Students enter the library science graduated program with a wide range of information and technology skills. Today’s graduated races require students to be able to build web-based Pathfinders, use social media, and search tabases. This article reviews the design and development of an introductory course for incoming science graduated students that personal instruction and ensures that each student is ready for the rigors of graduated school. Taken during the first semester of the program, this introductory race campaigns information and technology skills and concepts that are core to library science. The or explores the process of creating a computer-based race that addresses the diverse needs of this student population. Using a systemic approach to instructional design and development, the progress in designing, developing, implementing, and evaluating an online, Self-paced graduated race. Based on the Dick and Carey model, the process included identifying the instructional goals, conducting an instructional analysis, analysing learners and contexts, writing performance objectives, developing assessment instruments, developing and selecting instructional materials, designing and conducting formal evaluation of instruction, reviewing instruction, and designing and conducting summative evaluation. This process produced effectively, efficiently, and appealing instructional materials. Students embark on a higher education programme in information sciences with a range of skills in information and technology. Higher education courses today require students to be able to create online guides, use social media and query databases. This article deals with the design and development of an introductory course which is offered to new graduates in information sciences and which seeks to individualise the training and make sure that each student feels ready for the lecturers of a higher education school. This introductory course, offered during the first semester of the programme, teaches skills in information and technology essential to the information sciences. The author reports on the process of creating this computer-based course that meets the diverse needs of students. Using a systematic approach to pedagogical design and development, the author presents the steps related to the design, development, implementation and evaluation of an e-learning course adapted to each individual’s pace. According to the Dick and Carey model, the process makes it possible to identify learning objectives, conduct pedagogical analysis, conduct an analysis of learners and contexts, write output objectives, develop assessment tools, develop teaching strategies, develop and choose teaching materials, design and conduct a formative assessment of teaching, review teaching and design and conduct summative assessment. This process provided effective, efficient and attractive teaching material.