Integrating Information Literacy with a Sequenced English Composition Curriculum

Wendy Holliday, Utah State University
Britt A. Fagerheim, Utah State University

Originally published by the Johns Hopkins University Press. Publisher's PDF and HTML fulltext available through remote link.


This article details the process of implementing a sequenced information literacy program for two core English composition courses at Utah State University. An extensive needs assessment guided the project, leading to a curriculum design process with the goal of building a foundation for deeper critical thinking skills. The curriculum development and implementation process highlights several of the advantages of using the course-integrated model of instruction to develop a more comprehensive information literacy program.