While writing skills are widely acknowledged as key to academic success, information literacy is seldom recognized as essential to the writing process and, therefore, is often marginally addressed in the content classroom. This session addresses a collaborative instruction project between a librarian and composition instructor, in which we focused on helping CO130 students integrate their argumentative writing with effective sources to support their research by locating and evaluating both popular and scholarly sources. The goal of this project was to help students integrate the sources they chose into the process of refining their topics, exploring perspectives on their topics, and writing their papers. We also focused on the evaluation of information resources to try to help students develop critical thinking skills, identify relevant sources, and recognize poor information sources, including fake news. The ultimate goal of this project was to help students improve their writing and research skills by coming to recognize the interchange between information utilization, critical thinking, and writing.
Goals and Target Audience:
This session is aimed at teaching faculty, particularly those who have a strong focus on writing skills in their courses. The purpose is to discuss ways to integrate information literacy into assignments and class activities, for the ultimate purpose of improving writing and critical thinking.