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

SUSAN ARIEW ACADEMIC SERVICES LIBRARIAN FOR EDUCATION UNIVERSITY OF SOUTH FLORIDA BLOG: ORT / ORT / LOEX Contact Information

Objectives LOEX 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 LOEX 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 LOEX Prewriting/Invention Critical Reading Organization/Thesis Composing/Drafting/Word-Processing Revision/Editing Documentation Proofreading

Writing Process as Recursive LOEX

The Research process LOEX 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

Research Process is Also Recursive LOEX

Where Research and Writing Overlap LOEX 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

Where Research and Writing Overlap LOEX 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

Misconceptions LOEX 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 LOEX 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 LOEX Librarians and Academic Faculty/Writing Instructors

Strategies for Library Instruction LOEX 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

Embedded-ness to Teach Process Over Product LOEX “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 LOEX 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)

References LOEX 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! LOEX Questions?