Library Instruction and IL in the Writing Program

WR227, Technical Writing, prepares students to produce instructive, informative, and persuasive documents. Technical documents, often based on complex information, aimed at well-defined and achievable outcomes. The purpose and target audience determine document design, style, vocabulary, sentence and paragraph structure, and visuals. WR227 is grounded in rhetorical theory and focuses on producing usable, reader-centered content that is clear, concise, and ethical. Students will engage in gathering, reading, and analyzing information, work individually and in groups, and to learn strategies for effective communication in the digital, networked, global workplace.

Focus =  Advancing Research Techniques in the Context of Technical Writing

In WR 227 students work towards creating a large-scale technical writing project that demonstrates an ability to synthesize and integrate ideas and source material. Librarians encourage students to develop metacognitive awareness by prompting them to reflect on their Information Literacy knowledge practices and dispositions throughout the composition process. Library instruction focuses on using library resources, databases, the Internet, professional and trade organizations, and field research to locate information and evidence. Library instruction builds on experiences from WR 121 / WR 122 by supporting students in learning to evaluate information for authority, currency, reliability, bias, sound reasoning, validity, and adequacy of evidence within the context of a technical field. Students must select, interpret, and use technical and statistical information appropriately given their topic and audience, and integrate research and documentation ethically by correctly using a discipline-appropriate documentation style and being careful to differentiate source materials from their (the students’) own ideas. As students manage a larger number of sources, Information Literacy instruction includes developing a system to record and organize information resources and track the research process. Students are encouraged to use all available writing support, such as the Chemeketa Writing Center and the Tutoring Center, including the reference and instruction librarians.

Performance Based Learning Outcomes that directly relate to Information Literacy

• Engage in project-based research applying appropriate methods of inquiry for clearly defined audiences and technical/professional purposes
• Incorporate research accurately and ethically from a variety of sources, including visuals and other non-linguistic text
• Navigate norms of formate, style, citation, and other context-specific conventions

Course Outline, Section IV, Report Writing calls out research and documentation

Course Outline, Section V, Research and Information Literacy

• Determine nature and extent of information needed
• Access relevant information (print and electronic)
• Evaluate information and its sources
• Integrate research with appropriate documentation

Statewide General Education (AAOT) Outcomes

• Upon successful completion of the Writing course, students should be able to locate, evaluate, and ethically utilize information to communicate effectively.

The WR 227 required assessment is a research report. For the course, students must write no fewer than 3500 words of revised, final draft copy, including at least one single-spaced, block format research report no fewer than 5 pages long that integrates research from at least 6 sources, includes at least two visuals, and begins with appropriate front matter.