Research, Writing, and Writer/Reader Exigence: Literate Practice as the Overlap of Information Literacy and Writing Studies Threshold Concepts

Jerry Stinnett, Marcia Rapchak


The publication of the ACRL Framework for Information Literacy has led scholars and teachers of writing and information literacy to identify ways of connecting threshold concepts of both disciplines to help students more easily and effectively acquire the transformed perspectives on research and writing. We argue that the practice of addressing writer exigence connects the concepts of IL and WS under a single literate practice. As the motivating matter of discourse, the perception of a particular exigence leads writers to identify a useful audience to address that exigence. Noting that audiences have their own exigencies for reading as well, we explain that writers must construct their texts in ways that signal a text’s exigency for readers, an effort that includes selecting the performances of evidence and writer legitimacy through information literacy. By teaching writing and researching as the literate practice of resolving the writer’s exigence by constructing exigency for particular readers, instructors can effectively link the six Frames of the ACRL Framework and Writing Studies threshold concepts and explain why concepts of both are essential and inextricable.


Information Literacy; Transfer; Threshold Concepts; Exigence; Metacognition

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