Intersections of Open Educational Resources and Information Literacy

Guide to the reviewed opening

The introduction makes the connection between resources and teaching practices concrete. Choosing an open text is part of a wider set of decisions about how students encounter, assess, and contribute to information.

In the reviewed classroom account, students were asked to consider the authority and credibility of assigned material rather than receive it as unquestioned content. Their participation in presenting chapters and creating work connects information literacy with learning activity. This is an illustrative account, not a controlled demonstration of a universal outcome.

The collection’s later contributions explore related intersections from other perspectives. Readers should distinguish the editors’ framing, a contributor’s proposal, and evidence from a particular setting when comparing them.

How to study this book

Choose a learning resource and list the questions students would need to ask about its authority, purpose, evidence, and suitability. Then distinguish access to that resource from the activities through which students use it.

When studying a case chapter, identify its class, constraints, and intended outcome. Ask what evidence would be needed to judge whether the activity helped students evaluate information. Follow the original chapter and local teaching requirements before adapting an assignment.

Questions for reflection

• What changes when students evaluate the text itself?
• How does access differ from participation?
• Which parts of a classroom example depend on its setting?

The study suggestions and questions are independent Academic Master editorial material.