Subjects
high-enrollment instruction, online learning, information literacy tutorials, flipped classroom, asynchronous instruction, information literacy instruction, iterative design
Document Type
Innovative Practice
Abstract
The purpose of this paper is to provide academic librarians practical guidance on how to provide information literacy support to high enrollment, general education courses. It includes a detailed description and analysis of our approach and findings throughout the project, as well as reflections and lessons learned. The project team developed asynchronous information literacy tutorials for first-year students at the University of Arkansas, utilizing a flipped classroom approach, to address challenges in delivering personalized instruction to high-enrollment courses. Collaborating with program directors, the team created online tutorials embedded with feedback surveys, which collected nearly 2,000 student responses. We also surveyed instructors to gauge the impact of the tutorials on student learning. This paper will cover the entire process, from creation to deployment and evaluation, sharing insights on how assessment shaped the final product and what we learned about effective techniques for gathering feedback to improve future iterations of the tutorials.
Persistent Identifier
https://archives.pdx.edu/ds/psu/45004
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Casey, K., & Heleen, R. (2026). Information Literacy Tutorials for High Enrollment Courses: An Iterative Design-Based Approach. Communications in Information Literacy, 20 (1), 127–151. Retrieved from https://pdxscholar.library.pdx.edu/comminfolit/vol20/iss1/7
Revisions