Learners will be able to:
FOUNDATIONS MODULE - Available April 2024
In development
Asynchronous Learning Modules will be centered around three primary learning components designed to teach negotiations concepts and strategy, basics in licensing, and dive more deeply into issues affecting academic libraries. The exact content included will be influenced by community discussion forums, which will guide the curriculum planning process and ensure that these modules are centered on the academic library experience. The project team will collaborate with identified experts in creating the content of these modules which include best practices in planning and executing negotiations, negotiating vendor licensing agreements, and current issues affecting academic libraries during negotiations for resources.
With the assistance of expert content creators, the project team will develop a set of synchronous teaching materials that can be used in concert with the asynchronous learning modules to aid in the learning of the material from the three modules. This includes lesson plans, discussion guides, and in-class exercises. These materials will enable groups such as consortia, professional organizations, and individual libraries to facilitate learning and practice within their organizations.
ONEAL will develop a set of fictionalized case studies centered around negotiations within academic libraries based on the experiences of 25 interviewed academic librarians. Qualitative analysis will be used to identify key themes in order to draft scenarios that enable engagement with the material taught through the asynchronous (and optional synchronous) materials. Each case study will have three parts: 1) library point of view, 2) vendor point of view, and 3) teaching note. These case studies will allow learners to practice preparing for and executing negotiations by working with a partner. (Note this preparation and practice could happen between two individuals or two small groups.) The library and vendor point of view are written with differing information to replicate the missing information that must be uncovered mid-negotiation when seeking agreement. The teaching note can be used by a group facilitator or by a pair of individual learners after the negotiation. It will provide discussion/reflection questions and will summarize key themes within the case study facilitating a debrief of the experience.