Return to home page
Searching: Muskingum library catalog
Some OPAL libraries remain closed or are operating at reduced service levels. Materials from those libraries may not be requestable; requested items may take longer to arrive. Note that pickup procedures may differ between libraries. Please contact your library for new procedures, specific requests, or other assistance.
  Previous Record Previous Item Next Item Next Record
  Reviews, Summaries, etc...
Author Baer, Andrea (Andrea Patricia),
Title Information literacy and writing studies in conversation : reenvisioning library-writing program connections / Andrea Baer.
Imprint Sacramento, CA : Library Juice Press, 2016.

Author Baer, Andrea (Andrea Patricia),
Subject Information literacy -- Study and teaching (Higher)
English language -- Rhetoric -- Study and teaching.
Academic libraries -- Relations with faculty and curriculum.
Description 1 online resource (ix, 191 pages)
Bibliography Note Includes bibliographical references (pages 169-182) and index.
Note Online resource; title from digital title page (ProQuest Ebook Central, viewed March 6, 2019).
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.
"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.
ISBN 9781634000451 (ebook)
1634000455 (ebook)
9781634000215 (paperback)
1634000218 (paperback)
OCLC # 979246819
Additional Format Print version: Baer, Andrea (Andrea Patricia). Information literacy and writing studies in conversation. Sacramento, CA : Library Juice Press, 2016 9781634000215 (DLC) 2016031944 (OCoLC)966292677

If you experience difficulty accessing or navigating this content, please contact the OPAL Support Team