Power Dynamics in a Complex OER Environment: Who Is Leading the Way?

Many stakeholders make up the OER landscape and include faculty, students, administrators, librarians, bookstore managers, traditional publishers, OER authors/publishers/aggregators, and advocacy & support organizations. Each group operates from a unique perspective, and interest in OER is motivated by different factors. Moving forward, can all stakeholder groups be successful and work together? This paper examines conditions facing each group while also noting barriers preventing movement toward OER. To further analyze interrelationships and interdependencies among groups, we present five specific types of power to describe how each group can exert power over, and influence the other stakeholder groups, as well as being subjected to the power of others. A more complete understanding of the power dynamics at play in the OER movement will benefit those seeking to further their own interests, whether in favor of OER, opposed to OER, or undecided.

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Work Title Power Dynamics in a Complex OER Environment: Who Is Leading the Way?
Access
Open Access
Creators Thomas Reinsfelder; JACOB PRESTON MOORE
Version number 2
Keyword Open Educational Resources; OER
License Attribution 4.0 International (CC BY 4.0)
Work Type Article
Acknowledgments Published in Library Trends - Special Issue on OER, Fall 2020 69(2), 370-394
Publisher Johns Hopkins Universtiy Press
Publication Date January 14, 2021
Subject Open Educational Resources (OER)
Language English
Publisher Identifier (DOI) doi:10.1353/lib.2020.0038
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Deposited January 23, 2021 21:31

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Version 1
published

  • Created
  • Added Creator Thomas Reinsfelder
  • Added Creator JACOB PRESTON MOORE
  • Added Power Dynamics _OER.pdf
  • Updated License Show Changes
    License
    • https://creativecommons.org/licenses/by/4.0/
  • Published

Version 2
published

  • Created
  • Updated Publisher Show Changes
    Publisher
    • Johns Hopkins Universtiy Press
  • Updated Acknowledgments Show Changes
    Acknowledgments
    • Published in Library Trends - Special Issue on OER, Fall 2020 69(2), 370-394
  • Published