Image retrieved from:

Literature in the Renaissance

According to UNESCO, “Open Educational Resources (OER) allows for learning, teaching, and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others” (Camilleri & Unesco). According to Geser (2007), open digital learning resources offer the current situation and developments from a European perspective (p.20). That being said, allowing for users to have the accessibility without any restrictions allows for reusability and scalability which allows for social inclusion for anyone who is interested in the subject anywhere in the world. OERs allows for free and open content for students, lifelong learners, and teachers where most of the content is kept online and allows for re-use (Geser, 2007).

However, Wiley (2014) addresses the ownership and control in educational materials such as buying the “access compromise” to books for students where it was once affordable to own the books. In the previous blog, I mentioned Professor Dron (2020) discussing in his lecture that the people who were the first lecturers became the speakers because it was only them who had access to these books. Fast forward to the present where books, journal articles, and other resources are more accessible and yet there is still ownership being maintained even within educational institutions.

To many students who are on a budget such as myself, the cost of books is detrimental to my own studies and finances. The access compromise such as rentals and subscriptions made it feel like I was only buying a one-time use code and I wouldn’t be able to retrieve and reuse the same book if I wanted to. There’s a sense of disposability to it and no sense of ownership anymore despite the materials being available and sharing and retaining information should be easier than ever. It makes me appreciate the value of OER where the resources are open and free without the financial strain. 

However, in my spare time, I enjoy reading classic literature and using my library card rather than buying the books sometimes because it’s easier to travel with. Although free resources are available, the experience of purchasing a book, owning it, and feeling a sense of accomplishment from keeping it may be missing with OER. I felt a sense of pride that I finished the book and I had the choice to donate or keep the book for longer where it felt like an achievement I could hold onto. That sense of choice and ownership made reading a book feel more meaningful and lasting. In contrast to digital rentals and restricted access, those felt temporary and transactional to me. I sometimes think to myself, “how many books could I have filled my shelves had I purchased my university books?” I’d feel a sense of achievement and pride if I were to see all the books lined up on my shelves.

Overall, OER and its openness and the traditional ownership of books and learning materials becomes clear when it comes to accessibility, affordability, and its value. OER has the means to remove financial barriers thereby making learning more inclusive for anyone who wants to learn about any subject. However, the sense of fulfilment when holding onto a book you’ve chosen to keep represents effort and growth of finishing a book and knowing that you have the freedom and choice to keep or donate it is a whole different feeling of renting materials. Balancing practicality of open access whilst retaining the sentimental value of ownership reminds me of my relationship with the materials, not just the information I’m consuming.

Below is the Surrey Library application I still use to borrow books from the library. I might borrow audiobooks so I finish a book with no trouble carrying the book and possibly getting it wet with my water bottle.

https://www.surreylibraries.ca/news/surrey-libraries-app-features

---

References

Camilleri, & Unesco. (1970, January 1). Open educational resources. UNESCO.org. https://www.unesco.org/en/open-educational-resources

Geser, G. (2007). Open educational practices and resources: OLCOS roadmap 2012. Salzburg Research EduMedia Group. Retrieved from http://www.olcos.org/cms/upload/docs/olcos_roadmap.pdf.

TLSS Symposium SAEA. (2020, December 4). Session 5: Jon Dron Ph.D., Athabasca University [Video]. YouTube. https://youtu.be/ecSoxlYYlD0

Wiley, D. (2014, March 5). The Access Compromise and the 5th R. Iterating toward Openness. https://opencontent.org/blog/archives/3221