I guess that’s part of what I’m trying to explore. I’m not intentionally trying to coin a new term but consider how traditional Info Lit skills need to be adapted. A lot of the questions are, as you say, the same as issues that come up in regular Info Lit but I think there’s a set of questions around the educational side of things that most information literacy classes or guidelines on assessing materials wouldn’t consider. I’m wondering about helping students/ lecturers consider implicit things like [approaches to learning] and the contextual assumptions about activities. On the one hand this might happen subconsciously but if there’s a need for Info Lit classes I’m not sure that can be assumed.

I think it parallels the question of why (functionally) we would want educational metadata / course design metadata as well as bibliographic metadata. The issues which that additional information is trying to address match up to the type of question which people may need to be asking themselves as they use OERs.

Interesting post but tbh aren’t these questions that you should be thinking of when using any online resource – not just OERs? I’m a bit hesitant about yet another name around, imho, skills that fit into existing information literacy frameworks. However, I think what the OER movement can do is highlight issues, particularly around ownership and maybe make people think more about where/when/how they use (and share) resources and in what contexts.

Sheila