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OverviewThis volume, edited by Grace Veach, explores leading approaches toteaching information literacy and writing studies in upper-level and graduatecourses. Contributors to the volume describe cross-disciplinary and collaborative efforts underway across higher education, in our post-information age. Topics include: working with varied student populations, teaching information literacy and writing in upper-level general education and disciplinary courses, specialized approaches for graduate courses, and preparing graduate assistants to teach information literacy. Full Product DetailsAuthor: Grace VeachPublisher: Purdue University Press Imprint: Purdue University Press Weight: 0.648kg ISBN: 9781557538314ISBN 10: 155753831 Pages: 309 Publication Date: 30 December 2018 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of Contents"Foreword Introduction 1. Writing as a Way of Knowing: Teaching Epistemic Research Across the University, By Phyllis Mentzell Ryder, Dolsy Smith, and Randi Gray Kristensen 2 Information Literacy and Writing Studies: The Beachfront Instructors and Students Navigate, By Teresa Quezada 3 Information in the Making: Information Behavior Theory and the Teaching of Research-Writing in the Digital Age, By Christine I. McClure and Randall McClure 4 Teaching ""Digital Natives"" to Think: A Media Ecology Approach, By Joshua D. Hill 5 Common Dispositions and Habits of Mind: The ACRL and WPA Frameworks in Conversation for Tomorrow's Researcher-Writer, By James P. Purdy 6 Using BEAM to Integrate Information Literacy and Writing: A Framework With Cases, By Joseph Bizup, Melissa Cherry, Kundai Chirindo, Rhonda V. Gray, Autumn Haag, Kay Halasek, Ken Liss, and Kate Rubick 7 Molding of Ideas: How to Shift Language and Create Better Researchers, By Mark Dibble 8 Creative Invention: The Art of Research and Writing, By Caroline Fuchs and Patricia Medved 9 Toward a Researcherly Et hos: Building Authority With Inquiry in Information Literacy and Writing, By Melanie Lee and Lia Vella 10 In, Into, Among, Between: Information Literacy Skills in Transition, By Crystal Bickford and Megan Palmer 11 Reading to Write: Using Disciplinary Expertise and Source Reading with the ACRL Framework to Enhance the Conceptual Depth of Writing Students, By William Badke 12 Crossing the Bridge: Writing and Research Bridge Programming for an Intensive English Program, By Matthew R. Kaeiser, April D. Mann, and Ava M. Brillat 13 Problem-Based Learning and Information Literacy: Revising a Technical Writing Class, By Kelly Diamond 14 Teaching the Literature Review: Leveraging the ACRL Framework to Integrate Information Literacy Into Graduate Writing Education, By Linda Macri and Kelsey Corlett-Rivera 15 Librarian Intervention: Where Support Meets Need, By Kathleen F. Kempa 16 No More First -Year Writing: Suggestions From the LILAC Project, By Jeanne Law Bohannon and Janice R. Walker 17 Not Just Research Partners: Librarians' Perceptions of Their Roles in Writing Instruction, By Matthew Bodie 18 How to Talk About Copyright So Kids Will Listen, and How to Listen About Copyright So Kids Will Talk: An Assignment at the Intersection of Multimodal Writing and Intellectual Property, By Laura Giovanelli and Molly Keener 19 Information Literacy Instruction and Citation Generators: The Provision of Citation and Plagiarism Instruction, By Nathan Schwartz 20 Learning in the Middle; Writing Centers as Sponsors of Information Literacy Across the University, By Katie McWain 21 A Conversation: Academic and Workplace Information Skills, By Barry Maid and Barbara J. D'Angelo Contributors Index"ReviewsThis book sets itself apart from existing works on information literacy by treating the subject both as a practice and an area of study and scholarship. It is a much-needed resource, which, I am sure, will be used by students and teachers of upper-level and graduate classes in several related fields, as well as by scholars. --Pavel Zemliansky, Professor of Writing and Rhetoric and Director of Writing Across the Curriculum: University of Central Florida Author InformationGrace Veach holds an MA in library science and an MA and PhD in English rhetoric and composition. She is the chair of Foundational Core and was formerly dean of Libraries at Southeastern University in Lakeland, Florida, where she founded the Writing Across the Curriculum and Writing Intensive programs. Veach has published in the areas of library science, literature, and rhetoric and composition. Tab Content 6Author Website:Countries AvailableAll regions |
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