We hope that it has been at least a month since you last touched your chapters. It’s really helpful to put your work down and take a break. Now it’s time to get reacquainted. This section explains exactly how to get started with your Year 2 writing work. Your first month-long pass starts here!

We recommend completing steps 1-3 during the first week of your month. Meet with your Project Manager during the second week. This leaves you 2-3 weeks to make content changes in your chapters.

Step 1: Read Your Chapters

Right now, you’re just reading – not revising. You can switch your Google Doc to Viewing mode or print out your chapters if you need to avoid the temptation to edit. We can print out your chapters and mail them to you if you don’t have a printer.

Read slowly and with the eyes of a student. Imagine what it’s like to read your text after working the night shift or while caring for a sick family member. Try reading the textbook on your phone while riding the bus. What can you do for this student to make the concepts more relevant, accessible, and manageable?

Use the comments in Google Docs, or margin notes on paper, to flag places where you want to spend more time to bring your chapters into alignment with our criteria for success: Learner focus, representation of diverse voices, accessibility, and Oregon context.

Step 2: Review Unfinished Business

You have three documents to help you finalize the content in your chapters during Year 2:

• {Course #} About This Book: defines your project’s goals, equity lens, and scope. Do your chapters align with what your stated goals are?
• {Course #} Deliverables for Open Curriculum Development Model spreadsheet: Chapter Draft To-Dos and Chapter Draft Revision Actions tabs. Are there to-dos that you didn’t have time to implement in Year 1?
• Parking Lot: contains everything that wasn’t ready to use with students at the end of Year 1. Did you park content that can improve your chapter while staying in scope?

Step 3: Make a List

Make a list of the changes you want to make and bring the list to your meeting with the Project Manager. Use a new document for your list so that it’s easy to see the scope of what feels most important to you. As much as possible, organize your list items around the four passes you’ll make through your chapters:

• First pass: Reading for content gaps
• Second pass: Multimedia figures
• Third pass: Developing interactive H5P activities
• Fourth pass: Cleaning up licenses, attributions, and references sections

For now, prioritize at least three content gaps you want to remedy during this pass. As you can see, you’ll tackle figures; H5P; and licenses, attributions, and references in future passes through your chapters. Your ideas for these areas can be rough for now because you’ll come back to them in detail later.

Step 4: Meet with the Project Manager

Members of the author team will be working on different timelines. This means that the Project Manager will have individual meetings with each author to plan work on the chapters they drafted. Each author will need to fit their writing work into their regular work and course pilots they may be teaching.

Use your first Year 2 meeting to:

• Have a high-level discussion about your Year 2 goals

• Discuss your preliminary list for Year 2
• Confirm your timeline for the next three month-long passes through your chapter drafts
• Discuss which support roles you will need to work with, and when, in order to succeed in your goals this year
• Schedule meetings with your Project Manager and make a plan to connect with additional support roles as needed.

• Have a specific discussion about your first pass goals

• Finalize up to three goals for the first pass: filling content gaps
• Fill in the Year 2 Action Plan tab of the {Course #} Deliverables for Open Curriculum Development Model spreadsheet. You can add rows and/or tabs to make this spreadsheet work for you.

Here are some examples of how different support roles can be relevant to figure development in your second pass, depending on where you will prioritize your focus:

• The Research Consultant can help you find data to back up claims and structure it visually in charts, graphs, or infographics.
• The Equity Consultant can help you make decisions about presenting and integrating figures that support equity, diversity, and inclusion.
• The Instructional Designer can help you align your figures with your learning objectives and other chapter elements.
• A Media Developer can help you edit or create figures that don’t currently exist.

We hope that these examples help you see the relevance of the support roles available to you during all the passes you’ll make in Year 2.

Step 5: Filling Content Gaps

You are done planning and ready to edit your chapters. Please read the next section in this unit to understand our expectations for how you will scope your work.

Licenses and Attributions for First Pass: Reading for Content Gaps

Open content, original

“First Pass: Reading for Content Gaps” by Open Oregon Educational Resources is licensed under CC BY 4.0.

Open content, shared previously

“Step 1: Read Your Chapters” is adapted from “The Revising Mindset” by Stephanie Lenox and Abbey Gaterud for Open Oregon Educational Resources, licensed CC BY 4.0.