Using the annotated bibliography as the “establishing shot”

Image by PublicDomainPictures from Pixabay

Lately I’ve been reading some scholarly literature from the writing studies field for a project I’m working on. I’m always fascinated by the parallels I see between how writing studies practitioners/scholars and information literacy practitioners/scholars talk about what they do and the challenges they face. I really think we need a space for practitioners and scholars in these two fields to talk to each other about their work.

Anyway, I found what I think could be an interesting new parallel in the article Documenting and Discovering Learning: Reimagining the Work of the Literacy Narrative by Julie Lindquist and Bump Halbritter.

This article has me thinking: what if the research we ask students to do in information literacy classes came at the beginning of the course instead of at the end? What if we used it as an “establishing shot”?

Let me explain.

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