Pattern Recognition: How a Rhetorical Approach to Sources Can Transform Information Literacy Instruction

Can we teach students that sources are dynamic entities, not inert objects? This workshop will describe an approach to sources that makes this possible. In rhetoric, messages are seen as social acts, constructed by authors to achieve specific purposes and speak to specific audiences. Messages, from personal blogs to television news to peer-reviewed articles, are different in form and content because they allow authors to address different rhetorical situations Different purposes and different audiences require different choices. Members of a certain type are alike because they have developed similar patterns to address similar situations. To be effective communicators, students need to use the patterns of previous, successful attempts. From these patterns they must make strategic choices that meet the expectations of intended audiences. Unfortunately, current information literacy instruction tends to describe the patterns of messages as similarities in form and content; not as the result of social actions. By examining the relationships between author, purpose, audience, and context—a process called rhetorical analysis–students can describe the patterns used and specific actions performed by each message. Through a series of interactive exercises, we will explore practical ways of incorporating rhetoric into our practice. This model has the potential to improve multiple aspects of information literacy: the formulation of questions, the choice of keywords, the selection and evaluation of resources, and the synthesis of information. Most importantly, this could help students succeed in more than just their academic lives; it can impact their professional, civic, and personal lives, as well.