| Description |
1 online resource (ix, 191 pages) |
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text file |
| Bibliography |
Includes bibliographical references (pages 169-182) and index. |
| Summary |
"Explores possibilities for college library instruction and writing program partnerships from a variety of vantage points, including empirical on student writing and information literacy development, policies and standards, interviews with librarian-compositionist partners, cultural and structural contexts that influence librarians' and writing instructors' work environments, and reflexive pedagogical praxis"-- Provided by publisher. |
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"Since library instruction's very beginnings librarians and writing instructors have been natural partners. Library-writing program connections illustrate that both writing and information seeking and use (information literacy) share powerful links: both are central to posing and exploring problems and questions and to seeking informed and creative approaches to them. Despite these intersections, however, there is still a strong tendency for English composition and library instruction to be taught in relative separation, with the latter frequently being viewed as a course "add-on." Similarly, conversations about writing and information literacy pedagogy have tended to exist in professional silos. Fortunately, dialogue across our professions has begun to expand at what appears an unprecedented pace, as librarians become increasingly vocal about the need for information literacy to be an integral part of college education and as librarians expand their engagement with learning theories and conceptual frameworks for information literacy. This book is intended to help widen and deepen the conversations between librarians and compositionists, through an exploration of: empirical research on student writing and information literacy development; intersections between and pedagogical implications of the ACRL Framework for Information Literacy for Higher Education and the WPA Framework for success in Postsecondary Writing; interviews with librarian-compositionists partners about their collaborative experiences; historical, social, cultural, and structural contexts that influence librarians and writings instructors' work environments and cultures, and ultimately the potential for partnership; and the power of reflective pedagogical praxis."--Provided by publisher. |
| Contents |
Students as writers and researchers: empirical studies and pedagogical implications -- The frameworks for writing and information literacy: catalysts for further conversation -- Composition-library collaborations: notes from the fields -- Expanding the potential for collaborations: intersections between the interpersonal and the sociostructural -- Looking back, looking forward. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Information literacy -- Study and teaching (Higher)
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Information literacy -- Study and teaching (Higher) |
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English language -- Rhetoric -- Study and teaching.
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English language -- Rhetoric -- Study and teaching. |
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Academic libraries -- Relations with faculty and curriculum.
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Academic libraries -- Relations with faculty and curriculum. |
| Genre/Form |
Electronic books.
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| Other Form: |
Print version: Baer, Andrea (Andrea Patricia). Information literacy and writing studies in conversation. Sacramento, CA : Library Juice Press, 2016 9781634000215 (DLC) 2016031944 (OCoLC)966292677 |
| ISBN |
9781634000451 (ebook) |
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1634000455 (ebook) |
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9781634000215 (paperback) |
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1634000218 (paperback) |
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