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Intersections of Open Educational Resources and Information Literacy
Mary Ann Cullen; Elizabeth Dill · Association of College and Research Libraries · 2022
"The present volume is timely not only because it models creative and effective strategies to advance both open education and information literacy, but especially because it poses critical questions and urges practitioners to go well beyond questions of access to and the use of information. It demands reflection on what is being accessed (and what is not), who is gaining access (and who is not), who is providing access (and who is not), and what the goal is of this access (and what lies beyond access)."—from the Foreword by Rajiv S. Jhangiani Information literacy skills are key when finding, using, adapting, and producing open educational resources (OER). Educators who wish to include OER for their students need to be able to find these resources and use them according to their permissions. When open pedagogical methods are employed, students need to be able to use information literacy skills as they compile, reuse, and create open resources. Intersections of Open Educational Resources and Information Literacy captures current open education and information literacy theory and practice and provides inspiration for the future. Chapters include practical applications, theoretical musings, literature reviews, and case studies and discuss social justice issues, collaboration, open pedagogy, training, and advocacy. The book is divided into six parts: Foundations Teaching Info Lit with OER Librarian Support of Open Pedagogy/OER Social Justice/Untold Stories Student Advocacy Spreading the Love: Training Future Advocates and Practitioners Chapters cover topics including library-led OER creation; digital cultural heritage and the intersections of primary source literacy and information literacy; situated learning and open pedagogy; critical librarianship and open education; and developing student OER leaders. Intersections of Open Educational Resources and Information Literacy—which went through an open peer review process—informs and inspires on OER, info lit, and their man
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Open Music Theory
Mark Gotham; Kyle Gullings; Chelsey Hamm; Bryn Hughes · Virtual Library of Virginia · 2023
Open Music Theory is a natively-online open educational resource intended to serve as the primary text and workbook for undergraduate music theory curricula. OMT2 provides not only the material for a complete traditional core undergraduate music theory sequence (fundamentals, diatonic harmony, chromatic harmony, form, 20th-century techniques), but also several other units for instructors who have diversified their curriculum, such as jazz, popular music, rhythm, counterpoint, and orchestration. This version also introduces a complete workbook of assignments.
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Salón de Clase: Intermediate Spanish for Education Professionals
Fernando Castro Ortiz; Giovanni Zimotti · University of Iowa · 2021
Salón de clase, Intermediate Spanish for Education Professionals is a comprehensive intermediate Spanish open access textbook with reading, listening, speaking, and writing practice for students who have an interest and/or intend to pursue a career in the field of Education (teachers, administrators, counselors, psychologists, social workers, support staff members, paraprofessionals, among others). This Open Education Resource (OER) aims to explore the role of Spanish language and Spanish speakers in the American education system, as well as to improve student communicative abilities in Spanish. Salón de clase integrates interactive activities (h5p), video interviews with Spanish speakers to present authentic materials, and topics related to education. Grammar is not presented as a standalone topic, but it is seemly integrated into all parts of this book.
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Making and Being
Susan Jahoda; Caroline Woolard · Pioneer Works Press · 2019
Making and Being offers a framework for teaching art that emphasizes contemplation, collaboration, and political economy. Authors Susan Jahoda and Caroline Woolard, two visual arts educators and members of the collective BFAMFAPhD*, share ideas and teaching strategies that they have adapted to spaces of learning which range widely, from self-organized workshops for professional artists to Foundations BFA and MFA thesis classes. This hands-on guide includes activities, worksheets, and assignments and is a critical resource for artists and art educators today. Making and Being is a book, a series of videos, a deck of cards, and an interactive website with freely downloadable content (click on links below to download worksheets, activities, and chapters as PDFs and editable Google Docs). *BFAMFAPhD is a collective that formed in 2012 to make art, reports, and teaching tools to advocate for cultural equity in the United States. The work of the collective is to bring people together to analyze and reimagine relationships of power in the arts. BFAMFAPhD core members are: Susan Jahoda, Emilio Martínez Poppe, Agnes Szanyi, Emily Tareila, Vicky Virgin, and Caroline Woolard. We wrote this book for those of you who want a holistic art education that includes how to be both more fully present with yourself and with others. The term holistic means that the parts of any given system are intimately interconnected; that they are understandable only in relation to the whole system. How can you talk about making a new project without talking about labor conditions? How can you talk about labor conditions without talking about payment? It’s time to address your artistic labor, your budgets your storage units, your gifts, and your well-being.
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Humanizing Science through STEAM Challenges
EunJin Bahng; John Hauptman · Iowa State University · 2021
In a science methods course during the Covid19 pandemic, 51 future elementary teachers authored children's books and then read them aloud as part of a giving-back, service-learning activity as Open Educational Resources (OER). The 51 children's stories and their accompanying audiobooks aim to integrate STEM and the Arts to humanize science and scientific inquiry with history and philosophy of science in mind.
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Elementary Earth and Space Science Methods
Ted Neal · University of Iowa · 2019
We created this book to help you as both a college student and a future teacher. Dr. Ted Neal asked us to help him create this resource from the perspective of students who have taken Science Methods II–what would we want in a textbook for this course? With this in mind, we have gathered and created resources to help you better understand science and feel confident in your abilities as a future teacher. This book is divided into five parts which align with the Science Methods II course: Physics Space Science Earth Science Climate Science Course Materials and Pedagogy Within each part, the material is broken down into smaller chapters. Here you will find written explanations, video links, glossary terms, key takeaways, and practice quizzes to help you understand the material. This book is designed to be a flexible resource; use it as much or as little as you need throughout the course.
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Introduction to Curriculum for Early Childhood Education
Jennifer Paris; Kristin Beeve; Clint Springer · College of the Canyons · 2018
Welcome to learning about how to effectively plan curriculum for young children. This textbook will address: Developing curriculum through the planning cycle Theories that inform what we know about how children learn and the best ways for teachers to support learning The three components of developmentally appropriate practice Importance and value of play and intentional teaching Different models of curriculum Process of lesson planning (documenting planned experiences for children) Physical, temporal, and social environments that set the stage for children’s learning Appropriate guidance techniques to support children’s behaviors as the self-regulation abilities mature. Planning for preschool-aged children in specific domains including Physical development Language and literacy Math Science Creative (the visual and performing arts) Diversity (social science and history) Health and safety How curriculum planning for infants and toddlers is different from planning for older children Supporting school-aged children’s learning and development in out-of-school time through curriculum planning Making children’s learning visible through documentation and assessment
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WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices
Terry Zawacki; Michelle Cox · WAC Clearinghouse · 2014
In WAC and Second-Language Writers, the editors and contributors pursue the ambitious goal of including within WAC theory, research, and practice the differing perspectives, educational experiences, and voices of second-language writers. The chapters within this collection not only report new research but also share a wealth of pedagogical, curricular, and programmatic practices relevant to second-language writers. Representing a range of institutional perspectives—including those of students and faculty at public universities, community colleges, liberal arts colleges, and English-language schools—and a diverse set of geographical and cultural contexts, the editors and contributors report on work taking place in the United States, Asia, Europe, and the Middle East.
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Foundational Practices of Online Writing Instruction
Beth Hewett; Kevin DePew; Elif Guler; Robbin Zeff Warner · WAC Clearinghouse · 2015
Foundational Practices of Online Writing Instruction, edited by Beth L. Hewett and Kevin Eric DePew, with associate editors Elif Guler and Robbin Zeff Warner, addresses the questions and decisions that administrators and instructors most need to consider when developing online writing programs and courses. Written by experts in the field (members of the Conference on College Composition and Communication Committee for Effective Practices in OWI and other experts and stakeholders), the contributors to this collection explain the foundations of the recently published (2013) A Position Statement of Principles and Examples Effective Practices for OWI and provide illustrative practical applications. To that end, in every chapter, the authors address issues of inclusive and accessible writing instruction (based upon physical and mental disability, linguistic ability, and socioeconomic challenges) in technology enhanced settings. The five parts of this book attempt to cover the most important issues relevant to principle-centered OWI: (1) An OWI Primer, (2) OWI Pedagogy and Administrative Decisions, (3) Practicing Inclusivity in OWI, (4) Faculty and Student Preparation for OWI, and (5) New Directions in OWI. Working from the belief that most writing courses eventually will be mediated online to various degrees, the editors offer principles and practices that will allow this collection to inform future composition theory and praxis. To this end, the editors hope that the guidance provided in this collection will encourage readers to join a conversation about designing OWI practices, contributing to the scholarship about OWI, and reshaping OWI theory.
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Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future
Asao Inoue · WAC Clearinghouse · 2015
In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is "more than" its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts. Inoue helps teachers understand the unintended racism that often occurs when teachers do not have explicit antiracist agendas in their assessments. Drawing on his own teaching and classroom inquiry, Inoue offers a heuristic for developing and critiquing writing assessment ecologies that explores seven elements of any writing assessment ecology: power, parts, purposes, people, processes, products, and places.
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Educational Psychology
Kelvin Seifert; Rosemary Sutton · University of Manitoba · 2009
Chapters in the text can be assigned either from beginning to end, as with a conventional printed book, or they can be selected in some other sequence to meet the needs of particular students or classes. In general the first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching. But the division between “theory” and “practice” is only approximate; all parts of the book draw on research, theory, and practical wisdom wherever appropriate. Chapter 2 is about learning theory, and Chapter 3 is about development; but as we point out, these topics overlap with each other as well as with the concerns of daily teaching. Chapter 4 is about several forms of student diversity (what might be called individual differences in another context), and Chapter 5 is about one form of diversity that has become prominent in schools recently—students with disabilities. Chapter 6 is about motivation, a topic that is heavily studied by psychological researchers, but that also poses perennial challenges to classroom teachers. Following these somewhat more basic psychological chapters, we turn to several lasting challenges of classroom life—challenges that seem to be an intrinsic part of the job. Chapter 7 offers ideas about classroom management; Chapter 8, ideas about communicating with students; Chapter 9, about ways to assist students' complex forms of thinking; and Chapter 10, about planning instruction systematically. The book closes with two chapters about assessment of learning: Chapter 11 focuses on teachers' own efforts to assess students, and Chapter 12 focuses on standardized measures of assessment. We have organized material and features in ways that we hope will allow for a variety of students, instructors, and institutions to use the book. For instructors and courses that seek a strong focus on research and the research process, for example, we have included an extra “ch
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Scientific Computing for Chemists with Python
Charles Weiss · Charles J. Weiss · 2025
This book serves as an introduction to coding for chemists. The tools employed in this book are the powerful and popular combination of Jupyter notebooks and the Python programming language. No background beyond first-year college chemistry and occasionally some very basic spectroscopy (for advanced chapters) is assumed for most of this book. This book starts with a brief primer on Jupyter notebooks in chapter 0 and computer programming with Python in chapters 1 and 2. If you already have a background in these tools, feel free to skip ahead. The rest of the book dives into applications of Python to solving chemical problems. Python and Jupyter were chosen for a variety of reasons, including that they are: Relatively easy to use and learn Powerful and well-suited for solving chemical problems Free, open-source software Cross-platform (e.g., runs on Windows, macOS, and Linux) Supplemented with numerous, specialized libraries for handling specific types of data or problems (e.g., machine learning) Supported by a helpful and welcoming community Learning to use a number of popular Python scientific libraries to solve chemical problems is one of the themes of this book. A Python library can be thought of as a tool pack with premade functions for performing common tasks in scientific data processing, analysis, and visualization. For example, the matplotlib library provides a variety of functions for creating a wide range of plots, while the scikit-learn library contains functions and resources for machine learning.
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Introduction to Data Science Using Python
Afrand Agah · The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT) · 2024
This book contains two parts, the first is designed to be used in an introductory programming course for students looking to learn Python, without having any prior experience with programming. Basic programming concepts are discussed, explained, and illustrated with a Python program. Ample programming questions are provided for practice. The second part of the book utilizes machine-learning concepts and statistics to accomplish data-driven resolutions. Python programs are provided to apply scientific computing to conclude statistically driven results.
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Handbook of Software Engineering Methods
Lara Letaw · Oregon State University · 2024
Software engineering can help people create sustainable, extensible programs that solve problems people care about.I won’t tell you how to be a software engineer; you’ll learn that over time by doing it. Instead, this book is about software engineering methods: Ways people achieve specific objectives in software engineering—that can save your project. My hope is that, after reading this book (or parts of it), you’ll feel better equipped for software engineering.
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Evidence-based Software Engineering
Derek Jones · Knowledge Software · 2020
This book discusses what is currently known about software engineering, based on an analysis of all the publicly available data. This aim is not as ambitious as it sounds, because there is not a great deal of data publicly available. The intent is to provide material that is useful to professional developers working in industry; until recently researchers in software engineering have been more interested in vanity work, promoted by ego and bluster. The material is organized in two parts, the first covering software engineering and the second the statistics likely to be needed for the analysis of software engineering data.
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Computer Science I
Chris Bourke · Chris Bourke · 2018
This textbook covers the traditional introductory Computer Science I topics but takes a unique approach. Topics are covered in a language-agnostic manner in the first part with supplemental parts that cover the same concepts in a specific language. The current version covers C, Java, and PHP. This textbook as been used in several Computer Science I sections over multiple years at the University of Nebraska-Lincoln
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A Primer for Computational Biology
Shawn O'Neil · Oregon State University · 2017
A Primer for Computational Biology aims to provide life scientists and students the skills necessary for research in a data-rich world. The text covers accessing and using remote servers via the command-line, writing programs and pipelines for data analysis, and provides useful vocabulary for interdisciplinary work. The book is broken into three parts: Introduction to Unix/Linux: The command-line is the “natural environment” of scientific computing, and this part covers a wide range of topics, including logging in, working with files and directories, installing programs and writing scripts, and the powerful “pipe” operator for file and data manipulation. Programming in Python: Python is both a premier language for learning and a common choice in scientific software development. This part covers the basic concepts in programming (data types, if-statements and loops, functions) via examples of DNA-sequence analysis. This part also covers more complex subjects in software development such as objects and classes, modules, and APIs. Programming in R: The R language specializes in statistical data analysis, and is also quite useful for visualizing large datasets. This third part covers the basics of R as a programming language (data types, if-statements, functions, loops and when to use them) as well as techniques for large-scale, multi-test analyses. Other topics include S3 classes and data visualization with ggplot2.
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Implementing a One Address CPU in Logisim
Charles Kann · A.T. Still University · 2016
Most computer users have an incorrect, but useful, cognitive metaphor for computers in which the user says (or types or clicks) something and a mystical, almost intelligent or magical, behavior happens. It is not a stretch to describe computer users as believing computers follow the laws of magic, where some magic incantation is entered, and the computer responds with an expected, but magical, behavior. This magic computer does not actually exist. In reality computer are machines, and every action a computer performs reduces to a set of mechanical operations. In fact the first complete definition of a working computer was a mechanical machine designed by Charles Babbage in 1834, and would have run on steam power. Probably the biggest success of Computer Science (CS) in the 20th century was the development of abstractions that hide the mechanical nature of computers. The fact that average people use computers without ever considering that they are mechanistic is a triumph of CS designers. This purpose of this monograph is to break the abstract understanding of a computer, and to explain a computer's behavior in completely in mechanistic terms. It will deal specifically with the Central Processing Unit (CPU) of the computer, as this is where the magic happens. All other parts of a computer can be seen as just providing information for the CPU to operate on. This monograph will deal with a specific type of CPU, a one-address CPU, and will explain this CPU using only standard gates, specifically AND, OR, NOT, NAND and XOR gates, and 4 basic Integrated Circuits (ICs), the Decoder, Multiplexer, Adder, and Flip Flop. All of these gates and components can be described as mechanical transformations of input data to output data, and the overall CPU can then be seen as a mechanical device.
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Enterprise Pharo a Web Perspective
Square Bracket Associates · 2016
Enterprise Pharo is the third volume of the series, following Pharo by Example and Deep into Pharo. It covers enterprise libraries and frameworks, and in particular those useful for doing web development. The book is structured in five parts. The first part talks about simple web applications, starting with a minimal web application in chapter 1 on Teapot and then a tutorial on building a more complete web application in chapter 2. Part two deals with HTTP support in Pharo, talking about character encoding in chapter 3, about using Pharo as an HTTP Client (chapter 4) and server (chapter 5), and about using WebSockets (chapter 6).In the third part we discuss the handling of data for the application. Firstly we treat data that is in the form of comma-separated values (CSV) in chapter 7. Secondly and thirdly, we treat JSON (chapter 8) and its Smalltalk counterpart STON (chapter 9). Fourthly, serialization and deserialization of object graphs with Fuel is treated in chapter 10. Lastly, we discuss the Voyage persistence framework and persisting to MongoDB databases in chapter 11. Part four deals with the presentation layer. Chapter 12 shows how to use Mustache templates in Pharo, and chapter 13 talks about programmatic generationof CSS files. The documentation of applications could be written in Pillar, which is presented in chapter 14. How to generate PDF files from the application with Artefact is shown in chapter 15. The fifth part deals with deploying the web application. This is explained in chapter 16 that talks not only about how to build and run the application, but also other important topics like monitoring.
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Graphic Design and Print Production Fundamentals
Wayne Collins; Alex Haas; Ken Jeffery; Alan Martin · BCcampus · 2015
This textbook -- written by a group of select experts with a focus on different aspects of the design process, from creation to production -- addresses the many steps of creating and then producing physical, printed, or other imaged products that people interact with on a daily basis. It covers the concept that, while most modern graphic design is created on computers using design software, the ideas and concepts don't stay on the computer. The ideas need to be completed in the computer software, then progress to an imaging (traditionally referred to as printing) process. Keywords are highlighted throughout and summarized in a Glossary at the end of the book, and each chapter includes exercises and suggested readings.