International Journal of Open Educational Resources Volume 2, Issue 1, Fall 2019/Winter 2020 | Page 213

From Soup to Nuts: Expanding Liaison and Technical Services for OER Development
censing requirements surfaced. Each of
these anxieties mingled with the anxiety
of tackling a course with limited
ancillary materials available to guide
the faculty’s teaching strategy. To meet
these anxieties and lessen these barriers,
librarians must be flexible. While
the FLC began with a set syllabus and
learning objectives, concerns brought
by the faculty frequently necessitated a
change of plans and several on-the-fly
explorations of resources, copyright issues,
and examples of successful OER
implementation at other institutions in
similar courses. Many of the Champion’s
planned lectures were scrapped to
allow faculty time to search for OERs
and ask questions. By supporting an
interactive and inviting environment,
the FLC format made addressing these
barriers possible and kept the faculty
engaged. Furthermore, the learning
community format creates the expectation
that additional work and exploration
will take place outside of scheduled
meeting times, allowing for a more indepth
exploration of topics during faceto-face
sessions.
Collaboration among librarians
and other campus entities has also
proved essential for making a variety of
expertise and skills available to faculty
as they work through whatever barriers
they encounter. Working in a team removes
the unrealistic expectation that
one person can be an expert in all areas
of OER development. Prioritizing
expectations and sharing workflows
also facilitates success. As mentioned
earlier, the Champion and Discovery
Services Librarian performed the initial
migration of text over to the LibGuide
Figure 3. Timeline of project outlining number
of one-shot workshops, attendance, progression
of FLC, and grant proposals.
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