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Integrating Information Literacy with a Sequenced English Composition Curriculum
Abstract

This article details the process of implementing a sequenced information literacy program for two core English composition courses at Utah State University. Anextensive 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.