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Student Learning & Engagement @ UCF Libraries

a brief history of department and the Information Literacy Modules project

Modules Timeline


  • Avoiding Plagiarism
  • Citing Sources Using MLA Style
  • Evaluating Web Sites
  • Creating a Search Strategy


  • Citing Sources Using APA Style
  • Focusing an Information Search
  • Maximizing Google Scholar
  • Recognizing a Research Study


  • Conducting a Literature Review
  • Managing References Using RefWorks
  • Selecting Articles for Academic Assignments
  • Understanding the Information Cycle


  • Avoiding Plagiarism Using APA Style
  • Avoiding Plagiarism Using MLA Style (updated)
  • Question Bank - 2nd Set of Assessment


  • Moving Into Discipline Specific Research
  • Usability Review - OBO Viewer Update
  • Selecting Articles for Academic Assignments (updated)


  • Maximizing Google Scholar (updated)
  • Avoiding Plagiarism using Chicago Manual of Style


  • Maximizing Google Scholar (retired and moved to LibGuides)
  • Managing References Using Refworks (retired and moved to LibGuides)


  • Avoiding Plagiarism Using APA Style (updated)
  • Avoiding Plagiarism Using MLA Style (updated)
  • Citing Sources Using APA Style (updated)
  • Citing Sources Using MLA Style (updated)

Module Development Process

Each new module followed the development process outlined below. The process is collaborative, involving the Libraries' Student Learning & Engagement Department and staff members in the Center for Distributed Learning.


  • Identify ACRL Learning Outcomes
  • Identify Audience -- Upper/Lower Division
  • Establish Timeline and Release Date

Create Outline Draft

  • Analyze Module Objective/Performance Skills
  • Create Content Outline
    • Identify Content Resources & Media

Brainstorming Session

  • Review Objective & Performance Skills
    • Discuss Media and Media Development

Finalize Outline & Begin Assessment

  • Update Outline
  • Develop Assessment Questions
    • Request and Develop Media

Develop Content

  • Develop Content
  • Create Screencasts/Graphics

Develop Practice

  • Develop Practice Questions and Feedback
  • Create Screencasts/ Graphics

ILO Review

  • ILO Librarians Review and Feedback

CDL Review

  • CDL Review and Feedback

Finalize Module

  • Add New Module to Obojobo Community Library
  • Update Generic Module URLs in Infolit Site

Faculty Announcement

  • Email Announcement of New Module(s)

End of Development Cycle

  • Faculty & Student Questionnaires Distributed
  • Maintenance and Updates to Obojobo


After the initial release of four information literacy modules in June 2008, four new modules were created between July 2008 and May 2009.  These were:

  • Citing Sources Using APA Style
  • Maximizing Google Scholar Searches
  • Recognizing a Research Study (with video)
  • Focusing an Information Search

The four existing modules were also updated and all eight were released in May of 2009. 

End-of-term questionnaires were sent to university faculty and students; many faculty reported assigning modules as a stand-alone graded project and indicated a somewhat high impact on student knowledge and skills.  Very few problems were reported overall, and students indicated they had prior experience with the content but felt that they got value from the practice/feedback included in the modules.  Students also felt that the summative assessments accurately gauged their competence.

Marketing of the modules continued throughout the year, including door hangers that were distributed to faculty.  All teaching faculty received emails at the beginning of each semester announcing the availability of modules and the new modules were also showcased at FCTL's winter and summer conferences.


Four new modules, and updates to the eight existing modules, were released in May 2010.  The new modules were:

  • Conducting a Literature Review
  • Managing References Using RefWorks
  • Selecting Sources for Academic Assignments
  • Understanding the Information Cycle

Previously, all the modules had been created by Corinne Bishop with input from ILO librarians and CDL teams. This new batch of modules included two created by other librarians in ILO: Renee Montgomery created Managing References Using RefWorks and Rachel Mulvihill created Understanding the Information Cycle.  In addition, the existing eight modules were updated, most notably, revisions were made to the APA and MLA citing modules due to the release of new editions of both style manuals.

Meetings were held throughout the year with many people involved with the modules, including system administrators of Obojobo and library and CDL administration.  A five-year budget proposal was also put forth, allowing for the continuation of the modules project.  Three senarios were proposed at three different funding levels.

As the number of modules grew, so did the marketing and outreach opportunities.  Presentations were given at FCTL's summer and winter conferences and New Faculty Orientation, the Office of Undergraduate Studies and the Office of Graduate Studies sent emails to all faculty at the beginning the fall semester, and library faculty contacted their subject liaisons with information about the modules, among other activities.  From June, 2009 to June, 2010, there was a 22% increase in the number of assessments completed, indicating that the outreach opportunities were working.


No new modules were created during the 2010-2011 fiscal year, however, a large improvement was made to the twelve existing modules: a second set of assessment questions was created for each module.  Because of the popularity of the modules, and repeated attempts of the assessments in each module, creating a second set of questions was an important step to increasing the rigor of the modules.  Each module was then examined to ensure that the assessment questions were aligned with the practice questions and content.  An analysis was also completed by an assessment specialist in the Center for Distributed Learning; this analysis identified specific assessment questions that needed attention because of low scores from students.  Librarians examined these questions to determine what was causing the problems then revised or reworded questions.  This project was very work-intensive and time-consuming and was largely completed by the Information Literacy Librarian as well as a graduate student hired especially for the task.  Once it was completed, the team collapsed in a heap.

After a brief recuperation period, two modules received complete revisions: Conducting a Literature Review and Managing References Using RefWorks.  The original literature review module was very content-heavy and presented an advanced treatment of the topic.  Instead, the module was overhauled to be more streamlined and designed to be a primer on literature reviews.  A new version of RefWorks necessitated a revision of the Managing References Using RefWorks module.  Every aspect of the module was updated to reflect the changes to the program.  Both modules were released in the Summer of 2011.


Two new modules debuted during the 2011-2012 year.  The first was a spin-off of the most popular module, "Avoiding Plagiarism," which originally showed examples only in MLA style.  Faculty requested a version showing examples in APA style, so a second plagiarism module was created, titled "Avoiding Plagiarism Using APA Style;" it debuted in December 2011.  The original modules was rebranded "Avoiding Plagiarism Using MLA Style."

The second module was titled "Moving into Discipline Specific Research" and debuted in August 2012.  This module is geared towards students moving away from their general education requirements and into their major classes.  They are introduced to the depth of discipline-specific resources available in the library and how to identify these resources.  This module included an animated video created by Level 2 Productions (the university's video production team) introducing the content of the module.  This video can also be found on the UCF Libraries' YouTube channel.

Collaboration with the Information Fluency Office continued this year through substantial funding to support the modules.  Funding was provided for adjunct librarians, marketing, and software, enabling the ILO department to use their resources much more effectively.  Two part-time, adjunct librarians were hired to review usability of each module's components (Content, Practice, and Assessment) in four internet browsers: Internet Explorer, Mozilla Firefox, Google Chrome, and Apple's Safari.  Due to the Obojobo viewer migration from Flash to HTML5, modules needed to be reviewed for compatibility issues and Adobe Captivate components documented.  Flash drives with the module logo on them were also purchased, loaded with promotional materials about the modules, and the distributed to faculty in the Colleges of Education, Arts, Sciences, Nursing, and Health and Public Affairs.  Flash drives were distributed in January 2012, resulting in an increased use of the modules during the second half of the academic year.  160 faculty assigned modules, up from 104 in 2010-2011, and assessment completions jumped 69%, from 22,658 to 38,423.


The information literacy modules were revised and updated. This research guide on the history of the Infolit modules was created, and the assessment questions for the "Selecting Articles for Academic Assignments" module was revised based on feedback from the faculty.


Elizabeth Killingsworth, head of the Information Literacy and Outreach department, left in August 2013, and Penny Beile served as the the de facto head. Rachel Mulvihill returned to the department, after serving for one year as the Interim Head of the Curriculum Materials Center (CMC). After a national search, Rachel Mulvihill was selected as the new head of the department in June 2014. 

The InfoLit modules continued their steady growth. During this year, the Maximizing Google Scholar module was updated. History professor Amy Foster developed a new module on Avoiding Plagiarism using Chicago Manual of Style, as an alternative to the MLA and APA versions in the existing modules. The new Chicago Manual of Style module was added to Obojobo in August 2013. There was also a new way for faculty to assign the Infolit modules directly in UCF's Webcourses interface (Canvas), which allowed the module scores to be reported directly in the Canvas gradebook. 


In Fall 2014, ILO began the process of retiring two modules--Maximizing Google Scholar Searches and Managing References Using RefWorks--after thoughtful consideration. Because of their task-based nature and focus on commercial products, these two modules were selected for retirement and replacement with comprehensive LibGuides. The timeline and procedures were developed primarily by Corinne Bishop and Rachel Mulvihill, but all of the ILO staff contributed in creating, editing, and reviewing the LibGuides and videos that replaced the modules. ILO contacted and sought input from faculty who had used the modules in previous semesters. The Center for Distributed Learning (CDL) was consulted, and key CDL staff members endorsed the timeline and procedures. Retiring the modules affected the Information Literacy Badges project, so the new badge "logic" was also included in the plan. Fall 2014 was also the first semester that the ILO department collected data for the Value of Libraries Assessment Project, which included data from the Infolit modules.


Use of the Information Literacy Modules remained steady. In Fall 2015, two modules--Maximizing Google Scholar Searches and Managing References Using RefWorks--were removed from the community library in Obojobo, and the content was moved to LibGuides. During the 2015-2016 year, those two guides were viewed 812 and 3,056 times, respectively. These statistics reaffirmed the decision to move the content so that more students could benefit from it. 

In January 2016, the Information Literacy & Outreach (ILO) department was officially renamed to the Teaching and Engagement (T&E) department. This change reflected a shift in the department's focus and was meant to clarify the function of the department. During this year, the T&E department continued to collect student data for the Value of Libraries Assessment Project, including student participation in the Information Literacy Modules. 


In 2016-2017, there was an increase of 576 students who used the Information Literacy Modules over the the previous year, which represented 20% of UCF's approximately 64,000 students. This means the modules reaches one of every five UCF students. The total number of assessments completed also increased 17% from the previous year. With the release of the new 8th edition of the MLA Handbook, four modules were selected for updating. Work began in Fall 2016 on updated Avoiding Plagiarism Using APA Style, Avoiding Plagiarism using MLA Style, Citing Sources Using APA Style, and Citing Sources Using MLA Style. 

Several institutions inquired about including one or more of the Infolit modules in Obojobo, the learning repository that houses the modules. So, the ILO department met with staff from Learning Systems & Technology and from the Center for Distributed Learning to discuss the inquiries. It was decided that UCF was agreeable to sharing, via the Creative Commons License, four specific modules, and that UCF would limit sharing to the six DirectConnect UCF institutions.