When the Content Is the Pedagogy
We first experimented with OER in fall 2009, when we developed a three-credit course, IFS101: Research Skills in the Digital Age, that transfers to Arizona state universities and meets their critical literacy (L) general education requirement (IFS courses focus on information skills). We intentionally replaced costly course materials with digital content. As expert searchers, finding open content on the web was not a problem. Yet how, in good conscience, could two faculty librarians ignore the rich scholarship found only in the proprietary databases to which we subscribe, especially when access requires only a simple login to authenticate? The fact is, we didn't need to — we could blend.