About the Editors
Megan Covington is a PhD student in the Higher Education program at Indiana University. She is currently honing a content expertise in critical qualitative methodology applied to issues of equity and access in higher education. Megan has authored publications on various topics related to the contributions and strengths of historically Black colleges and universities (HBCUs) and the experiences of people from historically underserved communities throughout the academy. Her current dissertation topic focuses on the preparation of Black women graduate students for faculty roles using narrative inquiry, Black feminist epistemology and hip-hop feminism.
Julie Marie Frye is the Head of the Education Library at Indiana University, where she serves as the primary information literacy instructor for students in the School of Education. She enjoys creating visual representations of knowledge, especially through metaphors, as instructional tools. Julie Marie is on the Action Council for ALA’s Social Responsibilities Round Table (SRRT).
Sarah Hare is currently the Scholarly Communication Librarian at Indiana University, where she works on several open and library publishing initiatives. In her previous position at Davidson College, Sarah led two Open Educational Resource (OER) initiatives. Sarah has published several articles and blog posts on critical open education and teaches a six-week Library Juice Academy course, “Introduction to Open Educational Resources,” for library and information professionals worldwide.
Margaret McLaughlin is a graduate student studying Comparative Literature and Library Science at Indiana University. Her research interests include digital humanities, ethics, information literacy, and open pedagogy. Margaret is currently an Associate Instructor for Indiana University’s Comparative Literature Department and works for IU Libraries’ Scholarly Communication and Teaching & Learning departments.
Beth Lewis Samuelson is Associate Professor of Literacy, Culture and Language Education at the Indiana University School of Education, where she teaches graduate classes in literacy theory, and language education classes in the English-as-a-second language and World Languages teacher certification programs. Beth’s most recent article, published in TESOL Journal, explores the use of oral storytelling for creating English learning materials at a Rwandan primary school. She became interested in OER through her research in East Africa and her concern for equitable access to research results for all participants.
