Writing Faculty and Librarians Collaborate
Bibliographic Data
| ID | 21740200 |
|---|---|
| Authors | Tina S Kazan, Nicholas N Behm, Nicholas Behm, Peg Cook |
| Year | 2021 |
| Volume | 21 |
| Issue | 2 |
| Pages | 311-328 |
| Publication date | 2021-04-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture (JOURNAL) |
| Journal identifiers | ISSN: 1531-4200 • E-ISSN: 1533-6255 |
| Publisher | Duke University Press (PUBLISHER • US) |
| DOI | 10.1215/15314200-8811500 |
| OpenAlex | W3160924658 |
| Language | EN |
| References cited | 14 |
This article addresses the interrelationship among writing, reading, and information literacy (WRIL) by discussing a collaborative assessment project that generated a criteria map focused on process, enactment, engagement, and attribution. The authors connect this map to the Framework for Success in Postsecondary Writing and the Framework for Information Literacy for Higher Education but critique the failure of these frameworks to account for the importance of reading. In emphasizing WRIL for students, the authors contend that practitioners must help students understand WRIL practices as dynamic, developing, and complex, and they provide pedagogical suggestions for assigning reference materials, reading as researchers, and sharing visualization tools
Attribution · Collaborative writing · Information literacy · Knowledge management · Literacy · Mathematics education · Pedagogy · Political science · Visualization · World Wide Web · Writing process · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Library Science and Information Literacy · Psychology
| Highly cited | No |
|---|