Subjects
information literacy, first-year writing, inquiry groups, intentional integration
Document Type
Research Article
Abstract
This article presents an exploratory study that examines how 11 first-year writing instructors’ conceptualizations of information literacy evolved over the course of their participation in an inquiry group co-developed and co-facilitated by the Libraries’ teaching faculty and the Director of Composition & Rhetoric at a public university in the United States. The authors developed a coding schema to identify the presence of information literacy-related themes and practices in pre- and post-program course syllabi and in reflective pieces submitted by instructors. The findings revealed that instructors’ use and applications of the ACRL Framework increased after the program, showing greater personal engagement as evidenced by more preferential application of frames most relevant to their learning goals. Moreover, instructors integrated those frames more fully into their instructional practices. The authors’ analysis of instructor-created artifacts provides a unique lens into disciplinary instructors’ conceptualizations of and approaches to information literacy while examining the impact of one path for collaboration and scalability of information literacy integration within a curriculum.
DOI
10.15760/comminfolit.2024.18.1.2
Persistent Identifier
https://archives.pdx.edu/ds/psu/42054
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Riehle, C. F., DeFrain, E., Minter, D., & Simons, J. (2024). Writing Instructors’ Intentional Integration of the Information Literacy Framework. Communications in Information Literacy, 18 (1), 5–37. https://doi.org/10.15760/comminfolit.2024.18.1.2