Step by Step through the Scholarly Conversation: A Collaborative Library/Writing Faculty Project to Embed Information Literacy and Promote Critical Thinking in First Year Composition at Oregon State University

Abstract

At Oregon State University, writing instructors and librarians collaboratively teach research writing and information literacy in first year composition courses. A four-week unit focuses on the connections between critical thinking, writing and learning, and information literacy. This article describes the process of developing, implementing, and refining this collaborative curriculum. By using assignments and texts that model a recursive critical research and writing process for students, librarians and writing instructors help students think more deeply and critically about their topics.

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