The signatories of the Helsinki Initiative on Multilingualism in Scholarly Communication support recommendations to keep research international and multilingual to be adopted by policy-makers, leaders, universities, research institutions, research funders, libraries, and researchers. This initiative helps to support bibliodiversity, protect locally relevant research, and promote language diversity in research evaluation. Signatories, events, media, and more information can be found at https://www.helsinki-initiative.org/

The Histology Laboratory Drawings resource contains 104 hand drawn sketches by Dr. Christensen for the laboratory sessions he conducted in the Medical Histology Course for first year medical students. The drawings were done with felt markers on a white board in the lab during the morning of the day a particular topic was being studied in the course. When the laboratory session began, the drawings were briefly discussed, and they could be seen by the students throughout the laboratory period.You can view the drawings individually on flickr, or you can download the full collection of drawings by navigating to the materials tab.

Students utilize ice core data to develop a simple climate model, test it and then analyze, through reading IPCC materials, what other variables might need to be included in a model that more accurately predicts climate response to forcings. They are then asked to reflect on the use of models in scientific inquiry and on climate skeptics view of climate models.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This guide provides a means to identify the core components of OA and how they are implemented across the spectrum between “Open Access” and “Closed Access”. Journals have built policies that vary widely across the six fundamental aspects of OA – reader rights, reuse rights, copyrights, author posting rights, automatic posting, and machine readability. This, in turn, has caused confusion among authors seeking to make informed publishing decisions, funders seeking to formulate and enforce their access policies, and other stakeholders within the research ecosystem. The HowOpenIsIt? Open Access Guide consolidates the key elements of journal policies into a single, easy-to-follow resource that interested parties can use to move the conversation beyond the deceptively simple question of, “Is It Open Access?” toward a more productive evaluation of “How Open Is It?”.

This presentation covers the foundational elements of APA 7th edition. Students learn how to create bibliographic references and in-text citations for the major source types (books, journal articles, websites, and videos). The presentation also includes information on DOIs.

With the release of ChatGPT in November 2022, the field of higher education rapidly became aware that generative AI can complete or assist in many of the kinds of tasks traditionally used for assessment. This has come as a shock, on the heels of the shock of the pandemic. How should assessment practices change? Should we teach about generative AI or use it pedagogically? If so, how? Here, we propose that a set of open educational practices, inspired by both the Open Educational Resources (OER) movement and digital collaboration practices popularized in the pandemic, can help educators cope and perhaps thrive in an era of rapidly evolving AI. These practices include turning toward online communities that cross institutional and disciplinary boundaries. Social media, listservs, groups, and public annotation can be spaces for educators to share early, rough ideas and practices and reflect on these as we explore emergent responses to AI. These communities can facilitate crowdsourced curation of articles and learning materials. Licensing such resources for reuse and adaptation allows us to build on what others have done and update resources. Collaborating with students allows emergent, student-centered, and student-guided approaches as we learn together about AI and contribute to societal discussions about its future. We suggest approaching all these modes of response to AI as provisional and subject to reflection and revision with respect to core values and educational philosophies. In this way, we can be quicker and more agile even as the technology continues to change.

We give examples of these practices from the Spring of 2023 and call for recognition of their value and for material support for them going forward. These open practices can help us collaborate across institutions, countries, and established power dynamics to enable a richer, more justly distributed emerging response to AI.

This presentation covers the foundational elements of MLA 9th edition. Students learn how to create bibliographic references and in-text citations for the major source types (books, journal articles, websites, and videos).

Step-by-step guidance about how to make peer-reviewed research articles and unrefereed preprints available open access.

This online course is about Zotero (https://www.zotero.org/), a free citation manager that helps you collect, organize, and cite journal articles and other information sources. This course explains how to install and use the main features of Zotero. Use this course in whatever way works for you. Complete the whole course or complete only the parts you have questions about. Watch the videos, or read the transcripts, or download the instruction files and learn Zotero by trying it out yourself.

The potential of information and communication technology (ICT) to promote economic growth, eradicate poverty, and assist the integration of emerging countries into the global economy has garnered widespread agreement. Accessible ICTs has become an obligation that as is governed by policies and procedures all around the world. Therefore, training the next generation of experts has now strategic aim of governments and institutes working toward inclusion and sustainable future. there also is a growing consensus that strengthening research capacity requires a concerted effort across multiple institutes. This paper discusses an overview of the ICT accessibility Research Capacity Building in the State of Qatar, including a Case Study on Our Experience at HBKU University and Working Together with the Mada Centre.

A Twine choose your own adventure flipbook that teaches students the concept of authority from the "Authority is Constructed and Contextual" frame, as outlined in the Association for College and Research Libraries' (ACRL) Framework for Information Literacy in Higher Education (2015). Created by students in ISI 6372 Information Literacy at the University of Ottawa, Winter 2020.

Introduction to the CourseThis module will introduce students to the overall goals of the course, contextualizing the creation of alternative library spaces within two key movements currently seeking to transform library spaces:  Learning Commons and MakerSpaces. Students will be asked to begin reflecting on the complex factors which are involved in successful planning and implementiation of transformative solutions in their school library settings.Two suggestions for a final project for the course are: Project Have each student document where they believe their library is in its evolution of change, explain how its current environment is supporting inquiry for students in their school today.  Then using tools from the course develop a plan for obtaining the information needed to project into the future what their school library and school could be in the next 10 years.   Develop a persuasive argument to present to school administrators why resources should be allocated to initiate the plan.  How could the plan improve student learning, enrich instruction and support the mission of the school?   How would the physical space and your role within it change?Alternative ProjectYour district is launching a new STEM Charter Middle School in the next year.  Initially there is no plan for a library in the Charter School; it will be a one-to-one environment, large studio style learning environments, extensive access to technology, and planners have decided a library is too“traditional” and unnecessary in the new building.   Consider the educational model, the curriculum, the diversity of instructors and students and why the district has approved this concept for new construction.  You believe strongly that the new school needs the inquiry based skills a librarian can provide and ask for the opportunity to present an alternative library concept to the board.  The school board gives you six months to research, compile data, and you have access to the original concept team of educators and the school design team as you plan.   Prepare your presentation for the board. 

FREE infographic you can download and print to distribute or share with your school. If you would like
printed glossy 11×17 posters, we would be happy to mail to your schools, free of charge. Send a request by emailing: info@copyrightandcreativity.org.

IST Lesson Plan TemplateBergen Community CollegeIST Lesson Template Learning Outcome:Previous Lesson:Lesson Topic:Materials:Focusing Event (Ice Breaker):Lesson Activity Procedure:Step 1Step 2Step 3Step 4Enduring Understandings / Essential Questions   Assessment:  Reflection:

Use this template to create lessons for IST Master Course at Bergen Community College

Students access the ice core data archived at Lamont-Doherty Geological Observatory. They select a core (Greenland, Antarctica, Quelcaya), pose a working hypothesis regarding the data, import the data in an Excel-readable format, and examine the data to determine correlations between variables and cause/effect as recorded in leads and lags. They generate a written and graphical analysis of the data and, in the next lab period, discuss the similarities and differences among their group outputs in terms of demonstrated correlations, assumptions required, effects of latitude, and any other item that arises.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This resource was created to help students understand that implicit biases are mental shortcuts that all brains do. They happen without awareness and are socially conditioned and unconscious. A person's conscious mind might not truly agree with the implicit bias that they harbor and could unintentionally act upon.It is important to learn about implicit bias to prevent the negative consequences of these biases. To thrive in this world, we all need to know how to work together. Unfortunately, some barriers need to be overcome. Teamwork skills are vital, and a positive, inclusive environment helps greatly in the development of teamwork skills.

This is a resource for improving reading skills or habits. It is suitable for students or individuals that intends to find out steps for improving reading skills.

Preliminary Research Exhibition

Short Description:
This exhibition presents the preliminary major research project ideas of OCAD University’s Inclusive Design 2019/2021 cohort. These projects explore a spectrum of themes, ranging from healthcare, to sensory experiences, to storytelling and services for cultural communities, to neurodiversity, and finally, to design practices and processes themselves.

Word Count: 28442

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Journal article abstract: With the help of academic search engine optimization (ASEO), publications can more easily be found in academic search engines and databases. Authors can improve the ranking of their publications by adjusting titles, keywords and abstracts. Carefully considered wording makes publications easier to find and, ideally, cited more often. This article is meant to support authors in making their scholarly publications more visible. It provides basic information on ranking mechanisms as well as tips and tricks on how to improve the findability of scholarly publications while also pointing out the limits of optimization. This article, authored by three scholarly communications librarians, draws on their experience of hosting journals, providing workshops for researchers and individual publication support, as well as on their investigations of the ranking algorithms of search engines and databases.

A brief Inroduction to the achievements of Dr. Tessy Thomas, who is addressed as India's missile woman.

A brief introduction to Information Literacy that includes research and source types.Videos are close-captioned.

The intent of this OER is twofold: to offer a free or low cost quality text to our students in a one-unit information literacy course and to offer a starting place to anyone who wishes to develop their own class or OER. It is intentional that this text is not San Diego City College specific because the skills we teach in our LIBS 101, and are reflected in this OER, are transferable skills. This allows students to take what they learn here and apply it to any information need in any environment: academia, careers, life-long learning, bar bets, or what have you. It is not an attempt to be a comprehensive book on information literacy, but rather a brief overview in support of this one-unit class.

During your studies you will frequently be asked to write a paper. For such a paper you will need information, but how do you get it? What exactly do you need? Where can you find it? How do you go about it? Almost anyone can use Google, of course, but more is expected of a TU Delft student!
We challenge you to go beyond using the popular search engines. This instruction will help you discover what there is to learn about information skills.

This instruction follows on from the online instruction Information Literacy 1, in which you learned how to find, evaluate and use information. Today’s instruction is intended for advanced users.

This collection brings together scholarship and pedagogy from multiple perspectives and disciplines, offering nuanced and complex perspectives on Information Literacy in the second decade of the 21st century. Taking as a starting point the concerns that prompted the Association of Research Libraries (ACRL) to review the Information Literacy Standards for Higher Education and develop the Framework for Information Literacy for Higher Education (2015), the chapters in this collection consider six frameworks that place students in the role of both consumer and producer of information within today's collaborative information environments. Contributors respond directly or indirectly to the work of the ACRL, providing a bridge between past/current knowledge and the future and advancing the notion that faculty, librarians, administrators, and external stakeholders share responsibility and accountability for the teaching, learning, and research of Information Literacy.

These exercises are originally part of the KLaSS module developed by King's College London Library Services to provide information literacy e-learning to students across our faculties. They were built and developed with Adobe Captivate 9 and published in HTML5 format, suitable for use with Moodle.This set of exercises is designed to provide information literacy support to students in the Faculty of Natural & Mathematical Sciences, which encompasses subjects like Informatics, Computer Science, Mathematics and Geography. The database used to demonstrate the principles is Web of Science, a broad resource holding literature on a wide variety of STEM subjects.The lessons cover the following topics:Planning an effective literature search - how to focus a research question and identify its key topics and componentsFinding literature - how to use different search techniques like truncation in Web of ScienceFinding full text articles in Web of Science - how to use the SFX system to look up the full texts of search results, and what to do if you don't immediately get accessWeb of Science Search Tips - using slightly more advanced techniques to run better searches, like using phrase searchingCombining searches in Web of Science - how to use AND & OR to broaden and refine seaches in Web of Science to retrieve relevant articles and informationFiltering search results in Web of Science - how to use Web of Science's filtering options to futhere refine results and exclude irrelevant articlesEach topic has a demonstration video, narrated by the author Tom Edge.The exercises have been published in HTML5 format so they should be compatible with any modern LMS. The authors have only used these files in Moodle 3.0, so cannot offer support for another LMS.

The Information Literacy User’s Guide introduces students to critical concepts of information literacy as defined for the information-infused and technology-rich environment in which they find themselves. This book helps students examine their roles as information creators and sharers and enables them to more effectively deploy related skills. This textbook includes relatable case studies and scenarios, many hands-on exercises, and interactive quizzes.

Short Description:
Revised for local use at Minneapolis Community & Technical College by Elissah Becknell and Rebecca March

Long Description:
Revised for local use at Minneapolis Community & Technical College by Elissah Becknell and Rebecca March

Good researchers have a host of tools at their disposal that make navigating today’s complex information ecosystem much more manageable. Gaining the knowledge, abilities, and self-reflection necessary to be a good researcher helps not only in academic settings, but is invaluable in any career, and throughout one’s life. The Information Literacy User’s Guide will start you on this route to success.

The Information Literacy User’s Guide introduces students to critical concepts of information literacy as defined for the information-infused and technology-rich environment in which they find themselves. This book helps students examine their roles as information creators and sharers and enables them to more effectively deploy related skills. This textbook includes relatable case studies and scenarios, many hands-on exercises, and interactive quizzes.

Word Count: 56817

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Can we really trust our perception? This post outlines some common ways that our brains perceive or interpret information in a way that does not produce accurate knowledge.

Learn how to evaluate medical information as a non-medical expert using information literacy principles such as currency, noting research questions and methods and verifying claims with multiple sources.

Word Count: 2714

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

The act of physically protecting the computers. The first rule of any type of computer safety is restricting physical access to it. If a bad guy can get their hands on the computer assume they will be able to gain access to all data contained within.

Our third video in our Information Security series (part of the Introduction to Computer course) focuses on Authentication. Authentication is basically proving you are who you say you are

There are three forms of authentication
•Something you know
•Something you have
•Something about you

This video focuses on date protection. We look at how to migrate your data from old to new devices, the importance of data backup AND how to make sure no one can steal your data off a discarded hard drive.

Data is always priceless

Three topics:
-Data migration
-Data backup
-Data disposal

Steps taken to protect computer networks. We cover permissions, user policies (especially how they can get you fired), expectations of privacy, and wireless security.

Links from Video:
-The System Administrator Song http://youtu.be/OpGN3oT1thA

Our 6 video in the Information Security series (part of Introduction to Computers). We introduce students to the concept of Internet Security.

Specifically we look at defining the players: hackers, crackers, and script kiddies. We also look at steps the home user should take to harden the computer: keep their computer updates, run anti-malware software, and have a firewall.

Video 7 of our information security series (part of Introduction to Computers) we examine malware. Malware is a blanket term that means malicious code, it includes things like viruses, Trojans, worms and spyware.

Links from Video:
-AVG by Grisoft: http://free.avg.com/us-en/homepage
-AVAST: http://www.avast.com
-ClamWin: http://www.clamwin.com/
-Microsoft Security Essentials: http://windows.microsoft.com/en-us/windows/security-essentials-download

Our last video in the Information Security lesson covers my favorite topic, social engineering. In this video we look at: Dumpster Diving, Shoulder Surfing, Tailgating, and Spam & Phishing.

I also tell the story about how I used tailgating to get access to a classroom at the FBI Academy.

Links from Video:
•Internet Storm Center: https://isc.sans.edu/
•SNORT: https://www.snort.org/
•Security Now: http://twit.tv/sn
•Internet Crime Complaint Center: http://www.ic3.gov/default.aspx
•Hak5: http://hak5.org/
•Facecrooks (facebook.com/Facecrooks)

Students need to understand systems and the systems concept, and they need to understand the role of ICT in enabling systems. Students will learn the characteristics of good systems (e.g., intuitive, likable, error-resistant, fast, flexible, and the like). Knowing the characteristics of good systems will permit students to demand well designed systems and to suggest how existing systems should be changed. Students need to understand the affordances, directions, and limits of hardware, software, and networks in both personal and organizational dimensions. They also need to appreciate that, as technical capabilities change and new ones arise, more opportunities to apply ICT for efficiency, effectiveness, and innovation are afforded. They need to understand the process for developing and implementing new or improved systems and the activities of IS professionals in this process.

This book is written as an introductory text, meant for those with little or no experience with computers or information systems. While sometimes the descriptions can get a little bit technical, every effort has been made to convey the information essential to understanding a topic while not getting bogged down in detailed terminology or esoteric discussions.

Information visualization is concerned with the visual and interactive representation of abstract and possibly complex datasets. As we encounter growing datasets in various sectors there is an increasing need to develop effective methods for making sense of data. Information visualization relies on computational means and our perceptual system to help reveal otherwise invisible patterns and gain new insights. Across various fields, there is great hope in the power of visualization to turn complex data into informative, engaging, and maybe even attractive forms. However, it typically takes several steps of data preparation and processing before a given dataset can be meaningfully visualized. While visualizations can indeed provide novel and useful perspectives on data, they can also obscure or misrepresent certain aspects of a phenomenon. Thus it is essential to develop a critical literacy towards the rhetoric of information visualization. One of the best ways to develop this literacy is to learn how to create visualizations! The tutorials offer a practical approach to working with data and to create interactive visualizations.

The tutorials require basic familiarity with statistics and programming. They come as Jupyter notebooks containing both human-readable explanations as well as computable code. The code blocks in the tutorials are written in Python, which you should either have already some experience with or a keen curiosity for. The tutorials make frequent use of the data analysis library Pandas, the visualization library Altair, and a range of other packages. You can view the tutorials as webpages, open and run them on Google Colab, or download the Jupyter notebook files to edit and run them locally.

Deb Baker created this after consulting with faculty, librarians, and colleagues from around the country. The idea was to create a practical tool for assessing information literacy that anyone could use, was easy to norm, and focused on what students could do and where research instruction could be improved to increase students' information literacy. This rubric can help improve student success and information literacy learning outcomes in research assignments for any course. Used early in the semester it can serve as a diagnostic tool for supporting student researchers in developing the skills and habits of mind needed to successfully find and use information to answer a question, support a thesis, or solve a problem. Students could even use it to self-assess.

Cover photo by Glenn Carstens-Peters on Unsplash

Infografia que explica com instal·lar i fer servir el gestor de referències bibliogràfiques Mendeley

Word Count: 5459

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

A slider tool students can use to reflect on how their cognition affects how they interact with technology.

AERO’s Interactive Evidence Decision-Making Tool is designed to help teachers, educators and leaders use evidence to make decisions about a new or existing practice or program based on AERO’s Standards of Evidence.

The first video in the Internet series of videos supporting the Introduction to Computers and BCIS series.

In this video we talk about what is a computer network and how that relates to the Internet. We also talk about some of the basic types of network hardware we need to make a network as well as the difference between a LAN and WAN.

If you have no background in networking this is the video to start with before you go any further into the Internet series.

We love our definitions and in this video we define what the Internet is. We take a quick look at how the Internet got its start. Finally we look at how to get on the Internet, how to pick the right ISP and check to see how fast you are surfing.

Links from video:
http://www.speedtest.net/
http://speedtest.comcast.net/

Get ready to Geek out. In this video we take a look under the hood of the Internet. We see what technologies run the Internet and more importantly how the make our lives easier.

Topics we cover include :
*TCP/IP
*HTTP & HTTPS
*FTP
*SMTP
*POP3
*Telnet

Links from Video:
FileZilla https://filezilla-project.org/
CuteFTP: http://www.cuteftp.com/
SmartFTP; http://www.smartftp.com/
Cyberduck: http://cyberduck.io/?l=en
Mozilla Thunderbird: http://www.mozilla.org/en-US/thunderbird/
Star Wars ASCII: http://youtu.be/Dgwyo6JNTDA

This set of investigations focuses on the use of sedimentary facies (lithologies interpreted to record particular depositional environments) to interpret paleoenvironmental and paleoclimatic changes in Neogene sediment cores from the Antarctic margin. Particular attention is given to characteristics of settings close to the ice (ice-proximal) and far from the ice (ice-distal) in high-latitude settings. In Part 1, students build their knowledge of polar sediment lithologies and the corresponding facies through conceptual diagrams, geological reasoning, and use of core images and core logs (a graphical summary of the sediments). In Part 2, the core log for the entire 1285m ANDRILL 1-B core is presented. Students characterize each of the key lithostratigraphic subdivisions and use their knowledge of depositional facies to write a brief history of the Neogene climatic and environmental conditions in the Ross Sea region. In Part 3, students use their core log reading skills and facies knowledge to evaluate patterns in the Pliocene sediments from ANDRILL 1-B. They quantitatively correlate patterns in their dataset with cycles in insolation (incoming solar radiation), influenced by changes in the Earth's orbit during the Pliocene.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Lección introductoria al concepto de bases de datos, sus características y la importancia de su implementación. 

This introductory exercise covers everything you need to know to get started with ArcGIS Pro 3.0.
We start with turning the program on, data management, the project interface, adding and manipulating raster and vector data, symbology and other display techniques, layouts and more.

This exercise was written in ArcGIS Pro 3.0.1
No previous geospatial experience is needed, but users will need to have access to ArcGIS Pro.
Basic computer literacy is expected.
The exercise is part of the introductory curriculum developed at Utah State University for their Applied GIS Certificate program.

Word Count: 18930

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Word Count: 21993

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This book acknowledges our changing information landscape, covering key concepts in information literacy to support a research process with intention. We start by critically examining the online environment many of us already engage with every day, looking at algorithms, the attention economy, information disorder and cynicism, information hygiene, and fact-checking. We then move into an exploration of information source types, meaningful research topics, keyword choices, effective search strategies, library resources, Web search considerations, the ethical use of information, and citation.

This course is designed to give students the tools necessary to search, find, evaluate, cite, create, and publish responsible, ethical scholarship. Covers information literacy and how it applies to all aspects of their lives (profession, personal, entertainment), the need for accurate and appropriate citation, and how they are currently contributing to the scholarly conversation as well as how they can continue to do so.

This syllabus contains information, websites, and resources that are freely available to students as an alternative to a single textbook that is purchased. The semester course focuses on two major sections: 1) Learning Microsoft Office 2019 and 2) Computer Concepts. Students should develop a comfortable understanding of working in Microsoft Office 2019 as well as gain knowledge of computer concepts after taking this course.

This workshop will introduce you to Jupyter Notebooks, a digital tool that has exploded in popularity in recent years for those working with data. You will learn what they are, what they do and why you might like to use them.

It is an introductory set of lessons for those who are brand new, have little or no knowledge of coding and computational methods in research. This workshop is targeted at those who are absolute beginners or ‘tech-curious’. It includes a hands-on component, using basic programming commands, but requires no previous knowledge of programming.

Introduction to Library Research was written by librarians at Clackamas Community College to support LIB 101. It covers topic sentences and keywords, catalog, database, and Google searching, and evaluation of information.

Course syllabus for MUS 180: Introduction to Library Research MethodsThe purpose of this course is to orient you to music research, for academic and professional purposes. You will also receive an introduction to writing about music including citing using the 17th edition of the Chicago Manual of Style, and writing program notes. Course content will focus on using library resources including physical and digital collections. Contact the course instructor (Carolyn Doi, Music Librarian, carolyn.doi@usask.ca with any questions or concerns throughout the course. 

Library and Information Science (LIS) is the academic and professional study of how information and information carriers are produced, disseminated, discovered, evaluated, selected, acquired, used, organized, maintained, and managed. This book intends to introduce the reader to fundamental concerns and emerging conversations in the field of library and information science.

A secondary goal of this book is to introduce readers to prominent writers, articles, and books within the field of library science. The book originated as a collection of annotations of important LIS articles. Though these citations are being developed into a fuller text, we hope that this book remains firmly rooted in the literature of LIS and related fields, and helps direct readers toward important resources when a particular topic strikes their fancy.

Lecture slides presented to undergraduates in the School of Chemistry, University of Leeds, UK. 

The materials in this module -- which include PowerPoint slides, two activity worksheets, and a LibGuide -- were developed for a 90-minute "back to basics" professional development workshop for college faculty and staff. The content provides a basic introduction to open educational resources, copyright, and open licenses.

Progress of every profession, academic discipline and society at large rides on the back of research and development. Research generates new information and knowledge. It is a standardized process of identifying problem, collecting data or evidence, tabulating data and its analysis, drawing inference and establishing new facts in the form of information. Information has its life cycle: conception, generation, communication, evaluation and validation, use, impact and lastly a fuel for new ideas. Research results are published in journals, conference proceedings, monographs, dissertations, reports, and now the web provides many a new forum for its communication. Since their origin in the 17th century, the journals have remained very popular and important channels for dissemination of new ideas and research. Journals have become inseparable organ of scholarship and research communication, and are a huge and wide industry. Their proliferation (with high mortality rate), high cost of production, cumbersome distribution, waiting time for authors to get published, and then more time in getting listed in indexing services, increasing subscription rates, and lastly archiving of back volumes have led to a serious problem known as "Serials Crisis". The ICT, especially the internet and the WWW, descended from the cyber space to solve all these problems over night in the new avatar of e-journals. Their inherent features and versatility have made them immensely popular. Then in the beginning of the 21st century emerged the Open Access (OA) movement with the Budapest Open Access Initiative (BOAI). Philosophy of open access is to provide free of charge and unhindered access to research and its publications without copyright restrictions. The movement got support from great scientists, educationists, publishers, research institutions, professional associations and library organizations. The other OA declarations at Berlin and Bethesda put it on strong footings. Its philosophy is: research funded by tax payers should be available free of charge to tax payers. Research being a public good should be available to all irrespective of their paying capacity. The OA has many forms of access and usage varying from total freedom from paying any charges, full permission to copy, download, print, distribute, archive, translate and even change format to its usage with varying restrictions.
In the beginning, OA publications were doubted for their authenticity and quality: established authors and researchers shied away both from contributing to and citing from OA literature. But Committee on Publication Ethics (COPE, 1997) and its code of conduct formulated in collaboration with DOAJ and OASPA, etc. have stemmed the rot. They have defined best practices and compiled principles of transparency for quality control to sift the grain from the chaff; to keep the fraudulent at bay. Now it is accepted that contributors to OA get increased visibility, global presence, increased accessibility, increased collaboration, increased impact both in citations and applications, and lastly instant feedback, comments and critical reflections. This movement has got roots due to its systematic advocacy campaign. Since 2008 every year 21-27 October is celebrated as the OA week throughout the world. There are many organizations which advocate OA through social media and provide guidance for others.
Open Access research literature has not only made new ideas easy and quick to disseminate, but the impact of research can be quantitatively gauged by various bibliometric, scientometric and webometric methods such as h-index, i-10 index, etc. to measure the scientific productivity, its flow, speed and lastly its concrete influence on individuals, and on the progress of a discipline. The OA movement is gaining momentum every day, thanks to technology, organizational efforts for quality control and its measureable impact on productivity and further research. It needs to be strengthened with participation of every researcher, scientist, educationist and librarian. This module covers five units, covering these issues. At the end of this module, you are expected to be able to:
- Define scholarly communication and open access, and promote and differentiate between the various forms of Open Access;
- Explain issues related to rights management, incl. copyright, copy-left, authors’ rights and related intellectual property rights;
- Demonstrate the impact of Open Access within a scholarly communication environment.
This is Module One of the UNESCO's Open Access Curriculum for Library Schools.
Full-Text is available at http://unesdoc.unesco.org/images/0023/002319/231920E.pdf.

This 4-part course is modified from a FORCE11 Scholarly Communication Institute hosted in 2018. It consists of a syllabus, slides, and instructional strategies designed to introduce open education to novices while also developing a more critical and nuanced understanding of complex issues within open education. Concepts or pieces can be reconfigured or adapted to fit other contexts, including workshops, trainings, and online instruction. The first three days of the course provide a foundation by defining OER and Creative Commons, delineating differences between affordable course material solutions and OER, exploring various OER repositories and evaluation tools, and learning about open pedagogy models. The fourth day of the course uses this foundation to explore and interrogate more complex issues, including labor, technocracy, accessibility, openwashing, and the intersection between privacy and openness. We have structured the content so that anyone with some background in scholarly communication (but perhaps no familiarity with open education) is able to learn from the resources firsthand or efficiently adapt them to teach a Library and Information Science course that covers these topics.

Short Description:
This introduction to research methods aims to provide undergraduate health professions students with appropriate guidance, knowledge and skills that are essential for research. This eBook is packed full of practical tips and examples to equip students with the knowledge to engage with research, making it invaluable for students embarking on health research for the first time. The book covers the entire research process, starting with developing a research question, qualitative and quantitative research approaches, ethical considerations, data collection and analysis and the dissemination of the results of the study. Other contents covered in this eBook include conducting a literature review, designing a questionnaire, designing an interview guide and writing a research proposal. This eBook will simplify and breakdown complex research concepts for the students. The free availability of this eBook will make it a lifelong companion for students that can be referred to even after completing their degree. The eBook also has H5P activities such as interactive videos, presentations and quizzes that will enable students to connect theory with practice. Ultimately, this eBook will contribute to the development of tomorrow’s clinical researchers and future leaders in the advancement of health professions research.

Word Count: 42440

ISBN: 978-0-6455878-8-3

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This textbook provides a broad overview of research methods utilized in sociology. It will be of particular value for students who are new to research methods.

Long Description:
This textbook, written in an approachable style, provides a broad overview of research methods utilized in sociology. It will be of particular value for students who are new to research methods. The textbook is divided into 17 chapters, which lead the student from the most basic of concepts, such as “What is research?” through the various stages of planning for a research project, including why and how to write a literature review. Chapters are specifically designed to be compact, are enhanced with topic-specific examples, and conclude with a “Key Takeaways” section. These approaches help maintain the student’s focus and enhances comprehension of the various concepts, approaches, and methodological considerations required to undertake a research project.

Word Count: 72988

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This 2-credit course provides an introduction to research by learning to identify, find, evaluate, incorporate, and cite appropriate sources using a range of research tools. This course is designed for an online class environment and was taught as such in Spring 2020. The course materials have been collaboratively developed by Tacoma Community College librarians, and uses a combination of openly licensed, open access, and library resources.

This introductory course from the FOSTER Consortium (supported by the European Union's Seventh Framework Programme for research, technological development and demonstration and the European Union's Horizon 2020 programme) will help you to understand what Responsible Research & Innovation (RRI) means, where it has come from, and why it can introduce an important and beneficial shift in relations between research, innovation and citizens.

Upon completing the course you will:

Understand what RRI means
Understand the reasons why the term RRI and related practices have emerged
Know about opportunities RRI can provide & obstacles you may face
Know the basics of how to start practicing RRI as a researcher and as an institution/industry

Word Count: 15982

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This tutorial will teach you the basics of using a static site generator. We will be using Hugo to build our demonstration site. We’ll play the role of a scholarly communications librarian. We’ll be using a command line terminal to install software and run commands and a text editor to edit and save plain text files. This in-depth tutorial is estimated to take between three and four hours to complete.

While we will be using Hugo as our static site generator, this tutorial is not intended to be a cover the depth and breadth of Hugo. For that, I refer you to the Hugo documentation and community. Rather, this tutorial is about using static site generators in a library-publishing context.

The development of systems and network concepts for students can begin with this highly interactive inquiry into cell phone networks. Cell phones serve as a handy knowledge base on which to develop understanding. Each cell phone represents a node, and each phone’s address book represents an edge, or the calling relationships between cell phones. Students conceptualize the entire cell phone network by drawing a graphic that depicts each cell phone in the class as a circle (node) connected by directional lines (edges) to their classmate’s cell phones in their address book. Students are queried on the shortest pathway for calling and calling pathways when selected phones are knocked out using school and classroom scenarios.

Students then use a simulation followed by Cytoscape, visually graphing software, to model and interrogate the structure and properties of the class’s cell phone network. They investigate more advanced calling relationships and perturb the network (knock out cell towers) to reexamine the adjusted network’s properties. Advanced questions about roaming, cell towers and email focus on a deeper understanding of network behavior. Both the paper and software network exercises highlight numerous properties of networks and the activities of scientists with biological networks.

Target Audience:
This is an introductory module that we recommend teaching before each of our other modules to give students a background in systems. This module can be applied easily to any content area and works best as written for students between 6th and 12th grades but can be adapted for other ages. The lessons work best when in-person with students. If you are looking for an Introduction to Systems for remote learning, please use our Systems are Everywhere module.

Essential Accessibility for Everyone

Short Description:
With raised awareness and accessibility laws emerging around the world, understanding what inclusive access to the Web means is becoming necessary knowledge for anyone who produces digital content. Much of the current information on Web accessibility requires some technical understanding, and may be difficult to consume for the average person. The instruction here will “interpret” the W3C Web Content Accessibility Guidelines (WCAG 2.1), to make it easier to understand for a general audience. You will have an opportunity to experience barriers firsthand, then experience that content with the barriers removed, developing a practical understanding of web accessibility.

Long Description:
With raised awareness and accessibility laws emerging around the world, understanding what inclusive access to the Web means is becoming necessary knowledge for anyone who produces digital content. Much of the current information on Web accessibility requires some technical understanding, and may be difficult to consume for the average person. The instruction here will “interpret” the W3C Web Content Accessibility Guidelines (WCAG 2.1), to make it easier to understand for a general audience. You will have an opportunity to experience barriers firsthand, then experience that content with the barriers removed, developing a practical understanding of web accessibility.

Word Count: 49103

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

In this writing assingment, students research and analyze the Dust Bowl. Students analyze data, analyze and integrate different sources of information, and present a well developed written argument.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

We must be able to analyze evidence in order to effectively evaluate online information. In this lesson, students practice evaluating evidence that is presented in three online arguments about mandatory Saturday school. This lesson is designed to be taught following the Intro to Who's Behind the Information? Saturday School lesson.https://cor.stanford.edu/curriculum/lessons/intro-whos-behind-the-information-saturday-school

Author emphasis on differences, importance, futuristic aspects and pros & cons of online and conventional teaching

This is an open-source and open access book on how to do Data Science using Julia. The book describes the basics of the Julia programming language DataFrames.jl for data manipulation and Makie.jl for data visualization.

You will learn to:

- Read CSV and Excel data into Julia
- Process data in Julia, that is, learn how to answer data questions
- Filter and subset data
- Handle missing data
- Join multiple data sources together
- Group and summarize data
- Export data out of Julia to CSV and Excel files
- Plot data with different Makie.jl backends
- Save visualizations in several formats such as PNG or PDF
- Use different plotting functions to make diverse data visualizations
- Customize visualizations with attributes
- Use and create new plotting themes
- Add LaTeX elements to plots
- Manipulate color and palettes
- Create complex figure layouts

Ontario University Research Collaboration

Word Count: 66388

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

In these texts, Peter Suber makes the case for open access to research; answers common questions, objections, and misunderstandings; analyzes policy issues; and documents the growth and evolution of open access during its most critical early decade.

Perspektiven auf einen gesellschaftlichen Umbruch

Short Description:
Die Digitalisierung ist ein Phänomen, das unsere Gesellschaft durchdringt und herausfordert. Ihr scheint eine Kraft innezuwohnen, die mit einem Wandel in vielen Bereichen einhergeht. Vor diesem Hintergrund spricht man auch von einer digitalen Transformation, von einem grundlegenden Umbruch, der unser Miteinander durcheinanderwirbelt, neu strukturiert und sich durch eine neue Qualität der Verwobenheit von Mensch, Organisation und Technologie in nahezu allen Lebensbereichen auszuzeichnen scheint. Dieses Kompendium ist der Versuch, die Digitale Transformation aus unterschiedlichen Perspektiven zu beleuchten, um sie jenseits ihrer technologischen Dimension interpretieren, verstehen und begreifen zu können.

Long Description:
Die Digitalisierung ist ein Phänomen, das unsere Gesellschaft durchdringt und herausfordert. Ihr scheint eine Kraft innezuwohnen, die in vielen Bereichen einen Wandel bewirken kann. Vor diesem Hintergrund ist auch die Rede von einer digitalen Transformation, von einem grundlegenden Umbruch, der unser Miteinander durcheinanderwirbelt, neu strukturiert und sich durch eine neue Qualität der Verwobenheit von Mensch, Organisation und Technologie in nahezu allen Lebensbereichen auszuzeichnen scheint. Digitalisierung, verstanden als digitale Transformation, ist damit weit mehr als eine neue technologische Errungenschaft, die technische Prozesse oder betriebswirtschaftliche Verfahrensabläufe effizienter und transparenter macht. Digitalisierung ist vielmehr die Art und Weise, mit der das Digitale unsere Gesellschaft und unser Verhalten durchdringt und – mehr oder weniger bewusst – verändert.

Dieses Kompendium ist der Versuch, die Digitale Transformation aus unterschiedlichen Perspektiven zu beleuchten, um sie jenseits ihrer technologischen Dimension interpretieren, verstehen und begreifen zu können. Autorinnen und Autoren mit unterschiedlichen fachlichen Hintergründen und Perspektiven geben Impulse für einen transdisziplinären Diskurs mit aktueller gesellschaftspolitischer Relevanz.

Das Kompendium Digitale Transformation ist längerfristig angelegt und soll laufend ergänzt und fortgeschrieben werden. Grundlegende wissenschaftliche Reflexionen und Zusammenhänge sollen dabei mit praktischen Erfahrungen und Vorstellungen konfrontiert werden, so dass sie sich wechselseitig hinterfragen und befruchten können. Auf diese Weise soll das Kompendium sowohl als Diskursbeitrag wie auch als Impuls für einen bewussten und verantwortungsvollen Umgang mit der Digitalen Transformation dienen.

Word Count: 21561

ISBN: 978-3-948709-13-6

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Establishing Workflows for Library-based Open Educational Resource Production Programs in Post-secondary Institutions across Canada and the United States

Word Count: 12992

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

Short Description:
This book is created by and for NKU learners with the aim of developing foundational information literacy skills and habits. This book will explore the vast and complex information environment and provide strategies to navigate information and research needs. Topics in the book include getting started with research, using research tools, and evaluating information sources. Readers will gain inquiry, critical thinking, and analysis skills. NKU learners will be encouraged to share their own experiences, perspectives, and growing expertise as an information consumer and ultimately make contributions to this always-evolving text.

Long Description:
This book is created by and for NKU learners with the aim of developing foundational information literacy skills and habits. This book will explore the vast and complex information environment and provide strategies to navigate information and research needs. Topics in the book include getting started with research, using research tools, and evaluating information sources. Readers will gain inquiry, critical thinking, and analysis skills. NKU learners will be encouraged to share their own experiences, perspectives, and growing expertise as an information consumer and ultimately make contributions to this always-evolving text.

Word Count: 34726

Included H5P activities: 6

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This is an exercise in a 100% asynchronous Canvas class for students to meet 'n greet each other. Students can complete the exercise by uploading a video where they are visible, uploading a video where they are not visible, or simply entering text.

la descripción de los alimentos es para visualizar su importancia, especialmente, en Guatemala ya que no se da la debida importancia a este tema,  vital para el desarrollo del pais,  por las diferentes caracteristicas de los alimentos.

Short Description:
Research posters and presentations from the 2021 annual Applied Research Symposium

Word Count: 2839

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This lab introduces students and other interested users to the Neotoma Paleoecology Database and Neotoma Explorer. Neotoma DB is a public-access and community-supported repository of paleoecological data, mostly from the late Quaternary. These data are widely used by scientists to study species responses to past climate change.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This is an exercise developed for use at the California Academy of Sciences by an undergraduate-level class which explores paleontology or the history of life.
Students are asked to explore the California Academy of Sciences, and explain how their collections are organized and why such collections are important.
Students are then asked to apply critical thinking skills and their knowledge of the scientific method to the exhibition on dinosaurs.

Learn about learning analytics tools, resources, processes, and workflows currently available at the University of Minnesota.

Lecture #11 for the course: CS 3550: Cybersecurity - "Identity & Access Management". Delivered at Baruch College in Spring 2020 by Michael Whiteman as part of the Tech-in-Residence Corps program.

Lecture #12 for the course: CS 3550: Cybersecurity - "Network & Endpoint Security". Delivered at Baruch College in Spring 2020 by Michael Whiteman as part of the Tech-in-Residence Corps program.