1,720,971 research outputs found
We Went to Selma: Collecting and Archiving Data for the Digital Humanities
No full textImpromptu Lighting Talk, describing a project to document the social media output and artwork generated by a faculty/student trip to Selma in commemoration of the anniversary of the Civil Rights-era march across the bridge
Open Educational Resources @ Butler University: Gateway to Access and Advocacy in Open Education
Full text linkThis session reports on the progress of the Open Education Resources @ Butler University web portal. The portal was designed with 2 goals: (1) to provide a platform for the advocacy of OERs and (2) to provide an extensive list of resources with consideration given to their integration among departmental introductory courses at Butler. This project explicates a role academic libraries can play in Open Education
Digital Commons Annual Report 2014-2015
Full text linkDetails the activity of Digital Commons @ Butler University, 2014-2015
Data from: Measuring Altruistic Impact: A Model for Understanding the Social Justice of Open Access
No full textThis data corresponds to the article "Measuring Altruistic Impact: A Model for Understanding the Social Justice of Open Access
In Defense of the Arts: Creation and Culture in a Time of War (1939-1945)
No full textOmeka Exhibit featuring Creative works and Journalism from Butler University and Indiana from 1939-1945
Researchers like Money: Library Funding to Support Open Access Publishing via Article Processing Fees
Full text linkOpen Access publishing is publishing, and it costs money. At the UO Libraries, one of the ways we are supporting OA publishing though a pilot Article Processing Charge Fund. It is designed to support all researchers - from undergraduates to faculty to staff - in publishing their work in fully open access journals and books. Now in its second year, we can share what works, difficulties we’ve encountered, ways we are expanding financial support for open access publishing, and how this program has facilitated advocacy for open access
Room 2
No full textRoom 2: Creating Interactive Open Content Zoom Link: https://lanecc.zoom.us/j/94430798683 Authoring to Enabling New Adopters: My Journey Creating Ancillaries for OpenStax Astronomy by Andrea Goering, Lane Community College Building Interactive OER Content with Twine by Stewart Baker, Western Oregon University Leaning In: Working with Others Benefits All by Alishia Huntoon and David DeRoche, Oregon Institute of Technology Impacts of Open Pedagogy in Professional Learning by Susan Payne, Oregon Department of Education H5P for Assessment by Mick Davis, Umpqua Community College Facilitator: Franny Gaede, University of OregonCommittee member: Meggie Wright, Lane Community Colleg
Data from: Measuring Altruistic Impact: A Model for Understanding the Social Justice of Open Access
No full textThis data corresponds to the article "Measuring Altruistic Impact: A Model for Understanding the Social Justice of Open Access
Teaching Copyright through Pop Culture for Public Scholarship-Based Instruction
Full text linkAs instructors have embraced project-based learning and students have engaged in remix and creator culture, digital scholarship librarians at the University of Oregon have sought to build digital fluency and technological self-efficacy through instruction. While instructors frequently seek support for teaching technology tools, many who wish to create public-facing projects with their students recognize the importance of introducing fair use, copyright, and the ethics of engaging with different kinds of intellectual property, including traditional knowledge within closed cultural systems.
While specific lessons are as diverse as the disciplines adopting public scholarship, copyright and fair use instruction in the United States tends to rest on the same basic principles. There exist many free course modules ready for adaption and adoption if asynchronous instruction is possible and we have found that heavy emphasis on the four factors guiding fair use outside of class provide an excellent foundation for in-class activities and discussion.
Case law in the United States has shaped our understanding of fair use and that case law is embedded in our cultural history. That being said, in the 2020s, many of the parties involved have been relegated to history and/or irrelevancy, so finding of-the-moment examples on social media and in the news becomes more important. These modern examples allow students to consider copyright from the perspective of both creators and consumers and as scholars and private individuals.
We have paid special attention to working with traditional knowledge in the context of copyright and fair use, noting that just because one may have legal permission to use something doesn’t mean that it’s ethical – the case of Navajo Nation vs. Urban Outfitters Navajo Nation v. Urban Outfitters as one example. We pay particular attention to the work of Trevor Reed in this context. We teach Local Contexts Traditional Knowledge (TK) and Biocultural (BC) Labels and how to read and interpret rights statements from cultural heritage institutions to determine permissions for reuse.
Other case studies included in this chapter include: using Creative Commons-licensed materials in a student project; licensing a student-created project with a Creative Commons license; leading a class discussion based on a pop culture fair use activity; and integrating open access and scholarly communication into discussions of copyright in pop culture contexts
Owning Your Omeka: Teaching DIY Digital Scholarship through a Scaffolded Workshop Series
Full text linkIn February 2019, UO Libraries opened the new UO Libraries Digital Research, Education, and Media (DREAM) Lab to be a space for faculty and graduate students to learn new digital scholarship tools, methods, and techniques, data management and visualization, instructional design, accessibility, user experience, and assessment. With a strong campus appetite to develop Omeka-based digital humanities projects, Digital Scholarship Services (DSS) librarians designed its first DIY digital scholarship workshop series called Owning Your Omeka with intention to empower researchers and educators to make their own digital exhibits using Reclaim Hosting.
Between December 2018-February 2019, DSS librarians designed a three-part six-hour scaffolded workshop series to teach faculty and graduate students about the basics of web hosting, setting up Omeka Classic on Reclaim Hosting, and Curatescape, an Omeka theme and plugins framework for storytelling using geospatial locations. In addition to teaching Omeka and Reclaim Hosting technology requirements, librarians utilized constructivist teaching methodologies to guide interactive lesson activities; ACRL Information Literacy Framework and International Society for Technology in Education Standards to clearly articulate knowledge expectations and support lesson learning outcomes; Digital Library Federation’s Digital Library Pedagogy Group’s recommends for learner comprehension checks; technology intensive classroom management strategies; and an end of workshop teaching evaluation form to identify what learners liked, found unclear, desires for workshop changes, and what they could apply from the workshop in their research practice. After using these instruction methods, DSS librarians reflected on instruction practice modifying the series to improve learner technical pitfalls, classroom management and formative assessment strategies
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