Presentation Title

Reframing Information Literacy Skills As Rhetorical Practices: Report on a Pedagogical Collaboration between First-Year Composition and Academic Librarians at the University of South Carolina

Location

Scarbrough 1

Type of Presentation

Individual paper/presentation (20 minute presentation)

Target Audience

Higher Education

Abstract

See presentation description.

Presentation Description

Classical rhetorical theory offers a theoretical framework uniquely suited to foster students’ development of information literacy. This framework informed a collaborative effort between the First-Year English program and the University Libraries at the University of South Carolina to develop a course that teaches information literacy as a thoroughly rhetorical practice. By teaching information literacy as a set of higher order skills via repeated application, the course attempts to situate information literacy within a concrete set of reading, writing, and research practices.

Keywords

Classical rhetorical theory, Information literacy, Library-faculty collaboration, College freshman

Publication Type and Release Option

Presentation (Open Access)

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Aug 24th, 11:15 AM Aug 24th, 12:45 PM

Reframing Information Literacy Skills As Rhetorical Practices: Report on a Pedagogical Collaboration between First-Year Composition and Academic Librarians at the University of South Carolina

Scarbrough 1

See presentation description.