{"id":66,"date":"2023-09-12T14:38:09","date_gmt":"2023-09-12T18:38:09","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/digitaltattooimport\/chapter\/sovereignty-and-tradition-indigenous-knowledge-open-educational-resources-digital-tattoo\/"},"modified":"2023-09-12T14:46:34","modified_gmt":"2023-09-12T18:46:34","slug":"sovereignty-and-tradition-indigenous-knowledge-open-educational-resources","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/digitaltattooimport\/chapter\/sovereignty-and-tradition-indigenous-knowledge-open-educational-resources\/","title":{"raw":"Sovereignty and Tradition: Indigenous Knowledge &amp; Open Educational Resources","rendered":"Sovereignty and Tradition: Indigenous Knowledge &amp; Open Educational Resources"},"content":{"raw":"<div class=\"textbox\">This is an imported copy of <a href=\"https:\/\/digitaltattoo.ubc.ca\/2021\/11\/05\/sovereignty-and-tradition-indigenous-knowledge-open-educational-resources\/\">Sovereignty and Tradition: Indigenous Knowledge &amp; Open Educational Resources - Digital Tattoo<\/a>.<\/div>\r\nBy\u00a0<a title=\"Posts by Britt Dzioba\" href=\"https:\/\/digitaltattoo.ubc.ca\/2021\/11\/05\/sovereignty-and-tradition-indigenous-knowledge-open-educational-resources\/\">Britt Dzioba<\/a>\u00a0on November 5, 2021 | Tagged with\u00a0<a href=\"https:\/\/digitaltattoo.ubc.ca\/tag\/copyright\/\" rel=\"tag\">Copyright<\/a>,\u00a0<a href=\"https:\/\/digitaltattoo.ubc.ca\/tag\/intellectual-property\/\" rel=\"tag\">intellectual property<\/a>,\u00a0<a href=\"https:\/\/digitaltattoo.ubc.ca\/tag\/open-access\/\" rel=\"tag\">open access<\/a>\r\n<h1><b><span data-contrast=\"auto\">What\u2019s an OER?<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/h1>\r\n<span data-contrast=\"auto\">With rising publication costs and tuition fees, there is a movement challenging the exclusivity of academic research that contributes to educational inaccessibility. Academic publishing companies charge institutions thousands of dollars to lease the rights to the research that their own faculty and students create[footnote]https:\/\/sparcopen.org\/our-work\/r2rc\/[\/footnote]<\/span><span data-contrast=\"auto\">. The paywall barriers enforced by these companies pass the cost onto students\u2019 tuition and prevent knowledge from being freely shared among the community. Many concerned students, academics, and community members are pushing for Open Educational Resources (OER) that will alleviate some of the inequality created by the financial interests of publishing companies. Advocates of OER fight for free and accessible\u00a0education.\u00a0It\u2019s a movement to break down the barriers in academic resources (such as paywalls and archival\u00a0red-tape) and allow for a sharing economy. The conversation around OER is fundamentally community centred, focused on sharing knowledge publicly and allowing for community governance over knowledge ownership rights.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n<h1><b><span data-contrast=\"auto\">What does Indigenous Knowledge Mean?<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/h1>\r\n<span data-contrast=\"auto\">The land that is now called Canada is the ancestral home to over 600 unique First Nations bands[footnote]https:\/\/www.rcaanc-cirnac.gc.ca\/eng\/1100100013785\/1529102490303[\/footnote]<\/span><span data-contrast=\"auto\">. Within each nation are many individual communities that hold their own knowledge and each have protected their knowledge for thousands of years. Indigenous knowledges encompass oral traditions, are experiential (involving all of the senses in connection to the land), and bring together the spiritual and physical world through narrative and metaphor[footnote]https:\/\/blogs.ubc.ca\/traditionalknowledgetechnology\/revaluation-of-indigenous-cultures\/what-is-indigenous-traditional-knowledge\/[\/footnote]<\/span><span data-contrast=\"auto\">. If institutions and organizations are serious about decolonization and respecting Indigenous\u00a0sovereignty\u00a0then the rights to create and control Indigenous OERs must remain with the relevant communities.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n<h1><b><span data-contrast=\"auto\">The 5 R\u2019s of OER<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/h1>\r\nThe barriers that regulate the educational publishing market keep students and scholars from easily sharing and accessing knowledge. These regulations often take the ownership away from the creator and lock it up behind paywalls and restrictive copyright, which is a serious issue when this impacts traditional and sacred knowledge.\r\n\r\nThe scholar David Wiley coined the \u201c5 R\u2019s of OER\u201d[footnote]https:\/\/opencontent.org\/blog\/archives\/3221[\/footnote]. These serve as a framework for OER creators (anyone producing academic and educational resources) and holders (institutions, open\u00a0access ). The 5\u00a0R\u2019s\u00a0clearly represent the values of open access and the goals of this movement:<img class=\"size-medium wp-image-22029 alignright\" src=\"https:\/\/pressbooks.bccampus.ca\/digitaltattooimport\/wp-content\/uploads\/sites\/2075\/2023\/09\/The-5-Rs-of-OER-300x300-1.png\" srcset=\"https:\/\/digitaltattoo.ubc.ca\/files\/2021\/11\/The-5-Rs-of-OER-300x300.png 300w, https:\/\/digitaltattoo.ubc.ca\/files\/2021\/11\/The-5-Rs-of-OER-200x200.png 200w, https:\/\/digitaltattoo.ubc.ca\/files\/2021\/11\/The-5-Rs-of-OER-768x768.png 768w, https:\/\/digitaltattoo.ubc.ca\/files\/2021\/11\/The-5-Rs-of-OER.png 1080w\" alt=\"\" width=\"300\" height=\"300\" \/>\r\n<ul>\r\n \t<li><strong>Retain<\/strong>\u00a0\u2013 the right to make, own, and control copies of the content<\/li>\r\n \t<li><strong>Reuse<\/strong> \u2013 the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video)<\/li>\r\n \t<li><strong>Revise<\/strong> \u2013 the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)<\/li>\r\n \t<li><strong>Remix<\/strong>\u00a0\u2013 the right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup)<\/li>\r\n \t<li><strong>Redistribute<\/strong> \u2013 the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)<\/li>\r\n<\/ul>\r\n<span data-contrast=\"auto\">Even if you are not a content creator or holder, OER projects still impact you as a student and community member. We all lose out on productive conversations and new insights when there are barriers to resources. The latest research findings may not make it to the communities that need it most. Students also bear the brunt of expensive publishing paywalls in rising tuition fees. There is also the issue that only people affiliated with academic institutions can access these resources. This creates an unequal power dynamic and does not give the community whose knowledge it is the chance to review and distribute resources to the public in a fair way.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n<h1>Indigenous Knowledges and OER<\/h1>\r\n<span data-contrast=\"auto\">UBC\u2019s 2021 Open Access week began with a symposium on Indigenous Knowledge and OpenEducational Resources. <\/span><a href=\"https:\/\/xwi7xwa.library.ubc.ca\/?login\"><span data-contrast=\"none\">X\u0331wi7x\u0331wa Library\u2019s<\/span><\/a><span data-contrast=\"auto\">\u00a0Indigenous Programs and Services Librarian Kayla Lar-Son gave a talk contextualizing the relationship between Indigenous knowledges and open education. She highlighted that there are challenges that arise from applying a westernized framework to Indigenous knowledge keeping. Indigenous knowledges are personal, holistic, experiential, sometimes orally transmitted, ecological, and they can centre the subjective narrative. Knowledge is alive and there are many truths, which are dependent on individual experiences.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n\r\n<span data-contrast=\"auto\">Lar-Son posed the question: how can we reimagine the 5 R\u2019s of OER to honour Indigenous ways of knowing? One of the trickier aspects of the 5 R\u2019s is the idea around ownership. There is power in knowledge and whoever possesses this knowledge holds power. With traditional knowledges, there are complications with ownership since \u201cauthors\u201d are not always identifiable (thus there is no \u201crights holder\u201d). The community holds knowledge collectively and some knowledges are so old they are deemed \u201cPublic Domain\u201d by Canadian copyright standards. OER projects can help Indigenous knowledges break away from oppressive publishing standards and return the rights to the communities.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n\r\n<span data-contrast=\"auto\">There are also protocol considerations. Indigenous knowledges can be linked to traditions that inhibit open access. Within some Indigenous communities, various types of knowledge have protocols around the time of year for sharing, methods of sharing, and who can access the knowledge. Lar-Son gave an example of how some community archives are navigating traditions by using tiered-access OERs. This offers communities the opportunity to come together and decide collectively which elements of the knowledge to share with the public, and which aspects of the knowledge can only be shared with certain individuals or at specific times of the year.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n<h1>The 6\u00a0R\u2019s\u00a0of Indigenous OERs<\/h1>\r\nLar-Son reframes Wiley\u2019s 5 R\u2019s in a way that honours Indigenous ways of knowing, and respects traditional protocols. She draws inspiration from the \u201cR\u2019s\u201d of Indigenous Knowledge[footnote]https:\/\/www.lib.sfu.ca\/help\/academic-integrity\/indigenous-initiatives\/icrc\/indigenous-knowledge#indigenous-ways-of-knowing[\/footnote] and contextualizes this framework in relation to OERs.\u202f She lists the 6 R\u2019s of Indigenous OERs:<img class=\"size-medium wp-image-21999 alignright\" src=\"https:\/\/pressbooks.bccampus.ca\/digitaltattooimport\/wp-content\/uploads\/sites\/2075\/2023\/09\/The-6-Rs-of-Indigenous-Open-Educational-Resources-300x300-1.png\" srcset=\"https:\/\/digitaltattoo.ubc.ca\/files\/2021\/11\/The-6-Rs-of-Indigenous-Open-Educational-Resources-300x300.png 300w, https:\/\/digitaltattoo.ubc.ca\/files\/2021\/11\/The-6-Rs-of-Indigenous-Open-Educational-Resources-200x200.png 200w, https:\/\/digitaltattoo.ubc.ca\/files\/2021\/11\/The-6-Rs-of-Indigenous-Open-Educational-Resources-768x768.png 768w, https:\/\/digitaltattoo.ubc.ca\/files\/2021\/11\/The-6-Rs-of-Indigenous-Open-Educational-Resources.png 1080w\" alt=\"\" width=\"300\" height=\"300\" \/>\r\n<ul>\r\n \t<li><strong>Respect\u00a0<\/strong>\u2013 honour the knowledge sovereignty of Indigenous communities<\/li>\r\n \t<li><strong>Relationships\u00a0<\/strong>\u2013 build with the community to honour their traditions and protocols<\/li>\r\n \t<li><strong>Responsibility\u00a0<\/strong>\u2013 put community practices first and only share when and what we are allowed, and to publish in an ethical way<\/li>\r\n \t<li><strong>Reverence\u00a0<\/strong>\u2013 uphold what is sacred and respect sacred traditions<\/li>\r\n \t<li><strong>Relevance\u00a0<\/strong>\u2013 ensure the project serves the needs of the community<\/li>\r\n \t<li><strong>Reciprocity\u00a0<\/strong>\u2013 give back to the community through projects; don\u2019t just take what you need<\/li>\r\n<\/ul>\r\nThere are some questions that we need to ask before embarking on OER projects. Who\u2019s driving the need for OER creation? What kinds of knowledges are being shared? Are there any protocols that need to be adhered to? It is only in consultation with the community who created the content that we can answer these questions.\r\n\r\nFor settlers working in education, open access, or any field that works with Indigenous knowledges, it\u2019s critical that we situate ourselves as respectful but uninvited guests. We must work in partnership with related Indigenous communities and hold their needs at the forefront of OER projects. There may be protocols and traditions related to certain knowledges that require considerations. OER loses its power as a community driven effort if we only focus on the goal of making all knowledge accessible, in-spite of community desires. We have to have the collective autonomy of the community in our forefront.\r\n<h1>Digital Data Rights and Indigenous Knowledges<\/h1>\r\n<span data-contrast=\"auto\">As more resources are transferred online, we need to consider who benefits and who is harmed by knowledge access. We have seen how our personal data has been disrespected by corporations and governments and we must fight to prevent the same treatment of traditional knowledges[footnote]https:\/\/digitaltattoo.ubc.ca\/2018\/07\/09\/ownership-of-content-in-your-digital-life-social-media-part-1\/[\/footnote][footnote]https:\/\/digitaltattoo.ubc.ca\/tutorials\/privacy-and-surveillance\/data\/big-data\/[\/footnote][footnote]https:\/\/digitaltattoo.ubc.ca\/tutorials\/privacy-and-surveillance\/data\/big-data\/[\/footnote]<\/span><span data-contrast=\"auto\">. Supporting Indigenous-led OER projects ensures that we are engaging with Traditional Knowledges in respectful and sustainable ways. Individual communities hold sovereign rights over their data, knowledge, and traditions, even when promoting open access projects. This process cannot be done with haste. Anyone engaging in OER projects relating to Indigenous knowledges must work with mindfulness and care. There is no checklist. It is a vital process to ensure we are respecting the Indigenous, ancestral sources of knowledge.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n<h1>Further Questions<\/h1>\r\n<span data-contrast=\"auto\">Do you have any ideas of how institutions can support Indigenous OER projects? How can non-Indigenous OER projects draw inspiration from the 6\u00a0R\u2019s\u00a0of Indigenous OER? Feel free to share your comments below!<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n<h1>Resources<\/h1>\r\n<span data-contrast=\"auto\">Digital Tattoo has\u00a0<\/span><a href=\"https:\/\/digitaltattoo.ubc.ca\/tutorials\/copyright-and-open-access\/\"><span data-contrast=\"none\">tutorials on Copyright and Open Access<\/span><\/a><span data-contrast=\"auto\">! We also provide resources on\u00a0<\/span><a href=\"https:\/\/digitaltattoo.ubc.ca\/tutorials\/academic-and-professional-life\/open-education\/\"><span data-contrast=\"none\">Open Education<\/span><\/a><span data-contrast=\"auto\">\u00a0and check out our tutorial on\u00a0<\/span><a href=\"https:\/\/digitaltattoo.ubc.ca\/tutorials\/copyright-and-open-access\/scholarly-publishing\/\"><span data-contrast=\"none\">Scholarly Publishing<\/span><\/a><span data-contrast=\"auto\">.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n\r\n<span data-contrast=\"auto\">Xwi7xwa also has a database of\u00a0<\/span><a href=\"https:\/\/xwi7xwa.library.ubc.ca\/open-content\/\"><span data-contrast=\"none\">Open Indigenous databases<\/span><\/a><span data-contrast=\"auto\">\u00a0that is freely available to anyone through the UBC Library.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n\r\n<span data-contrast=\"auto\">Check out\u00a0<\/span><a href=\"https:\/\/localcontexts.org\/about\/about-local-contexts\/\"><span data-contrast=\"none\">Localcontexts.org<\/span><\/a><span data-contrast=\"auto\">\u00a0for more information on Traditional Knowledge Rights and Indigenous self-governance around sharing data.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n<h1>References<\/h1>\r\n<span data-contrast=\"auto\">[1] The Right to Research Collation. (n.d.)\u00a0<\/span><i><span data-contrast=\"auto\">Why Open Access?\u00a0<\/span><\/i><span data-contrast=\"auto\">www.righttoresearch.org\/learn\/whyOA\/index.shtml<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n\r\n<span data-contrast=\"auto\">[2] OECD (2020), Chapter 2.\u202fProfile of Indigenous Canada: Trends and data needs. In\u00a0<\/span><i><span data-contrast=\"auto\">Linking Indigenous Communities with Regional Development in Canada<\/span><\/i><span data-contrast=\"auto\">, OECD Rural Policy Reviews, OECD Publishing, Paris,\u00a0<\/span><span data-contrast=\"none\">https:\/\/doi.org\/10.1787\/fa0f60c6-en<\/span><span data-contrast=\"auto\">.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n\r\n<span data-contrast=\"auto\">[3] Traditional Knowledge and Technology. (n.d.)\u00a0<\/span><i><span data-contrast=\"auto\">What is Indigenous Traditional\u00a0Knowledge?<\/span><\/i><span data-contrast=\"auto\">https:\/\/blogs.ubc.ca\/traditionalknowledgetechnology\/revaluation-of-indigenous-cultures\/what-is-indigenous-traditional-knowledge\/<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n\r\n<span data-contrast=\"auto\">[4] Wiley, D. (2014, March 5).\u00a0<\/span><i><span data-contrast=\"auto\">The Access Compromise and the 5th R.\u202f<\/span><\/i><span data-contrast=\"auto\">Improving Learning. opencontent.org\/blog\/archives\/3221<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n\r\n<span data-contrast=\"auto\">[5] Edwards, A. (2021, August 10).\u00a0<\/span><i><span data-contrast=\"auto\">Indigenous Knowledge and Pedagogy<\/span><\/i><span data-contrast=\"auto\">. Simon Fraser University Library. https:\/\/www.lib.sfu.ca\/help\/academic-integrity\/indigenous-initiatives\/icrc\/indigenous-knowledge#indigenous-ways-of-knowing<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n\r\n<span data-contrast=\"auto\">[6] Cheung, J. (2018, July 9).\u00a0<\/span><i><span data-contrast=\"auto\">Ownership of Content in Your Digital Life \u2013\u00a0Social Media\u00a0(Part 1)<\/span><\/i><span data-contrast=\"auto\">. Digital Tattoo Project.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n\r\n<span data-contrast=\"auto\">[7] Digital Tattoo Project. (n.d.).\u00a0<\/span><i><span data-contrast=\"auto\">Who Owns Your Data?<\/span><\/i><span data-contrast=\"auto\">\u00a0https:\/\/digitaltattoo.ubc.ca\/tutorials\/privacy-and-surveillance\/data\/big-data\/<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n\r\n<span data-contrast=\"auto\">[8] Short, B. (2017, January 5).\u00a0<\/span><i><span data-contrast=\"auto\">Taking Control of Your Data<\/span><\/i><span data-contrast=\"auto\">. Digital Tattoo Project. https:\/\/digitaltattoo.ubc.ca\/2017\/01\/05\/taking-control-of-your-data\/<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n\r\n<hr \/>\r\n\r\n<b><span data-contrast=\"auto\">Written By<\/span><\/b><span data-contrast=\"auto\">:\u00a0Brittanny\u00a0Dzioba<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n\r\n<b><span data-contrast=\"auto\">Edited By<\/span><\/b><span data-contrast=\"auto\">: Alex\u00a0Kuskowski\u00a0&amp; Lucas\u00a0Wright<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>\r\n\r\n<b><span data-contrast=\"auto\">Featured Image<\/span><\/b><span data-contrast=\"auto\">:\u202f<\/span><a href=\"https:\/\/www.flickr.com\/photos\/134760388@N08\/50669729301\/in\/album-72157656112341170\/\"><span data-contrast=\"none\">s\u0294i:\u026cq\u0259y\u0313\u00a0qeq\u0259n\u00a0(double-headed serpent post), Brent Sparrow,\u00a0Musqueam<\/span><\/a><span data-contrast=\"auto\">\u00a0by Paul H. Joseph \/ UBC Brand &amp; Marketing<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span>","rendered":"<div class=\"textbox\">This is an imported copy of <a href=\"https:\/\/digitaltattoo.ubc.ca\/2021\/11\/05\/sovereignty-and-tradition-indigenous-knowledge-open-educational-resources\/\">Sovereignty and Tradition: Indigenous Knowledge &amp; Open Educational Resources &#8211; Digital Tattoo<\/a>.<\/div>\n<p>By\u00a0<a title=\"Posts by Britt Dzioba\" href=\"https:\/\/digitaltattoo.ubc.ca\/2021\/11\/05\/sovereignty-and-tradition-indigenous-knowledge-open-educational-resources\/\">Britt Dzioba<\/a>\u00a0on November 5, 2021 | Tagged with\u00a0<a href=\"https:\/\/digitaltattoo.ubc.ca\/tag\/copyright\/\" rel=\"tag\">Copyright<\/a>,\u00a0<a href=\"https:\/\/digitaltattoo.ubc.ca\/tag\/intellectual-property\/\" rel=\"tag\">intellectual property<\/a>,\u00a0<a href=\"https:\/\/digitaltattoo.ubc.ca\/tag\/open-access\/\" rel=\"tag\">open access<\/a><\/p>\n<h1><b><span data-contrast=\"auto\">What\u2019s an OER?<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/h1>\n<p><span data-contrast=\"auto\">With rising publication costs and tuition fees, there is a movement challenging the exclusivity of academic research that contributes to educational inaccessibility. Academic publishing companies charge institutions thousands of dollars to lease the rights to the research that their own faculty and students create<a class=\"footnote\" title=\"https:\/\/sparcopen.org\/our-work\/r2rc\/\" id=\"return-footnote-66-1\" href=\"#footnote-66-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><\/span><span data-contrast=\"auto\">. The paywall barriers enforced by these companies pass the cost onto students\u2019 tuition and prevent knowledge from being freely shared among the community. Many concerned students, academics, and community members are pushing for Open Educational Resources (OER) that will alleviate some of the inequality created by the financial interests of publishing companies. Advocates of OER fight for free and accessible\u00a0education.\u00a0It\u2019s a movement to break down the barriers in academic resources (such as paywalls and archival\u00a0red-tape) and allow for a sharing economy. The conversation around OER is fundamentally community centred, focused on sharing knowledge publicly and allowing for community governance over knowledge ownership rights.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<h1><b><span data-contrast=\"auto\">What does Indigenous Knowledge Mean?<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/h1>\n<p><span data-contrast=\"auto\">The land that is now called Canada is the ancestral home to over 600 unique First Nations bands<a class=\"footnote\" title=\"https:\/\/www.rcaanc-cirnac.gc.ca\/eng\/1100100013785\/1529102490303\" id=\"return-footnote-66-2\" href=\"#footnote-66-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a><\/span><span data-contrast=\"auto\">. Within each nation are many individual communities that hold their own knowledge and each have protected their knowledge for thousands of years. Indigenous knowledges encompass oral traditions, are experiential (involving all of the senses in connection to the land), and bring together the spiritual and physical world through narrative and metaphor<a class=\"footnote\" title=\"https:\/\/blogs.ubc.ca\/traditionalknowledgetechnology\/revaluation-of-indigenous-cultures\/what-is-indigenous-traditional-knowledge\/\" id=\"return-footnote-66-3\" href=\"#footnote-66-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a><\/span><span data-contrast=\"auto\">. If institutions and organizations are serious about decolonization and respecting Indigenous\u00a0sovereignty\u00a0then the rights to create and control Indigenous OERs must remain with the relevant communities.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<h1><b><span data-contrast=\"auto\">The 5 R\u2019s of OER<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/h1>\n<p>The barriers that regulate the educational publishing market keep students and scholars from easily sharing and accessing knowledge. These regulations often take the ownership away from the creator and lock it up behind paywalls and restrictive copyright, which is a serious issue when this impacts traditional and sacred knowledge.<\/p>\n<p>The scholar David Wiley coined the \u201c5 R\u2019s of OER\u201d<a class=\"footnote\" title=\"https:\/\/opencontent.org\/blog\/archives\/3221\" id=\"return-footnote-66-4\" href=\"#footnote-66-4\" aria-label=\"Footnote 4\"><sup class=\"footnote\">[4]<\/sup><\/a>. These serve as a framework for OER creators (anyone producing academic and educational resources) and holders (institutions, open\u00a0access ). The 5\u00a0R\u2019s\u00a0clearly represent the values of open access and the goals of this movement:<img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-22029 alignright\" src=\"https:\/\/pressbooks.bccampus.ca\/digitaltattooimport\/wp-content\/uploads\/sites\/2075\/2023\/09\/The-5-Rs-of-OER-300x300-1.png\" srcset=\"https:\/\/digitaltattoo.ubc.ca\/files\/2021\/11\/The-5-Rs-of-OER-300x300.png 300w, https:\/\/digitaltattoo.ubc.ca\/files\/2021\/11\/The-5-Rs-of-OER-200x200.png 200w, https:\/\/digitaltattoo.ubc.ca\/files\/2021\/11\/The-5-Rs-of-OER-768x768.png 768w, https:\/\/digitaltattoo.ubc.ca\/files\/2021\/11\/The-5-Rs-of-OER.png 1080w\" alt=\"\" width=\"300\" height=\"300\" \/><\/p>\n<ul>\n<li><strong>Retain<\/strong>\u00a0\u2013 the right to make, own, and control copies of the content<\/li>\n<li><strong>Reuse<\/strong> \u2013 the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video)<\/li>\n<li><strong>Revise<\/strong> \u2013 the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)<\/li>\n<li><strong>Remix<\/strong>\u00a0\u2013 the right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup)<\/li>\n<li><strong>Redistribute<\/strong> \u2013 the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)<\/li>\n<\/ul>\n<p><span data-contrast=\"auto\">Even if you are not a content creator or holder, OER projects still impact you as a student and community member. We all lose out on productive conversations and new insights when there are barriers to resources. The latest research findings may not make it to the communities that need it most. Students also bear the brunt of expensive publishing paywalls in rising tuition fees. There is also the issue that only people affiliated with academic institutions can access these resources. This creates an unequal power dynamic and does not give the community whose knowledge it is the chance to review and distribute resources to the public in a fair way.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<h1>Indigenous Knowledges and OER<\/h1>\n<p><span data-contrast=\"auto\">UBC\u2019s 2021 Open Access week began with a symposium on Indigenous Knowledge and OpenEducational Resources. <\/span><a href=\"https:\/\/xwi7xwa.library.ubc.ca\/?login\"><span data-contrast=\"none\">X\u0331wi7x\u0331wa Library\u2019s<\/span><\/a><span data-contrast=\"auto\">\u00a0Indigenous Programs and Services Librarian Kayla Lar-Son gave a talk contextualizing the relationship between Indigenous knowledges and open education. She highlighted that there are challenges that arise from applying a westernized framework to Indigenous knowledge keeping. Indigenous knowledges are personal, holistic, experiential, sometimes orally transmitted, ecological, and they can centre the subjective narrative. Knowledge is alive and there are many truths, which are dependent on individual experiences.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Lar-Son posed the question: how can we reimagine the 5 R\u2019s of OER to honour Indigenous ways of knowing? One of the trickier aspects of the 5 R\u2019s is the idea around ownership. There is power in knowledge and whoever possesses this knowledge holds power. With traditional knowledges, there are complications with ownership since \u201cauthors\u201d are not always identifiable (thus there is no \u201crights holder\u201d). The community holds knowledge collectively and some knowledges are so old they are deemed \u201cPublic Domain\u201d by Canadian copyright standards. OER projects can help Indigenous knowledges break away from oppressive publishing standards and return the rights to the communities.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">There are also protocol considerations. Indigenous knowledges can be linked to traditions that inhibit open access. Within some Indigenous communities, various types of knowledge have protocols around the time of year for sharing, methods of sharing, and who can access the knowledge. Lar-Son gave an example of how some community archives are navigating traditions by using tiered-access OERs. This offers communities the opportunity to come together and decide collectively which elements of the knowledge to share with the public, and which aspects of the knowledge can only be shared with certain individuals or at specific times of the year.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<h1>The 6\u00a0R\u2019s\u00a0of Indigenous OERs<\/h1>\n<p>Lar-Son reframes Wiley\u2019s 5 R\u2019s in a way that honours Indigenous ways of knowing, and respects traditional protocols. She draws inspiration from the \u201cR\u2019s\u201d of Indigenous Knowledge<a class=\"footnote\" title=\"https:\/\/www.lib.sfu.ca\/help\/academic-integrity\/indigenous-initiatives\/icrc\/indigenous-knowledge#indigenous-ways-of-knowing\" id=\"return-footnote-66-5\" href=\"#footnote-66-5\" aria-label=\"Footnote 5\"><sup class=\"footnote\">[5]<\/sup><\/a> and contextualizes this framework in relation to OERs.\u202f She lists the 6 R\u2019s of Indigenous OERs:<img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-21999 alignright\" src=\"https:\/\/pressbooks.bccampus.ca\/digitaltattooimport\/wp-content\/uploads\/sites\/2075\/2023\/09\/The-6-Rs-of-Indigenous-Open-Educational-Resources-300x300-1.png\" srcset=\"https:\/\/digitaltattoo.ubc.ca\/files\/2021\/11\/The-6-Rs-of-Indigenous-Open-Educational-Resources-300x300.png 300w, https:\/\/digitaltattoo.ubc.ca\/files\/2021\/11\/The-6-Rs-of-Indigenous-Open-Educational-Resources-200x200.png 200w, https:\/\/digitaltattoo.ubc.ca\/files\/2021\/11\/The-6-Rs-of-Indigenous-Open-Educational-Resources-768x768.png 768w, https:\/\/digitaltattoo.ubc.ca\/files\/2021\/11\/The-6-Rs-of-Indigenous-Open-Educational-Resources.png 1080w\" alt=\"\" width=\"300\" height=\"300\" \/><\/p>\n<ul>\n<li><strong>Respect\u00a0<\/strong>\u2013 honour the knowledge sovereignty of Indigenous communities<\/li>\n<li><strong>Relationships\u00a0<\/strong>\u2013 build with the community to honour their traditions and protocols<\/li>\n<li><strong>Responsibility\u00a0<\/strong>\u2013 put community practices first and only share when and what we are allowed, and to publish in an ethical way<\/li>\n<li><strong>Reverence\u00a0<\/strong>\u2013 uphold what is sacred and respect sacred traditions<\/li>\n<li><strong>Relevance\u00a0<\/strong>\u2013 ensure the project serves the needs of the community<\/li>\n<li><strong>Reciprocity\u00a0<\/strong>\u2013 give back to the community through projects; don\u2019t just take what you need<\/li>\n<\/ul>\n<p>There are some questions that we need to ask before embarking on OER projects. Who\u2019s driving the need for OER creation? What kinds of knowledges are being shared? Are there any protocols that need to be adhered to? It is only in consultation with the community who created the content that we can answer these questions.<\/p>\n<p>For settlers working in education, open access, or any field that works with Indigenous knowledges, it\u2019s critical that we situate ourselves as respectful but uninvited guests. We must work in partnership with related Indigenous communities and hold their needs at the forefront of OER projects. There may be protocols and traditions related to certain knowledges that require considerations. OER loses its power as a community driven effort if we only focus on the goal of making all knowledge accessible, in-spite of community desires. We have to have the collective autonomy of the community in our forefront.<\/p>\n<h1>Digital Data Rights and Indigenous Knowledges<\/h1>\n<p><span data-contrast=\"auto\">As more resources are transferred online, we need to consider who benefits and who is harmed by knowledge access. We have seen how our personal data has been disrespected by corporations and governments and we must fight to prevent the same treatment of traditional knowledges<a class=\"footnote\" title=\"https:\/\/digitaltattoo.ubc.ca\/2018\/07\/09\/ownership-of-content-in-your-digital-life-social-media-part-1\/\" id=\"return-footnote-66-6\" href=\"#footnote-66-6\" aria-label=\"Footnote 6\"><sup class=\"footnote\">[6]<\/sup><\/a><a class=\"footnote\" title=\"https:\/\/digitaltattoo.ubc.ca\/tutorials\/privacy-and-surveillance\/data\/big-data\/\" id=\"return-footnote-66-7\" href=\"#footnote-66-7\" aria-label=\"Footnote 7\"><sup class=\"footnote\">[7]<\/sup><\/a><a class=\"footnote\" title=\"https:\/\/digitaltattoo.ubc.ca\/tutorials\/privacy-and-surveillance\/data\/big-data\/\" id=\"return-footnote-66-8\" href=\"#footnote-66-8\" aria-label=\"Footnote 8\"><sup class=\"footnote\">[8]<\/sup><\/a><\/span><span data-contrast=\"auto\">. Supporting Indigenous-led OER projects ensures that we are engaging with Traditional Knowledges in respectful and sustainable ways. Individual communities hold sovereign rights over their data, knowledge, and traditions, even when promoting open access projects. This process cannot be done with haste. Anyone engaging in OER projects relating to Indigenous knowledges must work with mindfulness and care. There is no checklist. It is a vital process to ensure we are respecting the Indigenous, ancestral sources of knowledge.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<h1>Further Questions<\/h1>\n<p><span data-contrast=\"auto\">Do you have any ideas of how institutions can support Indigenous OER projects? How can non-Indigenous OER projects draw inspiration from the 6\u00a0R\u2019s\u00a0of Indigenous OER? Feel free to share your comments below!<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<h1>Resources<\/h1>\n<p><span data-contrast=\"auto\">Digital Tattoo has\u00a0<\/span><a href=\"https:\/\/digitaltattoo.ubc.ca\/tutorials\/copyright-and-open-access\/\"><span data-contrast=\"none\">tutorials on Copyright and Open Access<\/span><\/a><span data-contrast=\"auto\">! We also provide resources on\u00a0<\/span><a href=\"https:\/\/digitaltattoo.ubc.ca\/tutorials\/academic-and-professional-life\/open-education\/\"><span data-contrast=\"none\">Open Education<\/span><\/a><span data-contrast=\"auto\">\u00a0and check out our tutorial on\u00a0<\/span><a href=\"https:\/\/digitaltattoo.ubc.ca\/tutorials\/copyright-and-open-access\/scholarly-publishing\/\"><span data-contrast=\"none\">Scholarly Publishing<\/span><\/a><span data-contrast=\"auto\">.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Xwi7xwa also has a database of\u00a0<\/span><a href=\"https:\/\/xwi7xwa.library.ubc.ca\/open-content\/\"><span data-contrast=\"none\">Open Indigenous databases<\/span><\/a><span data-contrast=\"auto\">\u00a0that is freely available to anyone through the UBC Library.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Check out\u00a0<\/span><a href=\"https:\/\/localcontexts.org\/about\/about-local-contexts\/\"><span data-contrast=\"none\">Localcontexts.org<\/span><\/a><span data-contrast=\"auto\">\u00a0for more information on Traditional Knowledge Rights and Indigenous self-governance around sharing data.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<h1>References<\/h1>\n<p><span data-contrast=\"auto\">[1] The Right to Research Collation. (n.d.)\u00a0<\/span><i><span data-contrast=\"auto\">Why Open Access?\u00a0<\/span><\/i><span data-contrast=\"auto\">www.righttoresearch.org\/learn\/whyOA\/index.shtml<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">[2] OECD (2020), Chapter 2.\u202fProfile of Indigenous Canada: Trends and data needs. In\u00a0<\/span><i><span data-contrast=\"auto\">Linking Indigenous Communities with Regional Development in Canada<\/span><\/i><span data-contrast=\"auto\">, OECD Rural Policy Reviews, OECD Publishing, Paris,\u00a0<\/span><span data-contrast=\"none\">https:\/\/doi.org\/10.1787\/fa0f60c6-en<\/span><span data-contrast=\"auto\">.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">[3] Traditional Knowledge and Technology. (n.d.)\u00a0<\/span><i><span data-contrast=\"auto\">What is Indigenous Traditional\u00a0Knowledge?<\/span><\/i><span data-contrast=\"auto\">https:\/\/blogs.ubc.ca\/traditionalknowledgetechnology\/revaluation-of-indigenous-cultures\/what-is-indigenous-traditional-knowledge\/<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">[4] Wiley, D. (2014, March 5).\u00a0<\/span><i><span data-contrast=\"auto\">The Access Compromise and the 5th R.\u202f<\/span><\/i><span data-contrast=\"auto\">Improving Learning. opencontent.org\/blog\/archives\/3221<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">[5] Edwards, A. (2021, August 10).\u00a0<\/span><i><span data-contrast=\"auto\">Indigenous Knowledge and Pedagogy<\/span><\/i><span data-contrast=\"auto\">. Simon Fraser University Library. https:\/\/www.lib.sfu.ca\/help\/academic-integrity\/indigenous-initiatives\/icrc\/indigenous-knowledge#indigenous-ways-of-knowing<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">[6] Cheung, J. (2018, July 9).\u00a0<\/span><i><span data-contrast=\"auto\">Ownership of Content in Your Digital Life \u2013\u00a0Social Media\u00a0(Part 1)<\/span><\/i><span data-contrast=\"auto\">. Digital Tattoo Project.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">[7] Digital Tattoo Project. (n.d.).\u00a0<\/span><i><span data-contrast=\"auto\">Who Owns Your Data?<\/span><\/i><span data-contrast=\"auto\">\u00a0https:\/\/digitaltattoo.ubc.ca\/tutorials\/privacy-and-surveillance\/data\/big-data\/<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">[8] Short, B. (2017, January 5).\u00a0<\/span><i><span data-contrast=\"auto\">Taking Control of Your Data<\/span><\/i><span data-contrast=\"auto\">. Digital Tattoo Project. https:\/\/digitaltattoo.ubc.ca\/2017\/01\/05\/taking-control-of-your-data\/<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<hr \/>\n<p><b><span data-contrast=\"auto\">Written By<\/span><\/b><span data-contrast=\"auto\">:\u00a0Brittanny\u00a0Dzioba<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"auto\">Edited By<\/span><\/b><span data-contrast=\"auto\">: Alex\u00a0Kuskowski\u00a0&amp; Lucas\u00a0Wright<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"auto\">Featured Image<\/span><\/b><span data-contrast=\"auto\">:\u202f<\/span><a href=\"https:\/\/www.flickr.com\/photos\/134760388@N08\/50669729301\/in\/album-72157656112341170\/\"><span data-contrast=\"none\">s\u0294i:\u026cq\u0259y\u0313\u00a0qeq\u0259n\u00a0(double-headed serpent post), Brent Sparrow,\u00a0Musqueam<\/span><\/a><span data-contrast=\"auto\">\u00a0by Paul H. Joseph \/ UBC Brand &amp; Marketing<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true}\">\u00a0<\/span><\/p>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-66-1\">https:\/\/sparcopen.org\/our-work\/r2rc\/ <a href=\"#return-footnote-66-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-66-2\">https:\/\/www.rcaanc-cirnac.gc.ca\/eng\/1100100013785\/1529102490303 <a href=\"#return-footnote-66-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-66-3\">https:\/\/blogs.ubc.ca\/traditionalknowledgetechnology\/revaluation-of-indigenous-cultures\/what-is-indigenous-traditional-knowledge\/ <a href=\"#return-footnote-66-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><li id=\"footnote-66-4\">https:\/\/opencontent.org\/blog\/archives\/3221 <a href=\"#return-footnote-66-4\" class=\"return-footnote\" aria-label=\"Return to footnote 4\">&crarr;<\/a><\/li><li id=\"footnote-66-5\">https:\/\/www.lib.sfu.ca\/help\/academic-integrity\/indigenous-initiatives\/icrc\/indigenous-knowledge#indigenous-ways-of-knowing <a href=\"#return-footnote-66-5\" class=\"return-footnote\" aria-label=\"Return to footnote 5\">&crarr;<\/a><\/li><li id=\"footnote-66-6\">https:\/\/digitaltattoo.ubc.ca\/2018\/07\/09\/ownership-of-content-in-your-digital-life-social-media-part-1\/ <a href=\"#return-footnote-66-6\" class=\"return-footnote\" aria-label=\"Return to footnote 6\">&crarr;<\/a><\/li><li id=\"footnote-66-7\">https:\/\/digitaltattoo.ubc.ca\/tutorials\/privacy-and-surveillance\/data\/big-data\/ <a href=\"#return-footnote-66-7\" class=\"return-footnote\" aria-label=\"Return to footnote 7\">&crarr;<\/a><\/li><li id=\"footnote-66-8\">https:\/\/digitaltattoo.ubc.ca\/tutorials\/privacy-and-surveillance\/data\/big-data\/ <a href=\"#return-footnote-66-8\" class=\"return-footnote\" aria-label=\"Return to footnote 8\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":724,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-66","chapter","type-chapter","status-publish","hentry"],"part":60,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/digitaltattooimport\/wp-json\/pressbooks\/v2\/chapters\/66","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/digitaltattooimport\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/digitaltattooimport\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/digitaltattooimport\/wp-json\/wp\/v2\/users\/724"}],"version-history":[{"count":3,"href":"https:\/\/pressbooks.bccampus.ca\/digitaltattooimport\/wp-json\/pressbooks\/v2\/chapters\/66\/revisions"}],"predecessor-version":[{"id":69,"href":"https:\/\/pressbooks.bccampus.ca\/digitaltattooimport\/wp-json\/pressbooks\/v2\/chapters\/66\/revisions\/69"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/digitaltattooimport\/wp-json\/pressbooks\/v2\/parts\/60"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/digitaltattooimport\/wp-json\/pressbooks\/v2\/chapters\/66\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/digitaltattooimport\/wp-json\/wp\/v2\/media?parent=66"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/digitaltattooimport\/wp-json\/pressbooks\/v2\/chapter-type?post=66"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/digitaltattooimport\/wp-json\/wp\/v2\/contributor?post=66"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/digitaltattooimport\/wp-json\/wp\/v2\/license?post=66"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}