In 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. Keywords

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University Libraries implemented changes to its instruction program that reflect larger trends in teaching and assessment throughout the profession; following these revisions, librarians undertook a new study to assess the effectiveness of online library instruction in face-to-face courses in comparison to the hybrid model that had been in place. The study's design and its results serve to contribute to discussion of best practices in information literacy pedagogy, online learning, instructional design, and the role of the librarian therein. 1 Since that time, educators and librarians all over the world have conducted research and provided further insights into how humans learn and how information literacy can be effectively taught, especially in the online environment. Moreover, new technologies have proliferated that allow for increasingly effective instructional design and assessment of learning.This research study uses the 2007 study as its foundation while accounting for recent assessment trends, the more established online instructional environment in higher education, and the increasing importance of instructional design in information literacy instruction. Moreover, it provides a new perspective on instructional options for academic librarians. This study specifically considers whether online information literacy instruction in an otherwise face-to-face course is effective in helping students achieve desired learning outcomes. While there are many studies that affirm the effectiveness of online learning for learners who self-select online learning as their desired delivery method, this study specifically examines whether online library learning is as effective doi:10.5860/crl.77.3.286 crl15-719The Librarian Leading the Machine 287 as hybrid learning for students who self-select face-to-face instruction as their desired delivery method. Understanding whether this is the case may aid librarians as they work to employ instructional design principles to create the most effective learning options, and it can provide libraries and librarians with direction for future instructional initiatives. BackgroundAt OU, library instruction is integrated into every section of Writing 160: Composition II (WRT 160), with the number of sections ranging from between thirty and forty in the fall semester to between eighty and one hundred in the winter semester, including three to four all-online sections each semester. Bolstered by findings from the earlier study that found no significant difference in student learning outcome attainment between instruction delivery methods, OU librarians have continued to offer this information literacy instruction in a hybrid format for on-campus sections: one hour of face-to-face instruction paired with an online module. To accommodate the increasing number of online classes, the librarians developed a series of virtual lessons that cover the content delivered in the face-to-face session, after which students complete the same online module as the on-campus students. During the past decade...

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