Developing an Online Credit-Bearing Information Fluency Course:

Lessons Learned

Rebecca BlakistonYvonne Mery

Leslie Sult

University of Arizona Libraries

LOEX Annual Conference 2009 Albuquerque, NM

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

Curriculum Development

• How we created the course– Short timeline

• Use of ACRL Standards– Adapted standards into “student” language

ACRL Standard #1, Performance Indicator 1.D:

Defines or modifies the information need to achieve a manageable focus

Course Objective:

Narrows a research topic so that it is appropriate for an assignment

Modules and Objectives

Module 1 – The World of Information

• Identify different types of information resources and their unique characteristics

• Select the best resources for particular research needs

• Locate different services and resources via the Library’s website

Module 2 – Focusing Your Topic

• Narrow a research topic so that it is appropriate for an assignment

• Create research questions based on a research topic• Describe several major issues of a research topic

Module 3 – Database Basics• Select keywords • Use keywords to create search strings• Apply keywords and search string skills to a library

database search

Module 4 – Choosing the Best Resources

• Analyze citations and abstracts• Use citations and abstracts to select the best

article for a given topic

Module 5 – Avoiding Plagiarism • Recall the consequences of violating the campus

plagiarism policy• Identify plagiarism• Choose strategies to avoid plagiarism• Know how to paraphrase a short passage

correctly• Learn the basics of the MLA Citation style

Module 6 – Final Assignment

• Assemble an annotated bibliography

Development of Assignments

Challenge of balancing good instructional practices against time limitations of instructors

Materials Development

Selecting content creation software

Pitfalls of E-learning

• Common pitfalls to avoid– Focus on technology– Transfer of materials– PowerPoint dependence

• Instead, focus on pedagogy

Active Learning

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

Learning Styles

Smart graphics, diagrams, pictures

Narration, lectures

Scannable text, written discussions

Interactive tutorials

Discussions

• Why?– Builds community– Collaboration

• How?– Social prompts– Academic prompts– Extrinsic motivators:

grades– Provocative questions– Instructor participation

The Course

Implementation• 5-week course, multiple sections, 25+

students each

Implementation• Tasks & responsibilities– Technology issues– Student communication

Implementation

• Utilizing Graduate Assistants (GAs)

• New model for managing the course

Assessment• Informal mechanisms– Librarians, Grad Assistants & Students

• Formal mechanism– Teacher/Course Evaluation

Assessment• Feedback:

Course content

Navigation

Workload

Assessment• Modifications– Restructuring to

6-week– Downsizing

Module 3– Redesigning

interface

Conclusion

Special Thanks• To Keith Rocci: Former UA advisor, guiding

force behind the Skillful Researcher, and current librarian at Washburn University.