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Open Textbook Author Journeys: Internal Conversations and Cycles of Time.

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Title: Open Textbook Author Journeys: Internal Conversations and Cycles of Time.
Authors: Cox, Glenda1, Willmers, Michelle1, Masuku, Bianca1
Source: International Review of Research in Open & Distributed Learning. Sep2022, Vol. 23 Issue 3, p134-152. 19p. 2 Charts.
Subject Terms: *Electronic textbooks, *Textbooks, *Internet forums, *Classrooms, *Teaching aids, Social justice, Social injustice
Company/Entity: University of Cape Town
Abstract: One of the challenges experienced in South African higher education (HE) is a lack of access to affordable, appropriate textbooks and other teaching materials that can be legally shared on online forums and the Internet. There are also increasing calls to address transformation and social justice globally and in South African HE through curriculum transformation. This article draws on the research of the Digital Open Textbooks for Development initiative at the University of Cape Town (UCT). It presents the journeys of four open textbook authors at UCT in relation to the social injustices they witness in their classrooms. It also makes use of Margaret Archer's social realist approach to explore dynamics related to open textbook authors' agency and ultimate concerns, as well as how their internal conversations shape their practices and approaches to open textbooks. Open textbooks are framed as a set of practices that play out in varying cycles of time and hold promise in terms of addressing the need for greater access and inclusivity in HE. [ABSTRACT FROM AUTHOR]
Copyright of International Review of Research in Open & Distributed Learning is the property of Governors of Athabasca University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Open Textbook Author Journeys: Internal Conversations and Cycles of Time.
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  Data: <searchLink fieldCode="JN" term="%22International+Review+of+Research+in+Open+%26+Distributed+Learning%22">International Review of Research in Open & Distributed Learning</searchLink>. Sep2022, Vol. 23 Issue 3, p134-152. 19p. 2 Charts.
– Name: Subject
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  Data: *<searchLink fieldCode="DE" term="%22Electronic+textbooks%22">Electronic textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Internet+forums%22">Internet forums</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Social+injustice%22">Social injustice</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22University+of+Cape+Town%22">University of Cape Town</searchLink>
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  Label: Abstract
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  Data: One of the challenges experienced in South African higher education (HE) is a lack of access to affordable, appropriate textbooks and other teaching materials that can be legally shared on online forums and the Internet. There are also increasing calls to address transformation and social justice globally and in South African HE through curriculum transformation. This article draws on the research of the Digital Open Textbooks for Development initiative at the University of Cape Town (UCT). It presents the journeys of four open textbook authors at UCT in relation to the social injustices they witness in their classrooms. It also makes use of Margaret Archer's social realist approach to explore dynamics related to open textbook authors' agency and ultimate concerns, as well as how their internal conversations shape their practices and approaches to open textbooks. Open textbooks are framed as a set of practices that play out in varying cycles of time and hold promise in terms of addressing the need for greater access and inclusivity in HE. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Review of Research in Open & Distributed Learning is the property of Governors of Athabasca University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=158990953
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      – Type: doi
        Value: 10.19173/irrodl.v23i3.6136
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      – Code: eng
        Text: English
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        PageCount: 19
        StartPage: 134
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      – SubjectFull: Electronic textbooks
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Internet forums
        Type: general
      – SubjectFull: Classrooms
        Type: general
      – SubjectFull: Teaching aids
        Type: general
      – SubjectFull: Social justice
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      – SubjectFull: Social injustice
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      – SubjectFull: University of Cape Town
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      – TitleFull: Open Textbook Author Journeys: Internal Conversations and Cycles of Time.
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            NameFull: Cox, Glenda
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            NameFull: Willmers, Michelle
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            NameFull: Masuku, Bianca
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            – D: 01
              M: 09
              Text: Sep2022
              Type: published
              Y: 2022
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