Strengthening multi-literacy through Departmental Collaborations

Abstract

Transitioning to college can be daunting especially with regards to the rigors and expectations of academic writing. In addition, grappling with diverse skills of college reading, writing, research, information literacy, termed “multi-literacy” in this context requires collaboration for students to make seamless transition.

This study uses a first-year composition course to demonstrate how the research plan for an argumentative essay enhanced quality departmental collaboration. The instructor explained the writing style; the librarian provided guidance with DIL provisions; and the writing center oversaw the outlines and first draft of the essay. The collaboration showed that constructive partnerships through multi-literacy provide student-centered and better research skills for freshmen.