Instructional Materials, University Libraries

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  • Differentiating Between Open Access and Open Educational Resources
    Walz, Anita R. (2019-10-09)
    Differentiating between open access and open educational resources can be a challenge in some contexts. Excellent resources such as "How Open Is It?: A Guide for Evaluating the Openness of Journals" (CC BY) created by SPARC, PLOS, and OASPA greatly aid us in understanding the relative openness of journals. However, visual resources to conceptually differentiate open educational resources (OER) from resources disseminated using an open access approach do not currently exist. Until now. This one page introductory guide differentiates OER and OA materials on the basis of purpose (teaching vs. research), method of access (analog and digital), and in terms of the relative freedoms offered by different levels of Creative Commons licenses, the most common open license. Many other open licenses, including open software licenses also exist. Version 1.1 improves on 1.0 by: - Rephrasing the statement about open data licensed as CC0. - Indicating that scholarly books and articles may also quality as OER if released under a license which qualifies as OER. - Noting the open access items can be printed. - Correcting the bottom most chart by indicating that all OER are also open access, and open access items can also be licensed with the same licenses as items which are OER. - In the bottom chart, addition of * to indicate that CC BY is the original open access license. - In the bottom chart, additional of a box around closed or toll access - Updating version number and date Please send errors and omissions to the author at Created in LucidChart.
  • PreConference on OER and Open Education
    Walz, Anita R. (2018-06-11)
    Open Education and Open Educational Resources (OER) have the potential to change your campus, expanding access to courses and save students money. This presentation introduces open education, OER and Creative Commons licenses and is intended to help attendees envision some potentials for open education in their institutional context. Knowledge, skills and competencies needed for exploring, decision making, and planning open education initiatives on campus are featured in this interactive presentation.
  • Get Noticed - Managing your scholarly career in an age of metrics, social media, and open research
    Walz, Anita R.; Pannabecker, Virginia; Young, Philip; Potter, Peter J.; McMillan, Gail (2017-06)
    This workshop is designed for busy faculty who want a jump start in developing new skills, mastering new tools, and learning new approaches related to sharing their work and extending their impact. As delivered in June 2017, University librarians and publishing experts presented a variety of tools and methods to enable faculty members to: (1) leverage their rights as authors, (2) build and manage their online presence, (3) share their work and get noticed, and (4) demonstrate their impact. Attendees had the opportunity to set and refine individual goals for their workshop participation and beyond. Hands-on time and assistance were included for attendees to make tangible progress in their identified areas. Time was also allocated for attendees to discuss common problems and solutions.
  • Creative Commons and OER in 30 Minutes
    Walz, Anita R. (2017-07-20)
    This presentation is intended to for an introductory level audience interested in learning about Creative Commons licenses, which form the basis for open educational resources. It covers potential benefits of licensing works work Creative Commons licenses, various types of Creative Commons licenses (including the two Public Domain markers), and what what can with with OER. It also introduces the ELMS model (Evaluate, Licence, Mark, and Share) which are best practices for creating and sharing OER, how to mark 3rd party content within openly licensed content, how to mark your originally created content, required attributions, citation as good scholarly practice, where to share and find works, and services offered by the Virginia Tech Libraries. Additional topics that could be added are: peer review and resource quality assurance, technical openness or authoring and sharing in editable formats, adding metadata items and machine readability, and DOIs, stable links, and/or permanent archiving to reduce the likelihood of broken links.
  • Find, Share, Remix, Create. Legally: Learn About Creative Commons Licenses
    Walz, Anita R.; Fralin, Scott (2017-03)
    This brochure designed at Virginia Tech introduces Creative Commons licenses as a tool that one can apply one's own in-copyright works to allow redistribution, adaptation, and reuse. The brochure introduces the four Creative Commons icons, the four "open" Creative Commons licenses (those that allow derivatives) and both Public Domain marks. The brochure also describes and provides a link to further information regarding giving appropriate credit/attribution, answers the questions "what are Creative Commons licenses and why do people use its licenses?" and "Where can I find Creative Commons licensed works?" This brochure is based in part on the Creative Commons brochure located at and is adapted under a Creative Commons Attribution 4.0 license.
  • Expand Your Library Instruction Toolkit: Intro to Distance and Online Learning - MLA CE 500 - 2016
    Pannabecker, Virginia; Hoogland, Margaret (2016-05-13)
    This record archives a Canvas course management system course export file. To use this file, download it and export it as a course into your Canvas dashboard. This course was created by Virginia Pannabecker and Margaret Hoogland for a May 13, 2016 Continuing Education (CE) course titled, "Expand Your Library Instruction Toolkit: Intro to Distance and Online Learning" for the MOSAIC joint meeting between the Medical Library Association (MLA), the Canadian Health Libraries Association/Association des bibliothèques de la santé du Canada (CHLA / ABSC), and the International Clinical Librarian Conference (ICLC) held in Toronoto, Canada. The Introduction content in this course was shared 2 weeks prior to the CE session, with the remainder being shared during the in-person session and following as a content reference and example / sandbox course site for participants to use to try out both the 'Student' and the 'Teacher' roles in Canvas. All content included was created by the instructors (Pannabecker and/or Hoogland) unless otherwise cited, linked, or indicated. For instructor-created content, it is licensed CC-BY 4.0 ( for reuse with attribution.
  • Is It a Fair Use? Celebrating Fair Use Week to Promote Critical Thinking about Copyrights
    Pannabecker, Virginia; Walz, Anita R.; Sebek, Robert; Fralin, Scott; Gilbertson, Keith (2016-05-18)
    Have you ever been asked, “Can I use this?” in reference to an article, book, image, or other copyrightable work intended for a course, publication, or professional training? This lightning talk presents one university library’s Fair Use Week celebration that built in training opportunities and self-directed learning tools to address such questions. Learn about one public university library’s experience celebrating Fair Use Week 2016. The celebration focused on engaging ourselves, students, staff, faculty, and the public in critical thinking activities related to U.S. copyrights and fair use. This lightning talk provides a five-minute summary of the highlights, lessons learned, and event components: an exhibit, programming, and accompanying materials. A link to an online event toolkit, openly licensed (CC BY 4.0), with files and information is included in the final slide for further exploration by interested parties. The toolkit includes editable files and example PDFs for items such as: publicity flyer; handouts; exhibit panel design files and photos; program descriptions and materials; and example budget, equipment listing, and timeline.
  • Behind the Scenes of the Fair Use Week Exhibit - How We Made Our Copyright Decisions
    Pannabecker, Virginia; Sebek, Robert; Walz, Anita R.; Fralin, Scott; Gilbertson, Keith (2016-02)
    This workshop was created for a general audience, with an expectation of most being students, staff, or faculty in a higher education environment. *This workshop was developed with United States copyright law in mind. During this workshop, presenters and participants discussed decisions related to using copyrighted materials in an in-person and online exhibit. Following the discussion, they explored an interactive exhibit and consider whether uses of copyrighted materials in case studies included in the exhibit were more towards ‘Fair,’ or towards ‘Infringing.’
  • Is It a Fair Use? A Hands-On Discussion
    Pannabecker, Virginia; Walz, Anita R. (2016-02)
    This workshop was provided for instructors, researchers, and library employees; in-person and online, as well as being open to the general public (in-person and online) during Fair Use Week 2016. In each workshop session, two librarians from Virginia Tech University Libraries provided a brief overview of guidelines to consider U.S. Copyright questions, with a focus on Fair Use. Participants discussed their experiences and used an interactive tool to analyze example Fair Use case studies.
  • Library Class Sessions for Research Methods in Building Construction: Evaluating Sources
    Mathews, Leslie (Virginia Tech, 2016-02-11)
    Using source evaluation as the theme, discussed different article types such as government reports, case studies, literature reviews, peer-reviewed scholarly articles, law reviews, self-published articles, and the value of each. Class included a hands-on activity with worksheet.
  • Open Access Discussion Session - Psychology Graduate Course
    Pannabecker, Virginia (2016)
    This OER Package includes a description, lesson plan, and materials for a discussion session addressing: Why are open research practices, open access, and author rights important to Psychology graduate students? How might tools and resources related to these impact choices graduate students may make in research design, research practice and documentation, and venues for sharing research results? This session included a pre-class reading assignment and an in-class session with discussion and hands-on activities. The topics of focus were: open research practices, open access, and selecting publication venues for sharing research. These topics were discussed in the context of authorship as experienced by students in undergraduate and graduate programs, including course papers, theses and dissertations, conference presentations, and journal article publishing. Discussions were based on three readings completed prior to the in-class session that covered aspects of: open access, peer review, and open research practices. The class also discussed evaluation criteria to use when selecting a publication venue.
  • The Flipped Classroom: Student-Driven Library Research Sessions for Nutrition Education
    Pannabecker, Virginia; Barroso, Cristina S.; Lehmann, Jessica (Taylor & Francis, 2014-12)
    This article reports on the use of a flipped classroom technique to teach library research skills to upper-level undergraduate nutrition students. A public university Health Sciences librarian and two Nutrition faculty members collaborated to implement a flipped classroom model utilizing online videos and brief assignments packaged in a course-specific library guide for pre-class preparation.  Implementation, materials examples, and an evaluation of the method are included.  This method provided pre-class learning and increased in-class, hands-on practice in library research for students in an active learning environment. Students found and applied evidence from scientific research studies to course assignments.