Information Literacy (IL) is „the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning“ (American Association of College and Research Libraries, 2016). IL as a social key competence is particularly essential in post-secondary education and research. Our project followed an extended content framework that includes additional goals and competencies from the SCONUL model (2011), ANCIL model (2011), Open University Framework (2012) and Metaliteracy model (2013, 2016). According to many studies (e.g. Maughan 2001; Katz 2007; Rubinić et al., 2013), student’s information literacy levels are generally low. Most college curricula do not include content aiming at the development of IL, and the efforts libraries invest in teaching IL seem to be insufficient. However, since the concept of IL is widely unknown outside the information science community, an attractive tutorial is needed which can be developed on a broad basis of available material. Accordingly, the main outcome of the ILO project was a Massive Open Online Course (MOOC) for developing IL focusing on higher education students. MOOCs are online courses with no entry barriers aiming at unlimited participation. As open source software solutions are available for MOOCs, the project was able to focus on developing the content of the course and the accompanying research. Project ILO concentrated on IL elements which are relevant for all subjects/disciplines. Examples for such general IL elements are Boolean operators, basic principles in knowledge organization, or basic knowledge of copyright law. IL also covers subject-specific elements, so the project demonstrated the applicability of the ’generic’ IL MOOC to two exemplary disciplines: Business Administration and Psychology. To facilitate the use of the MOOC in subject-specific contexts the project also developed guidelines for teachers.A special aspect of the project concerned offering this content for six European cultural and lan-guage groups: English, German, Spanish, Catalan, Slovenian and Croatian. By addressing three of the largest language groups in Europe, the MOOC is available to many citizens with different native languages. Moreover, it is one of the first MOOCs available in Slovenian and Croatian and as such provides a new innovative model for MOOC development in these two language areas. The multilingual approach did not only consider formal translation but also cultural-specific differences in the various realizations. Research findings stress the existence of different learning and teaching styles in different cultural and linguistic environments. The approach of implementing the MOOC in different languages based on a common content framework opened research opportunities regarding cultural and language specific differences of the various realizations. A shortcoming of current IL courses is the lack of self-assessment components. Therefore, another innovative approach of our MOOC is the implementation of technology based assessment components which allow students to get feedback on their learning success.This strategic partnership is composed of seven European higher education institutions:-University of Graz, Graz, Austria-University of Hildesheim, Hildesheim, Germany-Leibniz Institute for Research and Information in Education, Frankfurt, Germany-City, University of London, London, Great Britain-University of Barcelona, Barcelona, Spain-University of Ljubljana, Ljubljana, Slovenia-University of Zadar, Zadar, CroatiaThe MOOC was already successfully used and evaluated at several higher education institutions. The student feedback obtained was very positive. Also, a standardized test instrument has shown an increase in IL competencies after attending the MOOC, specifically among the students that attended the MOOC as an integral part of their regular university courses. Our MOOC continues to be available after the end of the project through https://informationliteracy.eu. Our website also features a repository including our developed re-useable learning contents. We will continue to use and promote the MOOC. As such, the MOOC will have a long-term impact on IL teaching. By the end of the project, the MOOC had already around 500 registered learners. The project, especially in regard to the parallel development of multilingual/multicultural learning contents could serve as role model for other projects and as such also help to develop more high-quality Open Educational Resources considering the linguistic and cultural diversity of Europe.