| Foreword |
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ix | |
| Introduction |
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xi | |
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PART I Lenses, Thresholds, and Frameworks |
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1 Collaboration As Conversations |
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When Writing Studies and the Library Use the Same Conceptual Lenses |
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3 | (16) |
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2 Knowledge Processes And Program Practices |
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Using the WPA Outcomes Statement and the ACRL Framework for Information Literacy for Curricular Renewal |
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19 | (12) |
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Erica Frisicaro-Pawlowski |
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3 Writing With The Library |
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Using Threshold Concepts to Collaboratively Teach Multisession Information Literacy Experiences in First-Year Writing |
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31 | (18) |
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PART II Collaboration and Conversation |
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4 Supplanting The Research Paper And One-Shot Library Visit |
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A Collaborative Approach to Writing Instruction and Information Literacy |
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49 | (12) |
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5 Prioritizing Academic Inquiry In The First-Year Experience |
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Information Literacy and Writing Studies in Collaboration |
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61 | (10) |
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6 Pressing The Reset Button On (Information) Literacy In FYW |
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Opportunities for Library and Writing Program Collaboration in Research-Based Composition |
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71 | (14) |
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Teaching Questioning in FYC for Research Skills Transfer |
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85 | (12) |
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Katherine Field-Rothschild |
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8 Joining The Conversation |
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Using a Scaffolded Three-Step Information Literacy Model to Teach Academic Research at a Community College |
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97 | (14) |
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PART III Pedagogies and Practices |
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9 Promoting Self-Regulated Learning In The First-Year Writing Classroom |
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Developing Critical Thinking in the Selection of Tools and Sources |
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111 | (16) |
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10 Using Information Literacy Tutorials Effectively |
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Reflective Learning and Information Literacy in First-Year Composition |
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127 | (18) |
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11 Using Object-Based Learning To Analyze Primary Sources |
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New Directions for Information Literacy Instruction in a First-Year Writing Course |
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145 | (12) |
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PART IV Classroom-Centered Approaches to Information Literacy |
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12 Communities Of Information |
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Information Literacy and Discourse Community Instruction in First-Year Writing Courses |
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157 | (12) |
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13 A Cooperative, Rhetorical Approach To Research Instruction |
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Refining Our Approach to Information Literacy Through Umbrellas and BEAMs |
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169 | (16) |
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Writing About Culinary Traditions and the Integration of Personal and Academic Writing |
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185 | (14) |
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15 Creating A Multimodal Argument |
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Moving the Composition Librarian Beyond Information Literacy |
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199 | (14) |
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16 Project-Based Learning |
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How an English Professor and a Librarian Engaged Hispanic Students' Emerging Information Literacy Skills |
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213 | (10) |
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17 Adapting For Inclusivity |
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Scaffolding Information Literacy for Multilingual Students in a First-Year Writing Course |
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223 | (14) |
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PART V Making a Differece |
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18 Are They Really Using What I'm Teaching? |
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Applying Dynamic Criteria Mapping to Cultivate Consensus on Information Literacy |
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237 | (14) |
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19 Google, Baidu, The Library, And The ACRL Framework |
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Assessing Information-Seeking Behaviors of First-Year Multilingual Writers Through Research-Aloud Protocols |
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251 | (18) |
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20 You Got Research In My Writing Class |
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Embedding Information Literacy in a First-Year Composition Course |
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269 | (12) |
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21 Teaching For Transfer? |
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Nonexperts Teaching Linked Information Literacy and Writing Classes |
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281 | (12) |
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22 Addressing The Symptoms |
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Deep Collaboration for Interrogating Differences in Professional Assumptions |
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293 | (10) |
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| Contributors |
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303 | |
| Index |
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311 | |
Biežāk uzdotie jautājumi par e-grāmatām