As we begin to see the discussion of open publishing, open textbooks, and open educational resources break open on campus, it’s important that those of us who want to participate in open access are up to date on all of the resources, venues, and opportunities for publishing or otherwise disseminating our work. This workshop will re-familiarize p…[Read more]

This study examines factors influencing the decision of an academic major and/or minor by undergraduate students at a private university location in Central Texas. A total of 386 students taking courses in the university’s College of Business were surveyed. Participants were asked to provide the top five factors influencing their choice in an a…[Read more]

An autoethnographic account of negotiating disability and disclosure intersectionally in graduate school by four disabled graduate students.

Course Description:

In a rapidly changing digital era, the need for information professionals to keep up-to-date
with the requirements and expectations around the development of digital
collections is imperative. The course serves as an introduction and overview to the
research, development, application and practice of creating and…[Read more]

Publishing a journal is about more than simply putting ink to paper (or pixels to screen). It is a collaboration between you and your readers. Two critical aspects of this relationship are, first, making your journal visible to your prospective audience. By putting your content online and making it freely available through open access, you can be…[Read more]

The remote location of Beshankovichy’s mass grave for Jewish victims of the Nazi genocide reflects the exclusion of local Jews during the German occupation of Soviet territories and limits their memory to a few knowledgeable survivors and witnesses. In contrast, local commemorative practices focus on memorials for Soviet soldiers, partisans, and…[Read more]

How did Soviet Jews respond to the Holocaust and the devastating transformations that accompanied persecution? How was the Holocaust experienced, survived, and remembered by Jewish youth living in Soviet territory? Anika Walke, Assistant Professor of History at Washington University in St. Louis, examines these important questions in Pioneers and…[Read more]

This syllabus for a very standard course (lit survey of British literature from the Romantic period to the present) is unusual only because its assigned texts are all available open-access. I worked with one of the reference librarians and a work-study student at Lesley’s Sherrill Library to get academically sound editions that were also open…[Read more]

Reading is a complex and difficult skill. The main difficulty beginning readers face is learning which letters represent which sounds—and then getting used to those patterns by reading them, again and again, in different combinations and contexts. It takes practice to learn how to read. Research also shows that the easier reading is, the more l…[Read more]

How should we remember historical moments of violence and loss? What are the links between terrible events like the Holocaust, the mass casualties of World War I, the Armenian Genocide, and crises around the world today? What challenges do historians face as they examine and interpret death and war?

Anika Walke and Jay Winter both face such…[Read more]

Metadaten stellen für offene Bildungsmaterialien einen essenziellen Bestandteil dar, erfahren bei der Produktion von OER aber leider immer noch nicht genügend Beachtung. Der vorliegende Beitrag hat sich daher zum Ziel gesetzt, eine historisch-diachrone Perspektive auf die Entwicklung von Metadaten im Allgemeinen und insbesondere auf den O…[Read more]

Der Beitrag thematisiert die Genese des im Sommer 2017 an der Universität Hamburg gestarteten openLabs, das sich als virtueller Nexus zum breiten Themenfeld der Openness in zahlreichen Facetten und mit Ziel der mittelfristigen Etablierung einer Practice of Open Science (POS) versteht und die Ansätze bestehender Projekte zielgruppenübergreifend vernetzt.

Ghettoized Languages: Theresienstadt as Czech-German ‘Coerced Community’
(referring to Adler’s book “Theresienstadt 1941-1945; The Face of a Coerced Community”)
1. Theresienstadts Festungen: Von der josephinischen Architektur zum Militärgefängnis und nationalsozialistischen „Ghetto“
2. Nationen im „Ghetto”
3. Zum Begriff der „Zwangsgemein…[Read more]

Ghettoized Languages: Theresienstadt as Czech-German ‘Coerced Community’
(referring to Adler’s book “Theresienstadt 1941-1945; The Face of a Coerced Community”)
1. Theresienstadts Festungen: Von der josephinischen Architektur zum Militärgefängnis und nationalsozialistischen „Ghetto“
2. Nationen im „Ghetto”
3. Zum Begriff der „Zwangsgemein…[Read more]

Ghettoized Languages: Theresienstadt as Czech-German ‘Coerced Community’
(referring to Adler’s book “Theresienstadt 1941-1945; The Face of a Coerced Community”)
1. Theresienstadts Festungen: Von der josephinischen Architektur zum Militärgefängnis und nationalsozialistischen „Ghetto“
2. Nationen im „Ghetto”
3. Zum Begriff der „Zwangsgemein…[Read more]

Syllabus for an introductory academic writing course (WRIT 101: Writing in the Liberal Arts) taught in Spring 2017 at Marymount Manhattan College. The course was organized around the theme of Walking: Critical Encounters in Public, and includes work by Garnette Cadogan, Virginia Woolf, Cecile Emeke, Jean Rhys, Michel de Certeau, James Baldwin,…[Read more]

Traditional pedagogy for learning alphabetic principles focuses on introducing the alphabet a letter at a time in a traditional order—the ABCs for English speakers; ཀ་ཁ་ག་ང་། for Tibetan. What educational research has shown, however, is that this form of education can actually be disadvantageous to the beginning reader. Instead, students b…[Read more]