AbstractThis article addresses the interrelationship among writing, reading, and information literacy (WRIL) by discussing a collaborative assessment project that generated a criteria map focused on process, enactment, engagement, and attribution. The authors connect this map to the Framework for Success in Postsecondary Writing and the Framework for Information Literacy for Higher Education but critique the failure of these frameworks to account for the importance of reading. In emphasizing WRIL for students, the authors contend that practitioners must help students understand WRIL practices as dynamic, developing, and complex, and they provide pedagogical suggestions for assigning reference materials, reading as researchers, and sharing visualization tools.

Research Article| October 01 2005 Dancing Bodies in the Classroom: Moving toward an Embodied Pedagogy Tina S. Kazan Tina S. Kazan Search for other works by this author on: This Site Google Pedagogy (2005) 5 (3): 379–408. https://doi.org/10.1215/15314200-5-3-379 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Tina S. Kazan; Dancing Bodies in the Classroom: Moving toward an Embodied Pedagogy. Pedagogy 1 October 2005; 5 (3): 379–408. doi: https://doi.org/10.1215/15314200-5-3-379 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal You do not currently have access to this content.