Foreword
Introduction
Part I: Lenses, Thresholds, and Frameworks
1. COLLABORATION AS CONVERSATIONS: When Writing Studies and the Library Use the Same Conceptual Lenses, by Jennifer Anderson, Glenn Blalock, Lisa Louis, and Susan Wolff Murphy
2. Knowledge Processes and Program Practices: Using the WPA Outcomes Statement and the ACRL Framework for Information Literacy for Curricular Renewal, by Margaret Artman and Erica Frisicaro-Pawlowski
3. Writing with the Library: Using Threshold Concepts to Collaboratively Teach Multisession Information Literacy Experiences in First-Year Writing, by Brittney Johnson and I. Moriah McCracken
Part II: Collaboration and Conversation
4. Supplanting the Research Paper and One-Shot Library Visit: A Collaborative Approach to Writing Instruction and Information Literacy, by Valerie Ross and Dana M. Walker
5. Prioritizing Academic Inquiry in the First-Year Experience: Information Literacy and Writing Studies in Collaboration, by Alanna Frost, Lacy Marschalk, David Cook, and Michael Manasco, with Gaines Hubbell
6. Pressing the Reset Button on (Information) Literacy in FYW: Opportunities for Library and Writing Program Collaboration in Research-Based Composition, by William FitzGerald and Zara T. Wilkinson
7. Research as Inquiry: Teaching Questioning in FYC for Research Skills Transfer, by Katherine Field-Rothschild
8. Joining the Conversation: Using a Scaffolded Three-Step Information Literacy Model to Teach Academic Research at a Community College, by Melissa Dennihy and Neera Mohess
Part III: Pedagogies and Practices
9. Promoting Self-Regulated Learning in the First-Year Writing Classroom: Developing Critical Thinking in the Selection of Tools and Sources, by Robert Hallis
10. Using Information Literacy Tutorials Effectively: Reflective Learning and Information Literacy in First-Year Composition, by Emily Standridge and Vandy Dubre
11. Using Object-Based Learning to Analyze Primary Sources: New Directions for Information Literacy Instruction in a First-Year Writing Course, by Crystal Goldman and Tamara Rhodes
Part IV: Classroom-Centered Approaches to Information Literacy
12. Communities of Information: Information Literacy and Discourse Community Instruction in First-Year Writing Courses, by Cassie Hemstrom and Kathy Anders
13. A Cooperative, Rhetorical Approach to Research Instruction: Refining Our Approach to Information Literacy Through Umbrellas and BEAMs, by Amy Lee Locklear and Samantha McNeilly
14. Food for Thought: Writing About Culinary Traditions and the Integration of Personal and Academic Writing, by Tom Pace
15. Creating A Multimodal Argument Moving the Composition Librarian Beyond Information Literacy, by M. Delores Carlito
16. Project-Based Learning: How an English Professor and a Librarian Engaged Hispanic Students’ Emerging Information Literacy Skills, by Dagmar Stuehrk Scharold and Lindsey Simard
17. Adapting for Inclusivity: Scaffolding Information Literacy for Multilingual Students in a First-Year Writing Course, by Emily Crist and Libby Miles
Part V: Making a Difference
18. Are They Really Using What I’m Teaching?: Applying Dynamic Criteria Mapping to Cultivate Consensus on Information Literacy, by Nicholas N. Behm, Margaret Cook, and Tina S. Kazan
19. Google, Baidu, the Library, and The ACRL Framework: Assessing Information-Seeking Behaviors of First-Year Multilingual Writers Through Research-Aloud Protocols, by Lilian W. Mina, Jeanne Law Bohannon, and Jinrong Li
20. You Got Research in My Writing Class Embedding Information Literacy in a First-Year Composition Course, by Elizabeth Brewer, Martha Kruy, Briana McGuckin, and Susan Slaga-Metivier
21. Teaching for Transfer?: Nonexperts Teaching Linked Information Literacy and Writing Classes, by Marcia Rapchak and Jerry Stinnett
22. Addressing the Symptoms: Deep Collaboration for Interrogating Differences in Professional Assumptions, by Donna Scheidt, William J. Carpenter, Holly Middleton, and Kathy Shields
Contributors
Index
