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It addresses a common gap in which librarians share expertise with administrators and individual instructors without building broad information literacy expertise among writing faculty. Drawing on a case study at the University of Nevada, Las Vegas, the authors describe a two-day institute that increases instructors’ information literacy confidence and expertise. The piece outlines practical ways libraries and writing programs can jointly develop these teaching capacities to better support students’ research and writing learning needs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/communications-in-information-literacy-issue-2-article-8-professional-development-for-research-writing-instructors-a-collaborative-approach/599234/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/communications-in-information-literacy-issue-2-article-8-professional-development-for-research-writing-instructors-a-collaborative-approach/599234.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do writing programs and academic libraries collaborate in research-based writing?","Question",{"text":112,"@type":113},"They share concerns and values related to inquiry, critical thinking, reading, and communication, aiming to help students locate, evaluate, and use information in academic and real-life contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What problem does the article identify in many librarian–writing program collaborations?",{"text":117,"@type":113},"Librarians often provide their expertise to administrators or individual instructors, but this does not build information literacy expertise for the majority of writing program instructors.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the University of Nevada, Las Vegas collaboration do to improve instructors’ information literacy?",{"text":121,"@type":113},"The library and writing program jointly facilitated a collaborative professional development institute, described as a two-day program, designed for part-time instructors and graduate teaching assistants.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599234,1792167206,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Communications in Information Literacy  \n\n| Volume 14  Issue 2 | Article 8 |\n| --- | --- |\n| 12-2020\u003Cbr>Professional Development for Research-Writing Instructors: A Collaborative Approach\u003Cbr>Melissa Bowles-Terry\u003Cbr>University of Nevada, Las Vegas, [melissa.bowles-terry@unlv.edu](melissa.bowles-terry@unlv.edu)\u003Cbr>Kaitlin Clinnin\u003Cbr>University of Nevada, Las Vegas, [kaitlin.clinnin@unlv.edu](kaitlin.clinnin@unlv.edu)\u003Cbr>Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)\u003Cbr>Let us know how access to this document benefits you. |  |\n\nRecommended Citation  \nBowles-Terry, M., & Clinnin, K. (2020) . Professional Development for Research-Writing Instructors: A Collaborative Approach. Communications in Information Literacy, 14 (2), 325–345 . [https://doi.org/](https://doi.org/)[ ](https://doi.org/)[10.15760/comminfolit.2020.14.2.8](10.15760/comminfolit.2020.14.2.8)  \nThis open access Innovative Practice is distributed under the terms of the Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4 .0) . All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team.  \nProfessional Development for Research-Writing Instructors:  \nA Collaborative Approach  \nMelissa Bowles-Terry, University of Nevada, Las Vegas Kaitlin Clinnin, University of Nevada, Las Vegas  \nAbstract  \nWriting programs and academic libraries are frequent collaborators based on shared concerns about writing and research. However, in these collaborative relationships librarians often share their expertise with writing program administrators and individual instructors without developing the information literacy expertise of the majority of writing program instructors. At the University of Nevada, Las Vegas, the library instruction program and the writing program recognized that by facilitating collaborative professional development, they could together provide enhanced support for instructors teaching research-based writing courses. The authors present a case study of their local professional development institute that developed writing instructors’ information literacy confidence and expertise. Based on this experience, the authors offer ways that libraries and writing programs can collaborate to develop writing instructors’ information literacy expertise so that the instructors are better prepared to integrate research and writing into the writing curriculum and support students’ research and writing learning needs.  \nKeywords: information literacy, writing, collaboration  \nInnovative Practices  \nedited by Andrea Baer, Carolyn Gamtso, and Merinda McLure  \nBowles-Terry, M., & Clinnin, K. (2020). Professional development for research-writing instructors: A collaborative approach. Communications in Information Literacy, 14(2), 325–345.  \nProfessional Development for Research-Writing Instructors:  \nA Collaborative Approach  \nLibrary instruction programs collaborate with writing programs at many institutions in the United States due to their shared focus on research-based writing. These collaborations are a natural outgrowth of shared goals and values of inquiry, critical thinking, reading, and communication that are present in our respective disciplinary frameworks such as the Association of College and Research Libraries (ACRL, 2015) Framework for Information Literacy for Higher Education and the Council of Writing Program Administrators (WPA, 2014) WPA Outcomes Statement for First-Year Composition. Our shared goal is that students become aware consumers and producers of information who can locate, evaluate, and use information in their academic, professional, and personal lives. When compared, the library and rhetoric/composition disciplinary frameworks present a mutual understanding about construction of knowledge and authority, research and writing as processes, and research and writ","cbCaii4iM7bm3avL","https://ap.wps.com/l/cbCaii4iM7bm3avL","pdf",318240,22,"English","# Abstract\n## Background and collaboration rationale\n## Professional development gap for writing instructors\n## Case study: UNLV collaborative institute\n## Recommendations for library-writing program partnerships\n## Expected benefits for libraries, writing programs, and students","[{\"question\":\"Why do writing programs and academic libraries collaborate in research-based writing?\",\"answer\":\"They share concerns and values related to inquiry, critical thinking, reading, and communication, aiming to help students locate, evaluate, and use information in academic and real-life contexts.\"},{\"question\":\"What problem does the article identify in many librarian–writing program collaborations?\",\"answer\":\"Librarians often provide their expertise to administrators or individual instructors, but this does not build information literacy expertise for the majority of writing program instructors.\"},{\"question\":\"What did the University of Nevada, Las Vegas collaboration do to improve instructors’ information literacy?\",\"answer\":\"The library and writing program jointly facilitated a collaborative professional development institute, described as a two-day program, designed for part-time instructors and graduate teaching assistants.\"}]","Communications in Information Literacy - Issue 2 - Article 8 - Professional Development for Research-Writing Instructors: A Collaborative Approach | PDF",1792088395,55]