“Writing Information Literacy” Revisited: From Theory to Practice in the Classroom

Librarians and writing instructors are longtime allies that share the goal of teaching information literacy (IL). The IL concept, however, has been undertheorized in its relationship to writing pedagogy. In a series of articles on writing and IL, Norgaard challenges librarians and writing instructors to engage in an “informed conversation between writing and information literacy as disciplines and fields of endeavor.” Removing the usual “and,” Norgaard defines “writing information literacy” as “the notion that writing theory and pedagogy can and should have a constitutive influence on our conception of information literacy.”1 He suggests that the IL theory should also have a reciprocal influence on composition pedagogy