Not currently scheduled
Duration: 6 weeks
Credits: 2.25 CEUs
Price: US $250
In Brief: The growth of writing-library partnerships points to the critical connections between writing, research, and information literacy. At the same time, integrative collaborations remain more the exception than the norm. Librarians and writing instructors still have a great deal to learn from one another, more than professional silos allow for us to see. In this six-week course, participants will explore intersections between information literacy and writing studies and the pedagogical implications of these connections.
Librarians and writing instructors are in many respects natural partners: we want for students to become more critical and inquiry-driven thinkers who ask difficult questions, seek out varying perspectives, and critically examine evidence and arguments in order to formulate their own viewpoints. We ask students to evaluate sources and to use them strategically, as students consider the rhetorical contexts and the qualities of those sources. So it is not surprising that writing programs have long been among the most frequent users of library instruction. As the information literacy (IL) movement has shifted toward more integrated instructional models, English composition programs have probably been the most involved library partners engaged in such work.
The growth of writing-library partnerships points to the critical connections between writing, research, and information literacy. At the same time, integrative collaborations remain more the exception than the norm. Librarians and writing instructors still have a great deal to learn from one another, more than professional silos allow for us to see.
In this six-week course, participants will explore intersections between information literacy and writing studies and the pedagogical implications of these connections. Through weekly readings, discussions, and assignments participants will reflect on their teaching practices and will apply pedagogical concepts and strategies to developing learning activities and lesson plans that reflect the interconnections between writing and information literacy.
- Week 1: Finding Common Threads: Intersections of Information & Writing Studies
- Week 2: Intersections and Disconnects: Locating Opportunities & Challenges for Collaboration
- Week 3: Inquiry-Based Approaches to Writing and Information Use
- Week 4-5: From Theory to Practice: Applying Inquiry-Based Approaches to Writing and Information Use
- Week 6: Building Our Praxes: Reflection & Next Steps
- Identify intersections between writing and information literacy instruction.
- Articulate intersections and disconnects between writing and information literacy instruction.
- Identify pedagogical concepts, theories, or approaches from writing studies or information literacy that inform or inspire your teaching.
- Identify challenges and opportunities that professional or disciplinary differences present for library-writing partnerships.
- Develop an instruction plan that applies conceptions from both information and writing studies in order to foster critical approaches to research and to research writing.
Participants may register up through the first week of a course. Please email abaer at inquiringteachers dot com with the registrant name(s), email address(es), and the course in which they wish to enroll.
Within one business day you will receive a registration confirmation and payment information. Payments can be made with personal or institutional credit cards or PayPal. If your institution prefers to receive a billing statement or to make purchase order, please indicate this in your email message.
About Inquiring Teachers Courses
In a small online community participants learn about pedagogical theories and practices relevant to information literacy education, while also developing an instruction plan for their unique teaching contexts. Throughout these courses participants provide one another with feedback and receive individualized feedback from the instructor. All courses are asynchronous, with flexible weekly schedules.
This professional development is unique in its emphasis on reflection and community and in its integration of learning research, accessible theory, and everyday teaching practice. To foster this environment, classes are small (no more than 15 people) and all participants are given ongoing personalized and detailed feedback. All courses are facilitated by educator and instruction librarian Andrea Baer, Ph.D.
(All Inquiring Teachers courses count as electives for the Certificate in Library Instruction from Library Juice Academy.)