Concurrent Session 4
The case for OERs has largely focused on cost-effective benefits, which can result in students having greater access to -- and engagement with -- information. However, OERs have much greater impact when students can use generative learning strategies to act upon those OERs in personally meaningful ways and generate new information in the form of OERS. This session details how classroom teachers, librarians and students can collaborate to facilitate student-generated OERs.
Open Educational Resources (OERs) constitute a growing trend in instructional materials. Teachers, librarians, and students all impact the use and creation of OERs. Throughout the instructional design and delivery process, librarians can collaborate with teachers to include students in leveraging OERs to optimize learning. Students can locate, evaluate, select, use, and generate OERs, building their information literacy skills and applying content knowledge. Students can also contribute existing and their own original OERs to educational repositories for possible peer review and inclusion, which enables them to participate in the scholarship “conversation” and add to the discipline’s knowledge base. This session provides a background and literature review on the status of OER integration into the curriculum. It then uses the conceptual frameworks of TPACK, Community of Practice and generative learning theory as the based for identifying the librarian’ roles in OERs, particularly in supporting student information literacy and contributions to the OER knowledge base and use.