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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. 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James\u003Cbr>Baylor University, [amy_b_james@baylor.edu](amy_b_james@baylor.edu)\u003Cbr>Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)\u003Cbr> Part of the Information Literacy Commons\u003Cbr>Let us know how access to this document benefits you. |  |\n\nRecommended Citation  \nJames, A. B. (2020) . A Noteworthy Next Class: Making Learning Objectives Work for You.  \nCommunications 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)  \nThis 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.  \nA Noteworthy Next Class: Making Learning Objectives Work for You  \nAmy B. James, Baylor University  \nAbstract  \nThe 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.  \nKeywords: information literacy instruction, learning objectives, one-shot session, library instruction  \nPerspectives edited by Stewart Brower  \nJames, A. B. (2020). A noteworthy next class: Making learning objectives work for you. Communications in Information Literacy, 14(2), 378–388.  \nA Noteworthy Next Class: Making Learning Objectives Work for You  \nLearning 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.  \nWhen 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.  \nCreating learning objectives is most often associated with semester-length courses, so it’snot surprising","cbCaicq4iwTY3cfw","https://ap.wps.com/l/cbCaicq4iwTY3cfw","pdf",134570,12,"English","# Abstract\n# Learning goals vs learning objectives vs learning outcomes\n# One-shot information literacy sessions\n# Why create learning objectives\n# Methodologies and Taxonomies\n## Understanding by Design and backward design","[{\"question\":\"Why do learning objectives matter for one-shot information literacy sessions?\",\"answer\":\"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.\"},{\"question\":\"How does the ACRL Framework influence the creation of learning outcomes?\",\"answer\":\"It calls librarians to develop learning outcomes aligned with the six frames, based on selecting taxonomies that resonate with their teaching communities.\"},{\"question\":\"What is backward design, and how is it used here?\",\"answer\":\"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.\"}]","A Noteworthy Next Class - Making Learning Objectives Work for You - Article 11 | PDF",1792088369]