A Noteworthy Next Class - Making Learning Objectives Work for You - Article 11

Oct 15, 2026

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Learning objectives are typically treated as essential for semester-length courses, yet often considered less relevant for one-shot information literacy sessions. This article explains how the ACRL Framework for Information Literacy in Higher Education guides librarians to craft learning outcomes aligned to its six frames, using recognized taxonomies and backward design principles. It outlines a practical, step-by-step process for creating effective, assessable, student-centered objectives.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Learning goals vs learning objectives vs learning outcomes

One-shot information literacy sessions

Why create learning objectives

Methodologies and Taxonomies

Understanding by Design and backward design

Communications in Information Literacy | Volume 14 Issue 2 | Article 11 | | --- | --- | | 12-2020
A Noteworthy Next Class: Making Learning Objectives Work for You
Amy B. James
Baylor University, [amy_b_james@baylor.edu](amy_b_james@baylor.edu)
Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)
Part of the Information Literacy Commons
Let us know how access to this document benefits you. | | Recommended Citation James, A. B. (2020) . A Noteworthy Next Class: Making Learning Objectives Work for You. Communications in Information Literacy, 14 (2), 378–388 . [https://doi.org/10.15760/](https://doi.org/10.15760/)[ ](https://doi.org/10.15760/)[comminfolit.2020.14.2.11](comminfolit.2020.14.2.11) This open access Perspective is distributed under the terms of the Creative Commons Attribution-NonCommercialShareAlike 4.0 International License (CC BY-NC-SA 4 .0) . All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team. A Noteworthy Next Class: Making Learning Objectives Work for You Amy B. James, Baylor University Abstract The creation of learning objectives is often considered imperative for semester-length courses, yet unimportant or irrelevant for information literacy instruction one-shot sessions. However, the Association of College and Research Libraries Framework for Information Literacy for Higher Education calls librarians into action by instructing each library and campus to develop learning outcomes in line with the six frames that make sense for their individual communities. By reviewing the recognized taxonomies and selecting one that resonates with their teaching, librarians can follow the principles of backward design developed by Grant Wiggins and Jay McTighe to create learning objectives that work for their students and for them. The process of creating learning objectives for a one-shot session does not have to be daunting. By following the steps outlined in this article, librarians can create effective and measurable learning objectives that help direct class content and keep a student-centered focus. Keywords: information literacy instruction, learning objectives, one-shot session, library instruction Perspectives edited by Stewart Brower James, A. B. (2020). A noteworthy next class: Making learning objectives work for you. Communications in Information Literacy, 14(2), 378–388. A Noteworthy Next Class: Making Learning Objectives Work for You Learning goals, learning objectives, and learning outcomes are terms that are often used interchangeably in the world of education. However, it’s important to note that although these terms are all related, many researchers see significant differences between them. Learning goals relate to the overarching purpose of the curriculum as a whole and they tend to be long-term focused and therefore, less measurable. Learning objectives are less broad and more measurable (Marzano, 2009) . Objectives are useful for entire units, sections, and even individual class periods or assignments. Learning outcomes are the evidence that learning occurred. Well-designed courses will have all three of these components: goals, objectives, and outcomes. When it comes to information literacy instruction, most sessions are one-shot in nature. This means that librarians are generally meeting with a class and group of students one time during a semester. In some instances, that may be the only opportunity for the librarian to interact with those students throughout their academic careers. Creating specific and measurable learning objectives is an excellent way to develop one-shot sessions that are focused on the students and on making strides toward your library’s information literacy goals. Creating learning objectives is most often associated with semester-length courses, so it’snot surprising

FAQs

Why do learning objectives matter for one-shot information literacy sessions?

They keep class content focused on what students should know or be able to do and provide a built-in assessment option, either formative or summative.

How does the ACRL Framework influence the creation of learning outcomes?

It calls librarians to develop learning outcomes aligned with the six frames, based on selecting taxonomies that resonate with their teaching communities.

What is backward design, and how is it used here?

Backward design, from Wiggins and McTighe, starts with what students should be able to do and proceeds to the evidence accepted as learning; librarians apply it to create objectives that work for both students and instructors.

Oct 15, 2026

Uploaded by kopisore