| Series |
Purdue Information Literacy Handbooks
Purdue information literacy handbooks. ^A1258007
|
| Contents |
Cover; Copyright; Contents; Foreword; Introduction; Part I: Lenses, Thresholds, and Frameworks; Chapter 1: Collaboration as Conversations: When Writing Studies and the Library Use the Same Conceptual Lenses; Chapter 2: Knowledge Processes and Program Practices: Using the WPA Outcomes Statement and the ACRL Framework for Information Literacy for Curricular Renewal; Chapter 3: Writing with the Library: Using Threshold Concepts to Collaboratively Teach Multisession Information Literacy Experiences in First-Year Writing; Part II: Collaboration and Conversation |
| Contents |
Chapter 4: Supplanting the Research Paper and One-Shot Library Visit: A Collaborative Approach to Writing Instruction and Information Literacy chapter 5: Prioritizing Academic Inquiry in the First-Year Experience: Information Literacy and Writing Studies in Collaboration; Chapter 6: Pressing the Reset Button on (Information) Literacy in FYW: Opportunities for Library and Writing Program Collaboration in Research-Based Composition; Chapter 7: Research as Inquiry: Teaching Questioning in FYC for Research Skills Transfer |
| Contents |
Chapter 8: Joining the Conversation: Using a Scaffolded Three-Step Information Literacy Model to Teach Academic Research at a Community College; Part III: Pedagogies and Practices; Chapter 9: Promoting Self-Regulated Learning in the First-Year Writing Classroom: Developing Critical Thinking in the Selection of Tools and Sources; Chapter 10: Using Information Literacy Tutorials Effectively: Reflective Learning and Information Literacy in First-Year Composition |
| Contents |
Chapter 11: Using Object-Based Learning to Analyze Primary Sources: New Directions for Information Literacy Instruction in a First-Year Writing Course; Part IV: Classroom-Centered Approaches to Information Literacy; Chapter 12: Communities of Information: Information Literacy and Discourse Community Instruction in First-Year Writing Courses; Chapter 13: A Cooperative, Rhetorical Approach to Research Instruction: Refining Our Approach to Information Literacy Through Umbrellas and BEAMs |
| Contents |
Chapter 14: Food for Thought: Writing About Culinary Traditions and the Integration of Personal and Academic Writing; Chapter 15: Creating a Multimodal Argument: Moving the Composition Librarian Beyond Information Literacy; Chapter 16: Project-Based Learning: How an English Professor and a Librarian Engaged Hispanic Students' Emerging Information Literacy Skills; Chapter 17: Adapting for Inclusivity: Scaffolding Information Literacy for Multilingual Students in a First-Year Writing Course; Part V: Making a Difference |
| General note | Chapter 18: Are They Really Using What I'm Teaching?: Applying Dynamic Criteria Mapping to Cultivate Consensus on Information Literacy |
| Bibliography note | Includes bibliographical references and index. |
| Source of description | Description based on online resource; title from digital title page (viewed on October 08, 2018). |
| Issued in other form | Print version: Veach, Grace Teaching Information Literacy and Writing Studies : Volume 1, First-Year Composition Courses Ashland : Purdue University Press,c2018 9781557538284 |
| Genre/form | Electronic books. |
| ISBN | 9781612495484 (electronic bk.) |
| ISBN | 1612495486 (electronic bk.) |
| ISBN | 9781612495477 (electronic bk.) |
| ISBN | 1612495478 (electronic bk.) |
| Stock number | 1CE0D4CF-AF83-483A-83A6-A42F83B83856 OverDrive, Inc. http://www.overdrive.com |
