Practice Article

Designing Meaningful Engagement: Open Education Week as a Tool for OER Advocacy and Awareness

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Abstract

Introduction: As more campuses embrace Open Educational Resources (OER) to increase access to course materials and reduce costs, librarians are often called on to lead the charge. But for those new to this work, especially when stepping into roles without clear guidance or established programs, it can be difficult to know where to begin. This case study describes how an academic library at an urban, research institution designed and implemented an open education week of events to reframe campus conversations around OER, not just as a cost-saving tool, but as a strategy for equity and connection.

Description of Programs: This inaugural Open Education Week featured a series of events highlighting faculty and student voices, including faculty panels, student story displays, and skill-based workshops. The week was intentionally framed around storytelling to build emotional connection and shared purpose. By focusing on lived experience, the week moved beyond awareness-building and toward deeper engagement and community momentum.

Evaluation: Qualitative feedback from attendees was collected through open-ended surveys and informal conversations. Participants emphasized the impact of hearing peer experiences, with several faculty initiating follow-up conversations about OER adoption or exploration.

Next Steps: This article offers a replicable model for librarians who want to move beyond awareness and build meaningful engagement through their own OER programming. Future efforts will expand on this foundation with student-led initiatives and campus storytelling projects that frame open education as a shared, value-driven practice.

Keywords: Open Educational Resources, Open Education Week, Faculty Engagement, Outreach, Advocacy

How to Cite:

McMurray, K.A. (2026). Designing Meaningful Engagement: Open Education Week as a Tool for OER Advocacy and Awareness. Journal of Librarianship and Scholarly Communication, 14(1), eP20365. https://doi.org/10.31274/jlsc.20365

Rights:

© 2026 The Author(s). License: CC BY 4.0