Reading, Research, and Writing: Teaching Information Literacy with Process-Based Research Assignments

From her experience with her own students, listening to reports from her colleagues, and laments in the library profession literature, Broussard began to suspect that the reason undergraduate students fail to engage in critical thinking while writing research papers is because of a lack of educational support from their instructors and librarians, rather than sloth. Focusing on writing assignments to teach information literacy, the assumed domain of librarians, she offers such perspectives as theoretical foundations of process-based information literacy, reading for comprehension and reading to write, high-stakes writing-from-sources, and turning theory into practice. Annotation ©2017 Ringgold, Inc., Portland, OR (protoview.com)