Presentation from LOEX 2009 in Albuquerque, NM. Titled "Developing an Online Credit-bearing Information Fluency Course: Lessons Learned." Presented by Rebecca Blakiston,Yvonne Mery, and Leslie Sult, Undergraduate Services Librarians from the University of Arizona.

1. Developing an Online Credit-Bearing
Information Fluency Course:
Lessons Learned
Rebecca Blakiston
Yvonne Mery
Leslie Sult
University of Arizona Libraries
LOEX Annual Conference 2009
Albuquerque, NM

2. Background
• History of the UA Library Instructional efforts
• New opportunities the Skillful Researcher
course presented
• Partnering with campus units
• Moving our instructional efforts forward
• Ability to assign grades

3. Curriculum Development
• How we created the course
– Short timeline
• Use of ACRL Standards
– Adapted standards into “student” language
ACRL Standard #1, Course Objective:
Performance Indicator
1.D:
Defines or modifies the Narrows a research topic
information need to so that it is appropriate for
achieve a manageable an assignment
focus

4. Modules and Objectives
Module 1 – The World of Information Module 4 – Choosing the Best Resources
• Identify different types of information • Analyze citations and abstracts
resources and their unique characteristics
• Use citations and abstracts to select the
• Select the best resources for particular best article for a given topic
research needs
• Locate different services and resources via the
Library’s website
Module 5 – Avoiding Plagiarism
Module 2 – Focusing Your Topic
• •
Narrow a research topic so that it is Recall the consequences of violating the
appropriate for an assignment campus plagiarism policy
• •
Create research questions based on a Identify plagiarism
research topic • Choose strategies to avoid plagiarism
• Describe several major issues of a research • Know how to paraphrase a short passage
topic correctly
• Learn the basics of the MLA Citation style
Module 3 – Database Basics
• Select keywords Module 6 – Final Assignment
• Use keywords to create search strings
• Apply keywords and search string skills to a • Assemble an annotated bibliography
library database search

5. Development of Assignments
Challenge of balancing good instructional practices
against time limitations of instructors

6. Materials Development
Selecting content creation software

7. Pitfalls of E-learning
• Common pitfalls to avoid
– Focus on technology
– Transfer of materials
– PowerPoint dependence
• Instead, focus on pedagogy

8. Active Learning
• Active Learning
– Engagement with content, materials, and others
– Application and incorporation to lives, studies
– Activate schemata
– Discussions
– Interactivity: games, quizzes, self-assessments

9. Learning Styles
Smart graphics, diagrams, pictures
Narration, lectures
Scannable text, written discussions
Interactive tutorials

10. Discussions
• Why?
– Builds community
– Collaboration
• How?
– Social prompts
– Academic prompts
– Extrinsic motivators:
grades
– Provocative questions
– Instructor participation

11. The Course

12. Implementation
• 5-week course, multiple sections, 25+
students each

13. Implementation
• Tasks & responsibilities
– Technology issues
– Student communication

14. Implementation
• Utilizing Graduate
Assistants (GAs)
• New model for
managing the course

15. Assessment
• Informal mechanisms
– Librarians, Grad Assistants & Students
• Formal mechanism
– Teacher/Course Evaluation

16. Assessment
• Feedback:
Course
Navigation
content
Workload

17. Assessment
• Modifications
– Restructuring to
6-week
– Downsizing
Module 3
– Redesigning
interface

18. Conclusion

19. Special Thanks
• To Keith Rocci: Former UA advisor, guiding
force behind the Skillful Researcher, and
current librarian at Washburn University.