Abstract

By first reassessing the role of search in the literacy event of the lower division undergraduate paper, this article argues that searching is not a lower order mental activity but a concurrent, integral component of the research-writing process. This conclusion has large implications for information literacy instructional design, and several practical applications to further support undergraduate research-writing are outlined.

Disciplines

Library and Information Science

Publisher statement

Published by the Association of College & Research Libraries.

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URL: http://digitalcommons.calpoly.edu/lib_fac/79