Open Pedagogy, Information Literacy, International Studies, Credit-Bearing Instruction
This case study describes how two librarians transformed an international information literacy course by creating a scaffolded open pedagogy experience for students to build transferable skills while exploring how information is produced, disseminated, and interpreted across the world. The authors discuss how we collaborated on the project to incorporate open pedagogy, tools, and strategies to enhance learning. The result was a scaffolded course using open pedagogy to help students engage with global information issues. Using Pressbooks, students published multimedia content exploring topics including global news media, censorship, misinformation, and digital divides. Then students chose to either openly license their work, share it publicly while retaining their copyright, or hide it from public view. Additionally, students used Hypothesis to socially annotate reading assignments outside of class. We reflect on our experience revising this course, what worked and what did not, and how we will adapt the course in the future.
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Bussell, H., & Larson, A. (2023). Scaffolding the Open: Transforming an International Studies Course using Open Pedagogy. Communications in Information Literacy, 17 (1), 279–298. https://doi.org/10.15760/comminfolit.2023.17.1.5