NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1089112
Record Type: Journal
Publication Date: 2014
Pages: 6
Abstractor: ERIC
ISSN: EISSN-1933-5954
Peering into the Writing Center: Information Literacy as a Collaborative Conversation
Zauha, Janelle
Communications in Information Literacy, v8 n1 p1-6 2014
This column focuses on the conceptual and practical aspects of teaching information literacy and opens with the question: What is a university library's relationship with peer tutoring services on campus? Peaceful coexistence, détente, or active collaboration? Armies of tutors employed through student services may routinely use a university library as a convenient place to meet but have no actual knowledge of the research services, let alone the information literacy objectives of the instruction program. Without making connections with tutoring services universities may be missing an important opportunity to broaden the reach of information literacy across the curriculum. What can assist? It is academic libraries with writing centers or satellites located within their learning commons. Close proximity of research and writing services gives each more visibility. It is convenient for students, facilitating easy referral from librarian to tutor and back. It makes available to the writer and tutor an information and technology-rich environment. Taking some time to get to know each other; planning an initial event that includes casual intermingling of librarians, tutors, and writing center administrators with a common goal of helping students provides real collaboration in peer assisted learning and promises a much richer experience for all as universities form meaningful learning communities together.
Communications in Information Literacy. Director, University of Oklahoma-Tulsa Library, Schusterman Center, 4502 East 41st Street, Tulsa, OK 74135. Tel: 918-660-3222; Fax: 918-660-3215; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A