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Students showed strengthened understanding of key information literacy concepts, including copyright, though progress was limited by low enrollment and occasional low engagement. 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Azadbakht\u003Cbr>University of Nevada, Reno, [eazadbakht@unr.edu](eazadbakht@unr.edu)\u003Cbr>Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)\u003Cbr> Part of the Higher Education Commons, and the Information Literacy Commons\u003Cbr>Let us know how access to this document benefits you. |  |\n\nRecommended Citation  \nSchultz, T., & Azadbakht, E. S. (2023) . Exploring Open Pedagogy in a Librarian-Taught Honors Course. Communications in Information Literacy, 17 (1), 221–237 . [https://doi.org/10.15760/](https://doi.org/10.15760/)[ ](https://doi.org/10.15760/)[comminfolit.2023.17.1.2](comminfolit.2023.17.1.2)  \nThis open access Innovative Practice is distributed under the terms of the Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4 .0) . All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team.  \nExploring Open Pedagogy in a Librarian-Taught Honors Course  \nTeresa Schultz, University of Nevada, Reno Elena S. Azadbakht, University of Nevada, Reno  \nAbstract  \nThis case study describes how the authors incorporated the principles and practices of open pedagogy into a three-credit Honors College course focused on information literacy and undergraduate research. It included using literature review sources to help edit Wikipedia articles, registering a research project proposal with the Open Science Framework (OSF), and the creation of an openly licensed toolkit crowdsourced with students’ tips and suggested resources for other students new to research. Students demonstrated improved understanding of several information literacy concepts, such as the role of copyright. The use and benefits of open pedagogy were, however, hindered by unrelated classroom issues, like low enrollment and, at times, a lack of student engagement. Nevertheless, the authors’general approach and the activities and assignments they developed could be adapted and used in other library instruction contexts.  \nKeywords: open pedagogy, credit-bearing instruction, open educational resources, OER, information literacy  \nSpecial issue exploring the intersections between information literacy and open educational practices  \nInnovative Practices edited by Andrea Baer, Carolyn Gamtso, and Merinda McLure  \nSchultz, T., & Azadbakht, E. S. (2023). Exploring open pedagogy in a librarian-taught honors course. Communications in Information Literacy, 17(1), 221–237.  \nExploring Open Pedagogy in a Librarian-Taught Honors Course  \nOpen pedagogy builds off the open educational resources movement’s work to make classroom materials that are both free and licensed for reuse by involving students in the creation of their own open course materials (Wiley, 2013) . Open pedagogy is a growing movement in higher education, and its successful use has been demonstrated in a number of disciplines (Clinton-Lisell, 2021) . Previous research suggests it has several benefits, including helping librarian instructors center students’ learning on the Framework for Information Literacy for Higher Education’s (Association of College and Research Libraries [ACRL], 2015) six frames (Cullen & Dill, 2022) .  \nThis case study describes how the authors, two librarians at the University of Nevada, Reno, incorporated open pedagogy into an interdisciplinary three-credit honors course with student learning outcomes related to the frames. The authors’ primary goal was to see if utilizing open assignments helped facilitate students’ understanding of key information literacy concepts, as evidenced by their completion of the assignments and their participation in class. 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