ERIC EJ1136303: School Librarians and Open Educational Resources Aid and Implement Common Core Instructional Content in the Classroom

2017·0.23 MB·English

by  ERIC

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may be used for the noncommercial purpose of scientific or educational advancement
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ARTICLE usage requests to the ALA Office of Rights and Permissions.
School Librarians
and Open
Educational
Resources Aid
and Implement
Common Core
Instructional
Content in the
Classroom
Krista Welz
[email protected]
62 Knowledge Quest | Power to the Pupil: Student Agency in the School Library
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
By 2013 a majority of states adaptation by a community of users 2011 states began considering the
adopted the Common Core for noncommercial purposes. These standards. By 2013 forty-five states
State Standards (CCSS) in English educational resources reside in had implemented the CCSS. These
Language Arts and Mathematics the public domain on the Internet new standards meant directing
in a response that addressed the and include textbooks, videos, students away from routine memori-
declining educational achievements podcasts, and any other learning- zation toward higher-order critical
of students in the United States. A related materials such as teachers’ thinking (Burks et al. 2015).
major challenge to Common Core guides, lesson plan recreations,
implementation is the shortage of experiments, demonstrations, and Although the CCSS were controver-
new and authentic standard-aligned curricula (Butcher 2015). Teachers sial among both teachers and parents,
material (William and Flora Hewlett and students have access to these when the standards were adopted
Foundation 2015). As districts face resources without the obligation to teachers were still expected to recreate
the necessity of purchasing new pay royalties or license fees, and, as their own curriculum, lesson plans,
instructional materials aligned a result, education transformation and benchmark assessments—in
with the CCSS, open educational reaches the classroom with a lower many cases, from scratch. A survey
resources (OERs) have become cost than if commercially produced conducted in 2016 by the Center for
crucial. The OER has become a materials are used. Education Policy Research at Harvard
central model for the develop- University reported that 80 percent
ment and dissemination of free Creative Commons licenses permit of ELA teachers and 72 percent of
online content. Digital libraries of the sharing of resources through mathematics teachers use curricular
OERs have increased significantly, free legal tools, and serve an active materials that they or their coworkers
providing schools and teachers role in the open-access movement. at their school created (Kane et al.
with standards-based materials Creative Commons licenses are 2016). Teachers also reported seeking
for developing CCSS-aligned not substitutes for copyrights. a vast array of online sources for their
curriculum (Waters 2013). The licenses work alongside the materials. Not only did 45 percent
copyright and allow producers to of school districts report significant
Open Educational Resources change the copyright terms to best problems locating standard-aligned
Defined fit users’ needs (Sharma 2013). textbooks and material, but the
standards required lessons that were
The theory of OERs was initially Adapting and Implementing different from what most teachers
defined at the 2002 UNESCO the CCSS were accustomed to teaching. Fur-
Forum on the Impact of Open thermore, fewer than 50 percent of
The CCSS are relatively new in
Courseware for Higher Education the school districts that adopted the
education. In 2009 state leaders
in Developing Countries (Armellini CCSS offered professional develop-
encouraged creation of the CCSS
and Nie 2013). The OER concept ment workshops that demonstrated
as real-world learning goals for
is defined as technology-enabled aligning the CCSS with classroom
the purpose of developing college-
open provision of educational instruction and student assessment (C.
and career-ready students. By
resources for consultation, use, and Thompson 2015).
Volume 45, No. 4 | March/April 2017 63
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
OER Implementation OERs every week. Teachers can can spend less time discovering
locate materials through special- classroom materials and additional
Adoption of the CCSS can be ized OER search engines such as time with their students.
regarded as the perfect storm OER Commons. (See the sidebar for
(Johnson 2014). It brought a the URL of this and other OER- According to Electronic Education Report
change to schools by making it related resources.) OER Commons (Schools Interested 2013), schools
necessary to depend on technology provides a voluminous collection are more likely to use reliable OERs
in classrooms, redesign curricula, of resources aligned to the CCSS; as supplemental material rather
and, more importantly, access OERs the collection includes lesson plans, than as a first source for Common
in an effort to align lessons with primary sources, and assessments Core curricula. Teachers have
standards. Rather than relying on (Ash 2012). Teachers can also access expressed their concern about a lack
textbooks, teachers are obliged to CCSS-aligned exercises and courses of sufficient professional develop-
assess and access OERs. The con- for students from Khan Academy, ment training within the area of
tinuation of the development and use CK–12 materials to support standards-based content. Providing
enhancement of classroom curricula students’ mastering of science more professional development
by teachers is now regarded as a and math concepts, incorporate workshops for teachers would help
process (Cavanagh 2013). videos from PBS Learning Media, them recognize how OERs can be
and share lesson plans with other used as the main sources in lesson
According to Liana Heitin (2015), educators on websites such as Share plans (Piehler 2016).
fewer than 33 percent of educators
My Lesson.
have access to premium CCSS- School Librarians and OERs
aligned textbooks. In general, Other curated and standards-
standards-aligned commercial aligned OER sources popular School librarians provide vital
content is not being widely among teachers are Curriki, Better services to their school. These
produced. For a variety of reasons, Lesson, Gooru, EngageNY, and services include selecting print
some states are abandoning the K–12 OER Collaborative (Johnson and digital resources, organizing
CCSS. The fear that more states 2014). OpenEd is one of the world’s material, and instructing both
might abandon the CCSS has caused largest K–12 standards-aligned students and teachers on appropri-
publishers to not fully invest in open educational resources library. ate technology tools to help augment
developing CCSS-aligned textbooks During a U.S. Department of curriculum units. School librarians
(William and Flora Hewlett Education #GoOpen Exchange have extensive experience in teaching
Foundation 2015). Moreover, the event in February 2016, OpenEd both students and teachers how to
Council of Great City Schools publicized the fact that Microsoft identify credible and authoritative
conducted a survey and reported had plans to publish a free OpenEd online sources and sorting through
that a majority of teachers are Open Education Search App free and premium information, such
using instructional materials they (OpenEd 2016). In addition, the as databases, informational text,
developed on their own. Use of U.S. Department of Education reference materials, and multimedia.
OERs could facilitate a collabora- has included OERs in its 2016 Therefore, school librarians
tive effort in the development of National Education Technology are transformational leaders in
CCSS-compliant curricula among Plan. The U.S. Department of supporting OER initiatives in school
school districts. The content that Education’s #GoOpen campaign districts and selecting OERs appro-
OERs provide is well-suited to target encourages states, school districts, priate for the curriculum (Kompar
the lack of commercially produced and educators to use openly licensed 2016).
standards-aligned materials (C. educational materials to transform
When district officials decree that
Thompson 2015). teaching and learning.
OERs must be used in their schools,
OER Extent and Availability OERs are free to use and remix for a team of educators usually forms a
committee to help identify and select
personal use, permitting teachers
As more school districts are using appropriate OERs. School librarians
to easily differentiate instructional
free online resources to enhance should join these committees and
material for students (Ash 2012).
classroom lessons and textbooks, provide expertise in selecting quality
Schools can form small groups of
the extent and availability of OERs, helping to organize them
teachers to design core sets of OER
OERs are continuously developing into appropriate curriculum units,
materials for specific grade levels.
(Terrell 2016). Digital libraries and making sure the OERs align
As a result, individual teachers
are adding to the collection of with the CCSS. Many educators
64 Knowledge Quest | Power to the Pupil: Student Agency in the School Library
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
may be unfamiliar with copyright The Grandview (WA) School District
and Creative Commons, as well as changed their entire Pre-K–10 math
Following the lead of
unaccustomed to using technology and English Language Arts curricula
to deliver content. School librarians by gathering and coordinating OERs
the U.S. Department
can support their schools’ classroom from a variety of sources (Cavanagh
teachers by providing professional 2015b). of Education, the policy
development on how to access
and share OERs, such as through Freeport (ME) Middle School should require that any
Google Classroom or Edmodo. transformed its eighth-grade math
Many OERs include interactive curriculum into a CCSS-aligned OERs created through the
features and assessments, such as program. The program implements
CK–12’s PLIX (Play-Learn-Inter- an array of OERs, allowing students expenditure of public funds
act-Explore) interactive exercises. to investigate math and learn sta-
School librarians can help other tistical relationships. The program should have open licenses.
educators organize and share their has proven to be effective, and more
OER material in an easily accessible, than 90 percent of the school’s
CCSS-aligned structure—whether eighth-graders passed the annual and academic improvement. In 2015
for a single lesson, video tutorial, math placement exam (Waters 2013). T. J. Bliss, a chief program executive
presentation, or full course. All for the William and Flora Hewlett
Utah’s State Office of Education has
of these efforts can help promote a Foundation, identified the recent
been compiling CCSS textbooks
blended-learning classroom envi- recognition OERs have received
constructed entirely of OERs (Welz
ronment as students engage with as a notable indicator that OERs
2016).
authentic OERs. are becoming essential to resolving
In these and other states, use of strategic problems in education.
Early Adopters of OERs
OERs has resulted from educational Further, Bliss pointed out that the
policy changes and resulted in importance of the availability of
Since educators in many school
the creation of a set of standards- OERs has finally been acknowledged
districts are under pressure as they
aligned rubrics to help educators by policymakers at the national level
search for CCSS-aligned materials,
assess OERs’ quality (Ash 2012). (Cavanagh 2016).
an increasing number of teachers
and policymakers are finding OERs OER Policies Nearly every state will develop a
attractive. Such free online, flexible, local control policy for the adoption
and sharable instructional content In December 2015 use of OERs and implementation of OER.
offers advantages that can help received a major boost from a Guiding teachers and administra-
schools save money on expensive federal law signed by President tors in explaining the advantages,
textbooks. Twenty-six states are Barack Obama. The OER concept exploring the strategies, and
promoting open OERs in some won bipartisan support on Capitol emphasizing quality examples of
form, and eighteen states have taken Hill during the drafting of the OERs for school districts should be
steps to share them with districts Every Student Succeeds Act, P.L. considered to be part of the control
(Cavanagh 2015a). 114-95. ESSA now allows states policy. Ideally, in states that have
and local education agencies to adopted the CCSS, school districts
K–12 school districts in many states
guide block grant money dedicated will employ OERs as a strategy for
have set out on an ambitious new
to technology toward OERs. In developing content that will support
path in using OERs. For example,
addition, in October 2016 the education of college- and career-
Bethel (WA) School District
Obama administration proposed a students (Voss 2015).
exchanged its commercial K–5
new regulation that would require
math curriculum for OERs created Additionally, following the lead of
that any new intellectual property
by EngageNY. Part of the New the U.S. Department of Education,
developed with grant funds from
York State Education Department, the policy should require that any
the U.S. Department of Education
EngageNY’s CCSS-aligned OERs created through the expen-
be made available with an open
English and math resources have diture of public funds should
license. ESSA’s Student Support
been downloaded twenty million have open licenses. Teaching and
and Academic Enrichment Grants
times by various school districts learning resources that reside in the
(Title IV-Part A) proclaim OERs as
in the United States and overseas public domain or have been released
being support for student assistance
(Cavanagh 2015c).
Volume 45, No. 4 | March/April 2017 65
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may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
under an intellectual property
Common Core Open Educational Resources Websites license that permits their free use
and repurposing by others can
Achieve the Core: ELA/
http://achievethecore.org/category/411/ela-literacy- and should be modified to provide
Literacy Lessons [and
lessons further support for students
Assessments]
with special needs. Furthermore,
Achieve the Core:
http://achievethecore.org/category/854/ school districts should include
Mathematics Lessons [and
mathematics-lessons OERs in their professional devel-
Assessments]
opment activities (Voss 2015).
Annenberg Learner http://www.learner.org
OER Barriers
Better Lesson http://betterlesson.com/common_core_math
CK–12 http://www.ck12.org/teacher Because OERs are digital, teachers
Curriki http://www.curriki.org and students cannot access them
without computers, tablets, or
Digital Public Library of
https://dp.la smart mobile devices (Waters
America
2013). Lack of funding and lack of
Edcite https://www.edcite.com
administrative support, along with
EDSITEment https://edsitement.neh.gov/ a lack of commitment to develop-
Edutopia: Open Educational ment and use of OERs, are also
https://www.edutopia.org/open-educational-
Resources (OER): Resource barriers to the implementation
resources-guide
Roundup of OER use in school districts
(Johnson et al. 2014). An easy-
EngageNY https://www.engageny.org
to-use OER platform is needed
#GoOpen http://tech.ed.gov/open/districts
so teachers can easily search and
Gooru http://www.gooru.org/welcome retrieve content (G. Thompson
Great Minds https://greatminds.org 2016).
HippoCampus http://www.hippocampus.org
With the onset of the OER
iBerry http://iberry.com movement, the increased
IOER (Illinois Open popularity of digitally delivered
http://ioer.ilsharedlearning.org
Educational Resources) content may present commercial
publishers with hardships because
Learning Registry http://learningregistry.org
of the decreasing demand for
Khan Academy https://www.khanacademy.org
conventional hardbound materials.
Learning Registry http://learningregistry.org/educators Because school districts desire
inexpensive, flexible instruc-
Lesson Planet http://www.lessonplanet.com/state-standards
tional content, some publishers
Merlot II https://www.merlot.org/merlot/materials.htm
are adapting and launching their
OER Commons https://www.oercommons.org/oer own open resources. For example,
Open Culture http://www.openculture.com Pearson designed an OER
platform called Project Blue Sky
OpenEd https://www.opened.com/search
that permits users to explore post-
OpenStax https://openstax.org
secondary materials that include
Orange Grove https://www.floridashines.org/orange-grove textbooks, lesson plans, and
http://www.pbslearningmedia.org/about/products/ videos—both OERs and Pearson-
PBS Learning Media
teachers developed (Cavanagh 2013).
http://powermylearning.org/education/learning/
PowerMyLearning Educators understand the benefits
educational-games-activities
of OERs but have realized that
Share My Lesson https://sharemylesson.com
using OERs requires sufficient
Smithsonian Learning Lab https://learninglab.si.edu time for searching and assessing
materials (G. Thompson 2016). In
UnboundEd https://www.unbounded.org
2016 the Babson Survey Research
Virtual Library of
http://smago.coe.uga.edu/VirtualLibrary/index.html Group (2016) published the results
Conceptual Units
66 Knowledge Quest | Power to the Pupil: Student Agency in the School Library
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may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
of a survey of over three thousand schools and the demands for per- and their skills in supporting
school faculty members regarding sonalized instructional content in cross-curricular active learning,
the OER selection process. Faculty classrooms (Cavanagh 2013). strengthening literacy and critical-
awareness of OERs was found to thinking skills, and developing
Many educators may view use
have increased 25 percent over higher-order question sets that
of OERs as a new trend that has
the previous school year. However, align to the Common Core State
emerged in various school districts,
the study also reflected educators’ Standards. The use of OERs is
especially those OERs that are
concerns about time, effort, and transforming education by making
CCSS-aligned. However, OERs
evaluation of the materials—all of free, readily available content
certainly aren’t new to education.
which survey participants regarded obtainable by educators. These types
Many educators have been using
as substantial barriers (Allen and of materials will help school districts
these types of materials since the
Seaman 2016). create opportunities for educators
late 1990s (Godwin 2016). Inter-
to collaborate at revolutionary
OER Evaluation estingly, there has been increased levels and share/remix high-quality
interest in open education within
resources that are designed by
Educators can evaluate whether the last few years because of high—
themselves and their colleagues.
OERs are aligned with the CCSS and rising—costs of textbooks and
Recognition of the school librar-
by using rubrics and an evaluation the lack of commercially produced
ian’s expertise is required for the
tool designed by OER Commons CCSS-aligned material.
successful curation of OER content
and Achieve, Inc. (Waters 2013).
and of CCSS-aligned material in all
Achieve’s EQuIP (Educators School librarians are experienced
forms. School librarians are at the
Evaluating the Quality of Instruc- evaluators and curators of content,
center of success for OER curation
tional Products) rubrics determine and, therefore, valuable assets in
and Future Ready students, and
specific units that are CCSS- school districts adopting OERs.
librarians are leaders in the digital
aligned. The Student Achievement School librarians also have the skills
transformation of learning.
Partners’ Instructional Materials to conduct professional development
Evaluation Tool (IMET) can be for colleagues facing the sometimes-
used to assess materials that are daunting task of integrating OERs
Krista Welz is library
currently in use and aid in selecting into their lesson plans.
additional CCSS-aligned material media specialist at North
School librarians can be at the
(Piehler 2016). These tools measure Bergen School District
forefront of the increasingly
OERs based on their technologi-
in North Bergen, New
popular Future Ready #GoOpen
cal interactivity and the quality of
movement. School librarians Jersey. She is currently a
instructional assignments and
practice exercises. School districts, can promote OER openness to doctoral student in the Educational Technology
their schools’ classroom teachers
nonetheless, should implement Leadership Program at New Jersey City
and administrators, advocate
their own final analysis to assure
University. She specializes in technology
to selection committees, help
the quality and appropriateness of
fellow-educators review openly integration in schools and libraries. She is a
specific OERs for classroom use
(Butcher 2015). licensed works, and focus profes- member of AASL. She has been reviewing books
sional development on currently
and apps for School Library Journal since
Conclusion available OERs. Certainly,
2010. She was named North Bergen High
librarians’ curation of #GoOpen
While school districts struggle to resources can help school districts School Educational Services Professional of
locate materials that align to the discover quality OERs. Improving the Year for 2016–2017. She also serves as
CCSS, the educational market will access and the use of learning
an EdTPA Performance Assessment Consultant
become a blend of commercial resources lies at the heart of school
for the New Jersey City University College of
and open materials. Use of OERs librarians’ transformational
endows educators with many leadership skills. They can and Education. She is co-founder of Edcamp Urban
options and, at the same time, must lead beyond their libraries and is a Google for Education Certified Trainer.
addresses their professional- and be willing to commit to the
She is a creator and moderator of the bi-
ism in selecting the best overall OER movement.
monthly #NJLibChat Twitter Chat. She can be
instructional materials. The rise in
popularity of OERs demonstrates School districts must recognize followed on Twitter @kristawelz or her website
the growing status of technology in the school librarians’ expertise at <www.kristawelz.com>.
Volume 45, No. 4 | March/April 2017 67
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may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
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68 Knowledge Quest | Power to the Pupil: Student Agency in the School Library