Information literacy and Writing across the Curriculum: sharing the vision

Elmborg, James K.

doi:10.1108/00907320310460933

Cited by 45 publications

(19 citation statements)

References 8 publications

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“…The WAC movement presented a model since the 1970s for encouraging collaboration between faculty and librarians in developing composition and critical thinking skills (Bronshteyn & Baladad, 2006). WAC can provide information literacy with ways to resolve the increasingly irrelevant theory-practice divide as it places the student at the centre of the educational process (Elmborg, 2003). Unfortunately, it would be utterly naïve presume that researchers easily (and readily) accept the need for acquiring data literacy skills.…”

Section: Data Literacy and Information Literacymentioning

confidence: 99%

Data literacy: in search of a name and identity

Koltay

2015

Journal of Documentation

126

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Purpose – The role of data literacy is discussed in the light of such activities as data a quality, data management, data curation, and data citation. The differing terms and their relationship to the most important literacies are examined. The paper aims to discuss these issues. Design/methodology/approach – By stressing the importance of data literacy in fulfilling the mission of the contemporary academic library, the paper centres on information literacy, while the characteristics of other relevant literacies are also examined. The content of data literacy education is explained in the context of data-related activities. Findings – It can be concluded that there is a need for data literacy and it is advantageous to have a unified terminology. Data literacy can be offered both to researchers, who need to become data literate science workers and have the goal to educate data management professionals. Several lists of competencies contain important skills and abilities, many of them indicating the close relationship between data literacy and information literacy. It is vital to take a critical stance on hopes and fears, related to the promises of widespread ability of (big) data. Originality/value – The paper intends to be an add-on to the body of knowledge about information literacy and other literacies in the light of research data and data literacy.

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Section: Data Literacy and Information Literacymentioning

confidence: 99%

Data literacy: in search of a name and identity

Koltay

2015

Journal of Documentation

126

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“…Many of these perspectives could be employed just as effectively to understand information literacy." 5 What remains to be discussed in greater detail is how collaborations between composition and rhetoric and IL might work both in theory and in practice. This article is not meant as a description of how such collaboration could be replicated elsewhere but is, instead, an attempt to show how one librarian and one professor collaborated on a shared pedagogical vision and to illustrate what emerged from a collaborative venture.…”

Section: Transforming the One-shot Library Session Into Pedagogical Cmentioning

confidence: 99%

Transforming the One-Shot Library Session into Pedagogical Collaboration

Jacobs¹,

Jacobs²

2009

Reference &Amp; User Services Quarterly

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“…39 These efforts are complementary, particularly given that both programs can aptly apply genre theory to their teaching pedagogy. In describing the connection between genre theory and student writing, James Slevin explains, When a political scientist, or historian, or philosopher discusses the writing she studies and teaches (e.g., the texts of Locke and Hume), and the scholarly and student writing which intends to say something convincing about those texts, what does she mean by writing and how are these various texts related to one another?…”

Section: Genre Theory Applied To Writing and Critical Information Litmentioning

confidence: 99%

Librarians as Disciplinary Discourse Mediators: Using Genre Theory to Move Toward Critical Information Literacy

Simmons¹

2005

pla

143

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This article proposes that we extend our information literacy instruction programs to include tenets of genre theory as a way to move toward a more critical stance in our pedagogy. By developing an anthropologist's sensitivity to culture, academic librarians can learn the characteristics of the academic disciplines and then help students learn these characteristics as a way for them to understand the rhetorical practices in these fields. In making tacit practices visible, librarians can facilitate students' transitions into the cultures of their chosen disciplines. In this way, we can help students see that information is constructed and contested not monolithic and apolitical.

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Information literacy and Writing across the Curriculum: sharing the vision

Cited by 45 publications

References 8 publications

Data literacy: in search of a name and identity

Data literacy: in search of a name and identity

Transforming the One-Shot Library Session into Pedagogical Collaboration

Librarians as Disciplinary Discourse Mediators: Using Genre Theory to Move Toward Critical Information Literacy

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