1. LOEX 2014 MAY 9, 2013 LOEX 2014 1 Information Literacy at the Crossroads: The Convergence between the Research & Writing Processes

2. SUSAN ARIEW ACADEMIC SERVICES LIBRARIAN FOR EDUCATION UNIVERSITY OF SOUTH FLORIDA SARIEW@USF.EDU BLOG: HTTP://LIB.USF.EDU/EDLIBREP ORT / HTTP://LIB.USF.EDU/EDLIBREP ORT / LOEX 2014 2 Contact Information

3. Objectives LOEX 2014 3 Exploring the comparison between the writing & research processes Discussing the role of librarians in the writing process Identifying teaching strategies that reflect both processes Offering resources for future learning

4. Think, Pair, Share LOEX 2014 4 Turn to your neighbor, introduce yourself, and for three minutes brainstorm about where the writing and research processes intersect. Think about your own processes in terms of time and steps involved.

5. The Writing Process LOEX 2014 5 Prewriting/Invention Critical Reading Organization/Thesis Composing/Drafting/Word-Processing Revision/Editing Documentation Proofreading

6. Writing Process as Recursive LOEX 2014 6

7. The Research process LOEX 2014 7 Identifying & selecting manageable topics Creating a research questions Setting up a search plan Matching research questions & search terms to resources Identifying and evaluating your sources Citing sources appropriately

8. Research Process is Also Recursive LOEX 2014 8

9. Where Research and Writing Overlap LOEX 2014 9 Which part of the writing process do you think librarians spend the most time in library instruction or at the reference desk? Prewriting Critical Reading Focusing/Organizing Composing/Drafting Documentation

10. Where Research and Writing Overlap LOEX 2014 10 Prewriting  Creating manageable topics Prewriting  Evaluating sources (critical reading Composing/Drafting  Assisting students as they discover “information gaps” in their papers Documentation  Teaching students to cite sources appropriately and avoid plagiarism

11. Misconceptions LOEX 2014 11 What might be some misconceptions about the writing and research processes? How do misconceptions affect the work that occurs between academic faculty and librarians?

12. Misconceptions LOEX 2014 12 Understanding the complexity of the research process as a subset of the writing process helps librarians understand: 1) Skills that are developed over time are not learned in a linear fashion but a recursive fashion 2) Expectations of learning transfer thus will change

13. Looking at the Boundaries LOEX 2014 13 Librarians and Academic Faculty/Writing Instructors

14. Strategies for Library Instruction LOEX 2014 14 Collaborating with academic faculty Adopting a “process” approach to teaching research similar to how writing is taught Scaffolding both writing and research within course management systems

15. Embedded-ness to Teach Process Over Product LOEX 2014 15 “Flipping” instruction using tutorials, webcasts, or videos in course management systems to teach the basics. Using valuable class time to explore topics, set up a search plan, identify resources based on topics, and get students started on projects. Using course management systems to insert content to help students after instruction is conducted.

16. Spending More Time with Students on Topic Selection LOEX 2014 16 Teaching students how to identify topics that are too narrow, too broad, and “just right” for assignments. Help students brainstorm topics for assignments Analyze student-selected topics in class Help students set up a search plan/concept mapping based on their topics before searching the literature (pre-searching similar to prewriting)

17. References LOEX 2014 17 Kucer, S. B. (2009). Dimensions of literacy: A conceptual base for teaching reading and writing in school settings, New York: Routledge. Kvenild, C. & Calkins, K. (2011). Embedded instruction librarians: Moving beyond one-shot instruction, Chicago: ACRL.

18. Thank you! LOEX 2014 18 Questions?