ABSTRACT
In this chapter, the author presents a case study linked to LILAC (Learning Information Literacy across the Curriculum) Project protocols to examine first-year students’ information-seeking behaviors at a large public research university, mapping pedagogical implications against WPA outcomes. We provide evidence of how theorized transformations towards multimodal information-seeking are—or are not—shaping student research practices. We use Research-Aloud-Protocols (RAPs) to analyze what students actually do online when seeking information on a topic, how they save information they find, and what they say about their decisions. We then triangulate with survey data that describes the same students’ psychographics and attitudes towards information literacies. Readers will be able to apply findings across diverse first-year writing environments, making this chapter a practical balance between theory and praxis.
