Integrating information literacy and writing.

Abstract Information literacy and writing instruction are a perfect fit. Both involve critical thinking, evaluation, integration, and research. Teaching information literacy in the context of a first-year writing course is often an ideal collaboration. This article describes an extremely successful example of such a closely integrated collaboration between the library and the campus writing program, particularly in the freshman-level writing course. The four elements of this collaborative information literacy instruction program are online reading themes, an extensive online tutorial, library seminars, and a Research Center. Introduction Information literacy instruction is currently being handled in many creative ways around the country. Some libraries rely on nonintegrated instruction such as the stand alone presentation. Many librarians teach the commonly used one shot instruction sessions, either in general education programs or first-year experience classes. Others teach credit courses in information literacy. Some fortunate librarians are able to collaborate closely with campus departments for integrated, programmatic information literacy instruction. [1] The University of Colorado at Boulder (CU) Libraries provide an example of a very fruitful, successful collaboration of this kind in its relationship with the campus writing program. It is a mutually beneficial relationship for all parties involved. Background and history CU is a Research I, doctoral-granting institution with 26,400 FTE students. In the last several years, the freshman class each year has hovered just above 5,000 students. The university has several colleges, one of which is Arts & Sciences, which encompasses disciplines in the sciences, social sciences, and the humanities. One of the many programs housed in Arts & Sciences is the Program for Writing and Rhetoric (PWR). The PWR is the newest generation of an existing campus writing program. A previous iteration of the program was called the University Writing Program (UWRP). A program review of the UWRP served as the inspiration for the creation of PWR. The UWRP conducted many writing courses, almost entirely at the upper division level and dominated by literature themes. Demand from the students, their parents, and the faculty for a lower-level, more interdisciplinary writing requirement developed over time. The PWR, as one of its most visible efforts, created a first year writing course that was targeted toward more levels of students, and reaches more incoming students. The course is currently required of 100% of incoming Arts & Sciences freshmen, which encompasses the majority of incoming students at the university. Talks have begun to expand the course requirement to all the incoming students in the colleges of Business and Engineering as well. The goals and objectives of the course were developed originally by a campus wide committee. The stated purpose of the course was "to help students think critically about the texts they read and the writing they produce, and to enable them to shape and express ideas with clarity and grace, whether in academic, professional, or civic contexts." The original committee included a librarian who successfully introduced the committee to the concepts of information literacy. Over time the original committee became committed to integrating information literacy into the first year writing course. This commitment was demonstrated by three decisions made early on. The committee decided to use the ACRL Information Literacy Competency Standards [2] as a foundation for the library component in the first-year writing course. Alter the first year, PWR also agreed to pay for part time staffing to help with the information literacy program. Third, the committee agreed that a portion of each student's overall grade would derive from student participation in the information literacy program. Having a librarian on the committee helped ensure strong support for collaboration from the teaching faculty, a common problem mentioned in library literature. …