Continuing the dialogue between writing experts and academic librarians: A conceptual model of information-based academic writing in higher education |
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| Institution: | 1. Trauma Research Center, Kashan University of Medical Sciences, Kashan, Iran;2. Department of Anesthesiology, Faculty of Paramedical, Kashan University of Medical Sciences, Kashan, Iran;3. Social Determinants of Health (SDH) Research Center, Faculty of Health, Kashan University of Medical Sciences, Kashan, Iran;4. Department of Health, Safety and Environment Management; Faculty of Health, Kashan University of Medical Sciences, Kashan, Iran;1. Institute for Art and Culture, Lahore, Pakistan;2. Govt. Kulliyat ul Banat Degree College, Lahore, Pakistan;3. Islamabad Model College for Boys, H-9, Islamabad, Pakistan;4. Institute of Information Management, University of the Punjab, Lahore, Pakistan;5. PhD Scholar, University of the Punjab, Lahore Pakistan;1. McGill University Library, 550 Sherbrooke Street West, West Tower, 6th floor, Montreal, Quebec H3A 1B9, Canada;2. McGill University Library, 3459 McTavish Street, Montreal, Quebec H3A 0C9, Canada |
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| Abstract: | Previous scholarship has established a connection between information literacy and writing, highlighting in particular how writing theories could inform our understanding of information literacy. This paper continues this line of inquiry and discusses how information literacy and writing can mutually inform and support each other. Based on a review of major theoretical developments in both fields, this paper proposes a three-dimensional model of information-based academic writing (IBAW) in higher education that foregrounds information literacy as an integral part of the writing process. Specifically, the model illustrates how writing tasks situated in specific rhetorical, disciplinary, and information contexts activate one's knowledge base and generate information needs, which then guides the iterative information literacy and writing processes, as regulated by one's affective and metacognitive strategies, to generate new knowledge. The IBAW model, with the three dimensions and specific factors explicitly identified, also reflects truthfully the defining features of information literacy as contextual, process-oriented, value-laden, interactive, strategic, and always goal-oriented. As such, it also serves as a contextualized, process-oriented, and task-based model for information literacy instruction and development. Implications for how information literacy and information-based academic writing could be taught based on this proposed model are then discussed. |
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