Teaching and learning in higher education in regard to information literacy and diversity


  • Vidar Gynnild




This presentation introduces the concept of “backward planning” in course design based on a general model consisting of three major components: frames (or frame factors), processes and outcomes. The model is principally “open” in the sense that it can be utilized in a wide variety of social settings. In this model, students’ learning is understood in light of teaching in a broad sense incorporating a whole range of frame factors such as time, content, learning activities, assignments, assessments etc. This represents a holistic and action-driven approach to learning at the expense of transfer models of teaching based on positivist thinking.

From an information literacy perspective, the aforementioned approach to course planning may call for students to discuss the use of sources, including literature in a traditional sense. Examples of frames could be a mandated discussion of the selection and use of sources, including their relative usefulness for the set task. Or, students may be asked to add and argue in favor of more comprehensive references in the event of an extension of their work. Generally, the use of sources is fundamental in academic work calling for the inclusion of information literacy issues in course design strategies rather than as add-ons of any kind.



How to Cite

Gynnild, V. (2010). Teaching and learning in higher education in regard to information literacy and diversity. Nordic Journal of Information Literacy in Higher Education, 3(1). https://doi.org/10.15845/noril.v3i1.119