Subjects
information literacy, learning object repository, open educational resources
Document Type
Research Article
Abstract
Information literacy (IL) open learning object repositories (LORs) provide a space for librarians to find and exchange instruction resources and lessons. Given many librarians enter the workforce with little or no formal training or educational opportunities to learn about pedagogy, these repositories are indispensable resources to the Library and Information Science field. This study explored the contents of two popular IL LORs, Project Cora and the Association of College and Research Libraries Framework for Information Literacy Sandbox, to uncover how users engage with the resources and how the repositories differ. This study's findings suggest that while resources within the LORs are being used, yearly submissions have stagnated. Intentional assessment of disciplinary and information literacy concept gaps, followed by targeted calls for resources, may improve and increase engagement with the repositories as communities of practice.
DOI
10.15760/comminfolit.2023.17.2.6
Persistent Identifier
https://archives.pdx.edu/ds/psu/41013
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Ford-Baxter, T. L. (2023). An Exploration of Two Information Literacy Open Learning Object Repositories: Value, Content, and Engagement. Communications in Information Literacy, 17 (2), 424–450. https://doi.org/10.15760/comminfolit.2023.17.2.6