Excellent opportunities for promoting information literacy are available when librarians become collaborators in integrative learning initiatives, such as Writing Across the Curriculum, the Freshman Year Experience, and Learning Communities. Examples of successful collaborations are given. It is noted that the most significant challenge that remains involves assessment of information literacy in these programs.
Writing for Understanding is an approach to writing instruction, at all grade levels, that recognizes that at the heart of effective writing is the building of meaning, expressed in a way so that others can follow the writer’s thinking.
This paper provides a contextual, discourse analytical account of one writing consultation between a faculty-based language adviser and a Master of Public Health NESB student. The findings show that the consultation was a dynamic exchange during which a range of meanings were negotiated. The findings also show that the adviser scaffolded the student’s academic writing and learning in a number of ways
S. Scherer, N. Weibel, L. Morency, and S. Oviatt. Proceedings of the 1st International Workshop on Multimodal Learning Analytics, page 1:1--1:8. New York, NY, USA, ACM, (2012)Workshop Paper.
M. Scardamalia, and C. Bereiter. Advances in applied psycholinguistics, 2: Reading, writing, and language learning, Cambridge University Press, Cambridge, (1987)