Author : Emily Ford
This article explores the ACRL Framework for Information Literacy’s frame, Scholarship as a Conversation. This frame asserts that information literate students have the disposition, skills, and knowledge to recognize and participate in disciplinary scholarly conversations.
By investigating the peer-review process as part of scholarly conversations, this article provides a brief literature review on peer review in information literacy instruction, and argues that by using open peer review (OPR) models for teaching, library workers can allow students to gain a deeper understanding of scholarly conversations.
OPR affords students the ability to begin dismantling the systemic oppression that blinded peer review and the traditional scholarly publishing system reinforce. Finally, the article offers an example classroom activity using OPR to help students enter scholarly conversations, and recognize power and oppression in scholarly publishing.