Tuesday, December 17, 2013

Librarians and the Era of the MOOC


The questions librarians should be thinking about is in what ways can we leverage our skills and build tools to fit the values of personalization, “big data” modeling and analysis, as well as peer socialization and networking for the MOOC environment? Would an embedded librarian work in the future for the commercial MOOC vendor or would this be part of an Emerging Technologies Librarian’s duties at a participating university? Would libraries actually benefit financially from MOOCs when considering the added costs for access to consortial databases with copyrighted material, or would library administration need to make yet more cuts to their budget elsewhere to make room for MOOCs? Price and copyright negations with vendors are another consideration. Libraries are often charged by the number of enrolled students, how would that work if they suddenly had hundreds of thousands of students paying for a single course credit? How willing and what system will scientific journals use, for example, to allow copyright use for a selection of individual articles for a course reserve list?



Libraries, MOOCs and Online Learning > 19 March 2014 > 9:30 AM - 3:30 PM

ALIA, CAUL, OCLC and the State Library of QLD present this event bringing together library stakeholders in the online learning space to talk about:

  • MOOCs (the trends in remote course delivery to large cohorts of students); 
  • the issues for libraries (collections, copyright, information, literacy, citation styles, research, staff skills), 
  • how academic libraries can support online learning; 
  • how other libraries - public, state/territory, TAFE, school are getting involved and 
  • the opportunities for advocacy. 
State Library of Queensland / Stanley Pl, South Brisbane /

Source and Registration Available At:


FREE Canvas MOOC > Teaching Library Research Strategies > January 27 2014 - March 2 2014

The migration of print resources to electronic formats has changed how instructional librarians teach students how to use the library effectively. The library has also changed to learning spaces and zones with less space for print resources. In this course, an experienced academic librarian will share his techniques and strategies for getting students engaged in the art of library research. A balanced approach to information literacy instruction including games, active learning, and using media literacy to get students enjoying their time in the library will be explored.

Source and Enrollment Link Available At:



Module 1: Teaching Library Research Strategies - Overview, what to expect, all about Canvas

Module 2: Understanding Information Literacy - A resourceful module on how to teach students about information literacy in the context of their world

Module 3: Knowing your Audience - Tips and strategies on how you can "get" connected with all students, learn who they are, be proactive and get to know them

Module 4: Designing Engaging Learning Experiences - Understanding the basics of instructional design, plan, plan, plan

Module 5: Developing your Style - Creating a teaching style that fits you!  Get in front of that mirror or empty classroom and teach

Module 6: Creating Your List of Strategies - Creating your own theme to get students engaged.  Answer the question: what is on your list?
Source Keith Rocci, M. Ed, Instructor


Saturday, December 14, 2013

Abstract Only > Who's in the MOOD for M.O.O.C.s ? > Library 2.013 > October 18 - 19 2013

Your Name and Title:

Ana Guthrie, Reference & Instruction Librarian

Library, School, or Organization Name:

Nathan W. Collier Library, Florida Memorial University


Area of the World from Which You Will Present:
Miami, Florida, USA

Language in Which You Will Present:


Target Audience(s):

Academic Librarian


Full Session Description (as long as you would like):

It is hard to imagine that academia would take seriously anything dubbed “MOOC.” Yet, the Massive Open Online Course (hereafter "MOOC") movement is repositioning how college instructors and students alike conceptualize learning. MOOCs are loosely characterized as online, tuition-free university courses made up of students spanning all backgrounds and locales who connect to learn a central topic. Essentially, MOOCs are available to anyone, anywhere; they are refashioning how we approach college instruction and delivery. Though the development of MOOCs is an important milestone for global higher education, the movement has been met with controversy. Much has been written on whether the MOOC is a teaching pandemonium versus an educational breakthrough. This presentation will define the MOOC movement and discuss its implications for academic libraries.


[No Known A/V Available] [12-14-13]

A/V Now Available > Librarians’ Role in Supporting MOOCs > Library 2.013 > October 18 - 19 2013

B.Vijayalakshmi - Sri Sarada College for Women, Tirunelveli, India

Friday, December 13, 2013

A/V Now Available > MOOCs and Constructivist Information Literacy > Library 2.013 > October 18 - 19 2013

Dr. Valerie Hill, Ilene Frank, and Michelle Keba -
Texas Woman's University School of Library and Information Studies, TX, USA


LJ > Opening Up | Next Steps for MOOCs and Libraries

ljx131201webmoocsIan1 Opening Up | Next Steps for MOOCs and Libraries

Since the term was coined five years ago, massive open online courses, or MOOCs, have been a subject of much debate in educational circles. In their brief life span, the courses, in which up to many thousands of students can participate, have demonstrated the promise of new technology to democratize education by some and been declared failed experiments by others. MOOC professors, though, say that it’s too early to judge how MOOCs perform, and that after just a few years, even those in the know are still figuring out what MOOCs really are and what shape—or shapes—they’ll take in the future. Whatever MOOCs look like going forward, though, libraries—in the academic and public sphere alike—will play a key role in helping to determine their design and success. In just the few months since we looked in LJ at the MOOC environment (“Massive Open Opportunity,” LJ 5/1/13), the quickly moving field has evolved significantly.

MOOCs in the Public Library

Among the biggest contributions libraries can make to the MOOC ecosystem is also one of the simplest—they can provide the Internet connection and resource access that students need to succeed in a MOOC. Chicago Public Library (CPL), where public libraries are looking for ways to increase their worth to the local learning environment by bringing more, tech librarian Michelle Frisque points out that for MOOC students who may have limited access to the Internet at home, public library resources make online learning a viable option. “We are the biggest provider of public technology and wireless access,” says Frisque. “And we have the resources people can use to do the homework in these courses.”


Making Their Own MOOCs

Some library systems, such as the New York Public Library (NYPL), have dipped their toes into creating original MOOC content, like the Sinology 101 MOOC developed for NYPL by former reference librarian Raymond Pun (a 2012 LJ Mover & Shaker). NYPL’s Stephen A. Schwarzman building houses a huge collection of research and scholarship on the history of China, one that Pun wanted to see promoted more effectively to lifelong learners. Presenting at LJ’s The Digital Shift virtual event on October 16, Pun said that he created the Sinology 101 MOOC as a way to “create a bridge between the program and the ­collection.”


Learning from Library MOOCs

David Lankes, a professor at Syracuse University’s School of Information Studies (SU iSchool), NY, helped to develop and teach a MOOC titled New Librarianship Master Class. As an experiment in learning how MOOCs could supplement or even replace standard online courses, Lankes’s course was split into two sections. Students could take the MOOC more casually, on their own schedule and at their own pace, viewing lectures and completing assignments as suited them from materials that are still available online. But Lankes and his colleagues also offered students the option to take the course for academic credit at Syracuse through a so-called “guided” section of the class that took place this past summer.


Making MOOCs Meaningful

According to Philipp Schmidt, the cofounder of online education platform Peer 2 Peer University, that sort of learning may be where MOOCs can make the most impact—by helping people learn from one another in a connected environment without worrying about whether that learning is officially recognized by universities. That recognition, Schmidt says, can actually get in the way of education. “Accreditation is the single biggest obstacle to real learning,” Schmidt says. “There’s this idea that learning is only important to get college credit and college degrees. A lot of learning happens after you leave school, by working with other people and starting projects.” Whether accreditation is good or bad, though, experiments in offering credit for MOOC participation are just beginning and are unlikely to scale up soon. And without that boost to the perceived validity of the education they provide, it’s going to be hard for MOOCs to live up to the promise of leveling the playing field for higher education. In the meantime, that may leave scholars and academic libraries in the facilitator role Todd is trying to introduce in Los Angeles County.

Source and Full Text Available At:


Thursday, December 12, 2013

Free > The Hype and Hope of MOOCs > OCLC Americas Member Meeting and Symposium > ALA Mid-Winter > January 24 2014 > 1:00 PM - 3:30 PM (ET) > In-person Or Virtual >

January 24 2014 / 1:00 PM - 3:30 PM (ET)

Description: Accessibility and cost of education is on everyone’s mind—administrators, faculty and librarians politicians and parents. MOOCs seem to offer a lifeline to schools and communities seeking to reinvent education and lifelong learning. But the conversation about MOOCs is complex and evolving. New partnerships are being formed to deliver tools and curriculum. New business models are emerging. Questions about accreditation and measurement abound. Do MOOCs represent a sea change for both public and academic libraries? Or just a new twist on distance learning? Join OCLC at the ALA Midwinter symposium for a debate among MOOC practitioners, promoters and skeptics.

This debate will be moderated by Skip Prichard and the symposium speakers will include:
  • Bryan Alexander, author of The New Digital Storytelling, an editor of the Horizon Report and a frequent writer/speaker on digital technology in education
  • Anya Kamenetz, a contributing writer for Fast Company, the Digital/Edu blogger for the Hechinger Report, and author of Generation Debt (2006), DIY U (2010) and the forthcoming The Test (2015) 
  • Ray Schroeder, Professor Emeritus and Associate Vice Chancellor for Online Learning at the University of Illinois at Springfield, and Director of the Center for Online Leadership and Strategy at the University Professional and Continuing Education Association (UPCEA)
  • Audrey Watters, a technology journalist and founder of Hack Education
  • Cathy De Rosa, OCLC Vice President for the Americas and Global Vice President of Marketing
Video Now Available At:

!!! Thanks, Gary Price !!!

Source and Registration Link Available At:


Wednesday, November 6, 2013

C&RL News: The MOOC Syllabus Blues Strategies for MOOCs and Syllabus Materials

Kyle K. Courtney /  The MOOC syllabus blues: Strategies for MOOCs and syllabus materials / Coll. res. libr. news / November 2013 / 74: 514-517

In library circles over the past two years, the elephant in the room has been “How will we support Massive Open Online Courses (MOOCs) at our institution?” edX is the not-for-profit organization founded by Harvard and MIT to transform education worldwide by offering MOOCs for free. edX has engaged in a number of partnerships with other educational institutions to offer interesting courses.

Many of the edX classes are offered through these institutions by their faculty, e.g., Harvard faculty teach HarvardX classes, MIT faculty teach MITx classes, etc. One of the distinct challenges to distributing a free, global curriculum online is the varied and unique copyright concerns. After some meetings with the edX teams, we decided that the library can support MOOCs best in two distinct areas: research and copyright.1

Copyright has been front and center in many MOOC classes, and many libraries, mine included, have taken a lead in this area. This is where libraries, scholarly communication offices, and rights clearance departments have been most active with MOOCs. I think this arrives naturally from our patron’s knowledge of the role of libraries and resources. Where do the resources exist? Ask the library. We need articles and journals for courses. Ask the library. We need copies from books. Ask the library. We need digital images for slides. Ask the library.


In the End

We never used only one method for helping with the syllabus materials for any HarvardX/edX class. Some were fortunate enough to have public domain readings available on the Internet Archive or Google Books, some had OA versions available, and some publishers granted access with no terms but a simple citation requirement. The answers varied as much as the strategies. However, what I did find was that grappling with the syllabus problems for the HarvardX/edX courses helped drive a particular mission I feel very passionate about: getting the faculty authors to understand the modern, contract, copyright, and license-bounded world we live in today, and how it affects education. Online classes, like MOOCs, will suffer greatly, and will continue to lack the rich and vast resources necessary for true learning if we don’t change the nature of where our scholarship ends up or who has access. These strategies were developed as a means of both solving a problem and educating the faculty authors. An opportunity to educate faculty authors about these access issues arises each time a MOOC is proposed, and a syllabus or reading list is assembled. We need to be there. It is our job as librarians to “spread the gospel” about copyright, OA, and licensing to make future MOOCs a place where the high level of analysis and lecture can be paired with the most interesting and thought-provoking scholarship we have available in the world today.

Source and Full Text Available At::


Monday, November 4, 2013

EDUCAUSE Review: Libraries in the Time of MOOCs

article artwork

MOOCs give librarians new opportunities to help shape the conversation about changes in higher education and to guide administrators, faculty, and students through these changes. To assume this role, librarians must understand the MOOCs landscape. Numerous stakeholders will have an interest in the massive intellectual property that ultimately resides in libraries' owned and licensed digital repositories. Studying and adopting technologies to manage and monitor MOOC usage of library resources will be essential to controlling access and tightening Internet safeguards.


Source and Full Text Available At 


Thanks to Gary Price !

Monday, October 21, 2013

Canvas Network: Information Literacy for Art and Design Students

Association of Independent Colleges of Art and Design

October 21, 2013 to November 25, 2013 

Cost per enrollment: Free

Full Course Description

The beginning of the 21st century has been called the Information Age because of rapid increases in information and information resources. Information literacy is now a core competency mandated by higher education accreditation associations for almost all U.S. colleges and universities. It goes far beyond simple web searches and equips students with the research skills necessary to find, evaluate, and appropriately use the types of information required for college level research. This course is geared toward college students, especially those majoring in art and design, but will be useful to anyone who wants to become a more effective searcher. Students will explore the “deep web” (information not found through search engines) and experiment with various search strategies and filtering techniques. Students will also be encouraged to explore resources found in local libraries.

Association of Independent Colleges of Art and Design

The Association of Independent Colleges of Art and Design is a non-profit consortium of 43 leading art schools in the US and Canada. AICAD colleges educate more than 50,000 undergraduate and graduate students each year, plus many thousands more in summer and continuing education programs. This collaborative course is an unprecedented collaboration among many librarians from AICAD colleges. Each module is signed by the specific librarians who worked on it. Students in this course are encouraged to become acquainted with a librarian at their college or a nearby public library.

Source and Enrollment Link Available At:

Wednesday, October 2, 2013

EDUCAUSE Brief > Copyright Challenges in a MOOC Environment

Executive Summary

The intersection of copyright with the scale and delivery of MOOCs highlights the enduring tensions between academic freedom, institutional autonomy, and copyright law in higher education.To gain insight into the copyright concerns of MOOC stakeholders, EDUCAUSE talked with CIOs, university general counsel, provosts, copyright experts, and representatives from other higher education associations. The consensus was that intellectual property questions for MOOC content merit wide discussion because they affect multiple stakeholders and potentially carry significant consequences. Each MOOC provider, for example, establishes a proprietary claim on material included in its courses, licenses to the user the terms of access and use of that material, and establishes its ownership claim of user-generated content. This conflicts with the common institutional policy approach that grants rights to faculty who develop a course. Fair-use exceptions to traditional copyright protection face challenges as well, given a MOOC’s potential for global reach. Nonetheless, fair use and MOOCs are not mutually exclusive ideas. MOOCs remain an experiment. Initiating discussions with a wide range of campus stakeholders will ensure clarity of purpose and a common understanding of copyright issues in a MOOC environment.

Source and Full Text Available At :


Thursday, September 26, 2013

Pushing the Envelope in Education: Roles for Libraries -- MOOCs, eLearning & Gamification


University of Toronto iSchool Institute Symposium in partnership with Dysart & Jones Associates

Monday & Tuesday Sept.30 and Oct.1, 2013, Toronto

Registration is open now.

Following the University of Toronto iSchool Institute’s first, and very successful, symposium, Creative Making in Libraries & Museums [snip] we are pleased to introduce the second symposium!

Libraries are expanding their strategies in education and learning.  Some public libraries are offering online credit courses and certificates.  Some are offering credit recovery for high school drop-outs.  Many are expanding the economic vitality and capacity of their communities.  Things a re changing.  Some academic libraries are exploring the role of the library in MOOCs and e-learning and distance education.  And our schools for the professional education of  librarians are diving into free MOOCs for continuing education.  Is your library system considering and exploring these innovations and opportunities?

Massive open online courses, or MOOCs, are a new type of college class based on Internet lecture videos. As the New Yorker magazine says, “a MOOC is “massive” because it’s designed to enroll tens of thousands of students. It’s “open” because, in theory, anybody with an Internet connection can sign up. “Online” refers not just to the delivery mode but to the style of communication: much, if not all, of it is on the Web. And “course,” of course, means that assessment is involved—assignments, tests, an ultimate credential. When you take moocs, you’re expected to keep pace. Your work gets regular evaluation. In the end, you’ll pass or fail or, like the vast majority of enrollees, just stop showing up.”

In the past two years, Harvard, M.I.T., Caltech, and the University of Texas have together pledged tens of millions of dollars to mooc development. Many other schools, from U.C. Berkeley to Princeton, have similarly climbed aboard. But how are the students supported?

This two day event features speakers immersed in MOOCs as well as those struggling to create strategies for their academic, college, school and public libraries to support students who are learning more and more online and faculty who are faced with new ways of teaching and assessing students.

Conference Co-Chairs:                                                    

  •  Jane Dysart, Senior Partner, Dysart & Jones                 
  • Stephen Abram, Consultant, Dysart & Jones                  



University of Toronto, Faculty of Information, iSchool Institute
140 St George Street, 7th Floor, Toronto, ON

Source and Links Available At:


Friday, September 13, 2013

Amigos Online Conference > MOOCs, Mobile Technologies - Their Impact on Reference Service

conference logo

When: Thursday, November 7, 2013 | Where: Online, from the comfort of your office or home

The theme of this online conference will focus on current and future technologies for reference services and the impact of MOOCs on the library. Our objective is to provide an overview of current reference practices and offer tips and steps on specific techniques as models for the future. The goal is to reach library directors, mid-level managers as well as front line staff representing college, university, public and corporate libraries.

Source and Links to Registration, Speakers, and Schedule Available At:


Thursday, September 12, 2013

ALCTS > Get Ready to MOOC: Why Libraries Should Care

Massive Open Online Courses (MOOCs) are sweeping the country and libraries and librarians are watching this development carefully. This series of four webinars will help librarians gain an understanding of the complexity of the MOOC “movement,” learn how to support students and faculty engaged with MOOCs, become familiar with the copyright and intellectual property requirements in relation to MOOCs, and hear what the future may hold for MOOCs.

The first webinar, on September 25, 2013 will be presented by Mike Eisenberg, dean emeritus and professor, University of Washington Information School, who will set the stage by examining the origins of online learning and explaining why MOOCs continue to thoroughly capture the imagination of students, educators, and administrators.

For more information on the ALCTS Webinar Series: Libraries and MOOCs: http://www.ala.org/alcts/confevents/upcoming/webinar/moocs 

Who Should Attend?

Librarians, library administrators, and library educators interested in supporting and enhancing libraries’ preparation of and participation in MOOCs.

Course Level & Prerequisites



Mike Eisenberg is the founding dean of the Information School at the University of Washington, serving from 1998 to 2006. Known as an innovator and entrepreneur, Mike approached the iSchool as a start-up—transforming the school into a broad-based information school with academic programs on all levels and making a difference in industry, the public sector, and education. Mike’s current work focuses on information and technology literacy, virtual worlds, and library information and technology programs, K–20.

Date & Times

Wednesday, September 25, 2013
\Sessions are intended to last 1 hour, starting:
11 am Pacific | 12 Mountain | 1 pm Central | 2 pm Eastern




ParticipantFee ($USD)
 EachSeries of 4
ALCTS Member (individual)43138
Nonmember (individual)59189
International (individual)43138
Groups. Applies to group of people that will watch the webinar together from one access point.  
Member group99317
Nonmember group129413

All webinars are recorded and the one-time fee includes unlimited access to the webinar recording.

All registered attendees will receive the link to the recorded session so if you are unable to attend the webinar at the time it is presented, you will have the opportunity to listen to the recording at your convenience.

Source and Links Available At 


Friday, August 23, 2013

MOOCs: The Challenges for Academic Librarians

Cameron Barnes / Australian Academic & Research Libraries 44, no. 3 (2013): 1-13
Ahead Of Print



The purpose of this article is to provide Australian academic librarians with an introduction to Massive Open Online Courses (MOOCs). It begins with an overview of the evolution of the MOOC, including developments in Australia over recent months. The article then reviews the emerging literature on librarians’ roles in the MOOC context. Finally, this paper concludes by considering the possible impact of future changes in copyright law on MOOCs in Australia.



MOOCs are now a part of the Australian higher education scene, with a number of competing local models, as different institutions explore alternatives. In this evolving environment, librarians have a critical role to play in the development and support of local MOOCs. They can offer advice on a range of topics: content licensing, copyright, accessibility and information literacy support. There are also areas where librarians might seek to influence institutional policies. Librarians should not hesitate to alert course developers as to the benefits of using open access materials or releasing MOOCs under open licence. In addition, MOOCs present librarians with new opportunities to evaluate how they can best teach information literacy skills in the online environment. Fortunately,
librarians can now call upon a growing body of research to assist in developing appropriate
responses to these challenges.

Source and Full Text Available At


Note: Subscribers Only

Thursday, August 22, 2013

MOOCs and Libraries: Massively Open Online Courses or Maybe Others Ought to Create?

Jesse Koennecke  > Electronic Resources & Libraries (ER&L)  > March 18 2013 > Austin, TX 

Massively Open Online Courses (MOOCs) are popping up all over, offering opportunity and a lot of questions. Through personal experience  exploring the work of others, and discussion with session participants, the presenter will strive to show how libraries can and should be part of the planning and implementation of MOOCs.



Friday, August 16, 2013

Listserv Now Available > ACRL Library Support for Massive Open Online Courses (MOOCs) Discussion Group


The Library Support for MOOCs ACRL Discussion Group provides librarians with an opportunity to share information about how libraries are supporting the provision of MOOCs created by their campuses.

As more and more academic institutions offer Massive Open Online Courses (MOOCs), librarians are interested in exploring their roles in this new teaching environment. In discussion lists and blogs, at conferences and meetings, librarians have discussed both the challenges and the opportunities that MOOCs provide and the implications of MOOCs as they relate to intellectual property, fair use, licensing, instructional support for instructors and courses, open source content, and supporting students’ acquisition of research and information literacy skills.

The rapid evolution in this area prevents many librarians from keeping abreast of developments on their own. This Discussion Group allows librarians participating in the support and provision of MOOCs to share strategies and resources and also provides an opportunity for networking that could result in collaborations. For librarians not yet involved in MOOCs, the Discussion Group can be a tool for keeping current on the issues.


Jennifer L. Dorner (Co-Convenor, July 1, 2013, to June 30, 2014)
Michele Ostrow (Co-Convenor, July 1, 2013, to June 30, 2014)
Casey L. Kinson (Staff Liaison, July 1, 2013, to June 30, 2014)
Previous Year / Next Year

Displaying active committee roster as of 08/16/2013. Last retrieved on 08/16/2013. Members can log in to view full contact information for committee members.


Discussion Group composition include group leaders and membership based on interest.


The Library Support for Massive Open Online Courses (MOOCs) Discussion Group was established by the ACRL Board of Directors at the 2013 ALA Annual Conference.

Get Involved

If you are interested in MOOCs, please help us build a dynamic learning community by joining us.  There are a number of ways to do so:
  •  If you are a member of ALA, join our community in ALA Connect (http://connect.ala.org/node/210871#)
  •  Join our listserv (), also open to non-ALA mem
  • Come to a meeting at ALA Annual
Staff Liaison

Casey Kinson
Program Coordinator
Association of College & Research Libraries
American Library Association
50 East Huron Street
Chicago, IL  60611-2788
Work: 312-280-2511



Thursday, August 15, 2013

1st European MOOCs and Libraries Conference: MOOCs and Libraries: The Good, The Bad And The Ugly > July 12 2013

Friday July 12th, 2013 - Pullman Hotel, Central London

The one day event hosted by the Open University Library in partnership with OCLC Research and Jisc focused on the challenges MOOCs pose to the traditional delivery of library services, and the opportunities they offer for libraries to rethink and revitalise their proposition. Participants were brought up to speed with the latest MOOC developments around the world, with particular emphasis on developments in the UK. Speakers shared their experience of and thoughts about the impact MOOCs are having on library services across many sectors, on publishers, and on the higher education landscape.

The event builds on a highly successful workshop held in Philadelphia in March, sponsored by OCLC and the University of Pennsylvania at which the Open University was the only institution from outside North America.

The objectives of the day were:

  • To raise awareness among librarians of the impact of MOOCs on their environment
  • To share experience of libraries involved in MOOCs
  • To discuss the strategic way forward for HE libraries in this changing landscape and develop a strategic roadmap


  • The Changing Face of MOOCs: Hugh Davis, Southampton University
  • Edinburgh (Coursera): Sian Bayne, University of Edinburgh 
  • An overview of MOOCs and Libraries to date: Merrilee Proffit, OCLC Research
  • The experiences of a MOOC learner: Sally-Anne Betteridge, University of Birmingham   
  • Workshop facilitated by Rachel Bruce and Ben Showers, Jisc – the outcomes from this session will be published here later in the yeat 

Source and Links to Presentation Slides Available At 


Wednesday, August 7, 2013

ALCTS Webinar Series: Libraries and MOOCs

Massive Open Online Courses (MOOCs) are sweeping the country and libraries and librarians are watching this development carefully. This series of four webinars will help librarians gain an understanding of the complexity of the MOOC “movement,” learn how to support students and faculty engaged with MOOCs, become familiar with the copyright and intellectual property requirements in relation to MOOCs, and hear what the future may hold for MOOCs.

September 25, 2013, Mike Eisenberg will set the stage by examining the origins of online learning and explaining why MOOCs continue to thoroughly capture the imagination of students, educators, and administrators.

October 9, 2013, Steven Bell will outline his views on the role of the librarian as a “solutions provider” to the online learning community. Whether a traditional online course, or a MOOC, librarians should be recognized as full partners throughout the development process. Steven will discuss how librarians can get into the conversation.

November 6, 2013, Kevin L. Smith will offer insights into the library’s role educating users with regard to their rights and responsibilities vis à vis copyright in settings beyond the traditional classroom model.

December 11, 2013, Jonathan Grudin will let us know whether he is optimistic or pessimistic about the future of MOOCs.

Who Should Attend?

Librarians, library administrators, and library educators interested in supporting and enhancing libraries’ preparation of and participation in MOOCs.


Mike Eisenberg, dean emeritus and professor, University of Washington Information School

Steven Bell, associate university librarian for Research & Instructional Services at Temple University

Kevin L. Smith, director, Copyright and Scholarly Communication at Duke University Libraries

Jonathan Grudin, principal researcher in the Natural Interaction Group at Microsoft Research

Dates & Times

Sessions will be held on Wednesdays

  • September 25, 2013
  • October 9, 2013
  • November 6, 2013
  • December 11, 2013

Sessions are intended to last 1 hour, starting:

11 am Pacific | 12 Mountain | 1 pm Central | 2 pm Eastern



All webinars are recorded and the one-time fee includes unlimited access to the webinar recording. All registered attendees will receive the link to the recorded session so if you are unable to attend the webinar at the time it is presented, you will have the opportunity to listen to the recording at your convenience

Source and Links Available At


Sunday, August 4, 2013

Open Education Resources Librarian

Victor E. Tiger

Education: See Description
Experience: See Description



12-Month Non-Tenure Track

The Open Education Librarian works closely with faculty from a broad range of academic departments and other librarians to develop services that promote the dissemination of open educational resources and open content within the University’s curriculum. The successful candidate offers the ability to collaborate, create, innovate, and communicate when working with various constituencies. The Open Education Librarian participates as a member of Forsyth Library’s Open Educational Resources team and a member of the University’s Open Education Committee.

Responsibilities associated with the position require knowledge of issues in open education, open textbooks, open access, copyright, and intellectual property.  The Open Education Librarian provides information literacy instruction, research assistance, outreach, and service to the University community. 

The Open Education Librarian is a member of the Teaching and Research Team and participates fully in the programs and services of that team. As adjunct faculty, the OER Librarian will negotiate formal teaching responsibilities with the Director of the Library and participate as a member of the embedded library program.  The OER librarian will also participate in library programs and projects and contribute to the success of the Library and the University.  Additional duties include some “on call” duties on nights/weekends, information literacy instruction, and departmental liaison duties.

  • MLS from an ALA accredited program 
  • Familiarity with issues in open education, open textbooks, open access, copyright, and intellectual property.
  • Experience with library instruction
  • Excellent oral and written communication skills. 
  • Ability to work effectively as part of a team working with culturally diverse faculty, students, and staff.

  • Experience working in an academic library.
  • Experience with learning management systems.

  • $42,279

Fort Hays State University is an Equal Opportunity Employer and does not discriminate on the basis of gender, race, religion, national origin, color, age, marital status, sexual orientation, genetic information, disability or veteran status.

Final candidate will have consented to and successfully completed a criminal background check.

Source Available At:

Saturday, August 3, 2013

Drawing the Blueprint As We Build: Setting Up a Library-based Copyright and Permissions Service for MOOCs

D-Lib Magazine

D-Lib Magazine | July/August 2013 | Volume 19, Number 7/8

Lauren Fowler
Duke University Libraries

Kevin Smith
Duke University Libraries



The rapid growth of Massively Open Online Courses (MOOCs) in higher education has raised the question of what services libraries on campus can, and should, provide for these courses. One area in which librarians are frequently the source of advice and assistance is in providing copyright education and obtaining permissions to use copyrighted material, and there is now a pressing need to address those areas for MOOCs. This article describes the creation of a copyright and permissions service for MOOC instructors within the Duke University Libraries. Although the service has not been free of difficulties, and its success in actually obtaining permission for desired uses has been uneven, overall the response from faculty has been positive, and the libraries believe that this service is a fruitful and sensible way for them to support the MOOC phenomenon.

 Source and Full Text Available At


Friday, August 2, 2013

MOOCs and the Library: Engaging with Evolving Pedagogy

World Library and Information Congress: 79th IFLA General Conference and Assembly - 17-23 August 2013, Singapore
Mariellen Calter
Assistant University Librarian & Chief of Staff, Stanford University Libraries, Stanford
University, Stanford, California, USA.


The emergence of the Massively Open Online Course, or MOOC, has been a topic of considerable analysis and discussion in academic circles in recent years, and is not infrequently mentioned as a disruptive technology in higher education. As Stanford University has been prominent in the development of MOOC platforms, both the university as a whole and the Stanford University Libraries have a particular interest in understanding the potential for and impacts of this platform. This paper briefly outlines the emergence of MOOCs within the context of online learning tools and  distance learning, looks at how Stanford University as a whole, and the Stanford Libraries in particular, are integrating these technologies in their pedagogy.

Keywords: MOOCs; online learning; flipped classrooms; copyright

Source and Full Text Available At


Saturday, June 29, 2013

Open Sesame: Strategies for Promoting Open Educational Resources for Massive Open Online Courses (MOOCs)

As defined by Wikipedia, a Massive Open Online Course (MOOC) is “… an online course aiming at large-scale participation and open access via the web”.

In late autumn 2012, the New York Times declared 2012 as the “Year of the MOOC”. Earlier, theMIT Review, claimed that they were “the most important education technology in 200 years”, and in a cover story, Time, characterized MOOCs as a major factor that was “reinventing college”. The MOOC phenomenon has also been covered by The Guardian and the Times Educational Supplement, among numerous other educational and news media.

In mid-March 2013, the University of Pennsylvania, Philadelphia, hosted a two-day conference titled “MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge?“. Co-sponsored by OCLC® Research, the event included a session on Copyright, Licensing, Open Access and one on New Opportunities for Librarians: What Happens When You Go Behind the Lines in a MOOC?

Participants in the former session members discussed “the challenges for licensing and clearing copyright for materials” used in MOOCs, and explored the potential “opportunities for advancing the conversation on open access with faculty,” while members of the latter reported and speculated on the roles of libraries and librarians in the MOOC environment. Among those noted were: serving as an advocate for different resource licensing models, identifying and organizing public domain images, as well as encouraging Open Access publishing, and the use of institutional repository content, among other initiatives

Compared to discussion of copyright and licensing negotiations and fair use of proprietary content, however, consideration of Open Educational Resources and their use in MOOCs was not as extensive and implementation strategies were not discussed in detail.

To become more engaged in Massive Open Online Courses and Open Educational Resources, librarians should become more knowledgeable about each.


Source and Full Text Available At:

Sunday, May 19, 2013

Massive Open Opportunity: Supporting MOOCs in Public and Academic Libraries

ljx130502webMOOC1 Massive Open Opportunity: Supporting MOOCs in Public and Academic Libraries

If you’re an academic librarian, you’re probably already awash, at least peripherally, in news about MOOCs—massive open online courses have been touted as the next big thing in higher ed since they burst on the scene about a year ago. If you’re a public librarian, on the other hand, you may not even have heard of them. Yet MOOCs are bringing unprecedented challenges and opportunities to both kinds of libraries already, and they’re only going to grow.

  • What is a MOOC
  • Why would they need the library?
  • Supporting production
  • Supporting students 
  • Measuring a MOOC
  • Preservation
  • The Library as Content Creator
  • MOOCs and the public library
  • MOOCs for librarianship

Source and Full Text Available At 


Librarians: Your Most Valuable MOOC Supporters

What about libraries? That’s the question on our minds as the world declares its love for massive open online courses, or MOOCs. Libraries are a major part of universities, but they’re almost entirely missing from the MOOC conversation. That’s a big mistake.

Libraries offer resources, from research to licensing support, that are essential to the future of MOOCs as they grow both in numbers and in seriousness. As MOOCs become an increasingly valid and valuable resource, it’s clear that they can benefit from another great educational resource: librarians.

The MOOC Library


The MOOC Challenge


What MOOC Librarians Can Do 

  • Take a MOOC
  • Become a Part of MOOC Development
  • Offer licensing and access support.Develop course research guides.
  • Create library MOOCs.


"We’re at the beginning, not the end,” Proffitt says. MOOCs have a lot to offer students and the future of online higher education, and librarians are in a great position to help this fledgling resource grow in depth and quality. There’s so much librarians can do, and there are many opportunities for development.

Source and Full Text Available At


Thursday, May 9, 2013

Librarians and the Era of the MOOC

The New York Times dubbed 2012 “The Year of the MOOC,” and it has since become one of the hottest topics in education. Time magazine said that free MOOCs open the door to the “Ivy League for the Masses.” Two of the world’s leading MOOCs, Coursera and Udacity, earned venture capital in the amounts of $22 million and $15 million, respectively. Educators, politicians, and yes, librarians, are taking note of this disruptive educational technology trend, and the future it holds for the training for our future scientists, doctors, nurses, engineers, and others entering STEM fields. I remember back my library school days, how librarians were fearing and struggling to redefine their role in “search” in the Age of Google, and now, they face another challenge, finding their role aiding professors and students in the Era of the MOOC.


Source and Full Text Available At


Tuesday, May 7, 2013

Envisioning the Role of Librarians in Massive Online Open Courses

Live Webcast  / May 22, 2013
11 a.m. Pacific | 12:00 p.m. Mountain | 1:00 p.m. Central | 2:00 p.m. Eastern
90 minutes

Description: Technology is enabling Higher Education to change more in the next ten years than it has in the past hundred. Massive Open Online Courses (MOOCs) are potentially one such technological innovation and have generated a lot of press in the past year. This live, interactive webcast will focus on the role of the librarian in these online courses. First, we will examine what librarians are currently doing to provide support for these institutional course offerings. Next, we will discuss possible future roles that librarians can play as MOOCs move from the margins to the mainstream.

Learning Outcomes:

  • Learn about current library efforts to support MOOCs (e.g. copyright and licensing).
  • Learn about new strategic challenges that MOOCs present for libraries (e.g. scale and remote services for diverse course demographics).
  • Learn about new strategic opportunities that MOOCs present for libraries (e.g. information literacy instruction and Open Educational Resources (OERs).

Presenter: John D. Shank, Instructional Design Librarian, Associate Director of the Center for Learning and Teaching (CLT), Instructor in Communication Arts & Sciences, Penn State Berks
Co-founder of The Blended Librarian

Technical Requirements: ACRL Webcasts are held in an Elluminate virtual classroom. You will be prompted to download a java-based application (Elluminate) before being able to enter the classroom.  Elluminate works on both PC and Macintosh platforms.  The minimum PC requirements are a Pentium II 266 Mhz with 64MB of memory and a sound card. The minimum Mac requirements are a G3 233 Mhz with 64MB of memory when using OS 9.0 - 9.2 or 128MB of memory when using OS X.

Speakers or a headset for listening to the presentation are required. It is recommended that you also use a microphone to ask questions/make comments. If you do not have or do not wish to use a microphone, you may ask questions through text-based chat.


Registration fees:
  • ACRL member: $50
  • ALA member: $75
  •  Nonmember: $90
  • Student: $40
  • Group*: $295
Source and Links To Registration Options Available At

Tuesday, April 9, 2013

MOOCs and Libraries Event Videos Now Available

09 April 2013

The "MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge?" event took place 18-19 March at the University of Pennsylvania and was broadcast live online. Hosted by OCLC Research and University of Pennsylvania Libraries, the event featured thoughtful and provocative presentations about how libraries are already getting involved with MOOCs, and engaged attendees in discussions about strategic opportunities and challenges going forward. More than 500 people participated in this event: 125 attended in person and more than 400 attended remotely online.

Links to the 11 individual videos and a MOOCs and Libraries video playlist that comprises all of these videos are available at the links below, on the MOOCs and Libraries event page, and on the OCLC Research YouTube Channel.

Links to the presenters' slides, the next steps document (.pdf: 124K/1 pp.) and the #mooclib archived tweets (pdf: 639K/32 pp.) from this event are available on the MOOCs and Libraries event page.

Look to the OCLC Research blog, HangingTogether, for a short series of postings that recap presentation highlights and summarize outcomes from this event.

MOOCs and Libraries Video Playlist

Monday, 18 March

Welcome from the University of Pennsylvania Libraries (8:12)

  • Carton Rogers, University of Pennsylvania

Why MOOCs, Why Penn, Why Now? (23:01)

  • Ed Rock, University of Pennsylvania

MOOCs and Libraries, An Overview of the Landscape (14:46)

  •   Jim Michalko, Vice President, OCLC Research Library Partnership

MOOCs and Libraries, An Overview of the (Current) Landscape (14:09)

  • Merrilee Proffitt, Senior Program Officer, OCLC Research

Copyright, Licensing, Open Access (59:39)

  • Brandon Butler, Director of Public Policy Initiatives, Association of Research Libraries, moderator
  • Kevin Smith, Scholarly Communications Officer, Duke University
  • Kenny Crews, Director, Copyright Advisory Office, Columbia University
  • Kyle K. Courtney, Manager of Faculty Research and Scholarship, Harvard Law School

Production & Pedagogy (1:16:11)

  • Bruce Lenthall, Director of Center for Teaching and Learning, University of Pennsylvania, moderator
  • Christian Terwiesch, Wharton School Faculty, University of Pennsylvania
  • Jackie Candido, Online Learning & Digital Engagement, School of Arts and Sciences, University of Pennsylvania
  • Amy Bennett, Penn Open Learning, University of Pennsylvania
  • Anna Delaney, Perelman School of Medicine, University of Pennsylvania

Tuesday, 19 March

New Opportunities for Librarians: What Happens When You Go Behind the Lines in a MOOC? (1:04:11)

  • Marjorie Hassen, Director of Teaching, Research, and Learning Services, University of Pennsylvania Libraries, moderator
  • Sarah Bordac, Head, Instructional Design, Brown University
  • Jennifer Dorner, Head, Instruction and User Services, University of California Berkeley
  • Lynne O'Brien, Director of Academic Technology and Instructional Services, Duke University

Who Are the Masses? A View of the Audience (19:04)

  • Howard Lurie, Vice President, Content Development, edX

Who Are the Masses? A View of the Audience (16:24)

  • Deirdre Woods, Interim Executive Director, Open Learning Initiative, University of Pennsylvania

Who Are the Masses? A View of the Audience (23:02)

Margaret Donnellan Todd, County Librarian, County of Los Angeles Public Library

Summary, Next Steps and Group Discussion (18:32)

    Merrilee Proffitt, Senior Program Officer, OCLC Research
    Chrystie Hill, Director, Community Relations, OCLC

Source and Links to A/V Available 



Report > Detailed > OCLC Research Presents MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge?


Further Thoughts on MOOCs and Libraries


CHE > For Libraries, MOOCs Bring Uncertainty and Opportunity


Update > Streaming Also Available > OCLC Research > Free Program > MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge? > March 18-19 2013 > University of Pennsylvania


Thursday, April 4, 2013

MOOCs & Libraries > An Overview Of The (Current) Landscape

MOOCs and Libraries Massive Opportunity or Overwhelming Challenge

Duke Librarians Aid MOOCs With Technology, Research

Margot Tuchler | April 4, 2013

Coursera students see their professors in the online course videos, but they do not see the teams of people working behind the scenes to make the videos possible.

The advent of massive open online courses in the higher education community—specifically Coursera, which Duke partnered with last summer—has demanded expertise from a variety of sectors across the Duke Libraries system, which is responsible for more than just books and databases. In fact, the relationship between professors and the online Coursera platform has largely been bridged by the Center for Instructional Technology, a division of Duke Libraries dedicated to helping teachers integrate various technologies into their lessons.

Apart from CIT’s role in supporting the structure of online courses, Duke Libraries and its constituents have helped professors gather materials for courses and ensure that they are transferable to Coursera’s massive audiences.

“For a long time, the library, working closely with [the Office of Information Technology], has been the fulcrum for assisting faculty in introducing new technologies into their classes,” said Provost Peter Lange, noting that he immediately turned to Lynne O’Brien, director of academic technology and instructional services, to help with the move to MOOCs. “She’s been my right-hand person throughout all of this. That puts the library at the center.”

CIT helps professors make their course materials align with the Coursera platform, O’Brien noted.

“The staff in [CIT] have been the primary consultants to faculty on the development of Coursera courses,” O’Brien wrote in an email Wednesday. “We work closely with colleagues in [OIT] and Duke Media Services on production of Coursera video materials.”

Apart from CIT, O’Brien noted that Duke Libraries’ involvement also extends to other departments, including Data and GIS Services, Digital Scholarship and Production Services and the Office of Copyright and Scholarly Communication.


Apart from helping professors prepare for their Coursera classes, the library system has also played a role in assisting professors who wish to implement the new “flipped classroom” model to their on-campus classes. CIT staff led workshops about flipping the classroom that around 70 faculty attended and provided consulting for the new educational approach, O’Brien said.


The structure of Duke’s library is not very common among its peer institutions, O’Brien said, noting that Duke seems to be ahead of the game in terms of integrating technological assistance and access to course materials through one streamlined system. Duke joined Coursera last July, when only 15 schools other were participating. Now, Coursera hosts 62 universities.

“Duke is envied by many peer libraries for its close relationship between teaching support and instructional technology along with research services in the library,” O’Brien said. “It’s been a very busy year for everyone.”

Source and Full Text Available At


Friday, March 29, 2013

MOOC/Librarian Connection

I  put together a MOOC/librarian concept map for a conference on professional development for academic librarians. My professional focus is information literacy instruction, which the map reflects. I'm mixing and matching ACRL and SCONUL views of info lit, so I apologize to any purists. I may be missing some important connections due to my focus. I would appreciate any comments, suggestions or input.

Source and Link Available At


University of Missouri > Educational Technology Assistance > Massive Open Online Courses (MOOCs) Overview

Nova Southeastern University > LibGuide > Massive Online Open Courses (MOOC)

Georgetown University Library > ITEL Library Impact Form - Level III: MOOC

Library Consultation: Meet with library team prior to February 15, 2013 and then complete form and submit it with your grant application.

Name of, subject area(s), type of course.
Instructor(s) or collaborator(s), and disciplines
Describe the course: Existing or completely new? Format envisioned?   
Provide DRAFT Syllabus with course outline, expected assignments, expected readings, group or individual projects.

Describe your expected use of library services and resources from:

Gelardin New Media Center: Class instruction in multimedia tools, software, equipment, or online programs? One-on-one multimedia assistance, multimedia production services?

Library IT: Digitization consultation? New tools creation? Website design? Integration with existing library applications? One-on-one assistance?

Special Collections Research Center (documents, rare books, archives, artwork, MSS); one on one research assistance

Collections: Reserve readings or media? Do you envisage using third party images or audiovisual materials? If so, will you require guidance on the use of copyrighted material for your course?

Describe expected new electronic, print, or multimedia resources the Library likely needs to purchase for this course. 

Research & Instruction Department: Tutorials? Class instruction? One-on-one research assistance

Describe your expected use of library computer classrooms, high-tech rooms, Skype, GoToMeeting services

Describe expected new resources in any format the Library likely needs to purchase for this course, OR permissions from publishers/producers to extend access to MOOC community

Describe possible use of DigitalGeorgetown, a portal to the digital scholarship created by faculty, students and staff at Georgetown. Will you consider depositing some or all course projects deposited into Digital Georgetown? 

Describe outcomes for course:

Number of papers, projects, hand-in assignments. Will there be a research component?

Format of assignments: traditional written term paper? Computerized tests? Automated grading?

Any additional comments or requirements



Wednesday, March 27, 2013

Report > Detailed > OCLC Research Presents MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge?



It was emphasized that the three areas most appropriate for librarians for involvement with MOOCS  are Copyright, Licensing and Open Access. As courses are being offered online to a diverse and geographically distributed audience, what are the challenges for licensing and clearing copyright for materials used in courses? Are there opportunities for advancing the conversation on open access with faculty?


Panel 4

New Opportunities for Librarians: What Happens When You Go Behind the Lines in a MOOC?As we learn about new platforms and new modes of working, librarians are going into the trenches to see for themselves how MOOCs work. How do library resources and research skills fit into MOOCs and other online learning environments? Where do library collections and service fit? How can we use the experience gained in MOOCs to think about the future of the library in an evolved teaching environment?


Tuesday, March 26, 2013

Further Thoughts on MOOCs and Libraries

Posted on March 24, 2013 by phb256

On the 18th and 19th of March, 2013, OCLC Research and University of Pennsylvania hosted a conference titled MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge? The conference served as something of an introduction to MOOCs, with a strong Coursera bias, although there was a representative from EdX among the speakers. One of the initial speakers, from the University of Pennsylvania, continually referred to their offerings as “Coursera courses” rather than Penn courses. This set a tone for the conference. He did say that Penn’s “mission is the creation and dissemination of knowledge.” Coursera’s licensing policies put limits on the dissemination, which would seem to be at odds with that mission.

The primary theme of the conference was: What can libraries do to support MOOCs? OCLC Research has begun looking into this, and found that some public libraries are thinking about it, most academic libraries are not, and the big MOOC providers (Coursera, Udacity, EdX) are not thinking about it at all.

Much of the discussion focused on copyright, fair use and open access, and it was said early on that there needs to be more discussion in this area. Under US law, there are fair use exemptions to copyright restrictions, for the purpose of teaching and learning. [snip]

Another way of avoiding copyright issues is to use Open Access (OA) course materials. This creates potential librarian roles on two fronts. One is to identify OA materials and locate OA or public domain substitutes for restricted materials. The other is for general OA evangelism, encouraging researchers and academic authors to license their work in a way to facilitate widespread use.

Another panelist brought up the issue of user-generated content. Participants in some MOOCs create a wide variety of content, including blogs, videos, images, audio material, discussion forum posts, collaborative projects. Organizing, archiving and providing access to all this material was brought up as a potential role for librarians. [snip]

The issue of information literacy as it applies to MOOCs was largely ignored. The EdX representative said that they had two library groups: one for content accessibility and one for research skills. He had little to say about the latter. [snip]

Source and Full Text Available At