Teaching information literacy and writing studies. Volume 2, Upper-level and graduate courses

Teaching information literacy and writing studies Volume 2, Upper-level and graduate courses Volume 2, Upper-level and graduate courses /

Detalles Bibliográficos
Otros Autores: Veach, Grace, 1963- editor (editor)
Formato: Libro electrónico
Idioma:Inglés
Publicado: West Lafayette, Indiana : Purdue University Press 2019.
Edición:1st ed
Colección:Purdue information literacy handbooks.
Materias:
Information literacy > Study and teaching (Higher) > United States.
English language > Rhetoric > Study and teaching (Higher) > United States.
Academic libraries > Relations with faculty and curriculum > United States.
Ver en Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009673518106719
Tabla de Contenidos:
  • Cover
  • Copyright
  • Contents
  • Foreword
  • Introduction
  • Part I: Theorizing Information Literacy and Writing Studies
  • Chapter 1: Writing as a Way of Knowing: Teaching Epistemic Research Across the University
  • Chapter 2: Information Literacy and Writing Studies: The Beachfront Instructors and Students Navigate
  • Chapter 3: Information in the Making: Information Behavior Theory and the Teaching of Research-Writing in the Digital Age
  • Chapter 4: Teaching "Digital Natives" to Think: A Media Ecology Approach
  • Chapter 5: Common Dispositions and Habits of Mind: The ACRL and WPA Frameworks in Conversation for Tomorrow's Researcher-Writer
  • Part II: Information Literacy as a Rhetorical Skill
  • Chapter 6: Using BEAM to Integrate Information Literacy and Writing: A Framework With Cases
  • Chapter 7: Molding of Ideas: How to Shift Language and Create Better Researchers
  • Chapter 8: Creative Invention: The Art of Research and Writing
  • Chapter 9: Toward a Researcherly Ethos: Building Authority With Inquiry in Information Literacy and Writing
  • Part III: Pedagogies and Practices
  • Chapter 10: In, Into, Among, Between: Information Literacy Skills in Transition
  • Chapter 11: Reading to Write: Using Disciplinary Expertise and Source Reading With the ACRL Framework to Enhance the Conceptual Depth of Writing Students
  • Chapter 12: Crossing the Bridge: Writing and Research Bridge Programming for an Intensive English Program
  • Chapter 13: Problem-Based Learning and Information Literacy: Revising a Technical Writing Class
  • Chapter 14: Teaching the Literature Review: Leveraging the ACRL Framework to Integrate Information Literacy Into Graduate Writing Education
  • Chapter 15: Librarian Intervention: Where Support Meets Need
  • Chapter 16: No More First-Year Writing: Suggestions From the LILAC Project.
  • Part IV: Writing and Information Literacy in Multiple Contexts
  • Chapter 17: Not Just Research Partners: Librarians' Perceptions of Their Roles in Writing Instruction
  • Chapter 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
  • Chapter 19: Information Literacy Instruction and Citation Generators: The Provision of Citation and Plagiarism Instruction
  • Chapter 20: Learning in the Middle: Writing Centers as Sponsors of Information Literacy Across the University
  • Chapter 21: A Conversation: Academic and Workplace Information Skills
  • Contributors
  • Index.

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