1. The More the Merrier: Embedding Information Literacy and Writing Support into a Writing-Intensive Course
Kelly Spiese, Reference and Instruction Librarian, Wilson College
Sarah Feldberg, Academic Writing Coordinator, Wilson College

2. Course and Curriculum Information
Honors: Climate Change, Liberal Arts Perspective
Course Description
A multidisciplinary study on climate change: its causes and implications for both humans and the natural world. This course will draw from multiple disciplines to redefine the environmental problem of climate change outside of the boundaries of environmental studies.
Course goals
For specific course content:
Understand the history of global climate change
Understand the atmospheric science components of climate change
Analyze how the impacts of climate change affect different  socio-economic groups and nations
Determine the likely impacts of climate change on biodiversity
Gain an appreciation of the ethical dimensions of climate change
Understand  the global politics behind action on climate change
Mention the fake UN negotiations – neat class with innovative praxis, but research and writing got a little lost

3. Writing-Intensive Courses
Writing Is Integrated into the Course.
Writing Assignments and Writing Goals Are Described.
Students Do a Substantial Amount of Writing.
Students Have the Opportunity to Engage in Revision and Receive Feedback.
Class Time is Designated for Writing Instruction.
No WAC program at Wilson, WI guidelines sometimes adapted v. loosely or in ways in which their integrity suffers

4. What We Did Outside the Classroom Inside the Classroom
Assignment Design – annotated bibliography with rubric
Selection of a citation style
Provided written and oral feedback on submitted assignments; professor weighed our feedback when grading
Extensive Coordination (attending one another’s workshops, touching base often with each other and faculty member)
Information Literacy Workshop
Working with Sources/APA Style Workshop
Assignment-Specific Writing Workshop
Mandatory one-on-one reference and writing lab appointments
reminders
All materials were tailored to assignment and course objectives.
Kelly – Outside the classroom; Sarah, inside the classroom

5. Why We Did It
Writing Intensive course in a discipline not normally affiliated with writing
Professor was relaxed, approachable, and interested in exploring different modalities and ideas in the classroom.
Research and writing instruction were “sidelined” a bit in previous iterations of the course.
We initiated extensive collaboration during Spring ‘17, marketing Wilson’s Personal Librarian Program and Writing Lab as integrated services to reiterate the idea that research and writing are interrelated processes.
Kelly speak to collaboration,

6. Presentation Highlights
Kelly

7. Presentation Highlights
Writing Presentations focused on higher order concerns and addressing the “why’s” of citation practices to make them less arbitrary
Writing instruction – always discuss the “why” as well as the how to increase students’ level of motivation. Incorporate writing pedagogy by focusing on HOCS before LOCS, content and critical reading. Used examples from Kelly’s samples sources.

10. Assessment Results: Research

11. Assessment Results: Writing

12. Faculty Feedback
At the course’s end, we asked the faculty member we had collaborated with several questions to informally assess our involvement in the class.
“My initial response is that the most important thing  you both did was to show  up and tell the students how you can help them. This allayed fears in the students. The first class that  you each ran, was extremely helpful and this  encouraged them  to see you. Having the carrot and  stick  helped—that you were there to help, but  also that they were accountable to see each of you.”

13. Project Impact: Reflections
Improved visibility
Reduced “remedial” image of services
Aided in tutor recruitment
Furthered institutional selling points – high-touch factor
Reiterated the idea of an interconnected, holistic research and writing process
Expanded parameters of the personal librarian program
Helped further the aims of a Mellon Foundation grant and Title III objectives
Title III Commendation

14. Questions?
Kelly Spiese, Sarah Feldberg,