Becker, Bernd
Course: INFO-254: Information Literacy and Learning
Course material: Booth, C. (2011). Reflective teaching, effective learning : instructional literacy for library educators. American Library Association.
License: Copyright © 2011 Char Booth. All rights reserved.
Library access via ProQuest Ebook Central (3 simultaneous users license).
Student Access: How and where do students access materials?
A link to the ebook is provided in each weekly, online module. The link directs students to the library’s catalog where they can access it via the vendor’s portal. The vendor recently changed the access from multi-user to 3-simultaneous users. However, students are able to download chapters as PDFs to keep for themselves. All students are encouraged to do so.
I think it’s also important that the library has a print copy of the book. If there’s an issue with online access, students would be able to request a scanned copy of the chapters. In the case of my library, it could be done on site and speeds up the process of fulfilling the request.
Supplemental resources: There are no supplemental resources provided with this title. However, I do provide links to a variety of research articles that are aligned with the topic of the week. These are accessible through the library’s journal and database subscriptions.
Provide the cost savings from that of a traditional textbook:
$62 book x 35 students= $2,170/semester
If students wish to own the book, then the $65 price is still low-cost compared to that of a traditional textbook.
Please provide an explanation or what motivated you to use this textbook or OER/Low Cost. The intent behind my decision to use this textbook was based solely on saving students money. In my role as an academic librarian, I have been contacted by many SJSU students who are looking to the library for textbooks. When the library doesn’t have it, they will ask for advice on where to find the cheapest copy available. As librarians working with students at this moment of need, we witness their hope of the library having the textbook turn into anxiety and disappointment; their minds are spinning to answer the question “What am I going to do now?” That’s when I know they will probably end up with an outdated version or nothing at all. Their grades and learning are directly affected either way. It’s a terrible feeling for everyone.
How did you find and select the open textbook for this course? First I collected the information on a number of titles that would support the course, while also comparing reviews. Then I checked to see what licensing options were available for institutional subscriptions or purchases.
Sharing Best Practices: Check to see if your institution’s library has an affordable textbook program and find a librarian who can help you, especially when developing or redesigning a new course. Also, a little known fact is that many ebook vendors allow the downloading of a certain number of pages (ex: 50 pages), but what isn’t known is that the limit usually resets in 24hrs. This reset isn’t advertised by the vendor, but it is written into the licensing agreement. A simple way to check is to download some content, and then come back the next day to see if the limit resets. At this time, many seem to.
Describe any challenges you experienced, and lessons learned. My biggest concern is that the ebook vendor will change the licensing agreements without warning (as it happened in my example when the access option changed from the unlimited number of simultaneous users to 3 simultaneous users). If that happens, then tell students to log-in and download as much of the course content as permitted, then logout so that another student can access it. There will be a little bit more effort involved if that’s the case, but the savings outweigh the slight inconvenience.
Instructor’s Name: Bernd Becker. I am a lecturer for the Master’s of Library and Information Science program at San Jose State University. https://ischoolapps.sjsu.edu/facultypages/view.php?fac=beckerb
Describe your teaching philosophy and any research interests related to your discipline or teaching.
In my profession, I believe that nothing is more important than providing practical, real-world learning experiences for students in the MLIS degree program. They are future practitioners, and the classroom should be a laboratory where students can experiment with different approaches to teaching and learning. They should be allowed to struggle with the material without consequence, and have the opportunity to revisit their work and improve it. They should be allowed to apply the course content in whatever ways they’ve discovered work best for them and the type of patrons they will be working with.