The impetus to incorporate instruction on the efficient and responsible practice of chemical information literacy into the undergraduate chemistry curriculum has become exceptionally urgent. At Rider University, Chemical Information Instruction (CII) has accordingly evolved from face-to-face sessions into online modules to embed information literacy skills into an Organic Chemistry II course. Through multiple methods of evaluation and assessment of student learning, the e-tutorial grew from a series of seven modules narrated by the science librarian, hosted on the University Libraries intranet, and created with labor intensive e-learning authoring software, into a series of 14 modules complete with detailed storyboards, narrated by the Organic Chemistry professor, hosted freely on the Internet, and created with simpler user-friendly software. This article describes the technological development, feedback-driven revisions, and assessment of student learning outcomes of this virtual tutorial series, while a companion article in this "Journal" addresses the execution and assessment of an accompanying capstone research report. [For "Integrating Chemical Information Instruction into the Chemistry Curriculum on Borrowed Time: A Multiyear Case Study of a Capstone Research Report for Organic Chemistry," see EJ1093718.]