Incorporating Information Literacy Instruction in FYW as a TA
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 218/220
Proposal
As an TA with a prescribed FYW curricula, it can be hard to develop additional information literacy instruction to implement in the established coursework. Sometimes institutions do not have support for librarian hosted information literacy instruction and FYW instructors must decide if they will forego information literacy instruction or determine a way to implement it in class. As a progressing doctoral student and TA, I am researching various pedagogical methods of information literacy instruction that can be seamlessly implemented into FYW curricula. My lesson plan revolves around modeling research as a struggling doctoral student as an effort to deconstruct the veil of an all knowing instructor. Through my modeling, we first investigate the common terms of information literacy (digital literacy, multimodality, authorship, censorship, information literate, contributor, creator, disseminator). This assignment also includes continuous reflection/narration of their research process that illuminates their role as author and creator of content instead of passive seeker of information. The students write a research narrative prior to researching and after as a strategy of reflectively defining their inquiry questions and conclusions. This lesson plan seeks to enforce the frameworks “Authority is Constructed and Contextual,” “Information Creation as a Process,” “Information has Value,” and “Research as Inquiry,” by valuing their research process along with the final product of their research paper. Finally, this lesson plan positions students as authorities themselves and values their final paper as its own authoritative information construction.
Short Description
This presentation focuses on an information literacy instruction module incorporated in a FYW course, developed by a rhetoric and composition TA. This module includes defining key terms to information literacy, narrating and reflecting on the research process, and identifying students as authorities and creators of information and content.
Session Goals
To give FYW instructors a model lesson plan for incorporating information literacy instruction into their existing curricula.
Keywords
first year writing, information literacy, information literate, digital literacy, authority, inquiry, research
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Bradley, Rena O., "Incorporating Information Literacy Instruction in FYW as a TA" (2018). Georgia International Conference on Information Literacy. 64.
https://digitalcommons.georgiasouthern.edu/gaintlit/2018/2018/64
Incorporating Information Literacy Instruction in FYW as a TA
Room 218/220
As an TA with a prescribed FYW curricula, it can be hard to develop additional information literacy instruction to implement in the established coursework. Sometimes institutions do not have support for librarian hosted information literacy instruction and FYW instructors must decide if they will forego information literacy instruction or determine a way to implement it in class. As a progressing doctoral student and TA, I am researching various pedagogical methods of information literacy instruction that can be seamlessly implemented into FYW curricula. My lesson plan revolves around modeling research as a struggling doctoral student as an effort to deconstruct the veil of an all knowing instructor. Through my modeling, we first investigate the common terms of information literacy (digital literacy, multimodality, authorship, censorship, information literate, contributor, creator, disseminator). This assignment also includes continuous reflection/narration of their research process that illuminates their role as author and creator of content instead of passive seeker of information. The students write a research narrative prior to researching and after as a strategy of reflectively defining their inquiry questions and conclusions. This lesson plan seeks to enforce the frameworks “Authority is Constructed and Contextual,” “Information Creation as a Process,” “Information has Value,” and “Research as Inquiry,” by valuing their research process along with the final product of their research paper. Finally, this lesson plan positions students as authorities themselves and values their final paper as its own authoritative information construction.
