing the academic rigor, quality, and pedagogical effectiveness of OER and library resources. Offer criteria or rubrics for evaluation.
  • Technical Considerations: Ensure the instructor is aware of any technical requirements for using OER or library content (e.g., file formats, compatibility with learning management systems) and has an idea how the systems work from request to delivery.
  • Project Expectations and Timeline: Outline the instructor's role in the OER initiative, including time commitments, deadlines, and available support (e.g., technical assistance, instructional design, copyright guidance).
  • Impact on Pedagogy and Student Engagement: Discuss how using OER or no-cost library content might require shifts in teaching strategies or pedagogy, and highlight opportunities for increased student engagement, collaboration, and active learning.

Communications Savvy

Focus on the benefits and opportunities that new resources or methods could offer instead of being overly critical or negative about current circumstances,

  • Avoid negative framing: Refrain from us vs. them language and positioning OER and no-cost library resources solely as an opposition to commercial publishers.
  • Respect academic freedom: Avoid suggesting that instructors should adopt specific resources or methodologies. Instead, provide options and support to help them make informed decisions.
  • Be sensitive to workload: Do not impose on an instructor’s time or suggest changes without understanding their current practices and workload. Suggest practical, manageable steps rather than overwhelming them with extensive new projects or initiatives.
  • Be sensitive to resource quality concerns: Acknowledge these concerns and provide evidence of OER’s efficacy without dismissing their apprehensions.
  • Honor faculty expertise: Respect their autonomy and expertise in their subject areas.
  • Tread lightly on critique: If discussing their current teaching materials or methods, avoid coming across as overly critical.
  • Respect existing content: When discussing OER, be careful not to imply that current textbooks or materials are inadequate or outdated. 
  • Avoid jargon: Using overly technical language or jargon can alienate instructors. 
  • Understand institutional dynamics: Be aware of the political and interpersonal dynamics within departments. Avoid taking sides or making assumptions and commentary about departmental preferences or conflicts.