Catalog

This book, Introduction to Speech Communication, is used to support teaching, learning and research for SPCH 2713 at Oklahoma State University (OSU). This resource has been customized for use at OSU by faculty members Sarah E. Hollingsworth, Kathryn Weinland, Sasha Hanrahan, Mary Walker, Terrisa Elwood and Megan Linsenmeyer. In addition to inclusion of original work authored by the editors to meet the needs of their course at OSU, the editors adapted and mixed together portions of  Exploring Public Speaking: 4th Edition,  Stand Up, Speak Out, and Fundamentals of Public Speaking. Please see below for full citations of each of these works. We at Oklahoma State University Libraries acknowledge our gratitude for the expertise and generosity of the scholars at Affordable Learning Georgia, College of the Canyons, the Open Education Network and elsewhere for creating and sharing customizable versions of their work.

This book is aimed at managers, business owners, marketing managers, and aspiring social media marketing interns and managers. I will assume that however accomplished in your own field – baker, developer, teacher and that even as successful business owners, you approach the topic of social media marketing as a beginner. Even if you are an avid personal user of social networks, we will treat this book as a guided tour of social media for marketing purposes.

While this is a textbook, it is not meant to read like a traditional textbook, especially on a topic that is rooted in digital to an audience who, let’s be honest, doesn’t really like to read. No shade. I too would rather watch a YouTube video on how to fix a problem with my laptop than read the manual.

Like many of my Generation X peers, I began using forums and chat rooms in the early 1990’s and have watched social networks come and go (AOL and Yahoo chat rooms, Friendster, Myspace) – To those not inclined to spend countless hours online over the past couple of decades, it may seem as if things change too often.

For others, particularly those born into the technology, aka digital natives, social networks as with most technology, are second nature to you, but not having work experience may leave you perplexed as to what your boss/ client / customers really want from you as a social media manager.

If you fall within either one of these audiences, this book is for you. I will do my best to help you sort out a basic understanding of the why of social media as a marketing tool for business, for personal brand building, and perhaps more importantly, where to find supporting information and research to help you design, monitor, test, and re-define a social media marketing strategy.

If you are utilizing this book as an instructor or are considering using this book as an instructor, first of all, Thank you very much! Here, you will find the instruction plan and a practical way of teaching students how the principles of marketing work. We will also explore the principles for each prominent social website. Also, the exercises with every chapter will give students a better chance at understanding these concepts as well.

To sum it up, the target audience for the book is a person who is interested in social media marketing for brand building.

This resource incorporates and contextualizes material from Writing Spaces. Writing Spaces is, as Dr. Daniel likes to say, the “OG” of all things commercial-free-textbooks for first-year writing. If terms like “book series” and “peer-reviewed essays” or “by teachers for students” or “free” sound reminiscent of Who Teaches Writing, it is because Writing Spaces was and is the inspiration for Who Teaches Writing. Who Teaches Writing was no brain child of ours, but just the end result of us keeping up with good practice from smart people who have been doing this work for many years. Dr. Daniel had the good fortune to serve as web editor for Writing Spaces for a time, and he knows their work well. While we borrowed their process to create our textbook, this textbook uses existing Writing Spaces articles and organizes them around the English 1213 curriculum, along with abstracts and introductions from our editorial team (you’ll be meeting them in each section) to deliver you another commercial free textbook. Not only is it entirely possible to create free textbooks for FYC students, it has been for a while. This is because, well, Writing Spaces has been at it for a minute; as FYC Director, Dr. Daniel does not believe in unnecessary textbook costs.

This book is designed to serve as a textbook for classes exploring the nature of learning in the digital age. The genesis of this book is a desire to use OERs in all my teachings, coupled with the realization that the resources that I was looking for were not available and as such I needed to contribute in creating them. It is thus a small attempt to contribute to the vast repository of Open Educational Resources.

When discussing learning in the digital age, most focus on the technology first. However, the emphasis made in this book is that it’s about the learner not just the technology. One of the things that is easy to lose track of when talking about learning in the digital age is the learner. Technology is important and it has significant impact but it is still about the person who is using the technology. Many people conflate learning in the digital age with technology in today’s age. This important misconception is common and results from our failure to examine our understanding of what “learning” really is. Of course, Most of this depends on a person’s epistemology. There are numerous definitions of what learning is and often they come to how a person sees the world. Some argue that learning is about a change in behavior due to experiences, others state simply that learning is being able to do something new that you were not able to do before. Regardless of what side you choose, to understand what learning in the digital age is, one has to understand what learning itself is.

I am immensely thankful to the authors for sharing their ideas freely and for the reviewers who volunteered their time to give feedback.

Intercultural Communication was created to support students enrolled in an upper-division intercultural communication college course but can be used for anyone wanting to learn more about different cultures and intercultural communication competency. This Open Educational Resource provides a thorough understanding of the complexities involved in communication through multicultural contexts. The book begins with a foundational overview of intercultural communication theories and concepts, and then moves on to discuss intercultural communication within the specific contexts of identity formation, family dynamics and structure, historical contexts, religious practices, communication methods, and business models. Enrichment activities, which may include real life examples and discussion questions, are included within each chapter.

Student feedback on the textbook is extremely positive, with several students commenting on the ease of use, clarity of organization, access to the book after the course ends, and the appreciation of a free educational resource. Several students have used the information learned from this textbook in post-college careers, study abroad opportunities, and when communicating with others in everyday life. Overall, this book is a complete guide on intercultural communication that can be applied to a variety of real-world experiences and outcomes.

Intercultural Communication was created to support students enrolled in an upper-division intercultural communication college course but can be used for anyone wanting to learn more about different cultures and intercultural communication competency. This Open Educational Resource provides a thorough understanding of the complexities involved in communication through multicultural contexts. The book begins with a foundational overview of intercultural communication theories and concepts, and then moves on to discuss intercultural communication within the specific contexts of identity formation, family dynamics and structure, historical contexts, religious practices, communication methods, and business models. Enrichment activities, which may include real life examples and discussion questions, are included within each chapter.

Student feedback on the textbook is extremely positive, with several students commenting on the ease of use, clarity of organization, access to the book after the course ends, and the appreciation of a free educational resource. Several students have used the information learned from this textbook in post-college careers, study abroad opportunities, and when communicating with others in everyday life. Overall, this book is a complete guide on intercultural communication that can be applied to a variety of real-world experiences and outcomes.

This collection of case studies explores how scholars, practitioners and administrators design and implement research on open education. The book highlights the ways faculty, staff and institutional leaders across higher education in the United States and Canada investigate the impact of open educational resources and open educational practices on student success.

Research into open education offers meaningful opportunities to understand and communicate how, when, and for whom associated strategies work. By gathering real-world examples from a wide range of institutional contexts, this collection provides models, insights, and shared language to guide others conducting similar research. The project aims to amplify existing studies while fostering the development of common methodologies and approaches that strengthen the field of open education research.

Contributors include faculty, staff and administrators from a variety of disciplines and institutional contexts, each offering a unique perspective on the design, implementation, and/or analysis of research in open education. Together, their stories form a practical and scholarly resource for those seeking to advance evidence-based practice and collaboration in open education research.

This resource provides a micro-course opportunity for students to learn about, engage with, and advocate for lower textbook costs through the use of open educational resources. It is used at Oklahoma State University to support student advocacy for open practices; it is used in particular with students selected to the OpenOKState Student Fellows program. The 2nd edition includes information updated from the resource originally published October 11, 2021.