Open pedagogy is an intentional, iterative set of practices that offer faculty opportunities to bring about equitable and inclusive learning experiences while affording students greater agency in both their learning and their contributions as scholars. Open pedagogical practices empower students to do work that is available to a public beyond the classroom. Students can “contribute to the knowledge commons, not just consume it, in meaningful and lasting ways...shap[ing] the world as they encounter it” (DeRosa & Jhangiani, 2017).
Open pedagogy has clear connections with critical approaches to information literacy which invites all of us to “co-investigate the political, social, and economic dimensions of information, including its creation, access, and use” (Tewell, 2016). Because of their close working relationships with faculty surrounding information literacy instructional efforts and assignment design support, librarians have keen insights into departmental culture and curricula. For librarians, critical approaches to information literacy and the ACRL Framework for Information Literacy in Higher Education can be a bridge that enables the advancement from faculty discovery and adoption of open educational resources to implementation of innovative open pedagogical practices.
In this session, the presenter will discuss the intersections between open pedagogy and critical information literacy. The presenter will also discuss the role(s) librarians can play in promoting open pedagogical practices within their existing information literacy initiatives. Finally, the presenter will share a toolkit designed with subject and liaison librarians in mind to assist them as they prepare for and have conversations with faculty about open pedagogical practices in their open education outreach.
After participating in this session, attendees will be able to:
- Make clear connections between open pedagogy and critical information literacy
- Articulate the characteristics of renewable assignments
- Gain strategies for initiating effective conversations with faculty about incorporating open pedagogical practices into a course
