Reading, Research, and Writing : Teaching Information Literacy with Process-Based Research Assignments.

Intro -- Table of Contents -- Acknowledgements -- Chapter 1 -- Why Learn about Reading and Writing? -- Why Are Reading and Writing So Hard? -- Why Do Librarians Need to Revisit the Research on Reading and Writing? -- This Book -- Notes -- Chapter 2 -- Theoretical Foundations of Process-Based Information Literacy -- Cognitive Needs -- Affective Needs -- Encouraging Students' Cognitive and Affective Progress -- A Theory of Process-Based Information Literacy -- Reflections on Process-Based Information Literacy -- Notes -- Chapter 3 -- Informal, Low-Stakes Writing -- Process, Creativity, and Low-Stakes Writing -- Types of Low-Stakes Writing -- Purposes of Low-Stakes Writing -- Conclusion -- Notes -- Chapter 4 -- Reading for Comprehension and Reading to Write -- Meaning Making from Texts -- Reading and the Framework -- Reading Comprehension Strategies to Teach Students -- Conclusion -- Notes -- Chapter 5 -- High-Stakes Writing-from-Sources -- Assignment Design -- Instructional Supports -- Conclusion -- Notes -- Chapter 6 -- Turning Theory into Practice -- Question 1: -- Is There a Recommended Framework for Implementation That Would Help Librarians Put This Theory into Practice? -- Question 2: -- What Do Librarians Need to Give Up in Order to Move toward a Rhetorical, Process-Based Approach to Information Literacy Instruction? -- Question 3: -- Are There Any Time-Management Strategies to Facilitate Process-Based Information Literacy Instruction? -- Question 4: -- Lifelong Learning and Developing Complex Research Skills over Time Require Students to Transfer Their Information Literacy Skills from One Context to Another. How Do Librarians Teach for Knowledge Transfer? -- Question 5: -- How Do Librarians Manage Change at the Program Level? -- Conclusion -- Notes.

In six chapters-including a final chapter on turning theory into practice-Reading, Research, and Writing is an in-depth, interdisciplinary look at the literature in rhetoric and composition studies, reading comprehension, cognitive psychology, education theory, and library and information science that captures what academic librarians and their teaching faculty collaborators should know about reading and writing to improve undergraduate writing-from-sources assignments. The implications for such an understanding include improving students' motivation to research, analyze, and synthesize information at a deeper level; improving librarians' ability to influence effective assignment design among teaching faculty; and opening new avenues of meaningful formative assessment in library instruction.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.