Document Type

Article

Publication Date

2012

Abstract

At Ohio State University, a recent move from the quarter to the semester system prompted a revision of two asynchronous, for-credit online information literacy courses we have been teaching for over 10 years on our campus. Online instruction has matured over those years and has become a well-researched, increasingly popular, and evolving form of pedagogy. Several studies within our own field have shown that teaching information literacy in a variety of online formats can be as effective as teaching face-to-face (Burkhardt, Kinnie, & Cournoyer, 2008; Clark & Chinburg, 2010; Salisbury & Ellis, 2003; Beile & Boote, 2004). In order to achieve this high level of effectiveness, what matters most for successful student outcomes is the course design. Here are some tips for achieving the best design of an online information literacy course.

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