5 Partnering for Open Pedagogical Practices: Librarian Support in Campus Initiatives

Chapter Overview

This chapter explores how librarians at The State University of New York (SUNY) at Fredonia support open pedagogy. Originally aimed at reducing the cost of course materials, the initiative now empowers students as co-creators of knowledge. Librarians sustain open pedagogy efforts by partnering with faculty and students and securing administrative support. Fredonia’s experiences offer insights into addressing barriers, engaging faculty, and fostering sustainable, innovative educational practices.

Rationale

In 2022, Open Fredonia was launched as a collaborative initiative co-led by Dawn Eckenrode, Director of the Professional Development Center, and me, representing the Daniel A. Reed Library. Building on Fredonia’s earlier Open Education Resources (OER) initiatives aimed at cost reduction, Open Fredonia broadened its foundation by prioritizing open pedagogy as a transformative model. Early OER efforts saved students over $200,000 by developing 21 OER-based courses, reflecting Fredonia’s commitment to accessibility and affordability (RPK Group, 2019). The shift to open pedagogy represented an expansion of Fredonia’s foundational work with OER, prompted by the end of New York State’s OER funding and the disruptions of the COVID-19 pandemic, addressing faculty needs while fostering inclusive and innovative teaching practices.

Open Educational Practices (OEP) and open pedagogy transform traditional teaching into inclusive, collaborative models. As Maultsaid and Harrison (2023) discuss, these approaches promote shared accountability and mutual respect, empowering students as co-creators of knowledge. These approaches replace ‘disposable assignments,’ which hold no lasting value, with ‘renewable assignments’ that create meaningful, reusable resources for the academic community and beyond (Bloom, 2019, pp. 343–345). This shift highlights the potential of open pedagogy to foster deeper engagement by encouraging students to contribute lasting work that benefits both their peers and wider audiences.

OEP and open pedagogy transform traditional, instructor-led teaching into participatory and collaborative models centered on student engagement and empowerment, although practical barriers such as time constraints and lack of institutional support often discourage adoption (Paskevicius & Irvine, 2019, pp. 24–26; Wiley & Hilton, 2018). Bloom (2019) emphasizes the potential of renewable assignments to engage students meaningfully without compromising learning outcomes. Grounded in theoretical frameworks such as Vygotsky’s social constructivism (Vygotsky, 1978) and Freire’s pedagogy of empowerment (Freire, 1970), these approaches emphasize the value of collaborative, student-driven learning. These approaches empower students as co-creators of knowledge, fostering engagement, inclusivity, and accessibility (Chen & Hendricks, 2023).

For instance, in a criminal justice seminar, I worked with students who co-authored Perspectives on Incarceration, an OER text exploring topics like the pains of imprisonment and cultural portrayals of incarceration. Similarly, animation students developed a toolkit for aspiring artists, blending creative practice with community engagement. These projects exemplify how collaboration amplifies the reach and impact of open pedagogy, a concept echoed by Katz (2019), who highlights the critical role of librarians in fostering partnerships that align institutional goals with innovative, student-centered educational practices (pp. 382-384).

Fredonia’s approach aligns with its institutional priorities of accessibility, inclusivity, and affordability (The State University of New York at Fredonia, 2023). By integrating theoretical frameworks like Vygotsky’s social constructivism and Freire’s pedagogy of empowerment alongside strategic librarian support, Fredonia exemplifies how institutions can effectively implement and sustain open pedagogy initiatives. Librarians have been central to this transition, leveraging their expertise to guide OER integration, address systemic challenges like copyright complexities, and advocate for sustainable practices. These efforts show how strategic partnerships amplify open pedagogy’s impact.

Masterman (2016) identifies structural challenges for fostering OEP, including decentralized governance and faculty autonomy, which often hinder coordinated adoption efforts. In particular, research-intensive institutions face unique barriers, such as entrenched norms and a lack of clear policies supporting open education (Masterman, 2016). These observations reflect Fredonia’s experience, where librarians actively addressed systemic challenges through strategic collaboration and advocacy to promote institutional alignment. Fredonia’s emphasis on student co-authorship and collaborative knowledge creation reflects the broader goals of open pedagogy to make learning inclusive and participatory.

As noted by Chen & Hendricks (2023), open pedagogy assignments increase student engagement and motivate higher-quality work, emphasizing the value of renewable assignments as a tool for inclusive and participatory learning. Tualaulelei and Green (2023) highlight the fragmented nature of professional learning opportunities for equity-focused pedagogy and advocate for integrating structured OEP to empower students. This approach aligns with Freire’s vision by valuing students’ unique perspectives and experiences, fostering inclusivity and active engagement.

This chapter explores the theoretical foundations of open pedagogy and its alignment with equity-focused goals, thus highlighting librarians’ roles in advancing OEP through professional development and collaboration. It outlines strategies for fostering inclusive, student-centered learning grounded in trust, attentiveness, and shared accountability, as emphasized by Maultsaid and Harrison (2023). These relational practices align with Freire’s and Vygotsky’s participatory, student-driven education theories. By integrating these principles, Fredonia reinforces its commitment to equity and equips students with skills for creating and sharing knowledge.

Librarians’ Roles in Advancing OEP and Open Pedagogy at Fredonia

SUNY Fredonia’s librarians play a critical role in advancing Open Educational Practices (OEP) by providing professional development, fostering collaboration, and advocating for institutional support. Their contributions ensure faculty and students are empowered to adopt innovative teaching and learning practices. Moreover, their multifaceted efforts, from guiding open pedagogy project planning to promoting strategic initiatives, create a robust foundation for innovative teaching and learning practices.

Professional Development and Collaboration

My librarian colleagues and I promote development and collaboration by leading workshops and one-on-one consultations and offering Discovery Labs to support faculty adopting OER and integrating open pedagogy into their courses. These initiatives focus on equipping faculty with practical skills, such as identifying OER, navigating Creative Commons licensing and accessibility requirements, and designing collaborative assignments aligned with open pedagogy principles. Financial incentives, such as stipends for course redesigns, further encourage faculty participation, with librarians providing tailored guidance. As Wesolek et al. (2018) emphasize, librarians are uniquely positioned to guide faculty through licensing complexities and resource curation. Okamoto (2013) highlights how these efforts reduce textbook costs and also promote accessibility and equity. By cultivating these outcomes, librarians align their support with institutional priorities, strengthening the impact and sustainability of OER initiatives.

Promoting collaboration between librarians and faculty is fundamental to advancing sustainable open educational practices (Borchard & Magnuson, 2017). Borchard and Magnuson (2017) also highlight that librarians play a pivotal role in engaging faculty through tailored workshops and individualized consultations. Librarians can bridge gaps between institutional priorities and faculty goals by demonstrating the impact of affordable learning initiatives, such as cost savings and enhanced student engagement. Fredonia’s Discovery Labs is a practical example of developing trust and facilitating co-creating strategies tailored to course objectives. Informal exchanges, as described by Gilpin, et al. (2023), help build trust and motivate faculty to experiment with open pedagogy. Fredonia’s Discovery Labs serve as an example of this collaborative and informal environment fostering innovation.

Librarians advocate for administrative support to sustain OEP initiatives. After New York State OER funding ended in 2020 (SUNY OER Services, n.d.), we worked with Fredonia’s administration to secure internal funding for course redesigns and faculty stipends. Additionally, librarians lead grant writing efforts to obtain external funding, broadening the focus from reducing textbook costs to supporting open pedagogy and student engagement. Okamoto (2013) emphasizes the importance of integrating OER initiatives into institutional frameworks to ensure sustainability. By aligning project milestones with campus-wide objectives and providing faculty incentives, institutions can promote both participation and longevity. McNally and Santiago (2023) highlight the need for institutional alignment to sustain librarian-led open pedagogy initiatives. Our strategic approach to sustaining OER initiatives at Fredonia has involved advocating for librarian contributions and aligning funding priorities with institutional goals. These efforts highlight librarians’ strategic role in aligning institutional priorities with faculty and student needs, ensuring the long-term impact of OEP.

Open Pedagogy Project Planning

A comprehensive support framework is essential for integrating collaborative, student-centered learning into higher education. This framework connects institutional resources, faculty development, and student engagement to the goals of open pedagogy. By aligning these elements, institutions can manage the complexities of implementing innovative teaching approaches, such as ensuring technological infrastructure or encouraging faculty and student buy-in.

From 2021 to 2022, I participated in the SPARC Open Education Leadership Program, a professional development experience that prepared me to co-lead open education initiatives at Fredonia. As part of my capstone project, I developed Open Fredonia, a new open education program at my institution that expanded beyond OER adoption to include more comprehensive applications of open education. To support this effort, I developed the Building Upon an Established OER Initiative Toolkit to help institutions evaluate readiness and set goals for open pedagogy adoption. The toolkit is designed to help institutions assess their readiness to adopt open pedagogy, set realistic goals, and engage stakeholders effectively.

As an additional resource, other campuses’ open education leaders can use the Campus Readiness Gauge, illustrated in Figure 1, to evaluate their college or university’s institutional readiness for open pedagogy.

Figure 1: Campus Readiness Gauge

This diagnostic tool provides a structured way to assess alignment across six key areas, identifying gaps and areas for improvement. Masterman (2016) notes that research-intensive institutions often lack the policies and cultural acceptance needed to scale OEP. In my experience, using this assessment helps strategically allocate resources and prioritize readiness initiatives, setting the stage for sustainable open pedagogy efforts.

Addressing these barriers helps institutions create the conditions for sustained progress in open education. For example, Tualaulelei and Green (2023) emphasize that equity-focused professional development can address the challenges of fragmented support systems by helping institutions nurture a culture of collaboration and innovation through structured OEP initiatives. This alignment ensures that faculty development efforts are effective and grounded in broader institutional priorities for inclusivity.

I found that structured assessments like these equip institutions to support faculty and students effectively, setting the stage for successful open pedagogy initiatives. McNally and Santiago (2023) argue that sustaining open pedagogy initiatives requires embedding milestone planning within broader institutional frameworks (McNally & Santiago, 2023). Table 1 outlines key milestones for institutions to guide planning, from engaging participants to providing ongoing support during course delivery. As Gilpin, et al. (2023) emphasize, celebrating milestones reinforces faculty and student engagement to create a culture of openness and innovation.

These assessments ensure institutions are prepared to support faculty and students effectively, setting the stage for successful open pedagogy initiatives. Table 2 outlines key milestones for institutions to guide planning, from engaging participants to providing ongoing support during course delivery.

Paskevicius and Irvine (2019) emphasize aligning project milestones with institutional resources to overcome barriers, while collaborative spaces and clear benchmarks promote innovation and steady advancement. Effective project management is crucial for implementing open pedagogy initiatives successfully. Regular check-ins with faculty and support teams ensure consistent progress while providing opportunities to address emerging challenges. For example, these meetings can serve as a platform to troubleshoot issues and refine strategies, thus keeping all participants aligned on project goals. Setting clear measures enables faculty to understand a project’s milestones and maintain focus on objectives, which provides a sense of direction and accountability. Sharing effective practices such as this stimulates a collaborative environment where faculty and librarians can exchange ideas and strategies. This, in turn, enhances the overall quality of the initiative. Proactively addressing common barriers—such as technical issues or time constraints—also helps maintain momentum and prevents stagnation during implementation. Finally, celebrating achievements, such as reaching milestones or completing successful projects, reinforces engagement and cultivates a positive culture around open pedagogy. By incorporating these strategies, institutions can help ensure that open pedagogy projects are well-supported and sustainable.

Supporting Faculty Efforts to Integrate OER in Curriculum

Due to limited awareness, time constraints, and concerns about resource quality, faculty often need help integrating OER into their teaching. Faculty surveys can also be a valuable tool for identifying and addressing these barriers (Braddlee & VanScoy, 2019). A survey instrument included in Appendix A provides a structured approach to understanding faculty needs, challenges, and opportunities for supporting OER adoption. Braddlee and VanScoy (2019) also highlight that librarians are uniquely positioned to bridge the gap between faculty’s pedagogical goals and institutional support structures, offering both technical expertise and advocacy to reduce barriers to OER adoption. At Fredonia, librarians provide individualized consultations and workshops, simplifying the complexities of OER adoption while aligning resources with course objectives. These strategies empower faculty to embrace open pedagogy and contribute to a campus culture of innovation.

Technical and licensing issues can further complicate OER adoption (Paskevicius & Irvine, 2019), especially for faculty unfamiliar with Creative Commons or digital tools (Wiley & Hilton, 2018). Cronin et al. (2023) highlight systemic barriers to OER adoption, such as faculty time constraints and limited institutional support. These barriers can discourage even motivated educators from exploring OER as a teaching option. Librarians are uniquely positioned to mitigate these challenges by providing targeted support, such as training on OER tools and institutional alignment. To address these challenges, librarians at Fredonia use targeted strategies that empower faculty and promote sustainable practices. This experience illustrates actionable strategies other librarians can adopt to advance open pedagogy initiatives at their institutions. Actional strategies for institutions could include:

• Professional Development: Librarian-led workshops provide practical training on finding, evaluating, and adapting OER.
• Customized Course Support: One-on-one consultations help faculty align OER with course objectives and troubleshoot challenges during adoption.

Recognition and Incentives: While formal recognition of OER contributions in tenure and promotion guidelines remains inconsistent across departments, initiatives at Fredonia have significantly increased awareness of the value of OER among faculty. Werth and Williams (2023) argue that recognizing OER contributions in tenure and promotion guidelines motivates faculty and validates the value of their work, a model that SUNY supports broadly. I found that offering stipends for course redesigns and including OER-related contributions in tenure and promotion guidelines motivates faculty participation.

Fostering a Community of Practice: Informal gatherings and peer-led discussions create a collaborative environment where faculty can share experiences, learn from each other, and build confidence in adopting OER. These efforts have significantly increased faculty engagement with OER, fostering a culture of openness and collaboration at Fredonia.

Supporting Faculty Efforts to Integrate Open Pedagogy in Curriculum

Faculty often encounter unique challenges when integrating open pedagogy into their teaching, even if they are familiar with OER. Bloom (2019) notes that resistance can stem from the complexity of implementing student-centered practices, highlighting the need for scaffolding and providing clear examples. These measures ensure both faculty and students feel confident navigating open pedagogy assignments. Unlike OER, which focuses on resource accessibility, open pedagogy emphasizes student-centered practices where learners actively contribute to course content.

Faculty may be hesitant to adopt these models due to concerns about their complexity, time constraints, or uncertainty about student preparedness. To overcome these barriers, librarians at Fredonia provide targeted support that empowers faculty to experiment with and embrace open pedagogy. By adopting these strategies, librarians can help faculty overcome hesitations, facilitate student-centered practices, and reinforce institutional commitments to inclusivity, equity, and innovative teaching. These approaches address immediate challenges and contribute to a sustainable culture of collaboration and engagement, positioning open pedagogy as a transformative educational model. Specific strategies include:

• Building Faculty Confidence through Workshops and Examples: Librarians offer workshops featuring case studies, templates, and rubrics to clarify open pedagogy principles. These sessions demonstrate how assignments can promote student agency and public engagement, reducing faculty concerns about implementation complexity.
• Mentorship and Peer Networks: Establishing mentorship programs and peer communities allows experienced faculty to guide colleagues, fostering shared learning and dialogue (Maultsaid & Harrison, 2023).
• Collaborative Assignment Design: Librarians collaborate with faculty to co-create open pedagogy assignments that align with course objectives. This includes troubleshooting, pedagogical guidance, and examples of successful projects, such as co-authored textbooks or community toolkits.
• Demonstrating the Value of Open Pedagogy: Highlighting the benefits—enhanced student engagement, inclusivity, and real-world skill development—helps faculty see the value of adopting these practices for themselves and their students (Paskevicius & Irvine, 2019).
• By addressing faculty concerns through targeted support, Fredonia’s librarians have successfully facilitated the integration of open pedagogy into college and university curricula. Workshops, mentorship programs, collaborative assignment design, and emphasis on the tangible benefits of open pedagogy empower faculty to overcome challenges and adopt innovative teaching practices. These efforts enhance student engagement and inclusivity and contribute to a campus culture that values cooperation, creativity, and equitable education. As faculty grow more confident in implementing open pedagogy, their work reinforces Fredonia’s broader institutional priorities of accessibility, innovation, and student-centered learning, creating a lasting impact on the academic community.

Supporting Students’ Efforts to Create OER and Contribute to Open Pedagogy

Students are critical partners in open pedagogy, with librarians uniquely positioned to support their engagement and overcome challenges such as limited awareness or technical barriers. Many students lack awareness of what OER entails or feel unsure about their ability to contribute meaningful content (Chen & Hendricks, 2023). Additionally, as Chen & Hendricks (2023) highlight, the public visibility of student work in open pedagogy assignments can contribute to heightened stress and time management challenges, underscoring the need for scaffolded support. Technical and accessibility barriers and anxiety about public-facing work can also hinder student participation (Paskevicius & Irvine, 2019). To empower students and encourage meaningful engagement, librarians and instructors at Fredonia implement strategies that readers can adapt to support their student-centered initiatives. These include:

• Scaffolded Assignments and Clear Guidelines: Breaking down OER creation into manageable steps ensures students build their skills incrementally.
• Co-hosting Skill-Building Workshops: Early in the term, librarians and faculty host workshops on copyright, licensing, and effective digital communication. These sessions help students understand their rights as creators and prepare them to contribute high-quality work to OER projects (Gilpin et al., 2023).
• Celebrating Student Contributions: Highlighting student-created OER through campus events, digital repositories, or class presentations advances a sense of accomplishment and encourages participation. For example, Fredonia students who co-authored an open textbook showcased their work at a library-hosted event.
• Providing Accessible Tools and Resources: User-friendly platforms and equitable access to digital tools are critical for student success. Librarians provide hands-on guidance to bridge technical gaps and ensure students have the resources to engage fully (Cronin et al., 2023).
• Building a Supportive Environment: A supportive classroom culture prioritizes collaboration and allows students to take risks without fear of failure. Librarians and instructors play a pivotal role by offering constructive feedback, reinforcing the importance of creativity, and encouraging shared ownership of educational outcomes.

Supporting students in creating OER and participating in open pedagogy projects enhances their learning experience and prepares them to be active contributors in a knowledge-driven society. Fredonia’s approach offers a model for motivating students’ engagement through scaffolded assignments and skill-building workshops that reduce technical and emotional barriers. Celebrating student contributions and providing accessible tools further empower learners, showing them the value of their work in real-world contexts. These strategies emphasize the importance of aligning institutional support with student needs to create an inclusive, participatory academic culture. By adopting similar approaches, librarians and educators can inspire students to become knowledge co-creators, helping democratize education and promote equity through collaborative learning practices.

Debrief

Fredonia’s efforts to implement open pedagogy align with broader trends in higher education. Institutions are grappling with funding challenges, evolving pedagogical models, and increasing demands for equity and accessibility. To sustain and scale innovative practices, these initiatives require strategic planning, collaboration, and continuous evaluation. Drawing from Fredonia’s experience, the following actionable strategies offer a roadmap for institutions seeking to adopt and expand open pedagogy initiatives. These strategies include:

• Build Interdisciplinary Teams: Collaboration across disciplines strengthens open pedagogy initiatives by integrating diverse perspectives and pooling expertise. At Fredonia, interdisciplinary teams—including librarians, faculty, instructional designers, and administrators—work together to address challenges holistically. These collaborations have led to the development of co-authored textbooks and community toolkits, engaging students in meaningful, real-world applications of their learning.
• Strategically Improve Participation: Addressing specific barriers—such as faculty time constraints or perceived resource quality—can encourage broader participation in open pedagogy. Fredonia has effectively used financial incentives, professional development workshops, and peer-led discussions to engage faculty. Highlighting early adopters’ successes, such as faculty who redesigned courses or collaborated on impactful OER projects, further motivates others to explore open pedagogy.
• Foster a Culture of Openness: Promoting openness, inclusivity, and collaboration helps integrate open pedagogy into the campus culture. Fredonia showcases the outcomes of its open pedagogy initiatives through its Open Fredonia website, which features co-authored textbooks, student projects like the COMM102 Wiki, and pages spotlighting faculty achievements.
• Measure Impact Through Surveys and Feedback: Evaluating the effectiveness of open pedagogy initiatives is essential for sustaining momentum. Faculty surveys can assess awareness, challenges, and satisfaction with available support, while student feedback provides insights into engagement and learning outcomes (Paskevicius & Irvine, 2019).

In sum, as Fredonia’s experience demonstrates, librarians support students in mastering research, drafting, and peer review by providing clear guidance that makes each step of the process accessible and manageable. Strategic collaboration, intentional support, and rigorous evaluation are key to cultivating learning environments that advance accessibility, equity, and academic excellence. By leveraging librarians’ expertise and fostering interdisciplinary connections, campuses can address systemic barriers and create transformative educational experiences that resonate with students’ diverse and evolving needs.

Summary

Fredonia’s open pedagogy initiatives have cultivated a culture of collaboration, inclusivity, and student-centered learning driven by interdisciplinary partnerships among librarians, faculty, instructional designers, and administrators. Librarians play a pivotal role by curating resources, leading professional development, and co-developing innovative OER materials like co-authored textbooks and community toolkits that engage students in real-world applications of learning. However, these efforts face challenges, including precarious library funding and the need for systematic evaluation. Moving forward, Fredonia plans to build on its successes by enhancing faculty support through targeted mentorship programs and simplifying OER adoption’s technical aspects to lower participation barriers. The university also intends to deepen its focus on equity by integrating culturally responsive materials into OER offerings and expanding initiatives that celebrate diverse student voices. Addressing these challenges while maintaining a strong commitment to library resources and expanding evaluation frameworks will ensure the sustainability and growth of Fredonia’s open pedagogy initiatives, fostering a more inclusive, innovative academic environment for all.

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