Teaching information literacy and writing studies. Volume 1, First-year composition courses / edited by Grace Veach.

Includes bibliographical references and index.

Collaboration as conversations -- Knowledge processes and program practices -- Writing with the library -- Supplanting the research paper and one-shot library visit -- Prioritizing academic inquiry in the first-year experience -- Pressing the reset button on (information) literacy in FYW -- Research as inquiry -- Joining the conversation -- Promoting self-regulated learning in the first-year writing classroom --Using information literacy tutorials effectively -- Using object-based learning to analyze primary sources -- Communities of information -- A cooperative, rhetorical approach to research instruction -- Food for thought -- Creating a multimodal argument -- Project-based learning -- Adapting for inclusivity -- Are they really using what I'm teaching? -- Google, Baidu, the library, and the ACRL framework -- You got research in my writing class -- Teaching for transfer? -- Addressing the symptoms.

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

Online resource; title from digital title page (viewed on October 08, 2018).

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