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LILAC and Citation Project Workshop
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In: Georgia International Conference on Information Literacy (2020)
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Abstract:
The LILAC Project (Learning Information Literacy across the Curriculum) is a multi-institutional study of student information-seeking behaviors (visit our blog at http://lilac-group.blogspot.com/ for more information). This year we join forces with the Citation Project, a study of how students use the information they find (http://www.citationproject.net ), to consider what both studies may have to tell us about students’ information literacy “habits of mind” and the role of information literacy in different stages of source-based writing. In this workshop, we will briefly introduce the background of the LILAC project and the Citation Project, and provide preliminary reports of on-going data analysis regarding students’ information-seeking behavior. Participants will gain hands-on experience with the research-aloud protocol (RAP) video captures used as part of this study and identifying and coding participant behaviors. This year, we will demonstrate the coding and analysis of information-seeking behaviors of students representing different student populations including native speakers of English and multilingual writers in composition courses as well as students in content courses in advanced courses in different disciplines. Based on the coding and analysis of these representative cases, we will discuss the quantitative results regarding the characteristics of students’ information-seeking behavior. In both large- and small-group discussions, we will consider the following questions: 1) the relevance of information literacy in composition classes and writing intensive courses in different disciplines; 2) the challenges in teaching source-based writing (e.g., plagiarism) and how these challenges may be addressed in light of the results from the LILAC Project and the Citation Project; and 3) possible ways to strengthen information literacy instruction, to assist student develop competency in understanding and using library and academic sources. We will share our experience in data analysis and results interpretation and invite participants to discuss how to consider the framing of LILAC projects from different disciplinary perspectives. The addition of citation context analysis like that done by the Citation Project allows participants to explore both the research process and the writing process. The triangulation of data made possible by this combined research provides deeper and more nuanced understanding of information literacy in general and use and misuse of sources in particular. Workshop participants will also be invited to participate in the LILAC Project as partners. Join us and find out more about our research!
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Keyword:
Curriculum and Instruction; Education; Information Literacy; information seeking behavior; Library and Information Science; research paper; source-based writing
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URL: https://digitalcommons.georgiasouthern.edu/gaintlit/2020/2020/78
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| 2 |
Turnitin and peer review in ESL academic writing classrooms
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Li, Jinrong; Li, Mimi. - : University of Hawaii National Foreign Language Resource Center, 2018. : Michigan State University Center for Language Education and Research, 2018
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| 3 |
Preparing English Language Learners for Academic Writing: A Functional Linguistic Approach
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In: Writing and Linguistics Faculty Presentations (2017)
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| 4 |
Learning Information Literacy Across the Curriculum (LILAC): Discussing Results from a CCCC Research Initiative Project
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In: Writing and Linguistics Faculty Presentations (2017)
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| 5 |
Assessment Across Online Language Education: Documenting Interaction, Autonomy, and Learning Outcomes
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In: Writing and Linguistics Faculty Presentations (2017)
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| 6 |
Just Google It: Investigating Multilingual Writers’ Digital Information Literacy
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In: Writing and Linguistics Faculty Presentations (2017)
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| 7 |
LILAC and Citation Project Workshop
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In: Writing and Linguistics Faculty Presentations (2016)
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| 8 |
From Text-Based to Digital Feedback: What Has Changed?
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In: Writing and Linguistics Faculty Presentations (2016)
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| 9 |
Analysis of College Writing Assignments
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In: Writing and Linguistics Faculty Presentations (2016)
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| 10 |
Rethinking Rubric Design: A Methodology for Reducing Variations in Student and Teacher Assessments of Writing
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In: Writing and Linguistics Faculty Presentations (2016)
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| 11 |
Lexical Richness of L1 and L2 Students’ Writing
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In: Writing and Linguistics Faculty Presentations (2016)
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| 12 |
Writing in the Disciplines: An Analysis of the Demands of College Writing Tasks
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In: Georgia Educational Research Association Conference (2015)
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| 13 |
Understanding Variations Between Student and Teacher Application of Rubrics
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In: Writing and Linguistics Faculty Research and Publications (2015)
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| 14 |
Understanding Variations Between Student and Teacher Application of Rubrics
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In: Writing and Linguistics Faculty Presentations (2015)
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| 15 |
The Potential Benefits of Semantic Mapping for L2 Writers
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In: Writing and Linguistics Faculty Presentations (2015)
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| 16 |
Rethinking the Role of Automated Writing Evaluation (AWE) Feedback in ESL Writing Instruction
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In: Writing and Linguistics Faculty Research and Publications (2015)
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| 17 |
Annotated Learner Corpus and Revision for L2 Learners
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In: Writing and Linguistics Faculty Presentations (2014)
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| 18 |
Synchronous Text-Based Computer-Mediated Communication Tasks and the Development of L2 Academic Literacy
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In: Writing and Linguistics Faculty Research and Publications (2013)
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| 19 |
The effects of synchronous text-based computer-mediated communication tasks on the development of L2 and academic literacy: A mixed methods study
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In: Graduate Theses and Dissertations (2012)
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