E314 Information Literacy Teaching Guide

Ask for Help

I am always happy to talk through your research assignments, brainstorm information literacy or research teaching strategies, or discuss resources to share with your students. Send me an email to start a conversation or to make plans to meet in person.

Shiela Winchester
Classics Library - Head Librarian and PCL Reference Librarian, MS
Email: winchester@austin.utexas.edu
Call: 512-495-4254

Develop IL Teaching Skills Specific to E314

What Is Information Literacy?
You learned IL teaching skills in RHE398t; build on these!
Teaching IL in E314 is also a bit different:

  • E314 is the one course that most English majors will take, so this is where they'll learn research skills they'll use in other English courses.
  • Your students may have taken Rhetoric and Writing courses or their Signature Courses; you'll introduce students to research strategies specifically for literary scholarship.

Imagine & Facilitate Engaging IL Classroom Sessions

Information literacy and research strategy sessions can be exciting!

  • Use Active Learning: Engage the students in critically reflecting on each step of this process. Research tools are created by people, and their structure affects how we understand our fields. Support students' active engagement to become savvy researchers in literary scholarship and everywhere else!
  • Flip Your Class: Try creating an assignment for students to review parts of tutorials or guides at home (check out the E314 Course Guide with video tutorials for ideas) and then use class time to workshop and talk through what they found, what it means, and how to use it.
  • Learn from Student Research Reflections: This article offers an analysis of students' reflections on their research to offer us a sense of how students think about research and how we can build positive relationships with information literacy. The article also suggests that student reflection on information literacy are great ways for them (and us) to understand the emotions, social practices, and power relations involved in information literacy and research. Robert Detmering and Anna Marie Johnson. "'Research Papers Have Always Seemed Very Daunting': Information Literacy Narratives and the Student Research Experience." Libraries and the Academy 12.1 (January 2012): 5-22.

Design IL Learning Objectives & Workshops for Student Success

  1. Reflect on what you expect students to be able to do.
  2. For example, in order to successfully complete a literary research paper, students will need to know how to:

  • Locate background information,
  • Develop a research question,
  • Break a research question into researchable threads,
  • Develop & use keywords,
  • Construct boolean phrases, use quotation marks, parentheses, wildcards,
  • Compare & select databases/catalogs,
  • Use databases/catalogs (ILL, request, text records, find the full text, citation tools),
  • Interpret results lists:
    • Describe difference between primary/secondary & scholarly/trade resources, and
    • Describe point of view of resources,
  • Mine resources for new keywords,
  • Analyze & use texts/images, and
  • Cite and keep track of resources.
  • Prepare students for success:
    • You'll expect students to develop some of these skills on their own; let them know that and share tutorials to help them (see online resources below).
    • Try supporting a few of the most complex skills with three-to-five of these skills throughout the semester.

    Build Online Guides to Support Your IL Learning Objectives

    Links for Your Canvas Pages:

    Guides to adding resources to Canvas: