Name: Open Pedagogy in Action: Enhancing Information Literacy Through Student-Led OER Revision
Start: 2026-10-08T10:30:00-0400
End: 2026-10-08T11:00:00-0400

All sessions are available online except round tables, special activities, and workshops.

Open Pedagogy in Action: Enhancing Information Literacy Through Student-Led OER Revision

Thursday October 8, 2026 10:30am - 11:00am EDT

4 Room T

ID: 32228

Open pedagogy provides students with opportunities for their work to have purpose outside of the classroom through the creation or improvement of open educational resources (OER; Witt, 2020). One potential application of open pedagogy is for students to collaborate with their instructor to update an OER (Tillinghast et al., 2020). OER textbooks in particular need updating as new research is conducted and the findings reported in the textbook may be found to be inaccurate or incomplete given the current body of knowledge. In this case study, students across two semesters of an introductory-level child development course collaborated with the instructor to update the research findings reported in the course OER. Throughout the course, students used social annotation to flag citations that were five years or older. A librarian demonstrated to the students how to find scholarly articles using the campus library databases. Students at the end of the term were assigned to chapters to find a scholarly article to update one of the outdated citations. The article was first approved by the instructor to check that it was indeed scholarly and appropriate for the textbook. Then, students organized the information from the article into tables with suggestions for where and how the article could be cited in the textbook . Because students were learning how to identify, use, and create information in this open pedagogy project, it was expected that information literacy skills would be developed. To test this expectation, the students in the course were invited to complete information literacy self-reports of their skills before and after the project (using a measure adapted from Sommer et al., 2021). There was a focus on examining changes in source evaluation skills, given that the project emphasized finding and identifying appropriate sources for updating the OER textbook. Students reported an increase in source evaluation skills based on their indicated level of confidence in items such as “evaluate internet sources,” and “select information most appropriate for the need” from the beginning (M = 3.72, SD = .54) to the end of the semester (M = 4.25, SD = .50; t(90) = 7.73, p < .001). In open-ended responses to skills developed, 72 students mentioned research and source finding skills (e.g., “I learned how to use the library’s databases to find a relevant article”), 48 stated identifying outdated information (e.g., “I developed a focus on comparing information that is modern to information that is outdated”), 38 mentioned critical thinking (e.g., “Looking at sources and realizing not everything in a textbook is law”), 22 mentioned reading and note taking skills (e.g., “It gave me an opportunity to dissect the textbook in many sections”), and 18 mentioned deeper comprehension and engagement (e.g., “It helped me get a better understanding of the concepts”; note that students mentioned multiple skills in their responses). Taken together, the findings indicate that having students collaborate on updating an OER textbook benefits the students involved in developing important skills and benefits future students through an improved textbook.

Speakers

Virginia Clinton-Lisell

Associate Professor, University of North Dakota

Dr. Virginia Clinton-Lisell began her career in education as an ESL teacher in New York City. She then obtained her PhD in Educational Psychology with a minor in Cognitive Science at the University of Minnesota where she was trained in educational research. She has published over... Read More →

Thursday October 8, 2026 10:30am - 11:00am EDT
4 Room T MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA

Presentation

Speaker Modality In-person
Track Innovating Open Content to Democratize Knowledge

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OEGlobal 2026

Virginia Clinton-Lisell

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OEGlobal 2026

Virginia Clinton-Lisell

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