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This article examines a structured redesign of one academic library's offering of its online learning objects. This process considered both improving the online learning objects and developing a feasible workflow process for librarians. The findings for both processes are discussed.

The scholarship on online library learning objects and web tutorials, beginning with Dewald's seminal study, was examined for trends, patterns, and best practices. From this research, informal interviews were conducted with library faculty members. Once this information had been collected, other public university libraries in the state of Michigan – 14 in all – were considered in terms of if, and how, they offered online learning objects and web tutorials. These three areas of inquiry provide a foundation for the best practices and workflows developed.

Based on the scholarship, librarian feedback, and informal assessment of other public university libraries' practices, best practices were developed for web tutorial evaluation and creation. These best practices are to make online learning content: maintainable, available, geared at users, informative, and customizable. Workflows for librarians around these best practices were developed. Also, using these best practices, the library redesigned its tutorials web page and employed a different content management tool, which benefitted both librarians and users with increased interactivity and ease of use.

This article shares best practices and library workflows for online learning objects in ways that are not commonly addressed in the literature. It also considers the library's online instructional presence from the perspectives of both user and librarian, and works to develop structures in which both can function effectively. This article is also of value because of the practical implications it offers to library professionals.