International Journal of Open Educational Resources Volume 2, Issue 1, Fall 2019/Winter 2020 | Page 91

Know Your Audience(s): Collaborating for Copyright Education
larger, secondary audiences comprised
of an invisible group of learners studying
in different modalities.
While the literature on developing
OER for multiple audiences is limited,
there is an extensive body of literature
dealing with engaging primary audiences
in relation to online videos (the
medium employed in this case study).
The extensive literature on online information
literacy instruction is replete
with best practices for the creation of
online videos. Common considerations
include: having learning objectives (Evans,
2014, p. 14; Lo & Dale, 2009, p. 151;
Weeks & Davis, 2017, p. 185); keeping
videos to a short length, with a common
suggestion that the length be no longer
than three minutes (Evans, 2014, p. 14;
Martin & Martin, 2015, p. 48; Weeks &
Davis, 2017, p. 186); using scripts (Clossen,
2014, p. 34; Weeks & Davis, 2017, p.
185); including interactivity (Lo & Dale,
2009, p. 151; Martin & Martin, 2015,
p. 47; Smith, 2010, p. 151); minimizing
cognitive overload through chunking
and avoiding jargon (Clossen, 2014, p.
34; Lo & Dale, 2009, p. 151; Martin &
Martin, 2015, p. 48; Smith, 2010, p. 154;
Weeks & Davis, 2017, p. 186); ensuring
narration is conversational (Martin
& Martin, 2015, p. 52); avoiding large
blocks of text on screen (Clossen, 2014,
p. 34); making content available in multiple
formats and ensuring accessibility
(Courtney & Wilhoite-Mathews,
2015, p. 273; Martin & Martin, 2015, p.
50; Weeks & Davis, 2017, p. 186); and,
where possible, forming collaborations
that include librarians, faculty, and instructional
designers (Lo & Dale, 2009,
p. 152).
The recommendation for collaboration
in developing instructional videos
is congruent with the OER literature
on the subject. Collaboration is often
underscored as a superior approach to
developing open resources (Arimoto,
Barroca, & Barbosa, 2016; Casserly &
Smith, 2008). Faculty subject matter
expertise is a necessary, but often insufficient,
element in the design of effective
OER; other examples highlight the
importance of iterative development
processes, robust workflow management
tools, and ongoing incorporation
of feedback from user communities
(ISKME, 2008). Instructional designers
and educational developers are valuable
OER collaborators given their expertise
in ensuring learning objects adhere to
the principles of sound instructional
design (Camilleri et al., 2014). Librarians
can contribute expertise that aids in
developing content, particularly related
to copyright and discoverability, in
addition to being advocates for openness
(Bueno-de-la-Fuente et al., 2012;
Kazakoff-Lane, 2014). Librarianship’s
role in the OER movement is typically
expressed through program leadership,
facilitation, or dissemination, through
liaison work or incentivized creation of
OER like open textbooks (Salem, 2017;
Smith & Lee, 2017; Walz, 2015). Information
professionals often contribute
to the development and delivery of OER
by locating existing material, providing
repositories for OER material, facilitating
discovery and stewardship of OER,
or providing guidance on issues of
copyright. Indeed, in most cases librarians
are cast in a supporting role, with
faculty, who often create content, being
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