Academic librarians hold a unique position; they, at once, help students become better researchers and serve as an integral part in the writing process. To flesh out that latter claim, I would argue that most of the research librarians perform, or teach students to perform, is applied directly to writing assignments. Despite such benefit in the writing process, librarians’ work is often treated as an add-on function. Faculty frequently request a library instruction only at one “magical” point in a course, and students oftentimes select their topics and even write their essays before consulting with a librarian. In addition, Todorinova (2010) reports that 26% of libraries collaborate with writing centers, and 74% express a willingness to do so in the future, meaning librarians are gaining greater opportunities to participate in the writing process. For instance, at my current institution, a Florida community college, librarians and writing tutors share a public work space, providing writing and research assistance across the disciplines.
Couple this new way of collaboration with their traditional teaching methods, and librarians are positioned at the center of the writing process, but questions loom about librarians’ self-perceptions of their roles as (pre)writing instructors of sorts: How much do they know about or feel part of the process? How much do they knowingly work with rhetorical strategies? And in what aspects of writing do librarians feel comfortable in assisting students? These questions, among others, I wish to explore in my micro-study for ENGL840.