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SLILC 2021 Midwinter Virtual Discussion: Open and Inclusive Pedagogies

Event Description

“Ask the Room”: Open and Inclusive Pedagogies from and Beyond Your Living Room

Date: February 10, 2021, 2-3pm CST
Location: online via Zoom Meeting

Facing the challenges of a global pandemic and confronting the harsh realities of racial and social injustice over this past year, teaching librarians have become increasingly attuned to the value of open and inclusive pedagogies. This is reflected in growing conversations about open educational practices (OEP), which extend beyond the mere use of open educational resources to include “collaborative, pedagogical practices employing social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, and empowerment of learners” (see Catherine Cronin & Iain MacLaren’s “Conceptualizing OEP”). Open educational practices are intended to remove barriers to meaningful learning and to invite students to be active agents in their learning. 

This “Ask the Room” discussion-based event will be an opportunity for fellow librarians to share opportunities, challenges, and questions related to open educational practices in their everyday work now and in the foreseeable future. The event organizers (the ACRL SLILC Committee Open Educational Practices team) will use participants’ ideas and feedback to inform future professional development offerings and resources.

Event purpose:

  • Provide a short overview of open educational practices.
  • Explore the intersections between open and inclusive pedagogies, particular in relation to open educational practices (OEP).
  • Gather ACRL member feedback on how SLILC can best support members in engaging with open and inclusive pedagogies.

Organized by the ACRL Student Learning & Information Literacy Committee (SLILC), Open Education and Professional Development Team

Event Slides + References

Event slides


Bali, M., Caines, A., Hogue, R. J., DeWaard, H. J., & Friedrich, C. (2019). Intentionally equitable hospitality in hybrid video dialogue: The context of virtually connecting. eLearn (2019)5.

Bali, M., Cronin, C. and Jhangiani, R. S. (2020). Framing open educational practices from a social justice perspective. Journal of Interactive Media in Education (2020)1, 10. DOI:
Cape Town Open Education Declaration. (2008). Cape Town Open Education Declaration.

Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. International Review of Research in Open & Distance Learning, 18(5), 15–34.

Edwards, R. (2015). Knowledge infrastructures and the inscrutability of openness in education. Learning, Media and Technology, 40(3), 251-264.

Fraser, N. (2005). Reframing justice in a globalizing world. New Left Review 36 (Nov/Dec.).

Harrison, M., & DeVries, I. (2019). Open educational practices advocacy: The instructional designer experience/Plaidoyer pour les pratiques éducatives ouvertes : l’expérience du concepteur pédagogique. Canadian Journal of Learning & Technology 45(3), 1–17.

Jhangiani, R. S. (2019). Delivering on the promise of open educational resources: Pitfalls and strategies. In: Zhang, K., Bonk, C. J., Reeves, T. C. and Reynolds, T. H. (eds.), MOOCs and open education across emerging economies: Challenges, successes, and opportunities, 56–62. New York: Taylor & Francis.

Murder madness and mayhem. (2020). Wikipedia.

Wiley, D. (n.d.). Defining the “open” in open content and open educational resources.
Women in red. (2021, February 7). Wikipedia.

Zines as open pedagogy. (2019, August 4). Open Pedagogy Network.