Instructional Design for Teaching Information Literacy Online: A Student-Centered Approach

Janna Mattson
David X. Lemmons
Valerie Linsinbigler
Christopher Lowder
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$63.00
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$70.00
Item Number
979-8-89255-623-1
Published
2025
Publisher
ACRL
Pages
282
Width
6"
Height
9"
Format
Softcover
AP Categories
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  • Description
  • Table of Contents
  • About the authors

Demand for online classes in higher education is growing. And whether you’re a seasoned library instructor adapting to more online instruction or a new librarian learning about instruction for the first time, you’re probably expected to be equally skilled in both face-to-face and online classrooms.
 
Instructional Design for Teaching Information Literacy Online: A Student-Centered Approach introduces light-hearted tips and advice with author-curated playlists and practical tips on rapidly designing online instruction. It offers scenarios, learning activities, lesson plan examples, rubrics, worksheets, and more, using the classic instructional design model ADDIE to frame the process and the universal design for learning framework, the community of inquiry model, and asset-based pedagogy to address the social and emotional needs of diverse online learners. Six parts offer a theoretical grounding, practical resources, and the enhanced confidence and skills needed to create successful learning experiences. 

  • Foundational Knowledge
  • Analysis
  • Design
  • Development
  • Implementation
  • Evaluation 

Online learning can be an opportunity to extend our reach and connection to our students and help them learn what they need to succeed. Instructional Design for Teaching Information Literacy Online provides a learner-centered approach to online instruction for both students and teachers. 

Acknowledgements
Introduction
 
Part I: Foundational Knowledge
Kicking Off Foundational Knowledge
Chapter 1: Understanding Instructional Design
Chapter 2: Defining Online Library Instruction
Wrapping Up Foundational Knowledge
 
Part II: Analysis
Kicking Off Analysis
Chapter 3: Identifying a Learning Problem
Chapter 4: Exploring the Learning Problem
Wrapping Up Analysis
 
Part III: Design
Kicking Off Design
Chapter 5: Defining and Creating Learning Outcomes
Chapter 6: Designing Activities
Chapter 7: Student Learning Assessment
Chapter 8: Sequencing
Chapter 9: Lesson Planning, Storyboarding, and UX Design
Wrapping Up Design
 
Part IV: Development
Kicking Off Development
Chapter 10: Choosing the Right Learning Technology
Chapter 11: Managing the Project
Chapter 12: Reviewing and Testing
Wrapping Up Development
 
Part V: Implementation
Kicking Off Implementation
Chapter 13: Training Facilitators and Users
Chapter 14: Preparing to Teach With Confidence
Chapter 15: Facilitating the Online Classroom
Wrapping Up Implementation
 
Part VI: Evaluation
Kicking Off Evaluation
Chapter 16: Analyzing Data
Chapter 17: Reflection
Chapter 18: Using and Reporting Data
Wrapping Up Evaluation
 
Conclusion
 
APPENDICES

  • Appendix A: Glossary
  • Appendix B: Rapid Instructional Design Worksheet
  • Appendix C: Example Instructional Design Document (IDD)
  • Appendix D: Instructional Design Document (IDD) Worksheet
  • Appendix E: Lesson Plan Template

Author Biographies

Janna Mattson

Janna Mattson is the online learning coordinator and instruction librarian at George Mason University Libraries. She has her master’s in library science from Queens College–CUNY. She also has a master’s in education with a concentration in curriculum and instruction, and a graduate certificate in eLearning from George Mason University. She developed the 2017 ALA H.W. Wilson Professional Development Grant-winning professional development course 13 Things in Blackboard. In 2022, she co-taught an ACRL Online Learning course called 13 Things in Instructional Design. As an adjunct faculty member with the Honors College at Mason, she teaches a first-year research methods course online. Janna was the co-chair of the ACRL DOLS Committee that revised the “Standards for Distance and Online Library Learning Services” in 2023.

David X. Lemmons

David X. Lemmons is the instruction coordinator at George Mason University Libraries. They have their MS in library science from the University of North Carolina at Chapel Hill and their MA in political science from Appalachian State University. They are also currently pursuing their PhD in education, with a specialization in higher education, at George Mason University. As an adjunct faculty member in the Honors College at George Mason University, David teaches an online first-year research methods course and a face-to-face course about misinformation in society.

Valerie Linsinbigler

Valerie Linsinbigler is a business librarian at James Madison University Libraries. She has her master’s in library and information science from the University of Maryland, College Park. In her previous roles, Valerie worked as an online learning specialist at George Mason University where she designed, taught, and assessed online (synchronous and asynchronous) instruction to teach undergraduates information literacy. She also co-taught the ACRL Online Learning course called 13 Things in Instructional Design.

Christopher Lowder

Christopher Lowder is the education librarian at George Mason University Libraries. He has his master’s in library and information science from the University of Maryland, College Park. He designs synchronous and asynchronous online instructional tools focused on information literacy. He co-taught the ACRL Online Learning course 13 Things in Instructional Design. He is passionate about classroom accessibility and information access.