Information Literacy at the Crossroads: The Convergence between the Research & Writing Processes

1. Information Literacy at the Crossroads: The Convergence between the Research & Writing Processes LOEX 2014May 9, 2013 LOEX 2014

2. Contact Information Susan Ariew Academic Services Librarian for Education University of South Florida sariew@usf.edu Blog: http://lib.usf.edu/edlibreport/ LOEX 2014

3. Objectives Exploring the comparison between the writing & research processes Discussing the role of librarians in the writing process Identifying teaching strategies that reflect both processes Offering resources for future learning LOEX 2014

4. Think, Pair, Share Turn to your neighbor, introduce yourself, and for three minutes brainstorm about where the writing and research processes intersect. Think about your own processes in terms of time and steps involved. LOEX 2014

5. The Writing Process Prewriting/Invention Critical Reading Organization/Thesis Composing/Drafting/Word-Processing Revision/Editing Documentation Proofreading LOEX 2014

6. Writing Process as Recursive LOEX 2014

7. The Research process Identifying & selecting manageable topics Creating a research questions Setting up a search plan Matching research questions & search terms to resources Identifying and evaluating your sources Citing sources appropriately LOEX 2014

8. Research Process is Also Recursive LOEX 2014

9. Where Research and Writing Overlap Which part of the writing process do you think librarians spend the most time in library instruction or at the reference desk? Prewriting Critical Reading Focusing/Organizing Composing/Drafting Documentation LOEX 2014

10. Where Research and Writing Overlap Prewriting Creating manageable topics Prewriting Evaluating sources (critical reading Composing/Drafting Assisting students as they discover “information gaps” in their papers DocumentationTeaching students to cite sources appropriately and avoid plagiarism LOEX 2014

11. Misconceptions What might be some misconceptions about the writing and research processes? How do misconceptions affect the work that occurs between academic faculty and librarians? LOEX 2014

12. Misconceptions Understanding the complexity of the research process as a subset of the writing process helps librarians understand: • Skills that are developed over time are not learned in a linear fashion but a recursive fashion • Expectations of learning transfer thus will change LOEX 2014

13. Looking at the Boundaries Librarians and Academic Faculty/Writing Instructors LOEX 2014

14. Strategies for Library Instruction Collaborating with academic faculty Adopting a “process” approach to teaching research similar to how writing is taught Scaffolding both writing and research within course management systems LOEX 2014

15. Embedded-ness to Teach Process Over Product “Flipping” instruction using tutorials, webcasts, or videos in course management systems to teach the basics. Using valuable class time to explore topics, set up a search plan, identify resources based on topics, and get students started on projects. Using course management systems to insert content to help students after instruction is conducted. LOEX 2014

16. Spending More Time with Students on Topic Selection Teaching students how to identify topics that are too narrow, too broad, and “just right” for assignments. Help students brainstorm topics for assignments Analyze student-selected topics in class Help students set up a search plan/concept mapping based on their topics before searching the literature (pre-searching similar to prewriting) LOEX 2014

17. References Kucer, S. B. (2009). Dimensions of literacy: A conceptual base for teaching reading and writing in school settings, New York: Routledge. Kvenild, C. & Calkins, K. (2011). Embedded instruction librarians: Moving beyond one-shot instruction, Chicago: ACRL. LOEX 2014

18. Thank you! Questions? LOEX 2014