Intro -- Table of Contents -- Acknowledgements -- Chapter 1 -- Why Learn about Reading and Writing? -- Why Are Reading and Writing So Hard? -- Why Do Librarians Need to Revisit the Research on Reading and Writing? -- This Book -- Notes -- Chapter 2 -- Theoretical Foundations of Process-Based Information Literacy -- Cognitive Needs -- Affective Needs -- Encouraging Students' Cognitive and Affective Progress -- A Theory of Process-Based Information Literacy -- Reflections on Process-Based Information Literacy -- Notes -- Chapter 3 -- Informal, Low-Stakes Writing -- Process, Creativity, and Low-Stakes Writing -- Types of Low-Stakes Writing -- Purposes of Low-Stakes Writing -- Conclusion -- Notes -- Chapter 4 -- Reading for Comprehension and Reading to Write -- Meaning Making from Texts -- Reading and the Framework -- Reading Comprehension Strategies to Teach Students -- Conclusion -- Notes -- Chapter 5 -- High-Stakes Writing-from-Sources -- Assignment Design -- Instructional Supports -- Conclusion -- Notes -- Chapter 6 -- Turning Theory into Practice -- Question 1: -- Is There a Recommended Framework for Implementation That Would Help Librarians Put This Theory into Practice? -- Question 2: -- What Do Librarians Need to Give Up in Order to Move toward a Rhetorical, Process-Based Approach to Information Literacy Instruction? -- Question 3: -- Are There Any Time-Management Strategies to Facilitate Process-Based Information Literacy Instruction? -- Question 4: -- Lifelong Learning and Developing Complex Research Skills over Time Require Students to Transfer Their Information Literacy Skills from One Context to Another. How Do Librarians Teach for Knowledge Transfer? -- Question 5: -- How Do Librarians Manage Change at the Program Level? -- Conclusion -- Notes.