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.

中文翻译：

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“这就是学习的样子！”：逆向设计和第一年写作的框架

摘要：高等教育信息素养框架呼吁图书馆员教授复杂的概念而不是离散的技能，但许多图书馆员在实施此类教学方面遇到了困难。本文报告了一年级写作课程中信息素养教学的修订课程，该课程使用 Grant Wiggins 和 Jay McTighe 的落后设计框架创建。Wiggins 和 McTighe 的模型侧重于教授“持久理解”和设计课程和评估，以提供学生学习的证据。作者采用支架式方法来教授“搜索作为战略探索”的概念，提供连续级别的临时支持，使学生更加独立，并要求他们记录和反思他们的搜索。