[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598789-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-598789-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","volume-8-issue-1-2014-peering-into-the-writing-center","Volume 8 - Issue 1 - 2014 - Peering Into the Writing Center","","This column discusses how libraries can advance information literacy by treating peer tutoring as a collaborative conversation across campus. It examines why coordination between libraries and peer tutoring services is often missing, and how linking research and writing support can broaden impact. The text contrasts co-location with truly connected practice, arguing that visible separation between research and writing centers can mislead students and hinder the nonlinear, interactive nature of both processes.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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peer tutoring services?","Question",{"text":62,"@type":63},"Because peer tutoring often operates without knowledge of libraries’ research and information literacy objectives, libraries may miss an opportunity to extend information literacy across the curriculum.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What does the article suggest about integrating information literacy into peer-based learning?",{"text":67,"@type":63},"It describes approaches ranging from library-led programs that hire and mentor peer research guides to less intensive collaboration with existing peer tutoring programs on campus.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the article view locating writing centers near libraries?",{"text":71,"@type":63},"Proximity helps visibility and referral, but the article warns that keeping research and writing services entirely separate can misrepresent both processes and damage understanding of their interactive, nonlinear 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collaborative conversation  \nJanelle Zauha  \nMontana State University, Bozeman  \nThis column focuses on the conceptual and practical aspects of teaching information literacy. Column co-editors Patrick Ragains and Janelle Zauha write about trends and issues that have come to our attention, but also solicit contributions to this space. Readers with ideas for Teaching Matters may contact Patrick Ragains at [ragains@unr.edu](ragains@unr.edu), or the editors of Communications in Information Literacy at [editors@comminfolit.org](editors@comminfolit.org).  \nZauha, Peering Into the Writing Center Communications in Information Literacy 8(1), 2014  \nWhat is your library’s relationship with peer tutoring services on campus? Peaceful coexistence, détente, or active collaboration? Armies of tutors employed through student services may routinely use your library as a convenient place to meet but have no actual knowledge of your research services, let alone the information literacy objectives of your instruction program. Without making connections with tutoring services you maybe missing an important opportunity to broaden the reach of information literacy across the curriculum. As models for peer assisted learning – whether known as tutoring, coaching, mentoring, counseling, or by some other term – proliferate in the academy (Bodemer, in press), it is easier and more important than ever for libraries to collaborate with these programs to ensure that information literacy instruction is included wherever possible.  \nThere are many ways to experiment with incorporating information literacy into peerbased learning programs on campus. At the most ambitious level, a library might implement its own program to hire, train, and mentor students to serve as peer research guides at a library service point and/or as teachers of beginning level research sessions in the classroom. While such library-led programs are timeconsuming, those that are well-planned and monitored are shown to extend the reach of the library’s instruction agenda (Bodemer, in press) . A less intensive option for integrating student tutors into our information literacy agenda while extending impact is for the library to collaborate with peer tutoring programs already in place on campus, some of which are focused on specific populations such as student athletes (Davidson and Peyton, 2007) .  \nOne peer tutoring program with tremendous potential may be as close as your own  \nlibrary commons: the writing center. It isnot unusual today to find academic libraries with writing centers or satellites located within their learning commons. Often this seems to be primarily a co-location model (Todorinova, 2010) . Visible co-location isnot a bad thing, of course, but is it sufficient? Close proximity of research and writing services gives us each more visibility. It is convenient for students, facilitating easy referral from librarian to tutor and back. It makes available to the writer and tutor an information and technology-rich environment. A common roof tacitly signals that these services share certain beliefs and goals; for example, that both research and writing are processes helped by designated experts or guides.  \nWhen research and writing services are located near each other but are kept entirely separate, however, the signal is also given that both librarians and tutors feel these processes can and should be carried on in separate spaces, that it is as normal for students to move smoothly from the task of research and on to writing as if stepping between two rooms of the house, closing doors as they go. In fact, this visible separation can be tremendously misleading and even damaging, denying the nonlinear and interactive natures of both processes. In“Libraries and Writing centers in collaboration: A Basis in theory,” Elmborg (2005) describes the centrality of proces","cbCaiu2wJohClhMe","https://ap.wps.com/l/cbCaiu2wJohClhMe","pdf",326037,"English","# Teaching Matters [Perspectives]\n## Peering Into the Writing Center\n## Information literacy as a collaborative conversation\n## Library collaboration with peer tutoring services\n## Writing center as a peer-assisted learning space\n## Moving beyond separation between research and writing","[{\"question\":\"Why does the article emphasize collaboration between libraries and peer tutoring services?\",\"answer\":\"Because peer tutoring often operates without knowledge of libraries’ research and information literacy objectives, libraries may miss an opportunity to extend information literacy across the curriculum.\"},{\"question\":\"What does the article suggest about integrating information literacy into peer-based learning?\",\"answer\":\"It describes approaches ranging from library-led programs that hire and mentor peer research guides to less intensive collaboration with existing peer tutoring programs on campus.\"},{\"question\":\"How does the article view locating writing centers near libraries?\",\"answer\":\"Proximity helps visibility and referral, but the article warns that keeping research and writing services entirely separate can misrepresent both processes and damage understanding of their interactive, nonlinear nature.\"}]","Volume 8 - Issue 1 - 2014 - Peering Into the Writing Center | PDF",1792087603,15]