OER Field Guide for Academic Librarians

The section opens by highlighting the increasing inaccessibility of post-secondary education for many due to escalating costs. Over the past decade, the cost of college has soared, with tuition and fees increasing by 63 percent, housing costs (excluding board) rising by 51 percent, and textbook prices skyrocketing by a staggering 88 percent (Bureau of Labor, 2016). This price surge has severely impacted access, preventing an estimated 2.4 million low-to-moderate income, college-qualified high school graduates from pursuing higher education (Advisory Committee on Student Financial Assistance, 2006). The inability of many students to finance their education through earnings alone has resulted in a massive reliance on student loans. Consequently, total student loan debt in the United States has reached a staggering $1.45 trillion (Board of Governors of the Federal Reserve System, 2017), with delinquency rates averaging a concerning 11.2 percent (Federal Reserve Bank of New York, 2017). This unsustainable debt burden underscores the urgent need for innovative solutions to make higher education more affordable.

As a viable solution to the affordability crisis in higher education, the text introduces Open Educational Resources (OER) as a catalyst for positive change. OER, defined as teaching, learning, and research resources residing in the public domain or under licenses allowing free use and repurposing (Hewlett Foundation, n.d.), present a powerful alternative to expensive commercial educational products. The text emphasizes OER's ability to foster new collaborative relationships between academic communities and educational content. The example of David Wiley's Project Management for Instructional Designers (PM4ID) project at Brigham Young University is cited to illustrate this. Wiley's students co-authored and edited a specialized open textbook addressing the needs of instructional designers, showcasing how OER empowers students as content producers, thereby increasing the relevance of course assignments and materials. This successful project exemplifies the transformative potential of OER within the classroom setting.

This section delves into the mechanics of the textbook market to explain the spiraling costs. Unlike typical markets, the textbook market operates similarly to the prescription drug market: instructors dictate which specific textbook students must purchase, regardless of alternative options. This lack of consumer choice, coupled with market control by five major publishers holding nearly 90 percent of the market share (Koch, 2013), enables publishers to manipulate prices. Textbook prices have increased at over three times the rate of inflation between January 1977 and June 2015, resulting in a 1,041 percent increase (Popken, 2015). Publishers further inflate costs by bundling textbooks with digital resources that require access codes, negating the cost savings associated with purchasing used textbooks. The practice of mandatory course materials fees, often bypassing student consent, reinforces these unsustainable pricing models, limiting student access to materials and creating ethical concerns regarding copyright and usage data.

This part of the text highlights the growing grassroots movement among students advocating for OER. Student Public Interest Research Groups (PIRGs) in the U.S. have been instrumental in raising awareness about textbook affordability since 2003, actively promoting open textbooks since 2008. Student-led initiatives on campuses across the U.S. and Canada have resulted in successful campaigns, including the establishment of OER grant programs, university-wide OER networks, and the recognition of OER contributions in faculty evaluations. The text emphasizes the role of students in driving institutional change by advocating for high-quality, affordable OER that directly aligns with course content. Open textbook libraries, such as OpenStax (based at Rice University), are highlighted as significant resources providing readily-available alternatives to traditional textbooks. OpenStax, since 2012, has saved an estimated $340 million for students, demonstrating the scale of potential savings through OER adoption.

This section emphasizes the transformative potential of Open Educational Resources (OER) in reshaping teaching and learning. It highlights how OER provides cost-effective alternatives to traditional commercial textbooks, thereby improving accessibility and affordability for students. A prime example cited is the Project Management for Instructional Designers (PM4ID) project at Brigham Young University, where students collaboratively authored and updated a specialized open textbook. This initiative demonstrates how OER not only serves as a replacement for expensive commercial products but also actively engages students as content creators, enhancing their learning experience and increasing the relevance of course materials. The shift from passive consumption to active production of educational content is a key benefit highlighted in this section.

The effectiveness of OER is assessed through student and instructor feedback. A 2013 study involving eight post-secondary institutions in the U.S. found that 90 percent of instructors reported their students were equally or more prepared using open textbooks compared to previous semesters using traditional materials (Bliss et al.). This finding suggests that the free and readily available nature of OER, along with the potential for better alignment with learning needs, contributes to improved student preparedness. Further research involving 320 post-secondary students in Canada found overwhelmingly positive feedback regarding the quality of open textbooks, with 63 percent rating them as above average or excellent (Jhangiani & Jhangiani, 2017). These studies strongly support the assertion that OER provides a high-quality, cost-effective educational alternative without compromising the effectiveness of learning outcomes.

A significant discrepancy exists between recommended student budgets for course materials and actual student spending. The College Board's 2016 report indicates a recommended budget of $1,200-$1,400 annually for books and supplies, while the National Association of College Stores (NACS) reports average student spending of only $602 (a 14 percent decrease since 2007). This suggests that students are not purchasing all required materials. A survey of 22,000 Florida students revealed that high textbook prices negatively affect academic behavior, with two-thirds of students failing to purchase required textbooks (Florida Virtual Campus, 2016). This data clearly illustrates the significant impact of textbook costs on student access to learning resources and the consequent impact on academic performance, further underscoring the importance of affordable options such as OER.

Academic libraries are positioned as key players in the promotion and implementation of Open Educational Resources (OER). The text highlights their evolving role from simply locating and organizing content to actively leading funding initiatives, providing training for faculty, and creating the infrastructure necessary for the creation, storage, and dissemination of OER. This expanded role reflects a recognition of the connection between OER efforts (which aim to increase affordability and encourage new teaching methods) and existing open access (OA) and open data initiatives within libraries. To overcome faculty concerns about time constraints in finding or creating alternative teaching materials, libraries are developing incentive and grant programs, supporting campus-wide OER projects, and dedicating staff time to advocacy and support. The strategic placement of OER initiatives within various library departments (e.g., scholarly communication, teaching and learning, collections) is discussed, recognizing that these various units offer unique strengths and expertise for successful OER integration.

The City University of New York (CUNY) system, particularly Borough of Manhattan Community College (BMCC), is presented as a successful example of library-led OER initiatives. Amaral's work at BMCC illustrates how library support for OER aligns with existing library missions, resources, and priorities. The text highlights CUNY's top-down approach, with library leadership actively promoting low- and no-cost course materials. This success is attributed to measurable approaches that demonstrate clear positive outcomes. The example highlights how clear goals, librarian engagement, and collaboration contribute to creating an active and engaged culture around OER, ultimately advancing the concept of knowledge as a public good. Specific achievements at BMCC, such as significant cost savings for students (approximately $1 million by fall 2017) and overwhelmingly positive faculty feedback following training workshops, are cited to demonstrate the impact of these library-centered initiatives.

The text acknowledges that integrating OER initiatives into existing library responsibilities presents challenges, particularly for smaller institutions with limited staffing. However, it positions these challenges as opportunities for collaboration. Libraries, through their existing relationships with writing centers, tutoring services, and other academic departments, are ideally positioned to disseminate information about OER to both faculty and students. The text underscores the library's role in coordinating campus-wide efforts to support teaching and learning. The creation of dedicated OER Librarian positions is suggested as a way to address the workload, while highlighting that even without dedicated positions, existing library staff are well-suited to partner with other campus groups to promote and support OER adoption. This section emphasizes the value of collaboration and leveraging existing relationships to overcome resource limitations.

Securing sustainable funding is crucial for the long-term viability of library-led OER programs. The text suggests several funding avenues, including reallocating funds from existing library resources (e.g., textbook reserves), leveraging relationships with Friends of the Library or community groups, and actively pursuing grants from organizations like the National Endowment for the Humanities (NEH) and the Institute of Museum and Library Services (IMLS). The challenge of securing consistent funding for OER initiatives—often categorized as ‘special projects’—is acknowledged. The text stresses the need for greater efforts to institutionalize OER funding within libraries to ensure the sustainability of OER as a core library service. This section emphasizes that securing funding is a continuous and important element of building successful long term library-led OER programs.

A significant challenge to widespread Open Educational Resources (OER) adoption is the lack of faculty awareness. A 2016 study by the Babson Survey Research Group revealed that a majority (58%) of faculty members reported being generally unaware of OER, while only 26% considered themselves aware or very aware (Allen et al., 2016). This lack of awareness is even more pronounced regarding open textbooks specifically, with nearly two-thirds (66%) of faculty reporting general unawareness (Allen et al., 2016). While a modest increase in awareness has been observed between 2014 and 2016, the persistent lack of knowledge underscores the need for increased efforts to educate faculty about the availability and benefits of OER. This lack of awareness is a major obstacle to broader implementation, as faculty are less likely to adopt resources they are unfamiliar with. Increased discoverability through various means is suggested as a potential method to improve faculty awareness of OER.

This section addresses faculty concerns that impede OER adoption. Time constraints are a frequently cited obstacle; faculty may lack the time needed to locate and/or create suitable OER alternatives to existing teaching materials. To mitigate this, libraries have started various incentive and grant programs. The document also discusses the importance of addressing the common misconception about the quality of OER. The section presents findings from studies demonstrating that students taught with open textbooks report similar or better preparedness and perceive the quality of OER to be equal to or better than traditional materials. These research findings (Bliss et al., 2013; Jhangiani & Jhangiani, 2017) offer counterarguments to concerns about OER quality and can be utilized to encourage adoption. The need for more instructor training and knowledge regarding course material selection is also highlighted (Gall, 1981; Stein, Steuen, Carnine & Long, 2001).

Several strategies are suggested to facilitate faculty engagement with OER. Providing opportunities for faculty to gain hands-on experience with OER, such as through workshops or grant programs, is seen as a key method. Open Textbook Network workshops where faculty review existing open textbooks and receive stipends are presented as successful examples. Addressing faculty uncertainty regarding grant application processes through informational sessions is also recommended. Another effective approach involves leveraging peer influence. Departments struggling with consistency in courses taught by multiple graduate assistants may find the adoption of a single open textbook beneficial. Showcasing successful OER implementations on campus can encourage adoption; identifying faculty already utilizing OER and leveraging their positive experiences helps to demonstrate the practical benefits of the resources. The document emphasizes that continuous communication and feedback from faculty are essential for making improvements to OER adoption programs.

The text strongly advocates for building partnerships to effectively expand Open Educational Resources (OER) initiatives. It argues that while a well-resourced library could potentially implement an OER program independently, collaborating with various stakeholders significantly accelerates progress, broadens reach, and improves efficiency. The success of OER initiatives is directly linked to the collaboration and coordinated efforts of different groups. The document emphasizes that OER initiatives often begin as small collaborations but can grow exponentially through strategic partnerships. This collaborative approach is presented as a ‘no-brainer’ for maximizing impact and achieving sustainability, contrasting with the difficulties of implementing significant changes in education.

The document identifies several crucial partner groups for expanding OER initiatives. Student Government Associations (SGAs) are highlighted for their potential in raising awareness, advocating for OER adoption (including support for student fees to fund OER courses), and even recognizing faculty champions of OER. Examples such as GVSU's SGA focusing on awareness and UMass Amherst's SGA recognizing 'OER Champions' are cited. Faculty support offices (including instructional designers, educational technology specialists, and teaching and learning centers) are also identified as key partners, providing professional development, grant funding, and consultation services. However, engaging these offices can be challenging due to limited resources and competing priorities, requiring sustained relationship-building and information sharing. The text also suggests bookstores as valuable partners, given their existing relationships with faculty and students. Grand Valley State University (GVSU)'s experience of collaborating with its bookstore to facilitate OpenStax textbook adoption is provided as a positive case study. The collaboration between Follet and Lumen Learning is mentioned as an example of bookstores actively becoming involved in OER initiatives.

Building and maintaining effective partnerships requires ongoing effort, clear communication, and flexibility. The text stresses the importance of clearly defined goals and expectations that are regularly reviewed throughout collaborations. The need for flexibility in adapting to changing circumstances and priorities is also highlighted. The example of Kansas State University (K-State) is used to demonstrate that although initial support from administrative offices may be limited, demonstrating a strong return on investment (ROI) and showcasing positive student and faculty experiences helps to secure ongoing support and funding. The transient nature of student involvement, particularly with SGAs, is also discussed. Strategies for maintaining these partnerships include re-engaging new students, involving students in grant application reviews and event planning, and staying in communication with SGA officers following elections. The challenges of managing schedules and deadlines in collaboration are mentioned, emphasizing the importance of agreed-upon communication methods (Goodset, Loomis, & Miles, 2016). The text emphasizes the exponential rewards of this effort.

The Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education (2016) is presented as a relevant framework for integrating open education concepts into information literacy instruction. The Framework's six frames, focusing on knowledge practices and dispositions, are highlighted as applicable to both students and faculty. Areas of overlap between the Framework and open education principles are identified, including information creation as a process, the value of information, research as inquiry, strategic exploration, the contextual nature of authority, and scholarship as conversation. The Framework's student-centric language is noted as also applicable to faculty and administrators, providing a structure for integrating open education principles into broader conversations about information literacy.

The section discusses the convergence of scholarly communication and information literacy within academic libraries, often managed separately. The ACRL Framework is credited with strengthening this connection. The work of Scott Warren and Kim Duckett (2010, 2013) is highlighted as an example of integrating scholarly communication into information literacy instruction, using a sociocultural and economic framework to discuss peer review and the economics of information access. Zoe Fisher's (2017) Twitter thread is cited as an example of how OER naturally arises in information literacy conversations with students, illustrating spontaneous teachable moments about textbook affordability, course reserves, and library resource limitations. The authors stress the importance of proactive collaborative planning by open education and information literacy librarians to create intentional teachable moments around OER within information literacy instruction, enhancing students' understanding of information production and consumption.

The section offers examples of successful integration between open education and information literacy. Billy Meinke's (2017, 2018) work at the University of Hawaiʻi at Manoa is presented as a case study of mapping faculty learning outcomes for OER creation and adaptation to the ACRL Framework's six frames. This mapping helped demystify the OER design process for faculty. The collaboration between Meinke (a technologist) and Reed (a librarian) further explored these connections, emphasizing OER quality, collaboration, and student privacy. The example of BCcampus, a government-funded organization in British Columbia, is also used to illustrate the impact of broad collaboration between different stakeholders, including libraries, government agencies, students, and international leaders in open education, in achieving significant success in OER adoption and cost savings (over CA$2 million). These examples highlight the potential for impactful collaboration extending beyond individual institutions.