Since 2007 the author has been teaching a hybrid Information Literacy course at Lakeview High School in Battle Creek, Michigan. It combines an online information literacy focus with real-world library work experience in her media center. This blended course has just been revised so that high school graduates will be able to fulfill Michigan's newly mandated twenty-hour online-learning graduation requirement. In her development of the online Information Literacy course, Lakeview District's backward design process, based upon the model of Wiggins and McTighe (2001), provided the author with a framework for curriculum work, assessment, and instruction. She identified criteria for selecting big ideas worthy of deep understanding and devised strategies for framing units of study around essential questions. One example of an essential question related to information evaluation used to guide student learning is, "How does one learn to effectively and efficiently access and use information while also evaluating resources critically and competently?" This article discusses how students deal with Web evaluation and stresses the challenge of determining how to promote appreciation of the importance of Web evaluation among all students and teachers at Lakeview High School. The author argues that both traditional and online hybrid classes will offer students meaningful opportunities to "acquire the skills to select, evaluate, and use information appropriately and effectively" as these young people develop into knowledgeable, healthy, socially responsible citizens in the global community. (Contains 2 figures and 1 table.)