No abstract

This article proposes that we use constructivist learning theory—primarily composition theory—to develop a pedagogy for the reference desk. This approach implies that reference is a form of teaching, and that to maximize their educational effectiveness, academic librarians need to approach reference transactions as academic conferences where teaching and learning take place.

Much has been written recently about the

Points out the similarities and differences between library instruction and writing instruction in the higher education curriculum. Notes that information literacy librarians can learn from the experiences of composition instructors regarding curricular revision and reform. Suggests that one of the keys to information literacy reaching its potential is to find common ground with programs like Writing across the Curriculum.