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

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, 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

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

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
Navigation
content
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.