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The \"literacy landscape\" proposed herein explicitly values the integration of student learning \"incomes\" within the composition classroom and derives from the author's experience teaching within a large composition program that employed aspects of the genre-based curriculum, and both WAC approaches. The literacy landscape is envisioned to act both as a lens for imagining a more comprehensive approach to administering composition programs, as well as to teaching composition. 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"publisher": "Upper Montclair, N.J. : Boynton/Cook Publishers, c1986.", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "0-86709-131-2", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Writing across the disciplines", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "English language -- Rhetoric -- Study and teaching", "type": 1 }, { "tag": "Interdisciplinary approach in education", "type": 1 } ], "collections": [ "X6FWFXCK" ], "relations": {}, "dateAdded": "2016-05-24T19:37:38Z", "dateModified": "2016-05-24T19:37:38Z" } }, { "key": "Z9ZB2USU", "version": 2, "library": { "type": "group", "id": 543683, "name": "LIWTrailGuide", "links": { "alternate": { "href": "https://www.zotero.org/groups/liwtrailguide", "type": "text/html" } } }, "links": { "self": { "href": 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"key": "HBDIWC7R", "version": 2, "library": { "type": "group", "id": 543683, "name": "LIWTrailGuide", "links": { "alternate": { "href": "https://www.zotero.org/groups/liwtrailguide", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/543683/items/HBDIWC7R", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/liwtrailguide/items/HBDIWC7R", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1023277, "username": "smwhitver", "name": "Sara Maurice Whitver", "links": { "alternate": { "href": "https://www.zotero.org/smwhitver", "type": "text/html" } } }, "creatorSummary": "Veach", "parsedDate": "2009-03-01", "numChildren": 1 }, "data": { "key": "HBDIWC7R", "version": 2, "itemType": "journalArticle", "title": "Teaching Information Literacy to Faculty: An Experiment", "creators": [ { "creatorType": "author", "firstName": "Grace L.", "lastName": "Veach" } ], "abstractNote": "Faculty at Southeastern University were required to take an information literacy course designed by the librarians. The author then interviewed faculty regarding their attitudes toward the course and information literacy. Librarians were especially interested in whether taking this course would change the faculty's approach to teaching information literacy in the classroom. Librarians evaluated the course and recommended future changes based on the results of these interviews. Reprinted by permission of the publisher.", "publicationTitle": "College & Undergraduate Libraries", "publisher": "", "place": "", "date": "2009/01//January/March 2009", "volume": "16", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "58-70", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "College & Undergraduate Libraries", "DOI": "10.1080/10691310902753983", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "10691316", "archive": "", "archiveLocation": "", "shortTitle": "Teaching Information Literacy to Faculty", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Academic libraries -- Florida", "type": 1 }, { "tag": "Academic libraries -- Relations with faculty & curriculum", "type": 1 }, { "tag": "LIBRARY orientation", "type": 1 }, { "tag": "Library orientation -- Evaluation", "type": 1 }, { "tag": "School employees", "type": 1 } ], "collections": [ "X6FWFXCK" ], "relations": {}, "dateAdded": "2016-05-24T19:37:38Z", "dateModified": "2016-05-24T19:37:38Z" } }, { "key": "W66C3BGD", "version": 2, "library": { "type": "group", "id": 543683, "name": "LIWTrailGuide", "links": { "alternate": { "href": "https://www.zotero.org/groups/liwtrailguide", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/543683/items/W66C3BGD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/liwtrailguide/items/W66C3BGD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1023277, "username": "smwhitver", "name": "Sara Maurice Whitver", "links": { "alternate": { "href": "https://www.zotero.org/smwhitver", "type": "text/html" } } }, "creatorSummary": "Bifuh-Ambe", "parsedDate": "2013-12-01", "numChildren": 1 }, "data": { "key": "W66C3BGD", "version": 2, "itemType": "journalArticle", "title": "Developing Successful Writing Teachers: Outcomes of Professional Development Exploring Teachers' Perceptions of Themselves as Writers and Writing Teachers and Their Students' Attitudes and Abilities to Write across the Curriculum", "creators": [ { "creatorType": "author", "firstName": "Elizabeth", "lastName": "Bifuh-Ambe" } ], "abstractNote": "Writing is a complex, recursive and difficult process that requires strategic decision-making across multiple domains (Graham, 2006; Pritchard & Honeycutt, 2006). Students are expected to use this process to communicate with a variety of audiences for a variety of purposes. Modelling and providing effective instruction is critical, especially in elementary grades, when students begin to experience difficulties in learning to write and use writing to learn content across the curriculum. Professional development can foster teachers' writing proficiency and in turn improve students' writing achievements. This mixed methods study examined elementary teachers' attitudes towards writing, perceptions of themselves as writing teachers, their students' attitudes towards writing and the extent to which these attitudes and perceptions improved after ten weeks of research-based professional development. Pre- and post-workshop surveys were administered to teachers, classroom observations were conducted, and students' writing portfolios collected to examine the quality of writing over the course of one semester. Results indicate that a majority of participants had positive attitudes towards writing, felt competent teaching some domains of writing (for example, generating prompts), but not all (for example, revising and editing). Recommendations include more involvement of teachers in developing the content and design of PD workshops.", "publicationTitle": "English Teaching: Practice and Critique", "publisher": "", "place": "", "date": "December 1, 2013", "volume": "12", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "137-156", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "English Teaching: Practice and Critique", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1175-8708", "archive": "", "archiveLocation": "Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1", "shortTitle": "Developing Successful Writing Teachers", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Classroom Observation Techniques", "type": 1 }, { "tag": "College School Cooperation", "type": 1 }, { "tag": "Cues", "type": 1 }, { "tag": "Editing", "type": 1 }, { "tag": "Elementary School Students", "type": 1 }, { "tag": "Elementary School Teachers", "type": 1 }, { "tag": "Faculty Development", "type": 1 }, { "tag": "Massachusetts", "type": 1 }, { "tag": "Mixed Methods Research", "type": 1 }, { "tag": "Portfolios (Background Materials)", "type": 1 }, { "tag": "Revision (Written Composition)", "type": 1 }, { "tag": "Self Concept", "type": 1 }, { "tag": "Surveys", "type": 1 }, { "tag": "Teacher Attitudes", "type": 1 }, { "tag": "Workshops", "type": 1 }, { "tag": "Writing Across the Curriculum", "type": 1 }, { "tag": "Writing Instruction", "type": 1 }, { "tag": "Writing Teachers", "type": 1 } ], "collections": [ "X6FWFXCK" ], "relations": {}, "dateAdded": "2016-05-24T19:37:38Z", "dateModified": "2016-05-24T19:37:38Z" } }, { "key": "64DXPI2T", "version": 2, "library": { "type": "group", "id": 543683, "name": "LIWTrailGuide", "links": { "alternate": { "href": "https://www.zotero.org/groups/liwtrailguide", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/543683/items/64DXPI2T", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/liwtrailguide/items/64DXPI2T", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1023277, "username": "smwhitver", "name": "Sara Maurice Whitver", "links": { "alternate": { "href": "https://www.zotero.org/smwhitver", "type": "text/html" } } }, "creatorSummary": "Veach", "parsedDate": "2012-02", "numChildren": 1 }, "data": { "key": "64DXPI2T", "version": 2, "itemType": "journalArticle", "title": "At the Intersection: Librarianship, Writing Studies, and Sources as Topoi", "creators": [ { "creatorType": "author", "firstName": "Grace", "lastName": "Veach" } ], "abstractNote": "Information literacy struggles to find its disciplinary home. Two disciplines that have laid a strong claim to it are librarianship and writing studies. While both are doing strong research, they both admit that by and large, students in introductory composition classes are not embracing the concept. The article suggests that by reinforcing the metaphors, already present in both disciplines, of sources as place, students might be convinced to take a more rhetorical, thus more comprehending, view of integrating their sources into their writing.", "publicationTitle": "Journal of Literacy & Technology", "publisher": "", "place": "", "date": "February 2012", "volume": "13", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "102", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Literacy & Technology", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "15350975", "archive": "", "archiveLocation": "", "shortTitle": "At the Intersection", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ELECTRONIC information resource literacy", "type": 1 }, { "tag": "INFORMATION literacy -- Study & teaching", "type": 1 }, { "tag": "INFORMATION skills -- Research", "type": 1 }, { "tag": "LIBRARY science", "type": 1 }, { "tag": "METAPHOR", "type": 1 }, { "tag": "STUDENT research", "type": 1 }, { "tag": "TOPOI (Rhetoric)", "type": 1 } ], "collections": [ "X6FWFXCK" ], "relations": {}, "dateAdded": "2016-05-24T19:37:38Z", "dateModified": "2016-05-24T19:37:38Z" } } ]