Leveraging Learning Outcomes to Build an Online Information Literacy Tool

ABSTRACT

This exploratory study applies reflective practice to analyze the role of learning outcomes in developing an online information literacy tutorial. [web address] is a set of ten open access modules that build graduate-level academic literacies and research skills. At the heart of the modules is a set of rigorously crafted learning outcomes that provide the foundational structure on which the self-paced tool is built. Using Gibbs’ Reflective Cycle, this study traces how learning outcomes framed an iterative four-stage design process. Drawing on these findings, we offer considerations for teams developing online learning tools for information literacy and research skills.

KEYWORDS:

• Learning outcomes
• information literacy
• research skills
• online tutorial
• tutorial development
• learning design
• graduate students

Acknowledgments

The authors would like to acknowledge Melanie Mills and Caroline Whippey, who provided feedback on drafts of this article.