This guide is intended to provide information on the scope of services offered through Columbia’s Digital Scholarship division to publish open educational resources on the Libraries’ infrastructure.
Digital Scholarship Services
Consultations: A consultation with a Digital Scholarship staff member can help you to scope your OER project and select a technology or platform to create and/or host your publication.
Open Journal System Hosting: For some projects, hosting may be available using the Libraries’ Open Journals System (OJS) platform. Projects that contain collections of items, are published serially, or contain volumes of work, OJS may be a good fit for your publication.
Academic Commons Hosting: Educational materials, including textbooks, learning resources, such as syllabi, lectures, and more can be distributed through Academic Commons, the university repository. Through Academic Commons, your work will be given a DOI and stable link and will be indexed in Google Scholar, Columbia’s library catalog, and other relevant academic databases to maximize discoverability and use.
Assistance with publishing your OER utilizing Libraries technologies
Advice on marketing and developing a press kit or one-pager for the release of your project
Provided analytics related to project views and downloads
Points of Contact and Application Procedures
If you or a faculty member are interested in collaborating to produce or distribute OER with Columbia Libraries’ Digital Scholarship unit we encourage you to complete our short Publishing Partnership Request. A staff member will be in touch once that form has been received.
Developing expertise through experience: Ideas for continuing professional development: Edited by Alan Maley, the book is focusing on the role of experience in teacher training and life-long development, it is an exploration and extension of Prabhu’s concept of ‘the teacher’s sense of plausibility’. Prabhu suggests that whatever forms of training and professional development teachers are exposed to, they will make sense of them in their own way, drawing on their own values, beliefs and experiences and their evolving sense of what will be appropriate for them in their specific context. [Hosted on Academic Commons.]
Introduction to U.S. Law and Legal Research: There are many introductory law books. Most of them are quite interesting, although often limited in their point of view. They focus on reviewing the abstract world of the law (introduction to jurisprudence or theory of law), on a specific aspect of the law based on specific sources of law (what case law is and how it should be read) or on how you can find the law, by analyzing statutes, case decisions, etc. Each relies on complementary introductory books that will explain the part of the law that they had left untouched. None has this book's organic approach to law: they rely on and encourage an incremental approach to studying law. Unlike them, this book starts from a different holistic premise, and it wants to give its readers a critical approach to U.S. law and consequently, to U.S. legal research. [Hosted on Academic Commons]
A journal into reflective practice: The book describes how the authors used activities describing and analyzing one page transcriptions of interactions in their classes to inform their teaching. Their suggested methodology for analysis is included in the work for other instructors to also utilize. [Hosted on Academic Commons.]
Language development and language disorders: Most young children learn the words and rules for simple sentences in their first few years. Some children, however, learn language more slowly and with more difficulty so that by their third birthday, parents and caregivers become concerned. Helping these children to catch up and learn language requires a plan for assessment and then a plan for intervention. Before this book was published, in 1978, deciding which language forms to teach and in what order had typically relied on intuition and what seemed easiest to learn. In contrast, the book first pointed out that not only are the forms of language important, but also important are their content and use − what language forms mean and how they are used in social contexts. And second, information from research with children who acquire language normally ought to inform plans for teaching children who learn language with difficulty. The important contributions in the book were a model of language with three intersecting components: content, form, and use, together with guidelines for using information from normal language acquisition to create plans for assessment and intervention for children with language disorders. [Hosted on Academic Commons]
Teaching Citational Practice: Teaching Citational Practice is an open-access resource for higher education instructors interested in practical, innovative, and progressive strategies for teaching research and citation. These collections of teaching resources bring together the diverse views and original teaching approaches of instructors from across academic disciplines and institutions. [Hosted on Open Journal System.]
Virtual Works – Actual Things: This work addresses contemporary music ontological discourses, challenging dominant musicological accounts, questioning their authoritative foundation and moving towards dynamic perspectives devised by music practitioners and artist researchers. Specific attention is given to the relationship between the virtual multiplicities that enable the construction of an image of a musical work and the actual, concrete materials that make such a construction possible. With contributions by prominent scholars, this book is a wide-ranging and fascinating collection of essays, which will be of great interest for artistic research, contemporary musicology, music philosophy, performance studies and music pedagogy alike. [Hosted on Academic Commons.]