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ERIC Number: EJ1205234
Record Type: Journal
Publication Date: 2019-Jan
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1531-2542
"This Is What Learning Looks Like!": Backward Design and the Framework in First Year Writing
Mills, Jenny; Wiley, Claire; Williams, Judy
portal: Libraries and the Academy, v19 n1 p155-175 Jan 2019
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.
Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee (Nashville)