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.
Thus, at the heart of writing and information literacy are inquiry and critical thinking, which many college educators across disciplines view to be at the center of learning.
But despite these intersections, 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.
How can we further build and strengthen teaching partnerships that invite students to engage in writing and information seeking and use as processes of inquiry, critical reflection, and meaning making? And what sometimes stands in the way of doing do? Written for both librarians and writing instructors, this publication considers these questions from multiple angles, including through explorations 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 wit.
| Links | Both are central to posing and exploring problems and questions and to seeking informed and creative approaches to them |
|---|---|
| Written for both librarians and writing instructors, this publication considers these questions from multiple angles, including through explorations of | Empirical research on student writing and information literacy development |
Library Juice Press Information literacy and writing studies in conversation: reenvisioning library-writing program connections, paperback/andrea baer
