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Allison Hosier, published in a special issue of Communications in Information Literacy focusing on the Framework: Volume 9, Issue 2, 2015, pp. 126-135.This article reports on the redesign of an assignment in a credit-bearing information literacy course with the goal of more effectively teaching the rhetorical dimensions of source evaluation, using the “Scholarship as Conversation” frame to articulate the purpose and value of this redesign. The center of the assignment is an annotated bibliography, and the redesign incorporated a writing exercise before and after students compiled and wrote their annotated bibliographies. By having students begin by writing an essay on their topics intentionally without the use of outside research, and then framing the evaluative criteria for source identification as filling gaps in their prior knowledge and serving specific purposes in their formal writing on the topic, the quality of students’ identified sources and their accompanying annotations improved.

Allison Hosier, A. (2015). Teaching information literacy through 'un-research.' Communications in Information Literacy, 9(2),126-135.

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