Section 1: The Case for OER -- Stakes and Stakeholders: Open Educational Resources - Framing the Issues -- What Does the Research Say About OER? -- Section 2: The Pedagogical Implications of OER -- From Textbook Affordability to Transformative Pedagogy: Growing an OER Community -- Creating Opportunities in Open Education: An Exploration of the Intersections of Information Literacy and Scholarly Communication -- Experiential Learning and Open Education: Partnering with Students to Evaluate OER Accessibility -- Course Material Decisions and Factors: Unpacking the Opaque Box -- An Open Athenaeum: Creating an Institutional Home for Open Pedagogy -- Section 3: OER Advocacy, Partnerships, Sustainability, and Student Engagement -- Open Partnerships: Identifying and Recruiting Allies for Open Educational Resources Initiatives -- Getting to Know You: How We Turned Community Knowledge into Open Advocacy -- Advancing Access for First-Generation College Students: OER Advocacy at UT San Antonio -- Student-Driven OER: Championing the Student Voice in Campus-Wide Efforts -- From Conversation to Cultural Change: Strategies for Connecting with Students and Faculty to Promote OER Adoption -- Making the Connections: The Role of Professional Development in Advocating for OER -- Advocacy in OER: A Statewide Strategy for Building a Sustainable Library Effort -- Interinstitutional Collaborations to Forge Intracampus Connections: A Case Study from the Duke Endowment Libraries -- Section 4: Library-Supported Adoption and Creation Programs -- Seeking Alternatives to High-Cost Textbooks: Six Years of The Open Education Initiative at the University of Massachusetts Amherst -- From Start-Up to Adolescence: University of Oklahoma's OER Efforts -- A Grassroots Approach to OER Adoption: The University of Saskatchewan Experience -- Bringing OER to the Liberal Arts: An Innovative Grant Program -- Transforming Publishing with a Little Help From Our Friends: Supporting an Open Textbook Pilot Project with Friends of the Libraries Grant Funding -- Closing Reflections

We intend this book to act as a guide writ large for would-be champions of OER, that anyone-called to action by the example set by our chapter authors-might serve as guides themselves. The following chapters tap into the deep experience of practitioners who represent a meaningful cross section of higher education institutions in North America. It is our hope that the examples and discussions presented by our authors will facilitate connections among practitioners, foster the development of best practices for OER adoption and creation, and more importantly, lay a foundation for novel, educational excellence.

Attribution

In English.

Description based on online resource