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Pub Date: |
2010-07-16 |
Pub Type(s): |
Reports - Descriptive; Speeches/Meeting Papers |
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Descriptors:
Information Literacy; Librarian Teacher Cooperation; College Faculty; Coordinators; College Curriculum; Integrated Curriculum; Curriculum Development; Writing Instruction; Outcomes of Education; Barriers; Faculty Development
Abstract:
This narrative describes collaboration among librarians, writing program coordinator, and professors on an information literacy task force. Their attempts to infuse the University's curriculum with information literacy are described. Authors define the term, explain its history with three professional organizations, and describe processes for engaging the faculty in grasping the range to ACRL [Association of College and Research Libraries] Standards, performance indicators, and outcomes. Authors show how mapping outcomes may be foundational for designing curriculum in response to the needs of learners and educators amidst constantly evolving systems. Collaborative efforts at integrating IL [Information Literacy] workshops into Core writing courses are described. In a culture of evolving digital literacy, infusing IL skills at points of need, and developing accessible guides about using resources in evolving systems are described. The following are appended: (1) Writing Across the Curriculum Survey Administered Electronically through the University's System in Spring 2010; (2) Information Literacy Learning Outcomes, Pedagogy, Assessment & Standards by Course: English 101 and English 102 in AY 2009-2010; (3) 2009-2010 Feature Analysis Rubric for Analytic Writing; (4) Scoring Guide for Writing Samples 2010-2011: Assessing Writing for Overall Quality and for Isolated Features; (5) Screen Capture of Online LibGuides 2009-2010; and (6) Screen Capture of LibGuide for EfolioPA 2009-2010. (Contains 1 footnote and 2 figures.)
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Pub Date: |
2001-03-00 |
Pub Type(s): |
Guides - Non-Classroom; Speeches/Meeting Papers |
Peer Reviewed: |
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Descriptors:
Administrator Role; Faculty Workload; Higher Education; Institutional Cooperation; Program Administration; Writing (Composition); Writing Instruction; Writing Teachers
Abstract:
The writing program administrator (WPA) at a small, Catholic liberal arts college has many roles in fulfilling her job responsibilities and upholding institutional values, which include collaboration, dialogue, and application of knowledge to benefit others and the environment. Some of these roles include: teaching four courses, engaging in committee work, curriculum planning, participating in service learning and community outreach, developing a writing resources Web site, and advising students and student organizations. Even while on sabbatical, the WPA acts as a consultant for the college. The WPA participates collaboratively in designing various workshops for faculty development and exchange of ideas, and she also participates in the field. Finally, the WPA utilizes the institution's mission statement and policy in administering the writing program and in being part of a dialogue for change. (Contains 10 references. An annotated 10-item list of works cited in the paper and the presentation is attached.) (EF)
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Pub Date: |
1999-03-25 |
Pub Type(s): |
Opinion Papers; Speeches/Meeting Papers |
Peer Reviewed: |
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Descriptors:
Anger; Antisocial Behavior; Emotional Response; Higher Education; Inquiry; Learning Processes; Student Motivation; Student Reaction; Teacher Student Relationship; Writing Instruction; Writing Teachers
Abstract:
Writing teachers notice how students who succeed with their written projects often do so after they have moved to a kind of anger either with themselves or the project, with external stimuli, or with a general sense of injustice. They are stimulated by the emotion to creative problem solving, and as an effect, they may succeed at eliminating the perceived problem or injustice and overcoming the sense of injury. This type of expression of anger might lead to anti-social features in the writing--disrespect, unconventional language, threatening statements, manifestations of hate, severe sarcasm and contempt for the rights of others, and contempt for the status quo. Anger, however, can channel a writer's thoughts to creative problem solving with socially acceptable language choices in the writing. In all cases, a response to the emotion driving the written response seems called for, and writing instructors may need to understand and consider boundaries for their roles in each of these situations that reveal a rhetorical nature of anger. A survey of 28 teachers in the 1998 summer institute of the PA Writing Project elicited identification of anger as a constructive starting point in their own personal lives and as civically responsible individuals. Pro-active manifestations of anger relate to how learners solve problems they define, remove doubts they have identified, or pursue other types of inquiry related to active learning processes. (Contains 24 references.) (NKA)
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