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This article uses Edward Jenner’s 1798 vaccination pamphlet as a course centerpiece, showing how students develop metaliteracy through creating a critical edition with explanatory footnotes, a critical introduction, and contextual materials. The approach shifts students into mediated inquiry, strengthens interpretive tools for lifelong learning, and links scholarly authority to constructed, contextual knowledge.",{"@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/footnoting-edward-jenner-using-textual-editing-to-teach-information-literacy/598185/",{"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/footnoting-edward-jenner-using-textual-editing-to-teach-information-literacy/598185.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article argue that traditional research paper assignments may limit information literacy?","Question",{"text":112,"@type":113},"It notes that students may treat texts as stable “good” or “bad” sources rather than understanding how information is produced, valued, and mediated in context.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the course activity use critical editions to teach information literacy?",{"text":117,"@type":113},"Students create an edited version of Jenner’s text using online annotation tools, adding explanatory footnotes and other contextual materials that require reflective discovery and ethical participation in learning communities.",{"name":119,"@type":110,"acceptedAnswer":120},"What was the role of Jenner’s 1798 pamphlet in the curriculum described?",{"text":121,"@type":113},"The pamphlet anchored the science module within a humanities seminar, and students used it to develop critical reading skills and make connections across texts and disciplines.","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},598185,1792122305,{"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":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Footnoting Edward Jenner: Using Textual Editing to Teach Information Literacy  \nKatherine Malone  \nSouth Dakota State University  \nInformation literacy has become one of the most important skills we teach undergraduates. Noting its importance to lifelong learning, the Association of College and Research Libraries (ACRL) argues,“Information literacy competency extends learning beyond formal classroom settings and provides practice with self-directed investigations as individuals move into internships, first professional positions, and increasing responsibilities in all arenas of life”(Information Literacy Competency Standards) . Indeed, employers report that they want employees who not only know how to find and use information but who are also able to “find patterns and make connections” and “apply knowledge to real-world contexts”(Raish and Rimland 99) . Moreover, from a political perspective, critical thinking and media literacy have quickly become indispensable to an informed citizenry. With so much riding on this skill, teachers of English and composition may want to look beyond the traditional research paper, which typically asks students to search in scholarly databases, identify peer-reviewed sources, and quote those sources to support an argument. While this process is vital for developing skills in argument and critical dialogue, the traditional research paper can lead students to view texts as stable entities, that is, as either a good source or a bad source. Even the word “source”  \nemphasizes the text as a container of information we simply draw from, when in fact most texts are better understood as rhetorical performances. Information literacy requires a more nuanced approach that asks whether a source is effective for a particular purpose or audience. Indeed, the ACRL emphasizes these contextual matters in its revised definition of information literacy as a“set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning”(Framework) . The Framework for Information Literacy for Higher Education (2015) highlights these skills in several of its key concepts, which remind us that authority is constructed and contextual, information creation is a process, and scholarship is a conversation. These changes acknowledge that, to achieve the skills necessary for lifelong learning, students must become adept at recognizing how information is mediated.  \nOne highly effective way of teaching this skill is to put students in the active role of the mediator by asking them to produce a critical edition of an existing, open-access text. The process of inserting explanatory footnotes, writing a critical introduction, or curating an appendix of cultural contexts requires savvy research skills for interacting with a wide range of primary and secondary texts. Furthermore, the editing process foregrounds questions of audience and purpose that are essential to metaliteracy, which “expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments”  \n(Framework) . To teach this kind of information literacy, I developed a footnoting assignment for an undergraduate humanities course in which I taught Edward Jenner’s 1798 pamphlet on vaccination against smallpox, An Inquiry into the Causes and Effects of the Variolae Vaccinae.  \nJenner’s text anchored the science module of Temple University’s “Mosaic: Humanities Seminar,” a required course designed to teach critical reading skills and help students make connections across texts, time periods, and disciplines. Getting students to read this text critically was especially challenging, not only because much of Jenner’s vocabulary is antiquated or highly sp","cbCailphZrDNJqb2","https://ap.wps.com/l/cbCailphZrDNJqb2","pdf",219992,"English","# Information literacy and the limits of traditional research papers\n## Rethinking “sources” as rhetorical performances\n# Teaching information literacy through textual editing\n## Critical edition workflow and metaliteracy\n# Jenner’s 1798 pamphlet in the classroom\n## Challenges of language and argument\n## Building an apparatus with student-led research","[{\"question\":\"Why does the article argue that traditional research paper assignments may limit information literacy?\",\"answer\":\"It notes that students may treat texts as stable “good” or “bad” sources rather than understanding how information is produced, valued, and mediated in context.\"},{\"question\":\"How does the course activity use critical editions to teach information literacy?\",\"answer\":\"Students create an edited version of Jenner’s text using online annotation tools, adding explanatory footnotes and other contextual materials that require reflective discovery and ethical participation in learning communities.\"},{\"question\":\"What was the role of Jenner’s 1798 pamphlet in the curriculum described?\",\"answer\":\"The pamphlet anchored the science module within a humanities seminar, and students used it to develop critical reading skills and make connections across texts and disciplines.\"}]","Footnoting Edward Jenner - Using Textual Editing to Teach Information Literacy | PDF",1792086446]