Teaching information literacy and writing studies - Grace Veach 2018

Contributors

Kathy Christie Anders is an assistant professor and graduate studies librarian at Texas A&M University. Her research examines the intersections of rhetoric and information literacy, as well as graduate student scholarly communications. She received her doctorate in English from the University of Nevada, Las Vegas; her master’s in English from Duquesne University; and her master’s in Library and Information Science from the University of Pittsburgh.

Jennifer Anderson is the Marketing and User Engagement Librarian at the Mary and Jeff Bell Library, Texas A&M University—Corpus Christi. She has an MA in Communication and serves as the library liaison to Communication, Psychology, and Sociology. While her main focus is creating and maintaining events and calendars, she enjoys teachable moments and getting people to cross thresholds (the conceptual and the literal).

Margaret Artman is an assistant professor of English at Daemen College. She teaches composition, journalism, public relations, and professional writing. In addition to information literacy, her research interests include business communication, student media, and advising.

Nicholas N. Behm is Associate Professor of English at Elmhurst College in Elmhurst, Illinois. He studies composition pedagogy and theory, writing assessment, and critical race theory. With Greg Glau, Deborah Holdstein, Duane Roen, and Ed White, he is co-editor of The WPA Outcomes Statement—A Decade Later, which won the 2013 “Best Book Award” from the Council of Writing Program Administrators. With Duane Roen and Sherry Rankins-Robertson, he is co-editor of the forthcoming collection The Framework for Success in Postsecondary Writing: Scholarship and Applications.

Glenn Blalock is the Coordinator of the First-Year Writing Program at Texas A&M University—Corpus Christi and an Associate Professor of Writing Studies/English. He is the co-founder of CompPile (comppile.org) and technical editor of REx (researchexchange.colostate.edu). His research interests include writing program administration, writing across the curriculum/writing in the disciplines, and teaching for transfer.

Jeanne Law Bohannon is an associate professor of English and an early-career distinguished faculty member at Kennesaw State University, teaching undergraduate and graduate courses in rhetorical grammar, research methods, and digital rhetorics. Research interests include: performing linguistic recoveries of underrepresented populations; conducting empirical studies in information literacies; and cultivating democratic-engagement learning in college writing. She has published in Bellaterra Journal, Peitho, Writing Networks for Social Justice, and the WAC Clearinghouse Research Exchange Index. She also blogs for Andrea Lunsford’s Multimodal Mondays series. She believes in cultivating collaborative, democratic learning spaces where students become empowered stakeholders in their own rhetorical growth through engagement in diverse communities. Twitter: @drbohannon_ksu.

Elizabeth Brewer, PhD, is an Assistant Professor of English and the Director of Composition at Central Connecticut State University. Her research focuses on disability studies, writing program administration, and accessible composition pedagogy. She has co-authored the Arts and Humanities volume of The SAGE Reference Series on Disability and has published in Composition Studies, Disability Studies Quarterly, Kairos, and the Writing Program Administration journal.

Delores Carlito is the Information Literacy Coordinator and Liaison to English at the University of Alabama at Birmingham’s Mervyn H. Sterne Library. As the English liaison, she teaches over 1,600 students a year. Delores works closely with faculty to set standards and create templates and in-class exercises for instruction. Delores has taught the UAB for-credit courses University 101, a course in critical thinking skills, and Freshman Composition. She holds an MLIS in Information Studies from the University of Alabama and an MA in English and MAEd in Secondary English Education from the University of Alabama at Birmingham.

William J. Carpenter is Professor of English and Director of the Honors Scholar Program at High Point University.

David Cook is the Undergraduate Research Coordinator at the University of Alabama in Huntsville. He also fills this role for UAH’s Honors College. He is a member of the Council on Undergraduate Research, and has presented on the impacts and benefits of undergraduate research abroad programs at national and international symposia.

Margaret Cook is a Reference and Instruction Librarian at Elmhurst College in Elmhurst, Illinois. She developed the information literacy curriculum for first-year students and is responsible for library assessment efforts. She works with academic units to integrate information literacy instruction into many aspects of the college’s curriculum and has served on the college’s general education and assessment committees.

Emily Crist serves as the Experience Design Librarian at Champlain College in Burlington, Vermont, where she adopts an evidence-based approach to design, implement, and assess impactful library user experiences and to deliver course-embedded information literacy instruction. Her current research focuses on Chinese international students’ understanding of information literacy concepts in North American academia.

Melissa Dennihy is Assistant Professor of English at Queensborough Community College, CUNY. Her research focuses on the teaching of writing and literature, particularly in the community college setting. Dennihy’s work has been published or is forthcoming in Pedagogy, Teaching English in the Two-Year College, MELUS, and Southern Studies, as well as numerous essay collections. She is also a frequent contributor to Inside Higher Ed.

Vandy Dubre is a Professional Librarian and Information Literacy Coordinator at the University of Texas at Tyler. She focuses on music, art, literature, and children’s literature librarianship as well as implementation and management of information literacy across the university. She bonded with Emily Standridge over European television and movies and all things Harry Potter.

Katherine Field-Rothschild, MFA, is an Associate Professor of English Composition at St. Mary’s College in Moraga, California, and a PhD candidate at Indiana University of Pennsylvania. She is currently working on several projects on information literacy and multimedia in the first-year composition classroom. More about her publications and projects can found online at @Kath_Rothschild and by visiting Kathrothschild.com.

William T. FitzGerald is Associate Professor of English at Rutgers University Camden. As director of the Writing Program as well as the Teaching Matters and Assessment Center, he works on pedagogy, and especially writing pedagogy, through the vertical curriculum. He is the author of Spiritual Modalities: Prayer as Rhetoric and Performance (Penn State Press, 2012) and co-author of The Craft of Research, 4th ed. (University of Chicago Press, 2016).

Erica Frisicaro-Pawlowski is associate professor of English and writing coordinator at Daemen College, where she teaches courses in rhetoric, research writing, and English language history. Her research interests include disciplinary history, information literacy, and writing program administration.

Alanna Frost is an Associate Professor in the English Department at the University of Alabama Huntsville. Her work is invested in the intersections of students’ communicative realities, English-education practice, and English language policy.

Crystal Goldman serves as the Instruction Coordinator for the University of California, San Diego Library. She received her MLS from Indiana University in 2004 and is currently attending the University of San Diego as a doctoral student in Leadership Studies, emphasizing Higher Education Leadership. Crystal has presented and published on a variety of topics, including mentoring, digital repositories, collection development, reference, and instruction.

Robert Hallis is Fine Arts librarian at the University of Central Missouri. He provides face-to-face instruction, flipped instruction, and embeds instructional modules in BlackBoard. Most recently, he is teaching the newly developed credit course in managing information, “Truth, Lies, and Managing Information,” and taught sections embedded in learning communities. He has presented at state and regional conferences on flipping library instruction, integrating library instruction in Blackboard, immersing students in hands-on activities during library instruction, and using critical thinking in leading students beyond the library databases.

Cassie Hemstrom is a lecturer in the University Writing Program at the University of California, Davis. She teaches a variety of lower and upper division composition courses including Expository Writing, Writing for Business, and Writing in the Health Sciences. She earned her doctorate in Literature at the University of Nevada, Reno. She also holds a master’s in Literature from Boise State University and a bachelor’s in Liberal Arts from St. John’s College, Santa Fe. Her interdisciplinary research focuses on intersections of identity theory, information literacy, and composition pedagogy.

Gaines Hubbell is an assistant professor and director of composition in the English department at UAH. His research explores the procedures of rhetoric and rhetoric’s procedural concerns by reclaiming theories and practices of invention from the recent history of rhetoric and applying them in modern composition, pedagogy, and new media criticism. Dr. Hubbell also works in the field of game studies, where he is an editor for the Journal of Games Criticism and researches the rhetorical situations of games.

Brittney Johnson is Head of Library Instruction at St. Edward’s University’s Munday Library. Brittney is combining her background in Education and Cognitive Science to develop and implement a vertical curriculum in information literacy centered around threshold concepts and integrated into the disciplines. Brittney earned her BA in English Literature and BS in Psychology from Texas State University, her MS in Cognitive Science from Rensselaer Polytechnic Institute, and her MAT in Elementary Education from the University of Alaska—Southeast.

Tina S. Kazan is Associate Professor of English and directs the writing program at Elmhurst College in Elmhurst, Illinois. She teaches courses in writing, rhetorical theory, film studies, creative nonfiction, and LGBTQ studies. Her research interests include writing program administration and feminist theory and pedagogy. Her work has appeared in WPA: Writing Program Administration Journal, Pedagogy, Lore: An e-Journal for Teachers of Writing, and the collection Brave New Classrooms: Democratic Education and the Internet. She is currently collaborating on an archival project that stems from an interest in the historical and contemporary place of advanced writing courses in the larger curriculum.

Martha Kruy, MLS, MFA, is a Reference, Instruction and Assessment Librarian at Central Connecticut State University (CCSU). She specializes in teaching information literacy in the online environment, as well as assessing the broad variety of instructional delivery methods used by librarians. She co-founded the Connecticut Information Literacy Conference with Dr. Carl Antonucci in 2011. She participated in the 2013 ACRL Immersion Program Track. She has co-chaired the CCSU Academic Assessment Committee from the fall 2015 to the spring 2017 academic semester and actively participates on the Elihu Burritt Library’s Assessment Committee.

Jinrong Li is an Assistant Professor in the Department of Writing and Linguistics at Georgia Southern University. Before that, she taught at Iowa State University and Boston University. Her research interests include computer-mediated communication and second language learning, L2 writing instruction and assessment, and research methods in applied linguistics. She has presented at the Second Language Research Forum, AAAL, and the Technology for Second Language Learning Conference, and her work has been published in Assessing Writing, Journal of Second Language Writing, CALICO Journal, and International Journal of Computer-Assisted Language Learning and Teaching (IJCALT).

Amy Lee Locklear is a Distinguished Lecturer in the Composition Program of Auburn University—Montgomery, Department of English and Philosophy, where she teacher first-year and upper-division writing courses. She is also finishing her PhD in Rhetoric/Writing and Technology and Media Studies at Old Dominion University in Virginia. Her research interests include digital and research writing pedagogy, adult learner theories, and cognitive neuroscience research, particularly in the field of neuroeducation (or MBE).

Lisa Louis is the Head of Research and Instruction at the Mary and Jeff Bell Library, Texas A&M University—Corpus Christi. Her research interests include reference service models and evaluation, performance skills in library instruction, mentoring teacher-librarians, and help-seeking behaviors of college students.

Michael Manasco is the Instructional Coordinator Librarian at the University of Alabama in Huntsville. His primary research interests revolve around the study of emerging open access publishing models, alternative metric applications toward scholarly prestige, and exploring the role of metaliteracy in collaborative course design at academic institutions.

Lacy Marschalk is a lecturer in English at the University of Alabama in Huntsville, where she teaches composition, literature, and the first-year experience (FYE). She holds a PhD in English literature and an MA in creative writing, both from Auburn University. Her teaching and research interests include identity, narratology, and women’s travel writing, and her work has appeared in Eighteenth-Century Fiction and Tulsa Studies in Women’s Literature, among other places.

I. Moriah McCracken, PhD, is an Associate Professor of Writing and Rhetoric and Director of the First-Year Writing Program at St. Edward’s University in Austin, Texas. Her research areas focus on Writing About Writing pedagogies, threshold concepts, and transfer. She also specializes in literacy studies and place-based education.

Briana McGuckin, MLS, is a Reference and Instruction Librarian at Central Connecticut State University. She teaches a one-credit information literacy course, in addition to working with faculty to provide single-session and embedded information literacy instruction. She writes for The Information Advisor’s Guide to Internet Research and has presented at the Connecticut Information Literacy Conference.

Samantha McNeilly is the Teaching & Outreach Librarian as well as the Archives & Special Collections Librarian at the Auburn University at Montgomery Library. McNeilly holds a BA and an MLA in History from Auburn University at Montgomery and an MLIS from the University of Alabama. She has worked at the AUM library since 2005, first as a staff member and more recently in her current positions as a faculty member. She is the co-author of a book chapter titled “Cross-Departmental Collaboration: The Key to Increasing Academic Library Relevancy” in the forthcoming book Expanding Library Relevancy: Innovation to Meet Changing Needs.

Holly Middleton is an Associate Professor of English and WPA at High Point University. She is a founding co-editor of Literacy in Composition Studies and collaborating on a CCCC Research Initiative—funded longitudinal study of undergraduates as writer-researchers. Her research interests include writing pedagogy, class, and the politics of style.

Libby Miles, Associate Professor of English, serves as the Director of Foundational Writing and Information Literacy at the University of Vermont. Her published work focuses on institutional change through a variety of mechanisms, such as administrative issues in higher education, curricular design in Writing and Rhetoric majors, programmatic assessment, and innovative classroom practices. She has published in College Composition and Communication, Writing Program Administrator, and Journal of College Science Teaching, among others. A co-author of The Practice of Problem-Based Learning (Amador, Miles, & Peters, 2006), she was part of the development team for ACRL’s “Assessment in Action” curriculum.

Lilian W. Mina is an Assistant Professor of Rhetoric and Composition in the Department of English and Philosophy at Auburn University at Montgomery. She researches digital rhetoric with a focus on multimodal composing, the integration of social media platforms in teaching writing, and identity construction in online writing spaces. Her research on multilingual composition is centered around empowering multilingual writers through the use of digital technologies, incorporating translingual practices, and examining students’ prior (digital) writing experiences. She is also interested in professional development of writing teachers, professionalization of graduate students, empirical research methods, information literacy and writing studies, and undergraduate research.

Neera Mohess is an Assistant Professor in the Library Department at Queensborough Community College (CUNY). She holds a master’s in Library Science from Queens College (CUNY) and a master of science in Industrial/Organizational Psychology from Baruch College (CUNY). She can be reached at nmohess@qcc.cuny.edu

Susan Wolff Murphy is Associate Dean of the College of Liberal Arts and Associate Professor of English at Texas A&M University—Corpus Christi. Her research interests include developmental and first-year writing, writing centers, transfer of learning in writing, civic engagement, and learning communities. She is a CompPile.org editor. She co-edited Teaching Writing with Latino/a Students: Lessons Learned at Hispanic Serving Institutions and has published articles in Writing Center Journal, Journal of Border Educational Research, and other publications.

Tom Pace is Associate Professor of English and Director of Core Writing at John Carroll University, where he teaches writing and literature courses. He also directs the English Department’s Professional Writing Track. His areas of interest include style, the history of writing instruction, and popular culture. He has published articles on style and audience and is the co-editor of Refiguring Prose Style: Possibilities for Writing Pedagogy. More recently, he has published on the influence of Jesuit education on Paulo Freire and on the rhetoric of Generation X in Mad Men and HBO’s Girls and the construction of masculinity in the romantic comedies of Judd Apatow.

Marcia Rapchak is the Director of Research and Information Skills and the Instruction Librarian for Gumberg Library at Duquesne University. She received a master’s in English from Ohio State University, and a master’s in Library Science from the University of Kentucky. She coordinates, assesses, and teaches credit information literacy courses face-to-face and online. Her previous publications address IL assessment, the intersection of composition studies and information literacy, and instructional design. She is finishing her dissertation on social metacognition in online and face-to-face information literacy courses, and will receive a doctorate in Instructional Technology and Leadership.

Tamara Rhodes is the Subject Librarian for Psychology, Cognitive Science, Human Development, and Linguistics at the University of California, San Diego Library. She received her MLS from North Carolina Central University in 2013 and is a 2012 Spectrum Scholar. Tamara has presented and published on topics such as user experience, living archives, and Spanish-speaking populations’ e-health information seeking in public libraries.

Valerie Ross is the founding director of the Critical Writing Program, University of Pennsylvania. She currently serves as Co-Chair of PWPA, the Philadelphia regional writing association, and an editor of the Journal of Writing Analytics. Her recent research focuses upon writing analytics, knowledge transfer, peer review, and writing assessment, concepts Ross is examining as part of a cross-institutional NSF grant exploring the role of peer review in advancing cognitive, interpersonal, and intrapersonal skills. She is also engaged in the study of university administration, including a recent publication on the challenges of leading and managing change in academic organizations.

Dagmar Stuehrk Scharold is an Assistant Professor at the University of Houston—Downtown. Dagmar is currently the director of the First-Year Composition Program and was the Writing and Reading Center Director from 2001 to 2016.

Donna Scheidt is an Assistant Professor of English at High Point University, specializing in rhetoric and writing studies. A former practicing attorney, her research interests include how writers (such as undergraduates and judges) conceive of research and engage with sources in educational and legal contexts. With funding from the CCCC Research Initiative, she and a research team of fellow writing faculty and librarians currently are collaborating on a longitudinal study of undergraduates as writer-researchers.

Kathy Shields is the Research and Instruction Librarian for History and Social Science at Wake Forest University. Prior to this position, she served as the Head of Research and Instructional Services at High Point University, where she worked closely with the Department of English and the Writing Center to integrate research and writing in first-year writing programs.

Lindsey Simard is a librarian and software developer in Berkeley, California, who has worked at academic libraries in the San Francisco Bay Area and Houston. She volunteers with San Francisco Zine Fest and Rad Med.

Susan Slaga-Metivier, MLIS, is Head of Reference and Instruction at Central Connecticut State University. She has presented at regional and national conferences. She has also taught a one-credit information literacy course and co-chaired the Connecticut Information Literacy Conference.

Emily Standridge, PhD is an Assistant Professor of English and Writing Center Director at the University of Texas at Tyler. Her research focuses on the teaching and learning of writing, particularly in the one-on-one tutorial setting. Favorite pastimes include British television and movies and Harry Potter.

Jerry Stinnett is Assistant Professor of Writing and Rhetoric at Duquesne University where he also serves as the Director of the First-Year Writing Program. His scholarship, which commonly focuses on the use of collaborative approaches to improve the teaching of writing as a rhetorical practice, has appeared in the journals Compendium 2 and College English. His recent projects have focused on supporting student learning transfer in first-year composition classrooms by teaching students to define composing as the act of using texts to coordinate writer and reader exigence.

Grace Veach is an eight-time Jeopardy! champion. At work, she is Professor of English and Library Science, Dean of the Library, and Interim Director of Writing at Southeastern University in Lakeland, Florida. She has published on Kenneth Burke, St. Augustine, Charles Williams, and information literacy.

Dana M. Walker, who holds a PhD in Information Science from the University of Michigan, has been a lecturer with the University of Pennsylvania’s Critical Writing Program since 2011. At Penn she teaches undergraduate writing in the discipline seminars in digital communication and food behavior. She also has extensive experience working with a range of students from high school to graduate studies on their writing. Dr. Walker has published work in digital ethnography and online deliberation and has worked with the Kettering Foundation and the American Library Association’s Center for Public Life.

Zara T. Wilkinson is a Reference and Instruction Librarian at Rutgers University—Camden in Camden, New Jersey. As the Instruction and Outreach Coordinator at Rutgers—Camden’s Paul Robeson Library, she oversees library instruction to the Writing Program. In addition, she serves as liaison librarian to the Rutgers—Camden departments of English, art, philosophy and religion, and digital studies. Her research interests include early career librarianship and outreach in academic libraries.