Abstract
The problem In the summer of 2012, faculty librarians at the University of West Georgia were tasked to come up with a solution to the continuing problem of high withdrawal rates in online sections of our semester-long information literacy course, LIBR 1101: Academic Research and the Library. This course fulfills a general education requirement, and is often taken by students at all educational levels. LIBR 1101 instructors often found it difficult to engage online students with the course material due in no small part to the course’s fundamental interdisciplinarity. Also, it was a challenge to assess student mastery of certain concepts in an online environment, so instructors became frustrated that students were able to advance to new material (which was often scaffolded on material that preceded it) without demonstrating that they had learned what they were meant to.
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