Though there is an increasing interest in studies on openness in education, critical studies are still few investigating Open Educational Resources (OER) and Open Educational Practices (OEP) that focus on pedagogical rationale and theoretical framework (Knox, 2013). With this study we aim to scrutinize a Swedish space for OER, Lektion.se, which has over 229 000 Swedish teachers as members. The study was limited to include the subject Swedish as a Second Language and Swedish for Immigrants during a period of three months. The research questions aimed at examining the teachers’ pedagogical design of OER in relation to Wiley’s 5Rs framework, and analyzing the design of the web space Lektion.se as exemplified in the teachers’ open practice when sharing on this site. Drawing on ethnographic webscraping of teachers’ shared OER, enabled the in-depth analysis of how these 40 OER were designed. We also followed up by focused interviews of a minor group of teachers actively sharing OER in Lektion.se. The findings, we suggest, demonstrate three different levels of descriptions, ranging from a very short label to suggest a teaching and learning activity, to elaborate pedagogical instructions that frame teaching and learning connected to the OER, in more specific terms but also by suggesting alternatives. As the website connects the OER to the metaphor of ‘lesson’, there is no outspoken pedagogical framing more than sharing. In addition, there is no explicit framework in Lektion.se to go beyond sharing and re-using, which means that the web-resource sets certain boundaries. It was also found that the main part of the OER were text-based and thus argued to reflect a more traditional pedagogical framing. As highlighted in the interviews, the practice of practitioners’ sharing displays connections to social and collegial dimensions of OEP.
