Login

 

Show simple item record

dc.contributor Laflen, Angela en_US
dc.contributor.advisor Clark-Oates, Angela en_US
dc.contributor.author Augood, Desirae Carolyn
dc.date.accessioned 2019-09-26T23:15:20Z
dc.date.available 2019-09-26T23:15:20Z
dc.date.issued 2019-09-26
dc.date.submitted 2019-08-02
dc.identifier.uri http://hdl.handle.net/10211.3/213474
dc.description Project (M.A., English (Composition))--California State University, Sacramento, 2019. en_US
dc.description.abstract In this article, I examine conversation about information literacy (IL) in first-year writing (FYW) between librarianship and composition and rhetoric and locate the fields’ shared interdisciplinary goals and values by connecting the respective, recently published scholarship focused on threshold concepts. Following other researchers from each field, I argue that students’ reliance on writing prompts for their research strategies present faculty and researchers with a kairotic moment for building disciplinarity into this occluded genre. For this case study, I conducted relational content analysis on eight writing prompts from first-year writing (FYW) to explore how faculty construct situational and information gathering contexts in their prompts and how those contexts encourage engagement with The Framework for Information Literacy. Faculty in this sample construct situational context by using an aside consisting of key-actions. Key-actions are systematically drawn on to construct multifaceted information gathering contexts that make attempts to support student’s enactment of their research in key-actions. These attempts often fall short due to embedded expectations packed into key-actions. I demonstrate ways of using the intersection of complimentary frames from each fields’ threshold concepts as a conceptual framework for constructing contexts that can be used to designed to facilitate IL and writing transfer in this occluded genre. en_US
dc.description.sponsorship English (Composition) en_US
dc.language.iso en_US en_US
dc.subject Occluded genre en_US
dc.subject Information literacy en_US
dc.subject First-year writing en_US
dc.title Excavating an occluded genre: creating visibility of disciplinary values and goals in prompts en_US
dc.type Project en_US


Files in this item

Icon

This item appears in the following Collection(s)

Show simple item record

Search DSpace


My Account

RSS Feeds