Teaching information literacy and writing studies. Volume 1, first-year composition courses /

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Bibliographic Details
Imprint:West Lafayette, Indiana : Purdue University Press, [2018].
Description:1 online resource (xvi, 314 pages).
Series:Purdue Information Literacy Handbooks
Purdue information literacy handbooks.
Subject:English language -- Composition and exercises -- Study and teaching (Higher)
Information literacy -- Study and teaching (Higher)
LANGUAGE ARTS & DISCIPLINES -- Composition & Creative Writing.
REFERENCE -- Writing Skills.
English language -- Composition and exercises -- Study and teaching (Higher)
Information literacy -- Study and teaching (Higher)
Electronic books.
Format: E-Resource Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/12020677
Hidden Bibliographic Details
Other authors / contributors:Veach, Grace, 1963- editor.
Notes:Chapter 18: Are They Really Using What I'm Teaching?: Applying Dynamic Criteria Mapping to Cultivate Consensus on Information Literacy
Includes bibliographical references and index.
Online resource; title from digital title page (viewed on October 08, 2018).
Summary:"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."--EBSCO.
Other form:Print version: Veach, Grace. Teaching Information Literacy and Writing Studies : Volume 1, First-Year Composition Courses. Ashland : Purdue University Press, ©2018 9781557538284
Table of Contents:
  • Cover; Copyright; Contents; Foreword; Introduction; Part I: Lenses, Thresholds, and Frameworks; Chapter 1: Collaboration as Conversations: When Writing Studies and the Library Use the Same Conceptual Lenses; Chapter 2: Knowledge Processes and Program Practices: Using the WPA Outcomes Statement and the ACRL Framework for Information Literacy for Curricular Renewal; Chapter 3: Writing with the Library: Using Threshold Concepts to Collaboratively Teach Multisession Information Literacy Experiences in First-Year Writing; Part II: Collaboration and Conversation
  • Chapter 4: Supplanting the Research Paper and One-Shot Library Visit: A Collaborative Approach to Writing Instruction and Information LiteracyChapter 5: Prioritizing Academic Inquiry in the First-Year Experience: Information Literacy and Writing Studies in Collaboration; Chapter 6: Pressing the Reset Button on (Information) Literacy in FYW: Opportunities for Library and Writing Program Collaboration in Research-Based Composition; Chapter 7: Research as Inquiry: Teaching Questioning in FYC for Research Skills Transfer
  • Chapter 8: Joining the Conversation: Using a Scaffolded Three-Step Information Literacy Model to Teach Academic Research at a Community CollegePart III: Pedagogies and Practices; Chapter 9: Promoting Self-Regulated Learning in the First-Year Writing Classroom: Developing Critical Thinking in the Selection of Tools and Sources; Chapter 10: Using Information Literacy Tutorials Effectively: Reflective Learning and Information Literacy in First-Year Composition
  • Chapter 11: Using Object-Based Learning to Analyze Primary Sources: New Directions for Information Literacy Instruction in a First-Year Writing CoursePart IV: Classroom-Centered Approaches to Information Literacy; Chapter 12: Communities of Information: Information Literacy and Discourse Community Instruction in First-Year Writing Courses; Chapter 13: A Cooperative, Rhetorical Approach to Research Instruction: Refining Our Approach to Information Literacy Through Umbrellas and BEAMs
  • Chapter 14: Food for Thought: Writing About Culinary Traditions and the Integration of Personal and Academic WritingChapter 15: Creating a Multimodal Argument: Moving the Composition Librarian Beyond Information Literacy; Chapter 16: Project-Based Learning: How an English Professor and a Librarian Engaged Hispanic Students' Emerging Information Literacy Skills; Chapter 17: Adapting for Inclusivity: Scaffolding Information Literacy for Multilingual Students in a First-Year Writing Course; Part V: Making a Difference