Using Qualitative Data to Identify Student Learning Barriers and Alleviate Instructor Burnout in an Online Information Literacy Course

摘要

For-credit, online information literacy instruction is gaining momentum in academic libraries. It provides library outreach to a broader spectrum of students, and reinforces information literacy skills and concepts more than once. In this article, librarians from a small, private, rural, four-year university will provide an overview of their library's for-credit online research skills course for nontraditional students in the university's degree completion program. The article will identify student learning barriers, share factors that contribute to and prevent instructor burnout, and describe how data-informed decision making is used to make improvements to the curricular and course design.