Author : Sandra Moore
In today’s world of digital scholarly publishing, it is increasingly clear that movements such as open access (OA), Open Science, and open peer review (OPR) are increasingly impactful and gaining momentum.
The shift towards openness in the academy reveals a transformation of traditional structures that compose scholarly communication as well as changing attitudes about the nature of authority and access within these systems.
These new directions in the scholarly information landscape have created a need for academic librarians to realign roles and respond in ways that build resiliency in an era of rapid change.
Recognizing that many core elements of scholarly communication are powerful tools for teaching students about information literacy can lead to transformative instructional strategies.
This paper explores how academic librarians can leverage the innovative traits of OPR to advance information literacy through experiential student learning opportunities grounded in the ACRL (2016) Framework for Information Literacy for Higher Education.