TY  - BOOK
AU  - Veach,Grace
TI  - Teaching information literacy and writing studies
T2  - Purdue Information literacy handbooks
SN  - 9781612495484
AV  - ZA3075 .T433 2018
PY  - 2018///]
CY  - West Lafayette, Indiana
PB  - Purdue University Press
KW  - Information literacy
KW  - Study and teaching (Higher)
KW  - United States
KW  - English language
KW  - Rhetoric
KW  - Academic libraries
KW  - Relations with faculty and curriculum
KW  - Bibliothèques universitaires
KW  - Relations avec le corps enseignant et le programme d'études
KW  - États-Unis
KW  - LANGUAGE ARTS & DISCIPLINES
KW  - Composition & Creative Writing
KW  - bisacsh
KW  - Literacy
KW  - REFERENCE
KW  - Writing Skills
KW  - fast
N1  - 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
N2  - 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
UR  - https://www.jstor.org/stable/10.2307/j.ctv15wxpj8
ER  -