LOEX 2014MAY 9 , 2013

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Information Literacy at the Crossroads: The Convergence between

the Research & Writing Processes

S U S A N A R I E W

A C A D E M I C S E R V I C E S L I B R A R I A N F O R E D U C AT I O N

U N I V E R S I T Y O F S O U T H F L O R I D A

S A R I E W @ U S F. E D U

B L O G : H TT P : / / L I B . U S F. E D U / E D L I B R E P O R T/

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Contact Information

Objectives

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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

Think, Pair, Share

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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.

The Writing Process

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Prewriting/InventionCritical ReadingOrganization/ThesisComposing/Drafting/Word-ProcessingRevision/EditingDocumentationProofreading

Writing Process as Recursive

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The Research process

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Identifying & selecting manageable topicsCreating a research questionsSetting up a search planMatching research questions & search terms to resourcesIdentifying and evaluating your sourcesCiting sources appropriately

Research Process is Also Recursive

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Where Research and Writing Overlap

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Which part of the writing process do you think librarians spend the most time in library instruction or at the reference desk?

PrewritingCritical ReadingFocusing/OrganizingComposing/DraftingDocumentation

Where Research and Writing Overlap

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Prewriting Creating manageable topicsPrewriting Evaluating sources (critical

readingComposing/Drafting Assisting students as

they discover “information gaps” in their papers

DocumentationTeaching students to cite sources appropriately and avoid plagiarism

Misconceptions

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What might be some misconceptions about the writing

and research processes? How do misconceptions affect

the work that occurs between academic faculty and

librarians?

Misconceptions

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Understanding the complexity of the research process as a subset of the writing process helps librarians understand: 1) Skills that are developed over time are not

learned in a linear fashion but a recursive fashion

2) Expectations of learning transfer thus will change

Looking at the Boundaries

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Librarians and Academic Faculty/Writing Instructors

Strategies for Library Instruction

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Collaborating with academic facultyAdopting a “process” approach to teaching

research similar to how writing is taughtScaffolding both writing and research

within course management systems

Embedded-ness to Teach Process Over Product

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“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.

Spending More Time with Students on Topic Selection

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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 classHelp students set up a search plan/concept

mapping based on their topics before searching the literature (pre-searching similar to prewriting)

References

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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.

Thank you!

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Questions?