The Role of Libraries and Librarians in Open Educational Resources (OER)
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors
-
-
Muzafor Ali Ahmed
Librarian, Rajiv Gandhi Memorial College, Lengtisinga, Bongaigaon, Assam
-
- Keywords:
- Knowledge, Public good, Openness, Sustainability, Access
- Abstract
- Open educational Resources (OER) are teaching, learning and research materials that reside in the public domain. In their landmark 2006 essay, Smith and Casserly articulate the profound potential of Open Educational Resources (OER) to democratize learning worldwide. They define OER as teaching, learning, and research materials that reside in the public domain or are openly licensed, allowing free use and modification. Central to their argument is the conviction that the world’s knowledge should be treated as a public good, and that digital technologies—and particularly the Web-provide an unprecedented opportunity for global sharing and reuse. The authors trace the early momentum of the OER movement, spotlighting initiatives such as MIT’s pioneering Open Course Ware, and note how international bodies including UNESCO and others have embraced the concept, signaling a shift toward more open educational paradigms. They explore the promising models for OER expansion—ranging from comprehensive, peer-reviewed open courses to collaborative authoring platforms that function like communal “gardens” for educational content. Yet, Smith and Casserly do not shy away from the obstacles. They examine issues such as intellectual property barriers, the digital divide and interoperability challenges, and the sustainability dilemma-questioning who will bear the cost of creating, maintaining, and updating OER. They conclude by urging that OER be woven into the fabric of educational institutions rather than seen as an optional extra, emphasizing the moral and practical imperative to share knowledge more equitably.
- References
-
1. UNESCO (2019): Title: Recommendation on Open Educational Resources (OER)>Link: https://unesdoc.unesco.org/ark:/48223/pf0000370936>Summary> This global policy document outlines the five areas of action for OER development: capacity building, supportive policy, quality assurance, sustainability, and international cooperation.
2. Wiley, D. (2014): Title: The Access Compromise and the 5th R
Link:>https://opencontent.org/blog/archives/3221>Summary: David Wiley, a pioneer in open education, explains the "5Rs of OER"—Retain, Reuse, Revise, Remix, Redistribute—laying the foundation for what makes educational content truly open.
3. SPARC (Scholarly Publishing and Academic Resources Coalition): Title: Open EducationalResources>Link:>https://sparcopen.org/open-education>Summary>SPARC provides a detailed overview of OER, including its benefits, policy developments, and the role of libraries and institutions in advancing open education.
4. ACRL (Association of College & Research Libraries) (2018):Title: Open and Equitable ScholarlyCommunications>ACalltoAction>Link>https://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/OpenEquitableComm.pdf>Summary: This white paper highlights the role of academic libraries in advancing open scholarship and education, including OER adoption and support.
5. Hilton, J. (2016):Title: Open educational resources and college textbook choices: A review of research on efficacy and perceptions>Journal>Educational Technology Research and Development, 64(4), 573–590.DOI: https://doi.org/10.1007/s11423-016-9434-9
Summary: This peer-reviewed article evaluates the effectiveness of OER compared to traditional textbooks, showing no significant difference in learning outcomes while improving affordability.
6. Smith, M. S., & Casserly, C. M. (2006):Title> The promise of open educational resources
Journal: Change: The Magazine of Higher Learning, 38(5), 8–17>DOI: https://doi.org /10.3200/CHNG.38.5.8-17>Summary: An early but foundational article that discusses the transformative potential of OER for the global education system.