Catalogue

The OER textbook is an introduction to key issues in the settlement sector rather than a comprehensive exploration of this dynamic and multifaceted field. Maria MacMinn Varvos situates the history of settlement services in Canada, including a look at delivery models and perspectives. She also explores the relationship between literacy levels of women and its affect on their settlement. Alexandru Caldararu introduces and situates social justice and anti-oppressive practice in settlement worker practice. He also presents a detailed discussion on climate migration and its implications on settlement, and a further discussion on the concept of mutual aid and its relevance for settlement work. Christina Hamer presents types of migration-related trauma and the mental health challenges many newcomers face before arriving in Canada. Rennais Gayle discusses the settlement experiences of older arriving immigrants, particularly focusing on family dynamics. In her chapter, Julie Clements provides an overview of how settlement workers can effectively navigate intercultural communication contexts. Lynn Sutankayo delves deeply into how related concepts in settlement act as a conduit towards further understanding of issues in gender, sexuality, and culture. Marcia Kim discusses various resources that could be accessed by newcomer families struggling with the transition to life in Canada in her chapter. And finally, Sarah Apedaile discusses relational approaches to intercultural dialogue and anti-oppressive practices when working with newcomer populations in her chapter. While the textbook chapters can be read in the order presented, each chapter presents a unique issue and can also be enjoyed in non-sequential order.

What happens when a class shares their collective knowledge about their subject, rather than hiding it away and stuffing it down in individual memory?
A textbook that is formed by the meeting of the minds!

As part of the ART 305 19th Century European Art History move to online during the pandemic, a collective project was born: creating a digital open-education resource, free to any who choose to access it, and a way for the individuals in class to be part of a greater community in an online learning environment.

With some chapters authored by the instructor of the class and others created by the students as a result of their term’s research, this text is a growing document that will encompass past, present, and future learners as their collective body of knowledge grows.

Within the parameters of 19th Century European Art History this text begins with the influence and beginnings of change during the Rococo era in France and progresses through time until the beginning of the 20th century. Each chapter marks a specific era or a specific artist and chapters are individually authored.

This edited, openly licensed, textbook examines several different issues in collection management. Topics covered include physical vs. digital collections; the impact of BookTok on collections; challenges to 2SLGBTQ+ collections ; ebook licensing; ebook pricing; accessible collections for users with physical disabilities; accessible collections for users with invisible disabilities; “just in time”/demand-driven acquisitions; climate change and collections and research data collections.

The second edition of the book includes six new chapters focusing on: consortial collections, diversity in the health library collections, prison library collections, oral histories in archives, digital game collections in academic libraries, and zine collections in public and academic libraries.

Click on Volume 1 to read the first book in this series.

This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments, and is the second volume in the series. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education. Students were asked to review, analyze, and synthesize each topic from three meta-ethical theoretical positions: deontological, consequentialist, and virtue ethical (Farrow, 2016).  The chapters in this open educational resource (OER) were co-designed using a participatory pedagogy with the intention to share and mobilize knowledge with a broader audience. The first section, comprised of four chapters, focuses on topics relating to well-being in technology-enabled learning environments, including the use of web cameras, eproctoring software, video games, and access to broadband connectivity. The second section focuses on privacy and autonomy of learners and citizens in a variety of contexts from schools to clinical settings.  In each of the seven chapters, the authors discuss the connection to the value of technology in education, and practical possibilities of learning technologies for inclusive, participatory, democratic, and pluralistic educational paradigms. The book concludes with reflections from the course instructor gained over two iterations of teaching the course.

This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education. Students were asked to review, analyze, and synthesize each topic from three meta-ethical theoretical positions: deontological, consequentialist, and virtue ethical (Farrow, 2016).  The chapters in this open educational resource (OER) were co-designed using a participatory pedagogy with the intention to share and mobilize knowledge with a broader audience. The first three chapters in the book discuss specific ethical considerations related to technologies such as Artificial Intelligence (AI) , social networking services (SNS), and 3D printing. The next four chapters shift to a broader discussion of resource sharing, adaptive learning systems, STEM, and assistive technologies. The final two chapters discuss admissions and communications that need to be considered from an institutional perspective. In each of the nine chapters, the authors discuss the connection to the value of technology in education, and practical possibilities of learning technologies for inclusive, participatory, democratic, and pluralistic educational paradigms.

Industrialized diets – high in processed foods and low in fibre – disrupt the gut microbiome and predispose us to chronic diseases, such as obesity, diabetes, and heart disease, that have reached epidemic proportions in industrialized countries.

Microbiome scientists Anissa Armet (PhD in Nutrition and Metabolism, and registered dietitian) and Jens Walter (Professor and Doctorate in Microbiology) have developed the Non-Industrialized Microbiome Restore diet, or NiMe diet (pronounced Nee-Mee), to restore key microbiome features affected by industrialization and promote cardiometabolic health. In this book, the authors present the scientific rationale for developing the NiMe diet, information on how the diet was clinically validated in a human trial, as well as the recipes used in the trial.