Open course publications offer students meaningful, real-world experience with the scholarly publishing process, positioning them as knowledge creators rather than passive consumers. As an example of open pedagogy in action, course books created as part of credit-bearing courses allow students to engage directly with research, authorship, editorial workflows, and publication practices. Supporting these projects has become one of the most impactful contributions of library digital publishing programs, advancing student engagement and learning while reinforcing the value of open access and publicly engaged scholarship. This session presents a case study of supporting in-class course book publishing through a sustained collaboration between the library and an instructor. It describes how academic librarians work with instructors to plan and support a course publication from the classroom to final publication. This includes scoping the assignment, aligning pedagogical goals with publishing workflows, delivering in-class instruction on scholarly publishing concepts, and providing ongoing consultation and production support throughout the term. We examine course books as a form of library publishing practice and reflect on the benefits and challenges of embedding publishing into the curriculum. This presentation highlights how in-class publishing projects enable collaboration, knowledge sharing, and student engagement, while also requiring coordination, communication, and labour planning. By situating course books within the broader library publishing ecosystem, this session offers insight into how libraries can support meaningful, curriculum-integrated publishing projects that extend student work beyond the classroom and into the scholarly record.
NOTE: Video stream link goes to a YouTube playlist containing all watch party 1 presentations.
Video Stream