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Course  \nAmanda Kathryn Nichols Hess, Oakland University Katie Greer, Oakland University  \nAbstract  \nIn this article, the authors share how a team of librarians used the ADDIE instructional design model to incorporate best practices in teaching and learning into an online, fourcredit information literacy course. In this redesign process, the Association of American Colleges and Universities’ high-impact practices and e-learning best practices were integrated as scaffolds for course content. The authors' experience with this systematic process and the concepts of instructional design suggest that the ADDIE model can be used to achieve several different ends in information literacy instruction. First, it can provide a structure around which librarians can develop a variety of instructional interactions. Second, it can help librarians consider student engagement, learning, and assessment more intentionally. And third, it can help to marry information literacy-specific standards and other learning guidelines, such as high-impact practices and e-learning best practices. From the authors' experience, other academic librarians may find applications for instructional design constructs into their own teaching practices, both in online and face-to-face learning environments.  \nKeywords: information literacy; instructional design; online learning; ADDIE model  \nNichols Hess, A.K. & Greer, K. Designing for engagement: Using the ADDIE model to integrate high-impact practices into an online information literacy course. Communications in Information Literacy, 10(2), 264-282.  \nCopyright for articles published in Communications in Information Literacy is retained by the author(s). Author(s) also extend to Communications in Information Literacy the right to redistribute this article via other scholarly resources and bibliographic databases. This extension allows the authors' copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. All other rights of redistribution are licensed by Communications in Information Literacy under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4 .0) .  \nDesigning for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Information  \nLiteracy Course  \nIntroduction  \nIn the dynamic 21st century information landscape, academic librarians are seeking new and innovative ways to reach learners. While partnerships with academic departments and oneshot information literacy instruction sessions are common educational activities, librarians may also engage in building and teaching credit-bearing courses that meet university graduation requirements. This extended instructional interaction with a consistent group of students offers librarians hands-on experience in instructional design, assessment, and classroom management. It also helps them to address a “richer, more complex set of core ideas” about information literacy (Association of College and Research Libraries [ACRL], 2015, Introduction) through meaningful and sustained learning opportunities.  \nIn this article, the authors examine how they used the ADDIE instructional design framework to build an iteration of a credit-bearing information literacy course. The authors used the phases of analysis, design, development, implementation, and evaluation to integrate current e-learning best practices and several of the American Association of College and Universities’(AAC&U) high-impact practices in an attempt to increase student engagement and make real-world applications. Through this intentional and iterative process, the authors critically reviewed course content, instructional methods, and students’ learning. The authors also integrated these external best practices to “create wider conversations about student learning, the schol","cbCaidb6OJfmp5Xz","https://ap.wps.com/l/cbCaidb6OJfmp5Xz","pdf",480657,"English","# Abstract\n# Introduction\n# LIB250: Introduction to Library Research and Technology in the Information Age\n# Literature Review\n## Instructional Design","[{\"question\":\"How did the authors use the ADDIE model in redesigning the course?\",\"answer\":\"They applied ADDIE’s iterative phases—analysis, design, development, implementation, and evaluation—to integrate e-learning best practices and high-impact practices into a credit-bearing information literacy course.\"},{\"question\":\"What teaching and learning practices were integrated into the online course?\",\"answer\":\"The redesign incorporated e-learning best practices and AAC\\u0026U high-impact practices as scaffolds to support student engagement and real-world applications.\"},{\"question\":\"Why is the ADDIE process relevant for other librarians’ teaching practices?\",\"answer\":\"The authors argue the model can help librarians structure instructional interactions, consider engagement and assessment more intentionally, and connect information literacy standards with broader learning guidelines in both online and in-person settings.\"}]","Designing for Engagement - Using the ADDIE Model to Integrate High-Impact Practices into an Online Information Literacy Course | PDF",1792087732,48]