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
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Scarbrough 1
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)
Recommended Citation
Friend, Christy, "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" (2013). Georgia International Conference on Information Literacy. 75.
https://digitalcommons.georgiasouthern.edu/gaintlit/2013/2013/75
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.
