# data[].attributes.body
This pilot program is already in progress.
https://www.njstatelib.org/services_for_libraries/american-rescue-plan-act-arpa/njsl-partners-literacy-project-pilot-1-and-pilot-2/pilot-project-1-hub-and-spoke-libraries/

# data[].attributes.attachment_link.readable_text
Currently, digital literacy training and certification for adults looking to enter or advance in the workforce is a non-standardized decentralized patchwork of disparate service providers. Due to this lack of a cohesive system, the training and credentialing which is desperately needed for New Jersey's workforce becomes:

Nonstandard

Of Disparate Quality

Difficult to access (cost, geography, travel)

Unstable

Additionally, as public libraries move into the new century, to stay relevant and serve their core mission as the People's university, they too must adapt.

Maintain Relevance

Connect to larger resources

Secure Funding

The goal of this project is to replicate the Plainfield Public Library's successful literacy programming model across the state. Plainfield Public Library will leverage the NJSL's statewide reach and connect to PPL's proven system for providing Digital Literacy Training and Certification to:

Create a Standardized and Replicable Library Based Digital Literacy Certification program

Provide Hub and Spoke coverage of the state

Solidify the place of public libraries as an integral part of the workforce development system

This project most strongly aligns with the goal of all New Jersey residents having an opportunity to reach their full potential and to participate in and contribute to their communities.

This project greatly increases access for Adult NJ residents to free high-quality digital literacy training toward industry recognized credentials to help them improve themselves, access greater employment and training opportunities, reach their full potential, and give back to their communities.

Definition of Hub and Spoke Library

Hub Library

A Hub library is defined as a regionalized public library based training lab as specified with certified trainers offering digital literacy services. They will connect with their local Workforce Development Board and American Job Center as well as other libraries in the area to create a referral and sending system that accounts for client intake, record keeping and data sharing, where appropriate.

Spoke Library

Provide space for digital literacy support using methods approved in the program and refer clients to their Regional Hub. A spoke library will be "attached" to the closest hub library thus increasing the geographic reach and support in the region. That Hub will be their main referring partner both to and from. Spoke libraries will in general be offering the less intensive and less formal services that are critical at the intake and first tier level of service getting clients engaged in the workforce training system and where necessary providing them the remediation to get their skills up to participate in the more formal training offered at the hubs and other training partner sites.

Fixed Lab approach, Hub and Spoke Libraries

Program Goals:

Create a library based Digital Literacy Certification program based on the Plainfield Public Library model that is standardized and replicable.

Expand geographic footprint of services through establishment of 2-3 Hub and 12 Spoke libraries.

Grow and interconnect library led literacy programs.

Create central training hub.

Provide access to free, high quality training materials, videos, classroom aides, and mini lessons.

2-3 Hubs - Max Appropriation $110,000

12 Spokes - Max Appropriation $25,000

Expectations and Activities:

Hub Library will:

Be brought up to working status over the course of the first year.

Hold one complete class cycle by end of program year

Have computer lab(s) to spec or room structurally suitable for a computer lab to spec

Seek to be as technologically/software uniform with program as possible for ease of instruction, Material production, tech support and permeability of clients and staff.

Send their instructors to the Digital Literacy Bootcamp and other trainer trainings

Ensure their instructors become certified

Coordinate with and regularly communicate with "spokes"

Have sufficient office space in the hub for administrative tasks (intake, reporting, AJC and other partner coordination etc.)

Take part in one-off workshops and branded programing

Use methods and materials consistent and approved in-program for record keeping, instruction, and advertising.

Host IC3 classes, one-off workshops

Coordinate with their local WDB, AJC, and Workforce partners to ensure coordination of services

Spoke Libraries will:

Hire 1-2 support personnel to provide 1-1 support at the lowest levels of digital literacy

supplement in-class time in Open Lab function

Function as a "sub pool"

Handle parts of client intake and referral to other programs

Send support personnel to the Digital Literacy Bootcamp

Connect and work with their Hub including providing substitute class support when necessary

Provide space for "open Lab" style digital literacy support using Northstar and other initiative branded/approved systems.

Refer Clients to Hub and help with intake process

Take part in one-off workshops and branded programing

Use methods and materials consistent and approved in-program for record keeping, instruction, client assessment, and advertising.

In support of Hub and Spoke libraries, Plainfield Public Library will provide technical support, training, guidance and consultation that will include but is not limited to:

Train the trainers for the Hubs and Spokes

Produce training materials and programmatic guides (Print, digital, video)

Oversee lab spin-up and tech support for program libraries on approved purchases

Produce and host the digital literacy bootcamp

Serve as central hub for specialized trainings

Coordinate service between Hubs, Spokes, AJCs and other workforce system partners

Produce high quality, branded, media, training videos, and classroom aides for digital literacy instruction.

Produce guides and procedures on program operations, workforce/ adult literacy system integration, client referrals and assessment, metrics and record keeping, and a variety of other topics.

This project was made possible in part by the Institute of Museum and Library Services.

# data[].attributes.attachment_link.title
Pilot Project #1 - Hub and Spoke Libraries - New Jersey State Library

# data[].attributes.attachment_link.description
Currently, digital literacy training and certification for adults looking to enter or advance in the workforce is a non-standardized decentralized patchwork of disparate service providers.

# data[].attributes.body
https://certiport.pearsonvue.com/Certifications/IC3/Digital-Literacy-Certification/Overview.aspx

# data[].attributes.attachment_link.readable_text
Don't just use technology, succeed with technology.

Technology has become a part of our everyday lives, and understanding how to function in environments that require the use of computers and the Internet is more critical now than ever before. So, whether you plan to pursue a career in IT, or simply become more effective with technology, IC3 Digital Literacy Certification is the place to start. Check out our new video on the latest version, Global Standard Six.

Exams

The IC3 Digital Literacy suite of products includes solutions that range from assessment to certification. Each certification exam covers at least 150 hours worth of course instruction and as a truly global standard, IC3 Digital Literacy is as comprehensive as it is diverse. With learning and practice solutions, assessment tools, and certifications specifically designed for a variety of ages and occupations, the IC3 Digital Literacy program is simply the best way to ensure that students and employees are prepared to succeed in a technology-based world.

# data[].attributes.attachment_link.title
IC3 Overview :: IC3 Digital Literacy Certification :: Certiport

# data[].attributes.attachment_link.description
The IC3 Digital Literacy Certification is designed to help students remain relevant in a technology driven world, and delivers a comprehensive solution for learning how to succeed in any environment that requires the use of computers, digital devices, or the Internet.

# data[].attributes.attachment_link.readable_text
The . For those of us who work in Higher Ed, it's likely that we have been casually aware of the link between family income and college enrolment, attendance, persistence, and completion. But for those of us who teach, it's likely that the pedagogies and processes that inflect our daily work are several steps removed from the economic challenges that our students face. Even though United Nations Universal Declaration of Human Rights asserts that "higher education shall be equally accessible to all." Yet, even in North America in 2017, "the likelihood of earning a college degree is tied to family income" (Goldrick-Rab) , we more readily attribute their inability to complete assigned readings to laziness and entitlement than to unaffordability. This is precisely why the push to reduce the high cost of textbooks that has been the cornerstone of the Open Educational Resources (OER) movement has been a wake-up call for many of us who may not always have understood what we could do to directly impact the affordability of a college degree. 67% of college students in Florida and 54% of those in British Columbia cannot afford to purchase at least one of their required course textbooks

When faculty use OER, we aren't just saving a student money on textbooks: we are directly impacting that student's ability to enroll in, persist through, and successfully complete a course . In other words, we are directly impacting that student's ability to attend, succeed in, and graduate from college. When we talk about OER, we bring two things into focus: that access is critically important to conversations about academic success, and that faculty and other instructional staff can play a critical role in the process of making learning accessible.

If a central gift that OER brings to students is that it makes college more affordable, one of the central gifts that it brings to faculty is that of agency, and how this can help us rethink our pedagogies in ways that center on access. If we do this, we might start asking broader questions that go beyond "How can I lower the cost of textbooks in this course?" If we think of ourselves as responsible for making sure that everyone can come to our course table to learn, we will find ourselves concerned with the many other expenses that students face in paying for college. How will they get to class if they can't afford gas money or a bus pass? How will they afford childcare on top of tuition fees? How will they focus on their homework if they haven't had a square meal in two days or if they don't know where they will be sleeping that night? How will their families pay rent if they cut back their work hours in order to attend classes? How much more student loan debt will they take on for each additional semester it takes to complete all of their required classes? How will they obtain the credit card they need to purchase an access code? How will they regularly access their free open textbook if they don't own an expensive laptop or tablet?

And what other access issues do students face as they face these economic challenges? Will they be able to read their Chemistry textbook given their vision impairment? Will their LMS site list them by their birth name rather than their chosen name, and thereby misgender them? Will they have access to the knowledge they need for research if their college restricts their search access or if they don't have Wi-Fi or a computer at home? Are they safe to participate in online, public collaborations if they are undocumented? Is their college or the required adaptive learning platform collecting data on them, and if so, could those data be used in ways that could put them at risk?

OER invite faculty to play a direct role in making higher education more accessible. And they invite faculty to ask questions about how we can impact access in ways that go beyond textbook costs. At the very least, they help us see the challenges that students face in accessing higher education as broad, as severe, and as directly related to their academic success, or lack thereof.

So one key component of Open Pedagogy might be that it sees access, broadly writ, as fundamental to learning and to teaching, and agency as an important way of broadening that access. OER are licensed with open licenses, which reflects not just a commitment to access in terms of the cost of knowledge, but also access in terms of the creation of knowledge. Embedded in the social justice commitment to making college affordable for all students is a related belief that knowledge should not be an elite domain. Knowledge consumption and knowledge creation are not separate but parallel processes, as knowledge is co-constructed, contextualized, cumulative, iterative, and recursive. Just as the open license allows for the remixing and revision of OER, it also opens the gate into a particular way of thinking about learning. It's an update of , as we move from a banking-model- conceptualized as the download of information into the student brain- to a participatory model, conceptualized as an interaction between a learner and their learning materials. To use John Gardner's metaphor : a move from providing cut flowers to growing plants. A move exhibited by shift in instructional mindset from "how do I cover all of the canonical content?" or even "how do I map my lectures onto the textbook's table of contents?" through "how do I create or modify instructional resources to serve my pedagogical goals?" to "how do I work with my students to co-create not just resources but an environment purposively built for authentic learning?"

In this way, Open Pedagogy invites us to focus on how we can increase access to higher education and how we can increase access to knowledge- both its reception and its creation. This is, fundamentally, about the dream of a public learning commons, where learners are empowered to shape the world as they encounter it. With the open license at the heart of our work, we care both about "free" and about "freedom," about resources and practices, about access and about accessibility, about content and about contribution. This is not a magical thinking approach to digital pedagogy. It's an honest appraisal of the barriers that exist in our educational systems and a refusal to abdicate responsibility for those barriers. At Digital Pedagogy Lab Vancouver, we will work in the shadows of the Trump travel ban; work together to critically examine the challenges and violence that constrict learning; work to open collaborative, inquisitive, inclusive pathways to learning for our students, our communities, and our world. We invite you to join us.

# data[].attributes.attachment_link.description
The United Nations Universal Declaration of Human Rights asserts that "higher education shall be equally accessible to all." Yet, even in North America in 2017, "the likelihood of earning a college degree is tied to family income" (Goldrick-Rab). For those of us who work in Higher Ed, it's likely

# data[].attributes.attachment_link.readable_text
Open textbooks are licensed by authors and publishers to be freely used and adapted. Download, edit and distribute them at no cost.

Now offering 1353 open textbooks, the Open Textbook Library is supported by the Open Education Network.
Browse Subjects

# data[].attributes.attachment_link.title
Open Textbook Library - Open Textbook Library

# data[].attributes.attachment_link.description
Open textbooks are licensed by authors and publishers to be freely used and adapted. Download, edit and distribute them at no cost.

# data[].attributes.attachment_link.readable_text
Skip to Main Content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

Instructional Services Librarian

Subjects: Accounting, Automotive, Biology, Business, Chemistry, Criminal Justice, Engineering, English Composition, Environmental Science, Industry Information, International Business, Law, Literary Criticism, Literature (General), Marketing, Paralegal Studies, Public Relations, Science, U.S. Foreign Policy

# data[].attributes.attachment_link.title
Evelyn S. Field Library: Open Educational Resources: Find OER

# data[].attributes.attachment_link.description
Skip to Main Content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

# data[].attributes.attachment_link.title
10.25.21 Equity Conference CARROLL Track B

# data[].attributes.headline
Google Slides link so you can see the notes

# data[].attributes.subject
Google Slides link so you can see the notes

# data[].attributes.body
https://docs.google.com/presentation/d/1VrpfcxBDVpqT0hp5Y7OPhcIiOJxVobRLu9gg2plF-S0/edit?usp=sharing

# data[].attributes.attachment_link.title
10.25.21 Equity Conference CARROLL Track B