Building Bridges in a Hybrid World: Information Literacy, Writing, Disciplinary Expertise, and General Education
Type of Presentation
Individual paper/presentation
Conference Strand
Outreach and Partnership
Target Audience
Higher Education
Second Target Audience
K-12
Location
Individual Papers
Relevance
Our proposal addresses the design and implementation of faculty development programming to support courses linking writing and information literacy.
Proposal
This paper explores partnerships between writing programs, libraries, and disciplinary instructors cultivating information literacy through writing. We argue that general education programs become hybrid spaces where academic librarians, writing program administrators, and disciplinary faculty must collaborate across boundaries, simultaneously acting as experts and outsiders.
Drawing on our experiences working with faculty working on courses r to address new general education outcomes for writing and information literacy at foundational and advanced levels, we examine hybrid spaces created for teaching and learning. Using narrative experiences to help faculty identify pedagogical values and describe student experiences, the structure of our faculty development program coaches faculty to consider the cognitive and emotional dimensions of learning. Narrative exercises put faculty in learning positions outside their own disciplines, and we explore how shifting senses of expertise illuminate course and assignment development. Using stories as a way to lead the process of outcomes-based course and assignment design enabled our own work to create affective room in our ongoing workshops. Just as we advise faculty to attend to the full range of student experiences in their classes, we restructured our workshops to attend to faculty’s emotional needs as well as cognitive ones.
Our narrative development model supports faculty cohorts expanding approaches to teaching threshold concepts from writing, information literacy and their disciplines; and models how academic libraries can become a hub for curriculum development work. This paper will, we hope, inspire others to collaborate on meaningful faculty development offerings suppoting multidisciplinary writing and information literacy efforts.
Short Description
We explore faculty development partnerships between academic libraries and writing programs to support the teaching of information literacy entwined with writing. Using narrative exercises to help faculty identify assumptions, values, and learning outcomes, we weave attention to cognitive and emotional dimensions of teaching and learning.
Keywords
information literacy; writing; narrative
Publication Type and Release Option
Event
Recommended Citation
Harrington, Susanmarie and Benson, Daisy, "Building Bridges in a Hybrid World: Information Literacy, Writing, Disciplinary Expertise, and General Education" (2022). Georgia International Conference on Information Literacy. 32.
https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/32
Building Bridges in a Hybrid World: Information Literacy, Writing, Disciplinary Expertise, and General Education
Individual Papers
This paper explores partnerships between writing programs, libraries, and disciplinary instructors cultivating information literacy through writing. We argue that general education programs become hybrid spaces where academic librarians, writing program administrators, and disciplinary faculty must collaborate across boundaries, simultaneously acting as experts and outsiders.
Drawing on our experiences working with faculty working on courses r to address new general education outcomes for writing and information literacy at foundational and advanced levels, we examine hybrid spaces created for teaching and learning. Using narrative experiences to help faculty identify pedagogical values and describe student experiences, the structure of our faculty development program coaches faculty to consider the cognitive and emotional dimensions of learning. Narrative exercises put faculty in learning positions outside their own disciplines, and we explore how shifting senses of expertise illuminate course and assignment development. Using stories as a way to lead the process of outcomes-based course and assignment design enabled our own work to create affective room in our ongoing workshops. Just as we advise faculty to attend to the full range of student experiences in their classes, we restructured our workshops to attend to faculty’s emotional needs as well as cognitive ones.
Our narrative development model supports faculty cohorts expanding approaches to teaching threshold concepts from writing, information literacy and their disciplines; and models how academic libraries can become a hub for curriculum development work. This paper will, we hope, inspire others to collaborate on meaningful faculty development offerings suppoting multidisciplinary writing and information literacy efforts.
