Student-Generated OERs

Concurrent Session 4
Streamed Session

Watch This Session

Session Materials

Brief Abstract

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.

Sponsored By

Presenters

Lead Presenter: Lesley Farmer, California State University Long Beach

Dr. Lesley Farmer, Professor at California State University Long Beach, coordinates the Librarianship program. She earned her M.S. in Library Science at the University of North Carolina Chapel Hill, and received her doctorate in Adult Education from Temple University. Dr. Farmer has worked as a teacher-librarian in K-12 school settings as well as in public, special and academic libraries. She chairs the IFLA's School Libraries Section. A frequent presenter and writer for the profession, she won American Library Association's 2011 Phi Beta Mu Award for library education and the 2015 Library Instruction Round Table Librarian Recognition Award. Dr. Farmer's research interests include digital citizenship, information literacy, collaboration, assessment and data analysis; she is also a Fulbright scholar. Her most recent books are Information and Digital Literacies: A Curricular Guide for Middle and High School Librarians (Rowman & Littlefield, 2015).

Extended Abstract

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.