Using Open Pedagogy to Engage LIS Students: A Case Study

Abstract:  INTRODUCTION This case study describes the experimental use of open pedagogy to teach graduate-level library and information science (LIS) students in a newly developed course on international and comparative librarianship. Open pedagogy is the theory and practice of engaging students as creators of course content rather than requiring them to be consumers of it. In this case, students created an open textbook; each student authored a chapter about libraries and the field of librarianship in an assigned non-North American country. The textbook was developed under a Creative Commons license as an open educational resource (OER), allowing free use, remixing, and repurposing in future sections of the course or in similar courses offered in LIS programs at other institutions. METHOD The author used student perception data collected from a voluntary survey instrument and from a compulsory reflection paper assignment to assess the efficacy of implementing an open pedagogy framework in the course. RESULTS Collected data suggests the experiment produced results perceived by the majority of students as efficacious in the given context. DISCUSSION Students were enthusiastic in their embrace of creating renewable versus disposable coursework, and they expressed great satisfaction with the course outcomes of contributing to the professional literature, building the discipline’s nascent OER record, and having a publication to feature in their curricular and professional dossiers. CONCLUSIONS Massive shifts in teaching and learning demand radical transitions. Open pedagogy is a response to that demand that requires additional research and experimentation.


‘Better Every Semester’: How Faculty Use Open Educational Resources to Improve Courses | EdSurge News

“Much of the attention that open educational resources have earned focuses on their low cost. After all, a free or inexpensive alternative to a pricey commercial textbook can make a big difference for students at institutions like Salt Lake Community College, who are “mostly not affluent,” Hardy says.


But OER advocates think open access course materials hold another kind of promise for students, too. Designed to be flexible and alterable, educators and students can continually test how well they work and improve them as necessary, “ensuring the course materials are better every semester than they were the semester before,” says David Wiley, chief academic officer of Lumen Learning, a company that sells low-cost open textbooks and courseware….”

Guidance on Open Educational Practices during School Closures: Utilizing OER under COVID-19 Pandemic in line with UNESCO OER Recommendation

“With the Coronavirus (COVID-19) rapidly spreading worldwide, several countries have initiated several strategies to stop the spread of this virus, including school closures. UNESCO stated that, as of 17 May, almost 1.21 billion learners were affected, accounting for 69.3% of the world’s student population. Particularly, China was the first to adopt the policy of “Disrupted Classes, Undisrupted Learning” by providing online, distance and remote teaching. However, several educational challenges appeared during this unexpected critical situation of COVID-19 outbreak. For instance, in this first-ever application of pure long-term online learning (without face-to-face learning or blended learning), both teachers and learners should not feel that they are left alone during the teaching and learning processes. Additionally, new effective pedagogical approaches are needed to keep learners motivated and engaged during this long period of online learning. To overcome the above challenges, new teaching approaches are needed. In this context, several researchers suggested the use of Open Educational Practices (OEP) and Resources (OER) to provide engaging and interactive experience. UNESCO (2019) also stated that: the judicious application of OER, in combination with appropriate pedagogical methodologies, well-designed learning objects, and the diversity of learning activities, can provide a broader range of innovative pedagogical options to engage both educators and learners to become more active participants in educational processes and creators of content as members of diverse and inclusive Knowledge Societies”. Additionally, UNESCO (2019) provided five objectives that should be focused on facilitation of OER adoption, namely: (i) Building capacity of stakeholders to create access, re-use, adapt and redistribute OER; (ii) Developing supportive policy; (iii) Encouraging inclusive and equitable quality OER; (iv) Nurturing the creation of sustainability models for OER; and (v), Facilitating international cooperation. Therefore, this handbook discusses the use of OEP and OER during COVID-19 outbreak through global vivid stories and experiences, and in line with the five UNESCO objectives. It also discusses OER competencies for OEP. Finally, this handbook provides guidelines to both teachers and learners to facilitate OEP and OER application….”

Marking Open and Affordable Courses: Best Practices and Case Studies – Simple Book Publishing

“This collaboratively authored guide helps institutions navigate the uncharted waters of tagging course material as open educational resources (OER) or under a low-cost threshold by summarizing relevant state legislation, providing tips for working with stakeholders, and analyzing technological and process considerations. The first half of the book provides high-level analysis of the technology, legislation, and cultural change needed to operationalize course markings. The second half features case studies by Alexis Clifton, Rebel Cummings-Sauls, Michael Daly, Juville Dario-Becker, Tony DeFranco, Cindy Domaika, Ann Fiddler, Andrea Gillaspy Steinhilper, Rajiv Jhangiani, Brian Lindshield, Andrew McKinney, Nathan Smith, and Heather White.”

Copyright and enabling remote learning and research during the Covid-19 crisis

“In the face of COVID-19, public libraries, schools, universities and research have moved online overnight. Educational establishments are working to support learning, teaching and research remotely and researchers and students are trying to access content from libraries which are now closed. Unfortunately, remote supply of information during this crisis is being inhibited by copyright law. Copyright limits how much information can be remotely supplied for educational purposes – namely that the amount has to be “fair” (usually interpreted as, for example, a few lines of a poem, or a single book chapter) or is subject to licences, which are not designed for the current unprecedented situation we all face. For example, under copyright law the following activities that are swiftly being put in place would be infringements: ? Teachers scanning entire books for hastily arranged online courses. ? Public libraries arranging the online reading of books as part of children’s story time. ? Researchers wishing to access entire works that are only available on library premises, such as paper books or certain eBooks….”

Developing Open Access teaching materials to aid effective conservation practice – BES TEACHING AND LEARNING

“Dr Harriet Downey (@HarrietFDowney, a Postdoctoral Research Associate at the University of Cambridge announces a new global project to provide open access teaching materials for conservation educators and calls for more collaborators….”

Online Learning and Copyright Exceptions for Education | infojustice

“As schools have closed in response to the Coronavirus 19 pandemic, interest in online learning has increased dramatically. Online learning often involves distributing copyrighted works online, so it is governed by copyright limitations that vary widely from one country to the next. Some countries allow teachers, parents, and/or students to share works or parts of works online for educational purposes. Other countries do not, or place different types of conditions on the limitation.  Earlier InfoJustice blogs have discussed copyright and distance learning in Ireland and Canada, and two blogs about the United States (one | two).

In 2018, PIJIP surveyed copyright profiles in 21 countries asking a wide range of questions about copyright exceptions. (We are in the process of surveying more countries, and currently have completed, coded data on 23.) The survey and all of the answers are available at One question in particular asked if countries’ laws allowing unauthorized uses for educational purposes applied to use in online courseware.  

16 of the 23 respondents said that their countries’ copyright laws “clearly” or “mostly/probably” allowed the online sharing of copyrighted works for educational purposes. 7 respondents said their countries’ laws did not. Both groups of countries include relatively wealthier and less wealthy countries. …”

Resources for Distance Learning

“As more schools transition to at-home and distance learning during the COVID-19 crisis, there are hundreds of new people and places joining the digital learning field for the first time, looking for engaging and responsive resources for students and educators.

We are curating a list of helpful online learning resources from our partners, many of which are freely downloadable, remixable and revisable and in the public domain. Resources created by our open education partners are marked with a double asterisk (**), and may be more likely to include customizable content for at-home learning. 

We will continue to update this page as new information becomes available….”

David Porter on the Benefits of Open Educational Resources as Millions Shift to Online Learning – Michael Geist

“Millions of Canadians are at home, schools are closed, and Canada is undergoing an unprecedented shift to distance or online learning. Adapting course materials to the online learning environment can create significant new challenges for teachers and students alike. Open educational resources (OERs) provides a model for convenient, cost-effective access with no copyright barriers to worry about, expensive texts to purchase, or restrictions on adaptation, customization or re-use. David Porter, who has been a leader in open and distance learning since the 1990s, joins the podcast to discuss how the current shift to online learning places the spotlight on the benefits of OERs and open textbooks….”


“H5P usage has doubled up many times over the last few weeks. It is good to see indications of us in the H5P community providing value in times like these, and we can still do much more. Our goal right now must be to provide students with amazing content as fast as possible. Having millions of H5P users around the world producing the same content will be a duplication of efforts and far too slow. We need to work together.

The most important part of our roadmap has long been to finish up and integrate an OER Hub in the H5P authoring tool to facilitate global collaboration. It was also the most requested roadmap item by far on the last H5P Conference. The H5P Core Team has now tasked all developers with finishing up the H5P Hub as fast as possible. It will be an integral part of the H5P authoring tool and allow users to easily share their content with every H5P user in the world! Content shared by others will of course be searchable and repurposable.

The H5P Content Hub is the heart of H5P and the soul of our vision of empowering everyone to create, share and reuse interactive content….”