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This practice reinforces the perception that the research process is separate from (and simpler than) the writing process, that teaching students effective research practices can be reduced to a single, skills-based class session, and that, ultimately, literacy in information is only useful if tied to the academic research paper. We argue that writing and information literacy are complimentary processes that need to be integrated into multiple, contextual classroom sessions. Through collaboration and shared responsibility, writing teachers and librarians can better incorporate information literacy instruction within composition programs and improve students' research options and behaviors. 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