Teaching​ Information Literacy and Writing Studies

Description

This volume, edited by Grace Veach, explores leading approaches to teaching information literacy and writing studies in upper-level and graduate courses. Contributors describe cross-disciplinary and collaborative efforts underway across higher education, during a time when "fact" or "truth" is less important than fitting a predetermined message. Topics include: working with varied student populations, teaching information literacy and writing in upper-level general education and disciplinary courses, specialized approaches for graduate courses, and preparing graduate assistants to teach information literacy.

Foreword

Introduction

1. Writing as a Way of Knowing: Teaching Epistemic Research Across the University, By Phyllis Mentzell Ryder, Dolsy Smith, and Randi Gray Kristensen

2 Information Literacy and Writing Studies: The Beachfront Instructors and Students Navigate, By Teresa Quezada

3 Information in the Making: Information Behavior Theory and the Teaching of Research-Writing in the Digital Age, By Christine I. McClure and Randall McClure

4 Teaching “Digital Natives” to Think: A Media Ecology Approach, By Joshua D. Hill

5 Common Dispositions and Habits of Mind: The ACRL and WPA Frameworks in Conversation

for Tomorrow’s Researcher-Writer, By James P. Purdy

6 Using BEAM to Integrate Information Literacy and Writing: A Framework With Cases, By Joseph Bizup, Melissa Cherry, Kundai Chirindo, Rhonda V. Gray, Autumn Haag, Kay Halasek, Ken Liss, and Kate Rubick

7 Molding of Ideas: How to Shift Language and Create Better Researchers, By Mark Dibble

8 Creative Invention: The Art of Research and Writing, By Caroline Fuchs and Patricia Medved

9 Toward a Researcherly Et hos: Building Authority With Inquiry in Information Literacy and Writing, By Melanie Lee and Lia Vella

10 In, Into, Among, Between: Information Literacy Skills in Transition, By Crystal Bickford and Megan Palmer

11 Reading to Write: Using Disciplinary Expertise and Source Reading with the ACRL Framework

to Enhance the Conceptual Depth of Writing Students, By William Badke

12 Crossing the Bridge: Writing and Research Bridge Programming for an Intensive English Program, By Matthew R. Kaeiser, April D. Mann, and Ava M. Brillat

13 Problem-Based Learning and Information Literacy: Revising a Technical Writing Class, By Kelly Diamond

14 Teaching the Literature Review: Leveraging the ACRL Framework to Integrate Information Literacy Into Graduate Writing Education, By Linda Macri and Kelsey Corlett-Rivera

15 Librarian Intervention: Where Support Meets Need, By Kathleen F. Kempa

16 No More First -Year Writing: Suggestions From the LILAC Project, By Jeanne Law Bohannon and Janice R. Walker

17 Not Just Research Partners: Librarians’ Perceptions of Their Roles in Writing Instruction, By Matthew Bodie

18 How to Talk About Copyright So Kids Will Listen, and How to Listen About Copyright So Kids Will Talk: An Assignment at the Intersection of Multimodal Writing and Intellectual Property, By Laura Giovanelli and Molly Keener

19 Information Literacy Instruction and Citation Generators: The Provision of Citation and Plagiarism Instruction, By Nathan Schwartz

20 Learning in the Middle; Writing Centers as Sponsors of Information Literacy Across the University, By Katie McWain

21 A Conversation: Academic and Workplace Information Skills, By Barry Maid and Barbara J. D’Angelo

Contributors

Index

Sujets

• Disciplines
• Language Arts
• Literacy

Informations

• Publié par: Purdue University Press
• Date de parution: 15 janvier 2019
• Nombre de lectures: 0
• EAN13: 9781612495569
• Langue: English

Extrait

TEACHING INFORMATION LITERACY AND WRITING STUDIES
Volume 2
Upper-Level and Graduate Courses
Purdue Information Literacy Handbooks
Clarence Maybee, Series Editor
Sharon Weiner, Founding Series Editor
TEACHING INFORMATION LITERACY AND WRITING STUDIES
Volume 2
Upper-Level and Graduate Courses
edited by Grace Veach
Purdue University Press, West Lafayette, Indiana
Copyright 2019 by Purdue University. All rights reserved.
Printed in the United States of America.
Library of Congress Cataloging-in-Publication Data
Names: Veach, Grace, 1963– editor.
Title: Teaching information literacy and writing studies / edited by Grace Veach.
Description: West Lafayette : Purdue University Press, [2018–2019] | Series: Purdue information literacy handbooks | Includes bibliographical references and index. Contents: Volume 1. First-year composition courses —Volume 2. Upper-level and graduate courses.
Identifiers: LCCN 2018031597| ISBN 9781557538284 (v. 1 : pbk. : alk. paper) | ISBN 9781612495477 (v. 1 : epub) | ISBN 9781612495484 (v. 1 : epdf) | ISBN 9781557538314 (v. 2 : pbk. : alk. paper) | ISBN 9781612495569 (v. 2 : epub) | ISBN 9781612495552 (v. 2 : epdf)
Subjects: LCSH: Information literacy—Study and teaching (Higher)—United States. | English language—Rhetoric—Study and teaching (Higher)—United States. | Academic libraries—Relations with faculty and curriculum—United States.
Classification: LCC ZA3075.T425 2018 | DDC 028.7071/173—dc23 LC record available at https://lccn.loc.gov/2018031597
Cover images
Top : Jacob Ammentorp Lund/iStock/Thinkstock
Bottom left : Jacob Ammentorp Lund/iStock/Thinkstock
Bottom center : Wavebreakmedia/iStock/Thinkstock
Bottom right : Dekdoyjaidee/iStock/Thinkstock
CONTENTS
FOREWORD
INTRODUCTION

PART I Theorizing Information Literacy and Writing Studies
1 WRITING AS A WAY OF KNOWING
Teaching Epistemic Research Across the University
By Phyllis Mentzell Ryder, Dolsy Smith, and Randi Gray Kristensen
2 INFORMATION LITERACY AND WRITING STUDIES
The Beachfront Instructors and Students Navigate
By Teresa Quezada
3 INFORMATION IN THE MAKING
Information Behavior Theory and the Teaching of Research-Writing in the Digital Age
By Christine I. McClure and Randall McClure
4 TEACHING “DIGITAL NATIVES” TO THINK
A Media Ecology Approach
By Joshua D. Hill
5 COMMON DISPOSITIONS AND HABITS OF MIND
The ACRL and WPA Frameworks in Conversation for Tomorrow’s Researcher-Writer
By James P. Purdy

PART II Information Literacy as a Rhetorical Skill
6 USING BEAM TO INTEGRATE INFORMATION LITERACY AND WRITING
A Framework With Cases
By Joseph Bizup, Melissa Cherry, Kundai Chirindo, Rhonda V. Gray, Autumn Haag, Kay Halasek, Ken Liss, and Kate Rubick
7 MOLDING OF IDEAS
How to Shift Language and Create Better Researchers
By Mark Dibble
8 CREATIVE INVENTION
The Art of Research and Writing
By Caroline Fuchs and Patricia Medved
9 TOWARD A RESEARCHERLY ETHOS
Building Authority With Inquiry in Information Literacy and Writing
By Melanie Lee and Lia Vella

PART III Pedagogies and Practices
10 IN, INTO, AMONG, BETWEEN
Information Literacy Skills in Transition
By Crystal Bickford and Megan Palmer
11 READING TO WRITE
Using Disciplinary Expertise and Source Reading With the ACRL Framework to Enhance the Conceptual Depth of Writing Students
By William Badke
12 CROSSING THE BRIDGE
Writing and Research Bridge Programming for an Intensive English Program
By Matthew R. Kaeiser, April D. Mann, and Ava M. Brillat
13 PROBLEM-BASED LEARNING AND INFORMATION LITERACY
Revising a Technical Writing Class
By Kelly Diamond
14 TEACHING THE LITERATURE REVIEW
Leveraging the ACRL Framework to Integrate Information Literacy Into Graduate Writing Education
By Linda Macri and Kelsey Corlett-Rivera
15 LIBRARIAN INTERVENTION
Where Support Meets Need
By Kathleen F. Kempa
16 NO MORE FIRST-YEAR WRITING
Suggestions From the LILAC Project
By Jeanne Law Bohannon and Janice R. Walker

PART IV Writing and Information Literacy in Multiple Contexts
17 NOT JUST RESEARCH PARTNERS
Librarians’ Perceptions of Their Roles in Writing Instruction
By Matthew Bodie
18 HOW TO TALK ABOUT COPYRIGHT SO KIDS WILL LISTEN, AND HOW TO LISTEN ABOUT COPYRIGHT SO KIDS WILL TALK
An Assignment at the Intersection of Multimodal Writing and Intellectual Property
By Laura Giovanelli and Molly Keener
19 INFORMATION LITERACY INSTRUCTION AND CITATION GENERATORS
The Provision of Citation and Plagiarism Instruction
By Nathan Schwartz
20 LEARNING IN THE MIDDLE
Writing Centers as Sponsors of Information Literacy Across the University
By Katie McWain
21 A CONVERSATION
Academic and Workplace Information Skills
By Barry Maid and Barbara J. D’Angelo
CONTRIBUTORS
INDEX
FOREWORD
This fourth volume in the Purdue Information Literacy Handbooks series explores some relevant theories and frameworks, and proposes practical strategies for integrating information literacy in the teaching of first-year college composition. In these pages, readers can observe how academic librarians and writing instructors effectively collaborate to meld concepts in information literacy with the teaching of composition studies. The authors enlighten readers about successes and some of the challenges in contextualizing information literacy instruction in the writing disciplines. The book elucidates the synergies that can result from collaborations that value mutual expertise. Inherent in these collaborations is mutual learning—librarians learning about composition and composition instructors learning about information literacy.
Together with Veach’s previous volume, which covered information literacy and writing courses for first-year students, these works provide a wealth of material that can be incorporated into writing programs in all colleges and universities. Students will benefit greatly from learning information literacy in this applied setting.
Sharon Weiner, EdD, MLS
Founding Series Editor
Professor of Library Science Emerita and W. Wayne Booker Chair Emerita in Information Literacy, Purdue University Libraries
August 2018
INTRODUCTION
In the companion volume to this one, Information Literacy and Writing Studies: First-Year Composition , librarians and writing scholars presented suggestions for equipping first-year composition students with information literacy skills using a variety of approaches. First-Year Composition is the most common way that librarians and writing instructors present information literacy to college students, but it is by no means the only way, just the first. This second volume asks the same questions: how can faculty, especially librarians and writing instructors, promote student learning of information literacy within the context of writing studies? A visit to the library, known in librarian parlance as a “one-shot,” was for many years the standard, but faculty in both disciplines realized that the one-shot was only a brief beginning to a much more complex task.
One-shots bifurcated the writing classroom, reinforcing the idea that librarians taught students how to search for sources and writing instructors taught everything else. When Google made it easy to search, librarians shifted their focus to teaching students how to find high-quality resources, a message that was all too easily reduced to either “don’t use Google,” or to “use only peer-reviewed journal articles.” Both of these approaches are obviously too simple, but when a librarian has only an hour to convey a message, it is easy to see why and how the message became simplified. The contributors to this volume are creatively imagining new approaches to teaching students at all levels to be information literate in their writing.
Part One , Theorizing Information Literacy and Writing Studies, offers alternative frames from which to view these two related disciplines. Traditionally, the relationship has been a hierarchical binary, in which information literacy is one topic that is taught in a writing class. It was taught by a librarian, not the course instructor, therefore reinforcing the binary. Even elements of the course such as the course title, the assignments, and the location of the course (i.e., not in the library) privilege writing over information literacy. While I am not arguing for the reverse (privileging information literacy over writing), bringing the two into a more equal relationship can alter the way that students value information literacy. The authors in this section challenge the binary, whether by trying to reverse it or by bringing the two disciplines into relationship with yet a third (or even more).
In “Writing as a Way of Knowing: Teaching Epistemic Research Across the University,” Phyllis Mentzell Ryder, Dolsy Smith, and Randi Kristensen point to Writing in the Disciplines as the site for teaching disciplinary epistemologies using information literacy. Students can be guided to examine disciplinary ways of knowing as demonstrated in various disciplinary genres. The actions taken by researchers and practitioners in the discipline are then modeled by first the professor, and then the students as they do their own research and writing. Teresa Quezada picture