Backward chaining is a research technique where a researcher uses the references in a source to find additional relevant information. It involves following the footnotes or endnotes in sources of interest to find new sources. A tutorial is an effective way to teach backward chaining, as it includes questioning, problem solving, and testing to reinforce learning. The process overview outlines the steps: 1) find a credible source, 2) review references, 3) select relevant references, 4) determine source type, 5) find tool to locate source, 6) locate tool, 7) enter info and find source, 8) select source from results, 9) repeat for all references. Text, audio, and visuals are effective instructional media,

1. Lola Gilbert
IDOL
Capella University
Backward Chaining: Using A Source to Find Other Sources
October 30, 2011

2. Backward Chaining: Using A Source to Find Other
Sources
Concept: Backward Chaining Search Technique
Backward chaining is a research technique where the person conducting research uses the references
listed at the end of the book, article, or other referenced source, to find additional relevant information
on the topic being researched. According to Andrew Booth (2008), “Footnote chasing (or ‘backward
chaining’) involves following up references (footnotes) in books and articles of interest, and moving
backward through a chain of reference lists” (p. 316). Although the name of the technique is called
“footnote chasing”, the method can also be applied to endnotes.
Instructional Strategy: Tutorial
According to Fenrich (2005), “Tutorials: should include questioning. This reinforces learning and
increases retention.; can be used for many low and high-level skills; can include drill and practice; can
include problem solving and problem analysis; often include branching to remediation and enrichment;
often include testing” (p. 80). Using a tutorial would be an effective instructional strategy for students
to learn backward chaining.

3. Backward Chaining: Using A Source to Find Other
Sources
Instructional Strategy: Process Overview
1. Find Credible Source on Research Topic.
2. Review references listed in either footnotes or
endnotes.

4. Backward Chaining: Using A Source to Find Other
Sources
Instructional Strategy: Process Overview
3. Select relevant source (or sources) from list of
references.
Folster, M. B. (March 01, 1989). A Study of the Use of Information
Sources by Social Science Researchers. Journal of Academic
Librarianship, 15, 1, 7-1.
4. √ Article
□ Book
□ Dissertation
For each source, determine what type of source is
described in citation.
Folster, M. B. (March 01, 1989). A Study of the Use of Information Sources by Social Science Researchers.
Journal of Academic Librarianship, 15, 1, 7-1.

5. Backward Chaining: Using A Source to Find Other
Sources
Instructional Strategy: Process Overview
5. √ Journal locator
□ Database
□ Library Catalog
□ Web (Yahoo, Google, etc.)
Determine best tool to use to find source type.
6. Determine where tool is located on library
homepage.
Journal of Academic Librarianship

6. Backward Chaining: Using A Source to Find Other
Sources
Instructional Strategy: Process Overview
7. Click on link to tool.
8. Enter information needed by tool finder and
submit.

7. Backward Chaining: Using A Source to Find Other
Sources
Instructional Strategy: Process Overview
9. Select source from results list that has content
coverage from year when article was published.
10. Repeat process for all relevant sources found in
original source’s reference list.

8. Backward Chaining: Using A Source to Find Other
Sources
Instructional Media: Text, Audio, and Visuals
• Text is an effective way to relay instructions, “You can effectively use text to teach most
skills (most verbal information, intellectual skills, and cognitive strategies and some
psychomotor skills and attitudes) unless the target audience has a poor reading ability or
low motivation” (Fenrich, 2005, p. 99).
• Audio is an effective way to provide information to learners with poor reading abilities,
“You can audio effectively for students with poor reading abilities” (Fenrich, 2005, p. 99).
• Images combined with text makes content meaning more clear to learners,
“Compared to only using text, visuals combined with text reduce the learning time and
help students to acquire and retain information” (Fenrich, 2005, p. 100).

9. Backward Chaining: Using A Source to Find Other
Sources
References
Booth, A. (2008). Unpacking your literature search toolbox: on search styles and tactics.
Health Information & Libraries Journal, 25(4), 313-317. doi:10.1111/j.1471-
1842.2008.00825.x
Fenrich, P. (2005). Creating instructional multimedia solutions: Practical guidelines for the
real world. Santa Rosa, CA: Informing Science Press.
Folster, M. B. (March 01, 1989). A study of the use of information sources by social science
researchers. Journal of Academic Librarianship, 15(1), 7-11.