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Open Pedagogy ACRL Publications in Librarianship Open Peer Review Manuscript Information Monograph title: Intersections of Open Educational Resources and Information Literacy Editors: Elizabeth Dill and Mary Ann Cullen Review close date: June 1, 2021 Google document available at: https://docs.google.com/document/d/1Ev5xvTWRLnNbRmJwAK2M3UaWOd4FACpy77xVHhLtg kA/edit?usp=sharing Code of Conduct Reviewers agree to: ● provide objective reviews that deliver constructive criticism in a positive and professional manner ● support their recommendations with clearly developed examples or arguments ● focus on substantive comments and suggestions on the content; the book will be professionally copyedited and designed, so formatting, unfinished graphics, typos, and other grammatical errors will be addressed later in the production process ● look for the following as they review: ○ significance of topic ○ conceptually/theoretically grounded ○ appropriate methodology/research design ○ coherent discussion ○ valid conclusions ○ advancement of knowledge ○ clear, articulate, and well written ● value diversity and inclusion in the review process ● meet all deadlines, or notify the Publications in Librarianship Editor as soon as possible if unable to meet deadlines ● maintain confidentiality of other reviewers’ comments ● recuse themselves from reviewing manuscripts for which they lack expertise, have any undisclosed conflicts of interest, or are unable to meet all deadlines ● consult with the Publications in Librarianship Editor if they have any questions: Daniel Mack, Associate Dean, Collection Strategies and Services, University of Maryland email: [email protected] voice: 301.405.9264 Identifying and Contact Information You will need to sign in with your Google account and request access at the top left before commenting. Anonymous comments will be deleted. Table of Contents Introduction Section I: Foundations · Chapter 1: Mary Ann Cullen, OER, Open Pedagogy, and Information Literacy: A Primer · Chapter 2: Paul Bond, Information Literacy and Open Education: Parallel Tracks toward a Common Destination · Chapter 3: Lindsey Gumb, OER-Enabled Pedagogy Meets Info Lit: Empowering the Next Generation of Open Scholars Section II: Teaching Info Lit with OER · Chapter 4: Rosie Liljequist and Charla Strosser, “All the Better to Teach You With”: Integrating Information Literacy, Academic Composition, Fairy Tales, and OER · Chapter 5: James H. Cason and Nora B. Rackley, Library-Led OER Creation: Case Study of a Collaborative Information Literacy Project · Chapter 6: Roger Gillis, Open GLAM as OER: Digital Cultural Heritage and the Intersections of Primary Source Literacy and Information Literacy Section III: Librarian Support of Open Pedagogy/OER · Chapter 7: Mandi Goodsett, Supporting Open Pedagogy with Information Literacy Instruction for Multimodal Composition Projects · Chapter 8: Christina Riehman-Murphy, Situated Learning and Open Pedagogy: Pathways for Undergraduate Students’ Emerging Information Literacies · Chapter 9: Dawn Lowe-Wincentsen, The Open Shark Tank: A Case Study of Business Research Methods II · Chapter 10: Vanessa Arce and Rena Grossman, Students Speak: Animating Stories about the Value of Information Section IV: Social Justice / Untold Stories · Chapter 11: Swart, Critical Librarianship and Open Education: A Solution to Information Injustice · Chapter 12: Yolanda Bergstrom-Lynch, Mary Mahoney, and Joelle Thomas, Doing Away with the “Curricular Black Box”: Empowering Students as OER Creators to Challenge Information Privilege Section V: Student Advocacy · Chapter 13: Andrea Scott and Jen Hughes, Developing Student OER Leaders: Student Advocacy and Outreach through Open Pedagogy · Chapter 14: Ariela McCaffrey, Office Space: Developing Student OER Leaders through Hiring Practices and Collaborative Projects Section VI: Spreading the Love: Training Future Advocates and Practitioners · Chapter 15: Amanda C. Larson, Framing Open Education Within the Library · Chapter 16: Shawn(ta) Smith-Cruz and Elvis Bakaitis, Breaking Open: Defining a Student- Centered Pedagogy · Chapter 17: Jessica O’Reilly, Marnie Seal, and Mel Young, Collaborating to Support Learner Empowerment through Information Literacy, OER & OEP Introduction When we discussed what to put in this introduction, Mary Ann suggested that we put something about how the book came to be, some background information, and what lies ahead. The background information grew into its own chapter (Chapter 1, An Open Primer). “What lies ahead,” later in the Introduction, was easily a description of the chapters since the titles of chapters all seem to be combinations of the words open, pedagogy, OER, information and literacy – Hard to tell one from another without some sort of synopsis. “But how did this book come to be?” Mary Ann asked Elizabeth. “From my point of view, you came back from talking to the editor at ACRL all excited about a book and I said, ‘Okay, I’m in!’ So what did make you think of this?” So here is Elizabeth’s story: The Accidental OER Practitioner March 20, 2018. Term IV of my 1130 Introduction to Theater class is now official with three students. The class only had two students registered the day before and had been unofficially cancelled for the past week (in my mind, if nowhere else). As a result, I was starkly unprepared, no syllabus, no planned activities, and no text. A member of Troy University’s Open Educational Resources (OER) Committee, I had initially considered having an open class, but now I had no choice. Armed with a copy of the ACRL Information Literacy Framework and a template of a syllabus, I had determined two things– that a midterm and final would be given. I entered the computer lab in the library. I had chosen the computer lab because holding class in that location meant that I was close to my office as the library director in case an emergency occurred. Later it occurred to me what a serendipitous choice this turned out to be, as hosting the class in the computer lab reinforced digital literacy skills. In an attempt to craft course objectives, I asked the students what they wanted to learn in the class. No one responded. I ran to the supply closet and retrieved some 3” x 5” notecards. I asked the students to anonymously write one thing they wanted to learn in the course of the class. They acquiesced. Two of the responses were expected; they wished to learn about the history of theater. One objective actually surprised me, to learn how to be more confident in speaking in front of the class. I set the notecards aside. I wrote each of the six tenants of the Framework on the board and explained each. None of students asked any questions. I told the students about the midterm and the final. Then, I asked them if they wanted the option to write a five-page play as opposed to writing a research paper as their final. They all jumped at the opportunity and responded positively. All of my students were to be playwrights! I hopped onto the projected instructor’s computer and told the students to logon and follow what I did on their computers. We looked up the only OER text we could find in Theater, Theatrical Worlds. Reviews were mixed, however, with many positive. I assigned each student a chapter and told them they would teach the chapter to the others in the class on the week that their subject was the focused topic of the class. As part of teaching the chapter’s material, students were to determine how authoritative the information was. They were to determine the material’s credibility and worth and make that information a substantive component of their presentation. I opened a LibGuide (not the Canvas shell I was assigned) and embedded a .pdf copy of their text in it. I purposefully chose the LibGuides because I thought they were more “open” and more in line with the openness teaching and learning upon which this course would be based. I also thought by using a LibGuide, I would reinforce the habit of students going to the LibGuides for online library assistance with their classes. A student discovered “Crash Course Theater with Mike Rugnetta” on YouTube. I was familiar with these educational videos and knew immediately they would be valuable. I immediately began populating the Theater 1130 LibGuide with links to the videos. I seized the moment to inform the students about YouTube copyright issues which drew focus to elements of copyright and fair use. Remembering the student who suffered from shyness, I asked the students if they wanted to perform a monologue for a pass/fail grade. Two excited students responded in the affirmative. The third student was a bit tentative. Next step was to locate some monologues online, I informed the students. Another student uncovered the Monologue Archive and I examined it. Monologues from Moliere, Shakespeare and Oscar Wilde certainly seemed to fall within open access material. Now they were excited. I was excited by this participative aspect of syllabus building. Another student searched Google and located the website, Backstage, The Monologuer. It was added to the list. I asked the students if they knew that advertisers paid to advertise on Google, our search engine. The students nodded affirmatively. We were certainly going to need a plethora of plays to read, I informed the students. We are going to check out books of one act plays out from the library. Each student has to check out at least one book. As a group we walked to the circulation side of the library. I showed the students the catalog on the iPad for that purpose. We searched for one act plays in the library. We found the section and the students rushed to browse the books. I informed the students to each check out at least one. I informed the students that their student ID was their library card. They could check out a total of 20 items for a duration of three weeks. We proceeded to the circulation library worker, and I introduced them to Ms. Mary. Ms. Mary welcomed the students to the library and introduced one of our student assistants.
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