Online by Design
The Essentials of Creating Information Literacy Courses
By (author) Yvonne Mery, Jill Newby
Publication date:
23 April 2014Length of book:
200 pagesPublisher
Rowman & Littlefield PublishersDimensions:
229x152mm6x9"
ISBN-13: 9780810891111
As more and more academic libraries consider offering online credit courses or converting face-to-face courses to online, instructional librarians need to quickly get up to speed about online course design and delivery. Even the most seasoned instruction librarian may be intimidated by the thought of converting their classroom course into an online course.
Based on both sound research in the area on of online pedagogy and extensive teaching experience, this book includes ideas for:
A must for both seasoned instruction librarians and those just starting, this book will provide librarians with the practical information needed to move their instruction online and teach a successful course.
Based on both sound research in the area on of online pedagogy and extensive teaching experience, this book includes ideas for:
- Creating innovative and interactive information literacy tutorials that engage students.
- Addressing common pitfalls of online instruction including communicating with students, designing a course that is easy to navigate, and getting the most out of the course management system.
- Developing assignments and assessments that work in an online environment
- Incorporating the ACRL Information Literacy Competency Standards for Higher Education into the materials development process.
A must for both seasoned instruction librarians and those just starting, this book will provide librarians with the practical information needed to move their instruction online and teach a successful course.
Yvonne Mery and Jill Newby successfully lead the reader through the process of designing an online information literacy course. For those not designing such a course, Online by Design: The Essentials of Creating Information Literacy Courses still has much to say about online course creation and instruction in general. Writing from their own experiences at the University of Arizona in Tucson, which made a strong commitment to online learning in 2008, the authors begin with a general review of the issues surrounding online instruction and credit-bearing information literacy courses. In the following seven chapters, they provide details and suggestions for developing the course and then the individual course units. In the final chapter, they reflect on the future of online learning and instruction. This is a thorough and well-organized guide that is essential reading for those following in the authors’ path.