Teaching Information Literacy and Writing Studies, livre ebook

This volume, edited by Grace Veach, explores leading approaches to foregrounding information literacy in first-year college writing courses. Chapters describe cross-disciplinary efforts underway across higher education, as well as innovative approaches of both writing professors and librarians in the classroom. This seminal work unpacks the disciplinary implications for information literacy and writing studies as they encounter one another in theory and practice, during a time when "fact" or "truth" is less important than fitting a predetermined message. Topics include reading and writing through the lens of information literacy, curriculum design, specific writing tasks, transfer, and assessment.

Foreword
Introduction
Part I: Lenses, Thresholds, and Frameworks
1. COLLABORATION AS CONVERSATIONS: When Writing Studies and the Library Use the Same Conceptual Lenses, by Jennifer Anderson, Glenn Blalock, Lisa Louis, and Susan Wolff Murphy
2. Knowledge Processes and Program Practices: Using the WPA Outcomes Statement and the ACRL Framework for Information Literacy for Curricular Renewal, by Margaret Artman and Erica Frisicaro-Pawlowski
3. Writing with the Library: Using Threshold Concepts to Collaboratively Teach Multisession Information Literacy Experiences in First-Year Writing, by Brittney Johnson and I. Moriah McCracken
Part II: Collaboration and Conversation
4. Supplanting the Research Paper and One-Shot Library Visit: A Collaborative Approach to Writing Instruction and Information Literacy, by Valerie Ross and Dana M. Walker
5. Prioritizing Academic Inquiry in the First-Year Experience: Information Literacy and Writing Studies in Collaboration, by Alanna Frost, Lacy Marschalk, David Cook, and Michael Manasco, with Gaines Hubbell
6. Pressing the Reset Button on (Information) Literacy in FYW: Opportunities for Library and Writing Program Collaboration in Research-Based Composition, by William FitzGerald and Zara T. Wilkinson
7. Research as Inquiry: Teaching Questioning in FYC for Research Skills Transfer, by Katherine Field-Rothschild
8. Joining the Conversation: Using a Scaffolded Three-Step Information Literacy Model to Teach Academic Research at a Community College, by Melissa Dennihy and Neera Mohess
Part III: Pedagogies and Practices
9. Promoting Self-Regulated Learning in the First-Year Writing Classroom: Developing Critical Thinking in the Selection of Tools and Sources, by Robert Hallis
10. Using Information Literacy Tutorials Effectively: Reflective Learning and Information Literacy in First-Year Composition, by Emily Standridge and Vandy Dubre
11. Using Object-Based Learning to Analyze Primary Sources: New Directions for Information Literacy Instruction in a First-Year Writing Course, by Crystal Goldman and Tamara Rhodes
Part IV: Classroom-Centered Approaches to Information Literacy
12. Communities of Information: Information Literacy and Discourse Community Instruction in First-Year Writing Courses, by Cassie Hemstrom and Kathy Anders
13. A Cooperative, Rhetorical Approach to Research Instruction: Refining Our Approach to Information Literacy Through Umbrellas and BEAMs, by Amy Lee Locklear and Samantha McNeilly
14. Food for Thought: Writing About Culinary Traditions and the Integration of Personal and Academic Writing, by Tom Pace
15. Creating A Multimodal Argument Moving the Composition Librarian Beyond Information Literacy, by M. Delores Carlito
16. Project-Based Learning: How an English Professor and a Librarian Engaged Hispanic Students’ Emerging Information Literacy Skills, by Dagmar Stuehrk Scharold and Lindsey Simard
17. Adapting for Inclusivity: Scaffolding Information Literacy for Multilingual Students in a First-Year Writing Course, by Emily Crist and Libby Miles
Part V: Making a Difference
18. Are They Really Using What I’m Teaching?: Applying Dynamic Criteria Mapping to Cultivate Consensus on Information Literacy, by Nicholas N. Behm, Margaret Cook, and Tina S. Kazan
19. Google, Baidu, the Library, and The ACRL Framework: Assessing Information-Seeking Behaviors of First-Year Multilingual Writers Through Research-Aloud Protocols, by Lilian W. Mina, Jeanne Law Bohannon, and Jinrong Li
20. You Got Research in My Writing Class Embedding Information Literacy in a First-Year Composition Course, by Elizabeth Brewer, Martha Kruy, Briana McGuckin, and Susan Slaga-Metivier
21. Teaching for Transfer?: Nonexperts Teaching Linked Information Literacy and Writing Classes, by Marcia Rapchak and Jerry Stinnett
22. Addressing the Symptoms: Deep Collaboration for Interrogating Differences in Professional Assumptions, by Donna Scheidt, William J. Carpenter, Holly Middleton, and Kathy Shields
Contributors
Index