Searching for open authentic resources online

Searching for open authentic resources online

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Image credit: COERLL Creative Commons License

Authentic resources are essential for language teaching and when they are open – by carrying a Creative Commons or other open license, as opposed to a copyright – they present even more opportunities. On a practical level, if anything you do with copyrighted material ever leaves the walls of your classroom, you could potentially get in legal trouble. But in addition to that, if you ever share the lessons you create using authentic resources with colleagues, your use of openly licensed materials will allow them to make their own modifications and copies of your work.

We recently surveyed some language teachers and faculty about their techniques for searching for authentic resources, and most of their great ideas revolved around copyrighted materials. This makes perfect sense: copyright is pervasive, and materials with a copyright are easier to find and often more polished. But we hope that little by little, authors and creators will learn to change how they use outside sources and publish their own work, with licenses that give credit to the author and access to all.

Sometimes it is harder to find content with open licenses when searching with very specific search terms or specific topics in mind. Even copyrighted materials can be hard to find when you have a very specific resource in mind. As Rachel Preston, a French teacher in Austin pointed out,

Being flexible on search terms and going into my searches with an open mind often help me find resources that I would not have conceived of that are relevant and interesting.

If you let go of some of your requirements, a video or a text that seems to have no topical relation to what you’re doing in class can still be useful and interesting, with the right scaffolding. Christian Hilchey has some interesting tips on this in his interview in our newsletter. (In case you do want to narrow down your options quickly, Rose Potter suggests, “Always include the language, city or country in your search. For example, if you are looking for a sample of jai alai include, ‘jai alai basque Spain’ or you may end up with images from… around the world.”)

Another important aspect to finding open authentic resources is other people. It probably seems obvious that other teachers can help via social media, word of mouth, professional organizations, or blogs. But librarians may also be able to help; even without language knowledge they should understand licensing and online resources. You can also enlist students to search for resources. It teaches them digital citizenship, gives you an idea of what they’re interested in, and generates a whole stash of materials in a short period of time.

And of course if the internet doesn’t give you what you’re looking for, the outside world might have more realia than expected. Marcelo Fuentes, a grad student at the University of Minnesota, suggests,

I would encourage educators to use more materials obtained by themselves. You don’t need to travel: you can find materials in other languages in practically any city. Those pictures of graffiti, menus, brochures, etc., have a story, a connection to you, and because of that they will be much more interesting for your students than most things you can find online.

Or, you can follow German teacher Anke Sanders’ advice and get creative to make your own pictures, audio, or video. If you do make your own creations, remember that putting a license on them will allow others to benefit!

If you do need to use copyrighted materials (which includes anything with a ©, AND anything not labeled with a license), make sure you know the rules of fair use, and if you are having trouble staying within those boundaries, it is legal for you to link to copyrighted resources from your lessons, as long as the resource itself isn’t included in your creation. It can even be a good idea to try contacting the copyright owner for permission to use their content.

Whether it is an article about hot air balloons in Québec, a website about being green in Costa Rica, a video about the whistling language of the Canary islands, a video of middle school students talking about their vacation plans in French, or a video about traditional medicine in Spanish, there is a wealth of knowledge out there! Read more about ideas for searching in our newsletter article and please add any ideas for openly licensed authentic resources in the comments below.


Some authentic resource recommendations from the language teaching community

Creative Commons licensed authentic resources

  • CC Search allows you to search multiple websites for open content, depending on whether you are looking for audio, video, images, or text
  • Wikis, such as Wikicommons
  • Public domain image repositories such as http://www.publicdomainpictures.net and Pexels
  • You can search specifically for open content on Google and YouTube. Learn more in our newsletter article.
  • COERLL materials are all Creative Commons licensed and available for 15 languages

Copyrighted authentic resources

  • Corpora, such as the collection from BYU
  • Using the search term “infografía” plus a Spanish word or phrase (this idea comes from Sara-Elizabeth Cottrell – see her blog for more authentic resources tips)
  • Notes in Spanish offers authentic conversations between a Spanish woman and her English husband… Some of the podcasts are a bit outdated, but many contain cultural themes/topics that are still relevant today. Students like listening to the conversations as it represents natural conversation between a native Spanish speaker and a non-native speaker. I like them because they expose my students to the Castilian accent while also serving as a springboard for culturally (and linguistically/grammatically) oriented conversations to emerge in my class.” – Joshua Thoms (Utah State University)
  • Several teachers recommended tourism sites, such as http://www.rendez-vous.tv/, recommended by Nancy Guilloteau (University of Texas at Austin)
Student authored textbooks… in the language classroom?

Student authored textbooks… in the language classroom?

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As more language teachers discuss ditching the textbook, the open education community is discussing another way to address outdated, incomplete, and impersonal books: student authored textbooks. When a teacher asks their students to write their own textbook, the teacher is a guide for actively … [Continue reading...]

Plunge into a text with social reading

Plunge into a text with social reading

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Photo credit (left): flickr user Jake Macabre  Photo credit (middle): COERLL  Photo credit (right): Deutsche Fototek  COERLL recently made the social reading tool eComma available for users of Learning Management Systems (LMS). In eComma, a group of students can annotate the same text together and … [Continue reading...]

OER: Flexible materials for flexible learners

OER: Flexible materials for flexible learners

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Photo credit: flickr user Daniel Garcia Neto  From the editor: We recently heard from Bret Chernoff, an independent learner who has been using various Portuguese learning products on COERLL’s Brazilpod portal. Bret shows how a flexible language learner can use open educational resources (OER) to fit … [Continue reading...]

Sharing opens up new possibilities

Sharing opens up new possibilities

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Photo credit: flickr user Hoffnungsschimmer  Here at COERLL we have always worked on projects with small teams of professors or teachers to create openly licensed language teaching materials (textbooks, activities, lessons, etc.) that we share with teachers. However, some of our new projects follow … [Continue reading...]

Availability of Foreign Language materials in OER repositories

Availability of Foreign Language materials in OER repositories

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Photo credit: flickr user gotcredit.com  Here at COERLL, we encourage teachers to use Open Educational Resources (OER) and Open Educational Practices (OEP) in their classes. One way to begin using OER and OEP is to search for and use pedagogical materials (lessons, activities, and courses) that … [Continue reading...]