Incorporate Open Educational Practices to Revamp Information Literacy Assignments
Type of Presentation
Individual paper/presentation
Conference Strand
Critical Literacy
Target Audience
Higher Education
Second Target Audience
K-12
Location
Session 2 Papers
Relevance
This proposal and session focuses on assignments centered around the creation, use, and reuse of open educational resources (OER) by students so that they can explore their information privilege, test and contest ideas, and create meaning.
Proposal
Open educational practices (OEP) 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. Centering students as knowledge creators, open educational practices employ unfettered access to educational materials as well as social and participatory technologies for interaction, peer-learning, knowledge creation, and sharing. Open educational practices, like the use of renewable assignments, empower students to do purposeful 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).
When students see themselves as authentic contributors to an ongoing scholarly conversation, instead of as mere consumers of information, their level of motivation increases (Elmborg, 2006; Jacobson & Xu, 2002). This pivot from passive information consumption to active knowledge production has real impact in our rapidly shifting information ecosystem. Students need to “co-investigate the political, social, and economic dimensions of information, including its creation, access, and use” which is what critical approaches to information literacy invite us to do (Tewell, 2016). Information literacy, then, can become a vehicle for open educational practices, emphasizing concepts like bias, privilege, power, and marginalization when it comes to how information is produced and disseminated.
In this session, the presenter will discuss the intersections between information literacy and open educational practices, offering ideas for moving beyond traditional research paper assignments to more open, renewable assignments in which students actively engage in knowledge creation and broaden their perspectives on how information is produced, disseminated, and valued.
Presentation Description
In this session, the presenter will offer ideas for moving beyond traditional research paper assignments to more open, renewable assignments in which students actively engage in knowledge creation. Find out how you can help motivate student understanding of how knowledge is produced, disseminated, and valued in our rapidly shifting information ecosystem.
Keywords
open educational practices, critical information literacy, open pedagogy, critical pedagogy
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
De Voe, Kristina M., "Incorporate Open Educational Practices to Revamp Information Literacy Assignments" (2023). Georgia International Conference on Information Literacy. 11.
https://digitalcommons.georgiasouthern.edu/gaintlit/2023/2023/11
Incorporate Open Educational Practices to Revamp Information Literacy Assignments
Session 2 Papers
Open educational practices (OEP) 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. Centering students as knowledge creators, open educational practices employ unfettered access to educational materials as well as social and participatory technologies for interaction, peer-learning, knowledge creation, and sharing. Open educational practices, like the use of renewable assignments, empower students to do purposeful 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).
When students see themselves as authentic contributors to an ongoing scholarly conversation, instead of as mere consumers of information, their level of motivation increases (Elmborg, 2006; Jacobson & Xu, 2002). This pivot from passive information consumption to active knowledge production has real impact in our rapidly shifting information ecosystem. Students need to “co-investigate the political, social, and economic dimensions of information, including its creation, access, and use” which is what critical approaches to information literacy invite us to do (Tewell, 2016). Information literacy, then, can become a vehicle for open educational practices, emphasizing concepts like bias, privilege, power, and marginalization when it comes to how information is produced and disseminated.
In this session, the presenter will discuss the intersections between information literacy and open educational practices, offering ideas for moving beyond traditional research paper assignments to more open, renewable assignments in which students actively engage in knowledge creation and broaden their perspectives on how information is produced, disseminated, and valued.
