Open knowledge activism in libraries is about more than negotiating transformative agreements and making research available in repositories and open access journals. It also involves helping researchers and students give research back to communities in an accessible and meaningful format for their needs and contexts. Academic library worker support for student and academic digital literacies development, particularly information, media, and data literacies; collaboration; community and participation; and digital creation, problem solving and innovation, plays a crucial role in this. Local public library and community archive and museum workers provide extensive digital literacies, local history, STEM, and creative programming in their communities. Together we can do more to support lifelong learning, independent research, and knowledge translation.
Open knowledge activism by night
Volunteering with the Australian Queer Archives (AQuA) by night to preserve and make research and more knowledge available for and with LGBTIQA+ communities within and beyond the academy in multiple formats (from queer history walks and exhibitions to an Honours thesis prize and beyond) has helped me see that research can be a collective, generative, and transformative process. Our collection and work may not be open in traditional academic “Open Access” ways, and it is not safe for our collection to be completely open to all, but we are open in the inclusive sense of the word. In her Open as in dangerous talk, Chris Bourg illustrates the importance of individual privacy and protection from abuse and harassment, and warns that Open Access publishing can perpetuate existing systems of oppression and inequality and that opening up collections can potentially lead to a loss of context that is then extracted and shared in diverse ways. Bourg’s warnings and my work at AQuA by night motivate me to advocate for the collective, generative, and transformative kind of research and openness in the sometimes extractive and competitive academic environment I work in by day.
Other ways that library workers can support open knowledge activism by night might include participating in learning spaces outside of universities, including but not limited to:
Participating in the Visualise Your Thesis competition to help academics understand copyright and Creative Commons and translate their knowledge into non-traditional research outputs
Educating everyone about copyright and Creative Commons
Advocating for open pedagogy and renewable assessments to help students become co-creators of knowledge and be empowered to share their work
Hosting makerspaces to facilitate the development of digital literacies needed to create non-traditional research and learning outputs with peers in safe, inclusive, experimental, experiential, and authentic environments (for examples, see: Curtin, Newcastle, UniSQ).
Supporting community archives- for example, see: Hunter Living Histories blog and digital collections platform supported by the University of Newcastle Library.
Supporting use of Zotero as it can be easily and freely shared with colleagues and communities outside the academy.
Additionally, we could help connect academics and students with local public library, archive and museum-based STEM, local history, literary and creative programming rather than compete with such programs. Some examples of this public library and related programming include:
We must keep in mind the amount of labour involved in opening up research, translating it into practice, and making it accessible to communities and recognise that this is not always adequately acknowledged and supported. With increasing focus on research impact and engagement, this is changing, and I hope this post will encourage academic and public library workers to collaborate with each other and academics and students to open research with and for communities.
We’ve also been feeding our young GitBook a regular diet of Shut Up and Write sessions. These are helping our book grow like a tree. We have been writing content for the GitBook on heaps of suggested topics.
Just like any family, people come and go, and move around. We know it takes a community to raise a child and write a book. We now need our community to help shape our baby into a young adult.
We are looking for people keen to help us keep our baby growing! You can contribute by:
Suggesting a topic for the book
Helping us maintain the book
Giving us feedback on the book
Contributing a chapter that you write on a suggested topic or a topic of your choice
If you think you might be keen to write a chapter, you don’t necessarily need to write new content. It could be that you already have suitable content you’ve written for other projects. We will credit you as authors for your work.
Don’t be shy about contributing! We have a helpful short video for anyone who wants to know how to join our family and support us by adding useful content so others can grow from the fruits of our book. This video takes you step by step through using GitHub to contribute – what an awesome skill to add to your repertoire!
If after watching the video, you’re still a bit nervous of contributing via GitHub, that’s ok. Just email your content to us and we’ll do the rest.
Another option is to join the camaraderie of one of our Shut Up and Write sessions. Come to the next session on Tuesday 9th August and SUAW with a bunch of other folk, so the GitBook can continue to branch out. It is productive and fun. You can even write with a partner on a topic that interests you both.
If you can’t make this date, just email us for the next one. We have one a month for the rest of the year.
While we’ve given this book a personality, we do need your help to make the book a successful reality.
By Craig Murdoch, Manager, Online & Open Initiatives, Auckland University of Technology Library
What if the products we choose to work with could help us become digitally dextrous?
At the Auckland University of Technology Library we’ve made a conscious decision to prefer open source software solutions where possible. We recently completed our implementation of the Koha library management system, adding this solution on top of VuFind for search and discovery, DSpace for our institutional repository Tuwhera and Open Journal Systems for our publishing initiatives. It’s fascinating to talk to people about why we’ve gone in this direction. The over-riding assumptions are that the main driver is either saving money, or because we have a fabulous pool of skilled staff who can ‘work’ these systems.
Of course it’s true that in some cases we have saved some money by going open source, but it is far from the primary motivation for us. In fact, the reasons we prefer open source are more about what it means for us as librarians, and I believe this ties in strongly with the goals of the Digital Dexterity framework for library professionals.
So, what benefits do we get as staff from working with open source technologies?
We build capacity and capability in our staff. By taking ownership and control of our software solutions we can improve our own engagement and motivation. We learn new skills, we understand systems on a deeper level, we develop new abilities to communicate with those working in areas like IT, documentation, research, security, and data.
We get to control our own destiny. Sounds dramatic but it’s true! We gain the flexibility to be able to decide what we want to do with our systems, what is important to us. We drive change rather than responding to it (or not seeing it at all). We get to try things, make mistakes, and most importantly, take ownership for fixing them.
We get to work closely with a huge global community of librarians, software developers, and vendors to improve and extend the systems we use. When it comes to the development of new features we are partners, contributors, and sometimes even funders.
We learn more about, and take more responsibility for, safeguarding our data and that of our institution’s members.
We improve our decision-making, analysis and planning skills with respect to software development and spending (partly driven by the fact that we can no longer say “it’s the vendor’s fault”).
Where does this fit with the Digital Dexterity framework?
In a sense the answer is “Where doesn’t it?” but these are the words that jump out for me, because working with open source fosters growth in all these areas:
Confidence To contribute meaningfully to complex discussions and broader communities.
Creativity To courageously think outside the square and build our own future.
Collaboration To work with generosity in a culture of sharing.
Capability To build and enhance the skill sets we need.
Critical thinking To support decisions which we must take increased responsibility for.
Which I think is a long way of saying that open source has created an environment where we are enabled to become better librarians, smarter humans, and more capable digital citizens. I’d love to hear whether this resonates with others.
by Nicholas Rowsell, Digital Library Programs Officer, University of Newcastle Library
A challenge in creating anything across a team, or to a greater extent an institution, is ensuring that when content is created there is a consistent design language, and when adhering to this requirement, efficiencies are not lost.
To communicate your ideas with this purpose in mind, content should be:
aligned to brand positioning,
consistent between digital objects,
as equitable and accessible as possible
solutions should match your team’s abilities
lean into established processes when adding something new.
In wanting to establish new processes for the creation of a video tutorial series for the University of Newcastle Library, these were the considerations we had to address.
Our solution was to create a series of templates for video creation programs such as Powtoon and Microsoft PowerPoint. By providing content creators with a series of template slides they are quickly and easily able to copy a slide and insert the content they need to present, with all the animations, transitions, and formatting completed for them ahead of time. All that is then required is for the team member to render the slides to create a video. The positive implications of this are that videos are highly sustainable and scalable, as content can be edited or updated on the slides and re-rendered as needed to reflect an updated syllabus, changes in technology or services, and so on.
So how did this solution come about?
Alignment with brand positioning
Our priority in creating a new video series was to align the look and feel of content to the University’s Brand Guidelines. This meant ensuring that our team members used the correct typography, colours, shapes, and images.
We quickly identified this as a pain point as the time taken to set up a file, create a design, then undertake a quality assurance check distracted from the goal of the content being created and released.
This is where our solution to create video templates first came about.
Leaning into existing practices
One of the first lessons learnt in our solution was to lean into what the team was already doing and what they were familiar with. This was done by learning from our mistakes and pivoting where needed. Our first approach was to implement the template solution in Microsoft PowerPoint; we did this as we knew the team had great digital capabilities with this program so that asking them to perform a new process in the application was straightforward.
What we overlooked was that the team was already very invested in using PowToon for video creation. This did not create a major roadblock, however, as we were able simply to import the templates from PowerPoint into PowToon. But time could have been saved had we been more perceptive to our team’s existing preferences from the get-go.
One solution leading to opportunities for continuous improvement
With greater efficiencies created, the team become time richer. This, in turn, presented an opportunity to introduce consistent practices. This opportunity was to make our videos more equitable and accessible, by adding in Closed Captions embedded within the videos, to aid students who don’t have English as a first language, or have a hearing impairment. We can also introduce the use of Alternative Text sheets for download in the notes field below the videos, which can be used by screen readers.
A scalable, sustainable solution for higher quality resources
As our development of videos as digital learning objects continues, the team can rely on the sustainability and scalability of the slides to easily update content which is engaging and relevant, ensuring we can continue in our endeavour to provide high quality online information literacy resources.
by Anthony O’Brien, Copyright Advisor, University of Newcastle. Contact: email@example.com
This is the third post in a series that will look at considerations for copyright as part of being digitally dexterous. Copyright is an important consideration when reusing any content.
Stock videos are becoming more important as creators look to change up the materials they provide for learners and clients. There are a number of ‘free’ stock video sites that make content available for reuse. This post will discuss copyright/licensing and other important considerations when choosing a site.
What to look for in a stock video site?
Quality/resolution – Your needs may vary, but aim for videos of the highest quality possible (min. 720p). Some sites will offer 4K resolution, but you may find a trade-off with the selection of videos available.
Video format – most sites provide MP4 files, but some offer alternate formats. Consider the creation or editing software you have available. Converting files between formats can cause loss of quality.
Licensing – ‘Free’ licensing can vary wildly. Certain licences may not allow you to post to YouTube, for example, but internal use/hosting could be OK.
Look/feel – a number of sites are either difficult to navigate, have limited searching/filtering options, or swamp site users with ads.
Selection – Video collections can vary so do some test searches to see what might be a good fit. Having a few sites bookmarked will help as you may not find the ‘perfect’ site for all of your searching needs.
Looking for videos that are ‘ready-to-use’
While Creative Commons (CC) licensing is still common for some video content, the majority of stock video sites apply their own licensing that can have additional caveats for re-use. Some require particular attribution or copyright statements, so always check what you’ll need to do for their video content. At the end of this post are four recommended stock video sites to help get you started.
How should I provide attribution for videos that I use?
This will vary based on the licensing – always check if there is a required statement to provide credit or a link. Some sites do not require attribution, but appreciate it where possible to include.
Where you are adding credit, you could do this on a short-duration slide at the end of your video content. If posting to YouTube, adding links in the Description field is good practice. Some creation platforms, such as H5P, include a ‘rights’ option to collect and showcase this information.
What if I’m adding a Creative Commons licence to my final work?
Where external content forms part of your work, when attaching CC licensing you should also add a copyright (or ownership) statement for any re-used or reproduced content. By adding these statements (in addition to your CC licensing information) users will have a clearer understanding of what content is outside any CC licensing applied to the work. Your institution’s copyright office may be able to assist with this.
Four recommended sites:
Mixkit – searching is easy and there is great filtering by category. Videos tend to have useful framing (left- or right-aligned) that allows for easy addition of text or other materials over the video content. Many videos have free licensing where attribution is not required (but is appreciated). Note: there are some videos with ‘restricted’ non-commercial licensing that doesn’t allow for posting to YouTube due to the ability to monetise videos.
Pixabay – one of the best sites around for free media. Lots of different videos and a great choice if you’re looking for abstract or ‘interesting’ video backdrops. Free licensing, where attribution is not required (but is appreciated).
Coverr.co – this site often creates topical collections based on what’s happening in the world, e.g. working from home, cryptocurrency, etc. Also offers vertical videos for social media. Free licensing, where attribution is not required (but is appreciated).
Dareful – Video footage in 4K resolution. Lots of landscapes and drone footage, but other collections are growing. Videos are licensed under CC BY 4.0, so attribution is always required.
By the GitBook team (Blair Kelly, Bryony Hawthorn, Emma Chapman, Jasmine Castellano, Katie Mills, Karen Miller, Leah Gustafson, Miah de Francesch, Nica Tsakmakis, Ruth Cameron, Sara King, and Wendy Ratcliffe)
A collaboration between Australia’s Academic Research Network (AARNet) and the Council of Australian University Librarians (CAUL), this book is the creation of the CAUL Digital Dexterity Champions and their communities.
The Digital Skills GitBook is an open-source project and we are now open for contributions. Our vision for the book is that it is made by everyone, for everyone. We want it to be accessible to both amateurs and professionals, creators and users. For this reason, we are keen for the entire community to contribute to the creation of this resource as a way to build our collective capacity to support academics and library staff working in this space.
The GitBook team has worked together to create the chapter outline, a code of conduct, instructions for contributors, and a copyright statement. We are now seeking content at three skill levels (Developing, Skilled and Adept) from our communities. A contribution doesn’t have to be complex, as you can see from the example topics listed below, and you can choose to submit parts of a topic too:
How to create a directory structure
Naming and organising files/folders
Using password managers
Git and GitHub
Here is a sample article. The text should be simple and accessible to everyone, with as little jargon as possible, or where there is specialist language this should be explained and can be added to the glossary.
Take a look at our requested articles page. Could you write an article on any of these topics? Do you see any topics we have missed? If the answer to either of these questions is yes, then please use one of the following options to contribute content or topic suggestions (choose from 1 or 2):
For more information about copyright, please see our Copyright Statement. also encourage you to circulate this within your own networks and approach expert colleagues who may have their own skills to contribute.
Thank you for helping our GitBook come alive, we can’t wait to hear from you!
by Ruth Cameron, Coordinator Digital Library Programs, University of Newcastle
In 2020 the University of Newcastle Library ran a pilot student internship program. A part of the scope of work for the intern project was to review our Libguides, with a view to making them more user-friendly, student-centric and discoverable.
Our student intern first reviewed the guides herself and then created a survey for distribution through the Library’s social media channels. She incorporated all responses into a report with recommendations on how to proceed with our review.
In 2021, based on the student recommendations, we launched a Libguide Refresh Project, starting with our Subject Resource Guides. We aimed not only to incorporate the student feedback, but also to reduce the number of guides by 75% and their size by 25%. Fortunately, we were able to bring our student intern back as the student representative on this refresh project. We ran an environmental scan of 15 academic libraries’ Libguides and examined the literature to discover what is considered best practice. We considered these results in combination with our intern’s recommendations. We also created a flowchart for the decision-making process (for example, how do we decide to make a Libguide instead of a web page?).
Inviting a student to review our Libguides, and provide recommendations from herself and other students, aligns with the capability of Digital Creation, Problem Solving and Innovation by designing and creating new digital media (the student survey on the library’s social channels), then strategically collecting and analysing data using digital tools and techniques.
The refresh project
The refresh project aligns with Digital Communication, Collaboration and Participation in that it involved:
Communicating effectively in digital media and spaces
Actively participating in digital teams, working groups and communities of practice
Using shared productivity tools to collaborate, produce shared materials and work across boundaries
We used MS Teams for our shared documents and working comments, and Zoom for our meetings. Our student representative joined both of these digital spaces and participated actively in both by providing comments, recommendations and suggestions based on her earlier research.
This work also aligns with Digital Creation, Problem Solving and Innovation as we used digital evidence (collected in the intern project) to solve problems and find new solutions, and we developed a new project utilising appropriate digital technologies. We then showcased best practice, and encouraged innovation in other library staff.
Creating and sharing the flowchart
This activity aligned with ICT Proficiency and Productivity by using ICT-based tools for professional tasks such as writing, recording, presenting, task management, analysing data, managing files and working with images, and evaluating and choosing software relevant to different tasks.
We used MS Visio to create the chart and outline the decision-making process. We chose Visio because it’s part of the Office 365 suite, which is in turn supported by our institution’s IT Services. We shared the chart with the rest of the team by uploading it to our MS Teams site, aligning not only with ICT Proficiency and Productivity, but also with Collaboration, Communication and Participation, and with Digital Creation, Problem Solving and Innovation.
Creating templates for the Subject Resource Guides
The co-manager of the Academic Engagement team created a template for the Subject Resource Guides, and the Teaching Liaison Librarians then populated the templates according to discipline. This work aligns with the capabilities of ICT Proficiency and Productivity by using library and information systems, learning and research environments to a high degree of proficiency, and supporting others to use those systems and environments effectively and productively.
And of course
Our Subject Resource Guides are specifically designed to support Information Literacy!
What does this mean?
Take a look at your current and upcoming library projects in light of the Digital Dexterity Framework, and you’ll be surprised at how many capabilities you can align with. The Framework can also give you ideas on how to include more capabilities to enhance professional development. Try it and see how easy it is!
By Kelly George, Academic and Research Librarian, Charles Darwin University Library
Ever needed some inspiration, a quick activity, or a handy infographic?
Where do you go to look for activities, lesson plans, handouts, and anything else related to the teaching and learning of digital dexterity?
As library professionals, many of us in the Digital Dexterity (DigiDex) Champions network use OER repositories like Merlot and OER Commons to get ideas and supplement our teaching materials. However, with the development of the Champions network we wanted to encourage the sharing of our own resources, relevant to our context, and to raise the profile of the work that we do as educators in the Australian and New Zealand tertiary sector.
There was no one place already established where we could easily find and share resources. We asked ourselves: what features do we need in a resource sharing platform? What is most important to the Champions network?
One of the most important things that emerged was openness – you wouldn’t need a log in to browse or download the resources, and it would be accessible to anyone, not just the Champions network.
In fact, we developed a long list of desired features and set forth to identify the platform that best matched our needs. OER Commons came out on top, with its ethos of Explore. Create. Collaborate, and it enabled easy upload, licensing, tagging, and version history. ISKME (the Institute for the Study of Knowledge Management in Education) designed OER Commons to be much more than a simple online repository of OER; it is also a collaboration and teaching platform and aims to involve educators in a sustainable culture of sharing and continuous improvement.
The Digital Dexterity Educators group
You may already be aware of OER Commons, but what you may not know is that we have created a group on the platform which gathers together relevant resources for the Australian and New Zealand tertiary sector. We can also add to the group any resources already published on OER Commons that we think useful. To become a member of the group and to upload or add a resource, you do need to create an account, but this is a simple process. On the OER Commons website, click on the Sign in/Register button as indicated by the first arrow in the below image.
Find the Digital Dexterity Educators group, and others, by clicking on groups (as indicated by the second arrow in the image above) and then see all groups (in the ellipse in the below image). For a quick search, try popping our tag, MyDigiDex, into the search box to find resources added by the DigiDex Champions. You can also search for Digital Dexterity Educators to find us (second image below).
After clicking on the Digital Dexterity Educators group, anyone involved or interested in promoting digital dexterity can join the group so please go ahead, explore the site, and add yourself as a member (see image below).
Here’s a taste of what you’ll find posted in the group: from Curtin University Library, we have the comprehensive 23 Things for Digital Knowledge; from Queensland University of Technology Library, the in-depth modules of AIRS – Advanced Information Research Skills, and from Griffith University Library, the handy digital dexterity tool designed for self-assessment.
Share and share alike
A vital feature of the platform is the ability to assign a Creative Commons (CC) licence. Adding a CC licence to a resource enables us to reuse, adapt, and share resources without having to ask permission. If you are creating resources, or adapting existing resources, consider sharing them with your community of fellow educators. The process for adding or uploading a resource is easy—contact your DigiDex Champion, or leave a comment in this blog post, if you have any questions at all.
By Hugh Rundle, Manager, Digital Innovation, La Trobe University Library
Several years ago I created an aggregator service for blogs by Australasian GLAM (Galleries, Libraries, Archives, Museums) workers. Initially this was a simple Twitter bot, but later I built a web application that eventually allowed blog authors to register their blog, and readers to search by keyword, browse by tag, or subscribe to new posts via RSS or directly into their Pocket list, including the ability to filter out content they may be less interested in. If you’re interested in what Australian librarians are thinking and talking about, this is now a useful place to look.
Last year I wrote about re-building Aus GLAM Blogs from scratch when I had developed more knowledge and skills. Developing the app in incremental stages meant that it wasn’t completely overwhelming. This sort of project-based learning approach can be used in many contexts, but is particularly useful when building your digital skills. Creating a web application meant I needed to host it somewhere, which led to learning about Linux server management. Gradually increasing the scope of the application led to developing an understanding of how databases and software applications interact. Re-writing the entire thing led me to consider problems of data normalisation and to what extent it is useful and acceptable.
Scaffolding my own learning like this has enabled me to slowly build a technical skillset around computer programming and server management, and think more deeply about the sort of data management questions colleagues working with library metadata have to deal with every day. I will never consider myself an “expert” in coding or server administration, but through a personal project I’ve been able to build my knowledge over time. For a while this was simply to amuse myself, but I now find myself in a library job where these skills are really useful and help me to look at problems in a different way.
Your own interests may be different. Perhaps you want to be able to make animated videos, or build your own computer from parts, or fancy being the in-house Excel macro expert. If you’ve been telling yourself that you’re “just not a technical person” or you will “never be able to do it”, I don’t believe you. The trick is to find some small projects – ideally personal ones where there are few consequences of failure – and work on them because you’re interested in the actual thing you are making. It’s surprising how much you can learn “accidentally” just by focussing on what you want to create rather than on the skills themselves. Then, simply increase your ambition for the next project, and the next one, and the next one.