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Full-Text Articles in Education
Open To What? A Critical Evaluation Of Oer Efficacy Studies, Ian Mcdermott
Open To What? A Critical Evaluation Of Oer Efficacy Studies, Ian Mcdermott
Publications and Research
This selective literature review evaluates open educational resources (OER) efficacy studies through the lens of critical pedagogy. OER have radical potential as transformative tools for critical pedagogy or they can serve as a cost-free version of the status quo, inclined toward propagating austerity. This review analyzes studies published since 2008 with regard to cost, access, pedagogy, commercialization, and labor. These criteria are used to make explicit subjects indirectly addressed, if not ignored completely, in the existing literature. Typically, ample attention is paid to a study’s design and methodology but the underlying institutional infrastructure and decision-making process is unexamined. What emerges …
Software Of The Oppressed: Reprogramming The Invisible Discipline, Erin R. Glass
Software Of The Oppressed: Reprogramming The Invisible Discipline, Erin R. Glass
Dissertations, Theses, and Capstone Projects
This dissertation offers a critical analysis of software practices within the university and the ways they contribute to a broader status quo of software use, development, and imagination. Through analyzing the history of software practices used in the production and circulation of student and scholarly writing, I argue that this overarching software status quo has oppressive qualities in that it supports the production of passive users, or users who are unable to collectively understand and transform software code for their own interests. I also argue that the university inadvertently normalizes and strengthens the software status quo through what I call …
Moving Students To The Center Through Collaborative Documents In The Classroom, Maura A. Smale, Stephen Francoeur
Moving Students To The Center Through Collaborative Documents In The Classroom, Maura A. Smale, Stephen Francoeur
Publications and Research
Collaborative document creation allows groups of people to create and edit text in a shared space, and educators across all subject areas have embraced these tools in their classes. Library instructors are no exception—the authors have used collaborative documents with students in multiple instructional settings. We believe that collaborative documents can embody critical pedagogy in the library classroom. Creating and editing collaborative documents can acknowledge students’ prior experiences with research and the library and de-center the library instructor as the sole research expert in the room.