-Typical library orientation session only provides the basic info.
-Often very little or no time to discuss WHY students should use the library, let alone discussing information literacy.
-Often helping students at the ref desk who had not been through an orientation and were unaware of how to begin the research process
-Often saw genuine interest in learning about the library and even excitement from a 10-15 min conversation at the ref desk.
-A lot of students don't know how to do proper research and don't know how to evaluate their sources.
-Spring 2014, decided to offer a short class that students could get credit for.
-Researched other classes being taught and got some ideas for how we could approach and teach the content.

6 objectives centered around information literacy skills, as well as, important skills needed to confidently perform research.

•Confidently navigate the research process using relevant research strategies.
•Identify key differences between popular and scholarly material, as well as primary and secondary sources.
•Effectively create an annotated bibliography.
•Develop, improve, and demonstrate critical thinking skills through selecting and evaluating information resources.
•Perform research on an academic level using traditional print and online sources.
•Develop an understanding of research skills necessary for any information need.

-What to include?
1. Focus of the Info Lit standards, with assignments that required repeated practice of the pieces of info literacy.
2. Using Google and choosing websites.
3. Using the Library catalog.
4. Using EBSCOhost
-Other basic pieces
Copyright Basics, plagiarism, creating citations, annotated bibliographies.
-Required discussion forums
-Explain why we give them the types of topics we use

-Spent several weeks building a LibGuide as well as creating all of the assignments and designing the class on the learning management software. We decided to not use a textbook and that the LibGuide would function as the textbook.

-Show the LibGuide
-Divided up the weeks in the guide during design.
-Tried to incorporate multiple types of content/media (videos, images, etc.) for each week.
-Include assignment reminders for each week.

What worked, what didn't
-Had to shorten the bibliographies, we required too many at first.
-Added quizzes covering the content to make sure they were reading it.
-Added more example assignments to cut down on confusion.

-Talk about the evaluation and updates from the Course Designer Training
Added course objectives to each week to both keep ourselves on point and the students aware of the focus.

-Talk about the success rates of the students themselves and the improvements seen in the assessment quizzes?

Big Success: getting the class accepted as a life-skills class, and explain the importance of that.

-Determine who will organize the course, decide what goes into the course, and who will teach it
-Have assignments in the course so you can evaluate to see if they’ve learned anything
-Consider how many hours your course is and make sure you give students proper work load
-Have a grading rubric ready to make grading fair and much easier and faster.
-Get support across campus to help promote class
-Be prepared with ideas and possibly course objectives before gathering support.
-If you are working with someone else, be prepared to lay out what work each person will be responsible for.