Teaching Information Literacy and Writing Studies

This volume, edited by Grace Veach, explores leading approaches to foregrounding information literacy in first-year college writing courses. Chapters describe cross-disciplinary efforts underway across higher education, as well as innovative approaches of both writing professors and librarians in the classroom. This seminal work unpacks the disciplinary implications for information literacy and writing studies as they encounter one another in theory and practice, during a time when fact or truth is less important than fitting a predetermined message. Topics include reading and writing through the lens of information literacy, curriculum design, specific writing tasks, transfer, and assessment.

Grace Veach holds an MA in library science from Northern Illinois University, and an MA and a PhD in English rhetoric and composition from University of South Florida. She is the chair of Foundational Core and was formerly dean of libraries at Southeastern University in Lakeland, Florida, where she founded the Writing Across the Curriculum and Writing Intensive programs. Veach has published in the areas of library science, literature, and rhetoric and composition.

This invaluable resource contributes careful scholarship to an urgent conversation in the field of writing studies: How to position the first-year composition class as antidote to the misinformation and disinformation against which we all struggle. Working with cornerstone documents and policies in the field, this volume brings librarians and rhetoricians together to describe fresh critiques of and improvements on teaching college writing, research, and information literacy. I particularly commend the editor and contributors for their attention to multiple classroom populations, languages, and literacies. These chapters are not offered as universal boilerplates, but as models of and reflections on pedagogies that recognize and appreciate difference in the classroom.