Library Faculty Scholarship

Document Type

Article

Publication Date

1-2019

Abstract

The Framework for Information Literacy for Higher Education calls on librarians to teach complex concepts rather than discrete skills, but many librarians have struggled with implementing such teaching. This article reports on a revised lesson for information literacy instruction in First Year Writing classes, created using Grant Wiggins and Jay McTighe’s backward design framework. Wiggins and McTighe’s model focuses on teaching “enduring understandings” and designing lessons and assessments that provide evidence of student learning. The authors employed a scaffolded approach to teaching the concept “searching as strategic exploration,” providing successive levels of temporary support to move the students toward greater independence and asking them to document and reflect on their searches. Results indicate that backward design is a valuable planning model that may increase student learning and collaboration with faculty.

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