Sarah P.C. Dahlen, Kelsey Nordstrom-Sanchez, Nelson Graff
{"title":"At the intersection of information literacy and written communication: Student perspectives and practices related to source-based writing","authors":"Sarah P.C. Dahlen, Kelsey Nordstrom-Sanchez, Nelson Graff","doi":"10.1016/j.acalib.2024.102959","DOIUrl":null,"url":null,"abstract":"<div><div>Source-based writing exists at the intersection of information literacy and written communication, where information from sources is incorporated into writing to achieve a communicative purpose. This case study addresses how students in junior-level college writing classes use information from sources in their papers and how they think about these practices. Student papers from multiple disciplines were coded to document source-based writing practices, such as the use of direct quotes, paraphrasing, and summarizing, and the rhetorical purpose the cited information served in the paper. The papers exhibited high use of direct quotes, indirect citations, and information from sources used as background information. Student perspectives on these practices were gathered through focus groups, with prominent themes being a predilection for efficiency, negative associations with source-based writing, and desire for detailed assignment prompts. Implications for teaching are discussed.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Academic Librarianship","FirstCategoryId":"91","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0099133324001204","RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"INFORMATION SCIENCE & LIBRARY SCIENCE","Score":null,"Total":0}
引用次数: 0
Abstract
Source-based writing exists at the intersection of information literacy and written communication, where information from sources is incorporated into writing to achieve a communicative purpose. This case study addresses how students in junior-level college writing classes use information from sources in their papers and how they think about these practices. Student papers from multiple disciplines were coded to document source-based writing practices, such as the use of direct quotes, paraphrasing, and summarizing, and the rhetorical purpose the cited information served in the paper. The papers exhibited high use of direct quotes, indirect citations, and information from sources used as background information. Student perspectives on these practices were gathered through focus groups, with prominent themes being a predilection for efficiency, negative associations with source-based writing, and desire for detailed assignment prompts. Implications for teaching are discussed.
期刊介绍:
The Journal of Academic Librarianship, an international and refereed journal, publishes articles that focus on problems and issues germane to college and university libraries. JAL provides a forum for authors to present research findings and, where applicable, their practical applications and significance; analyze policies, practices, issues, and trends; speculate about the future of academic librarianship; present analytical bibliographic essays and philosophical treatises. JAL also brings to the attention of its readers information about hundreds of new and recently published books in library and information science, management, scholarly communication, and higher education. JAL, in addition, covers management and discipline-based software and information policy developments.