University of Illinois Urbana-Champaign

Open Pedagogy as an Approach to Introducing Doctoral Students to Open Educational Resources and Information Literacy Concepts

Hare, Sarah; Frye, Julie Marie; Samuelson, Beth Lewis

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https://hdl.handle.net/2142/109296

Description

Title
Open Pedagogy as an Approach to Introducing Doctoral Students to Open Educational Resources and Information Literacy Concepts
Author(s)
  • Hare, Sarah
  • Frye, Julie Marie
  • Samuelson, Beth Lewis
Issue Date
2020
Keyword(s)
  • open educational resources
  • doctoral students
  • information literacy
Abstract
In this article, we argue that mutual adaptation can also be applied to understand graduate student implementation of curriculum. We position McLaughlin’s framework as an important tool for understanding students’ responses to the written and taught curriculum. Open pedagogy experiments can strategically introduce doctoral students to open practices, shaping their adoption of open educational resources (OER) and open pedagogy in their future teaching endeavors. This article describes the cocreation of a doctoral-level course assignment for a midwestern university’s School of Education. Utilizing the Association of College and Research Libraries’ Framework for Information Literacy, the course prepared doctoral students to curate resources for an OER research guide about commonly used research methodologies. Two librarians and one professor provided active mentoring on OER and infused information literacy concepts in the doctoral course through active learning tools, including video chalk talks, research consultations, and a card sort activity. Using McLaughlin’s theory of mutual adaptation, we analyzed student online discussions and course evaluations for evidence of mutual adaptation, resistance, and cooptation. While students generally exhibited mutual adaptation (emerging, mastery, and investment), findings center on when and how students co-opted or resisted the curriculum related to open access and authorship. The article concludes with implications for theory and practice and recommendations for practitioners interested in designing effective open pedagogy experiments and furthering doctoral students’ adoption of open practices.
Publisher
Johns Hopkins University Press and the Illinois School of Information Sciences, University of Illinois at Urbana-Champaign
Series/Report Name or Number
Library Trends 69 (2). Fall 2020
ISSN
0024-2594
Type of Resource
text
Language
en
Permalink
http://hdl.handle.net/2142/109296
DOI
https://doi.org/10.1353/lib.2020.0041
Copyright and License Information
Copyright 2020 Board of Trustees of the University of Illinois

Owning Collections

Library Trends 69 (2) Fall 2020: OER and the Academic Library PRIMARY
Library Trends 69 (2) Fall 2020: OER and the Academic Library. Edited by Elizabeth Dill and Mary Ann Cullen