Open Educational Resources (OER) are "teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others" (Atkins, Brown, and Hammond 2007). David Wiley discusses the 5 Rs of openness, suggesting that OER products should be able to be retained, reused, revised, remixed, and redistributed (2014). OER materials have always found a natural fit within education, libraries, and K-12 settings. John Waters writes about connecting OER and the Common Core State Standards (CCSS) with K-12 educators using OER materials in the classroom, calling for better platforms for teachers to find, create, and use OER materials (Waters 2013). OER has also found a natural fit through school librarians. School librarians can help educators find, evaluate, use, and even create OER content, as well as integrate it with curriculums and CCSS. OER Commons has also developed an OER Evaluation Tool to help teachers align curriculum to the CCSS and evaluate the quality of the product (Goger 2019).

Since OER was introduced, many open educational repositories have formed, often specifically aimed at K-12 populations. Open textbooks repositories for K-12 teachers include Curriki, Mathematics Vision Project, OpenEd, Wikibooks, and Wikijunior. OER Commons and Merlot include advanced search options for grade levels and K-12 categories. There are also state-wide and university initiatives all over the United States, including Georgia Virtual Learning, Maine Open Educational Resources, MIT Open Courseware for High School, North Carolina Learning Object Repository, Open High School of Utah, Open Washington, and Utah Education Network. There are also resources to help educators in K-12 to migrate to OER, including #GoOpen Districts Launch Packet and Open Textbook Crash Course (Holt, 2019).

Though OER are great for providing inclusive learning opportunities for a variety of students through free textbooks and classroom materials, OER are not perfect. To best access OER, educators and students need access to a computer, laptop, or tablet, creating a digital divide in many schools. OER are also time consuming to create, making it challenging for educators and librarians to create materials to add to open repositories. Since OER can be slow to production, it's also tedious to review and evaluate, making the quality of OER materials questionable. Because of the time and digital access challenges, there is a lack of open materials that can be used in the classroom, and many educators do not feel like they are properly trained to use OER.

Even with these issues, OER are a flexible and important tool for instruction and pedagogy. Recently the concept of open pedagogy has been associated with OER, in order to get rid of disposable assignments. Students have a hard time connecting real world applications to disposable assignments, and their use can lead to plagiarism, citation errors, and other academic integrity issues. Open pedagogy allows teachers to use OER in the classroom and incorporate them in assignments, while also connecting tasks to a student's life. Open pedagogy not only uses OER materials but asks educators AND students to contribute digital materials to OER repositories, through the creation of open textbooks, Wikipedia entries, websites, and other online content. In order to appropriately apply open pedagogy and instruction in a K-12 setting, it's important to train students and other educators to embrace open resources, as well as teach about copyright, fair use, Creative Commons licenses, and modeling open education in your own resources and teaching products. To fight against a lack of quality and CCSS aligned OER materials, librarians and educators are poised to help our students contribute more materials to the OER realm.

There are many examples of open pedagogy projects and the tools that librarians and educators are using. Hypothes.is allows for teachers and students to annotate, comment, and highlight any web text, including a PDF. You have the option of creating a link to a website, which allows for open reading of your assignment and the comments if the user has downloaded the free Chrome extension. Many of the examples that can be found online through the Hypothes.is blog are from higher education, but could easily be adapted to high school or middle school curriculums. At the State University of New York at Geneseo, Professor Paul Schacht used Hypothes.is to have students annotate and tag Henry David Thoreau's Walden (Davis et al. 2019).

Wikipedia, a free online encyclopedia with articles created and edited by volunteers, is another open tool that can be useful in the classroom. Many instructors are assigning students to either edit or enter articles for Wikipedia, often in the form of edit-a-thons (Wikipedia 2019). At the University of British Columbia in 2008, a Latin American literature class contributed Wikipedia articles on related topics by having students write about Mario Vargas Llosa, The Feast of the Goat, and more. The Wikimedia Foundation's blog recently featured a story about an eight-year-old in Canada who started edit-a-thons for Wikipedia pages about underrepresented scientists and engineers (Kramer 2018).

Northwestern University's Knight Lab is an open and collaborative space where students and professors work together to create media tools that are open source, free, digital storytelling, and editing tools. StoryMap JS allows users to create maps with stories, for example adding photographs, hyperlinks, and text to create a presentation of a map. Timeline JS connects Google Sheets to an app in order to create an interactive timeline. For example, the Timeline JS website hosts an interactive timeline of the life of the singer Whitney Houston (https://timeline.knightlab.com/examples/houston/index.html).

KnightLab, Hypothes.is, and Wikipedia are not the only tools that can assist with creating open pedagogy and OER assignments. There are many free website tools that can help students create multimedia projects, real-world assignments, while also learning about OER and copyright. There are textbook creation tools, such as Pressbooks, that allow teachers to create open textbooks with their students (Mays 2017). And of course, there are many public domain and creative commons repositories for images and video, such as Wikipedia Commons, Unsplash, and Pixabay.

Open pedagogy can also help librarians and instructors empower students, provide inclusive instructional design and create and contribute accessible online learning objects into repositories. Accessible learning means that schools are not only Americans with Disabilities Act (ADA) compliant, but also creating online materials that adhere to Web Content Accessibility Guidelines (WCAG) 2.0. CAST offers Universal Design for Learning (UDL) guidelines to help instructors create accessible learning experiences for all learners. The UDL guidelines provide a framework for creating multiple means of engagement, representation, and action and expression in instruction (CAST 2018). The Floe Project's Inclusive Learning Design Handbook is designed to assist all educators "in creating adaptable and personalizable educational resources that can accommodate a diversity of learning preferences and individual needs" (Floe Project, 2019) This handbook also includes a section on approaches, which provides practical advice on creating inclusive content and learning experiences. Since equity and diversity in the classroom is crucial to student success, OER materials can level the classroom and help create a truly inclusive and accessible learning experience.

So where can librarians fit into helping with open pedagogy and teaching with OER materials? Training is key for teachers to be able to implement and create OER materials, and librarians are poised to help OER go further in K-12 teaching environments. School librarians are establishing and can create workshops for their teachers on OER education, implementation, and creation within instruction. The AASL "Standards Framework for Learners" focuses on creating students who are better prepared for college, career, and life, as well as integrating technology in the classroom in an equitable fashion (2018). OER and open pedagogy are perfect concepts to help create equity, accessibility, and technology integration in the classroom.

Librarians can model open instruction by creating online learning objects with clear Creative Commons licenses. Librarians can also use OER when creating online learning objects, as well as submit their online learning objects and curriculum to repositories. And to truly connect to teachers, school librarians can host workshops on

• Introducing OER
• Creating OER curriculum
• Connecting OER to CCSS
• Creating accessible OER objects and instruction
• Creating assignments using open pedagogy, or
• Using Wikipedia in the classroom

Expanding beyond OER, teachers' understanding copyright also can help model open instruction and pedagogy for students. Teaching sessions about Creative Commons licenses, public domain images, and open image repositories can help teachers be clear with students about fair use when they enter the professional world, as well as teaching them about digital etiquette. And lastly, open pedagogy and OER workshops can be face-to-face or online. With many K-12 schools harnessing the power of learning management systems tools such as Google Classroom, Canvas, and Edmodo, many modules, trainings, and presentations can be adapted or put online for teachers, parents, and even students. Canvas also has an open repository within their system called Canvas Commons, where librarians can make their OER trainings open to anyone with a Canvas account, as well as look for inspiration. Creating open training for OER fits well within the open pedagogy model for teachers, as well as future librarians and educators.

OER has served educators for many years but moving well into the 21st century means that teachers and librarians need to better harness OER in their curriculum. OER allows instruction to be more inclusive and accessible by lowering the cost barrier, and empowering educators and students to create online learning objects and curriculum. Open pedagogy allows instructors to create open and accessible assignments for students to contribute to repositories and the Internet, in order to defeat disposable assignments. Librarians are leaders in OER and can contribute to using OER in instruction through workshops, as well as creating online modules and tutorials about OER, as well as how to create accessible and open online learning objects and curriculum.

Works Cited

American Association of School Librarians. "Standards Framework for Learners-Pamphlet." American Library Association, 2018.

Atkins, Daniel E, John Seely Brown, and Allen L Hammond. "A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities." Hewlett Foundation, 2007: 84.

CAST. "Universal Design for Learning Guidelines." Version 2.2. http://udlguidelines.cast.org

Davis, Rebecca Frost, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, eds. "Digital Pedagogy in the Humanities: Concepts, Models, and Experiments." MLA Commons. https://digitalpedagogy.mla.hcommons.org/. Accessed October 2019.

Floe Project. "The Inclusive Learning Design Handbook." Inclusive Design Research Centre, OCAD University. https://handbook.floeproject.org/. Accessed October 2019.

Goger, Letha. "OER Evaluation Tool." OER Commons, 2019. https://www.oercommons.org/authoring/1506-oer-evaluation-tool.

Holt, Michael. "K-12 Open Textbooks & Open Educational Resources." Odum Library, Valdosta State University, July 24, 2019. https://libguides.valdosta.edu/K-12_oers.

Kramer, Melody. "This Eight-Year-Old Is Inspiring Others to Edit Wikipedia." Wikimedia Foundation blog (October 2, 2018). https://wikimediafoundation.org/2018/10/02/this-eight-year-old-inspiring-others-edit-wikipedia/.

Elizabeth Mays, ed., A Guide to Making Open Textbooks with Students. Rebus Community, 2017. https://press.rebus.community/makingopentextbookswithstudents/.

Waters, John K. "OER and the Common Core." T.H.E. Journal 40, no. 2 (February 2013): 34–38.

"Wikipedia: How to Run an Edit-a-Thon." Wikipedia. https://en.wikipedia.org/w/index.php?title=Wikipedia:How_to_run_an_edit-a-thon&oldid=904242627. Accessed June 30, 2019.

Wiley, David. "The Access Compromise and the 5th R." Iterating Toward Openness, March 5 2014. https://opencontent.org/blog/archives/3221.