Call for Peer Reviewers now live. Please read below for information on how to contribute to this project.
Open Pedagogy: Varied Definitions, Multiple Approaches
Lead editors: Kimberly Hoffman & Alexis Clifton
Editorial Team, University of Rochester: Robert Berkman, Eileen Daly-Boas, Lev Earle, Joseph Easterly, Moriana Molchanov Garcia, Deb Rossen-Knill, and Kristen Totleben
Questions about the process or the commitment involved? Read below, and get in touch with us at email@example.com as needed for additional clarification.
November 1, 2019 - Call for peer reviewers closes
November 4, 2019 - Chapters sent to peer reviewers
December 31, 2019 - Reviews due to editorial team
June 2020 - anticipated book publication date
This book contains chapters focused on library-teaching faculty collaborations in U.S. colleges and universities that explore the intersecting roles and desired outcomes that each partner contributes toward student learning in an open environment.
At this time, we anticipate four sections of the book:
- Theoretical: framing conversations that establish the terminology, processes, and ways of understanding the remainder of the book’s focus
- Textbook Replacement: case studies that illustrate moving a class away from a proprietary, traditional textbook
- Open Student Projects: case studies that illustrate class activities where students generate open content
- Open Pedagogical Design: case studies that illustrate an open-ended class activity or whole course design, where students help determine the sequence of events and factors of the culminating work
Individual chapters range between 2500-4000 words.
Open Review Process
We will follow an open review process, where the identities of authors and reviewers are known to all parties. Reviewers will be asked to add comments directly to the chapter draft in Google Drive, as well as to complete a summary questionnaire.
Review commentary will be visible to the chapter authors, reviewers, and editorial team. It will not be shared publicly.
Reviewers will be credited in the book upon release.
Peer reviewers are not expected to have deep knowledge or experience with open pedagogy. Instead, they should have familiarity with US college and university classrooms and/or libraries, with preference given to those with experience as instructors, librarians, or library staff.