Title

“Writing Information Literacy” Revisited: From Theory to Practice in the Classroom

Document Type

Article

Publication Date

2010

Publication Title

Reference and User Services Quarterly

Volume

49

Issue

3

First page number:

225

Last page number:

230

Abstract

Librarians and writing instructors are longtime allies that share the goal of teaching information literacy (IL). The IL concept, however, has been undertheorized in its relationship to writing pedagogy. In a series of articles on writing and IL, Norgaard challenges librarians and writing instructors to engage in an “informed conversation between writing and information literacy as disciplines and fields of endeavor.” Removing the usual “and,” Norgaard defines “writing information literacy” as “the notion that writing theory and pedagogy can and should have a constitutive influence on our conception of information literacy.”1 He suggests that the IL theory should also have a reciprocal influence on composition pedagogy.

Keywords

Academic writing; Academic writing--Study and teaching; Information literacy; Librarians

Disciplines

Education | Higher Education | Information Literacy | Library and Information Science

Language

English

Permissions

Use Find in Your Library, contact the author, or use interlibrary loan to garner a copy of the article. Publisher copyright policy allows author to archive post-print (author’s final manuscript). When post-print is available or publisher policy changes, the article will be deposited.

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