Barbara D’Angelo, PhD
I love working with writers to successfully maneuver the maze of a writing project. As a writing coach, I especially enjoy helping writers develop their ideas into a cohesive and focused topic. Given my background as both a librarian and writing instructor, I find that writers often need help with literature reviews, so I teach them how to develop a conversation in which their research and writing fit. Their work will have impact if they can see how it continues the scholarly work others have done! Literature reviews are often one of the most challenging parts of a writing project, but it is much like a puzzle in which, in the end, all the various pieces fit into a cohesive whole. I also appreciate the chance to assist writers with brainstorming, articulating their research methods, integrating research results with existing knowledge by synthesizing it with the literature, and with juggling the sometimes-vexing nature of coordinating and completing a writing project.
ABOUT: Barbara D’Angelo holds a PhD in Technical Communication & Rhetoric from Texas Tech University, an MS in Library & Information Science from the University Illinois at Urbana-Champaign, and a BA in Spanish from Emmanuel College. Her interest in the intersections between information literacy and writing evolved into teaching writing full-time in technical and professional writing. She has taught undergraduate and graduate level courses on campus, as well as in hybrid and online settings for over 20 years. Barbara has served as Director of Curriculum and Assessment for a technical and professional communication program, has led the development and coordination of multi-section courses in both business and medical/health communication, and is the graduate advisor for students in a master’s degree in technical communication. Barbara is the co-editor of Information Literacy: Research and Collaboration Across Disciplines. She is also the author of several book chapters and articles and has presented on information literacy and writing, assessment, e-portfolios, and business and medical/health communication. In addition, she was the co-PI on a grant to use writing analytics to investigate the potential relationship between threshold concepts and student writing. Barbara enjoys hiking, traveling, the beauty of the desert southwest, and baking.
Languages: English; Spanish reading
SELECTED PUBLICATIONS
Books
D’Angelo, B.J.; Jamieson, S.; Maid, B.M. & Walker, J. (Eds.). (2017). Information Literacy: Research and Collaboration Across Disciplines. WAC Clearinghouse/University of Colorado Press. http://wac.colostate.edu/books/infolit/.
Book Chapters
D’Angelo, B.J. & Maid, B.M. Metacognition: Crossing the information and writing thresholds. In: Teaching at the Intersection of Cognition and Writing. J.M. Rifenburg, P. Portanova & Duane Roen, eds. Parlor Press. Forthcoming.
Maid, B.M. & D’Angelo, B.J. (2019). A conversation: Academic and workplace information skills. In: Information Literacy and Writing Studies. G. Veach, ed. Purdue, IN: Purdue University Press, pp: 267- 276.
Maid, B. & D’Angelo, B. (2017). Recognizing realities. In LABORED. The state(ment) and future of work in composition. R. McClure, D.V. Goldstein, & M.A. Pemberton, eds. Anderson, SC: Parlor Press, pp. 187- 206.
D’Angelo, B.J. (2017). Proposal writing in technical communications. In: Twenty Writing Assignments in Context. M. Bender & K. Waltonen, eds. Jefferson, NC: McFarland.
Maid, B.M. & D’Angelo, B.J. (2017). Threshold concepts: Integrating and applying information literacy and writing instruction. In: Information Literacy: Research and Collaboration Across Disciplines. B.J. D’Angelo, S. Jamieson, B.M. Maid, & J. Walker, eds. WAC Clearninghouse/University of Colorado Press. http://wac.colostate.edu/books/infolit/chapter2.pdf
D’Angelo, B.J. & Maid, B.M. (2015). Metaliteracy learning of RN to BSN Students: A fusion of disciplinary values and discourses. In: Metaliteracy in Practice. T. Jacobson & T. Mackey, eds. Chicago: Neal Shuman. Pp. 47-71.
D’Angelo, B.J. (2013). Understanding the relationship between good research and good writing. In: Successful Strategies for Teaching Undergraduate Student Research. M. Deyrup & E. Bloom, eds. Lanham: Scarecrow Press. pp. 13-24.
D’Angelo, B.J. & Maid, B.M. (2013). ePorts: Making the passage from academics to workplace. In: ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios in Public Workplaces. R. Rice and K. Willis, eds. Fort Collins, CO: Parlor Press, http://wac.colostate.edu/books/eportfolios.
Maid, B.M. & D’Angelo, B.J. (2013). Why do we bother to teach research: Our students can find everything online. In: The New Digital Scholar: Exploring and Enriching the Research and Writing Practices of NexGen Students. J. Purdy and R. McClure, eds. American Association of Information Science and Technology.pp. 295-312.
Maid, B.M. & D’Angelo, B.J. (2012). Is rhetorical knowledge the uber outcome? In: The WPA Outcomes Statement: A Decade Later. D. Roen, D. Holstein, N. Behm, and G. Glau, eds. Anderson, SC: Parlor Press, pp. 257-270.
Maid, B.M. & D’Angelo, B.J. (2012). What do you do when the ground beneath your feet shifts? In: Online Education 2.0: Evolving, Adapting and Reinventing Online Technical Communication. Kelli Cargile-Cook & Keith Grant-Davies, eds. Amityville, NY: Baywood Press, pp. 11-23.
Maid, B.M. & D’Angelo, B.J. (2012). The WPA outcomes, information literacy, and challenges of outcomes-based curricular design. In: Teaching and Assessing Writing: A Twenty-Fifth Anniversary Celebration. N. Elliot & L. Perelman, eds. Hampton Press, pg. 99-112.
D’Angelo, B.J. & Maid, B.M. (2009). Assessing outcomes in a technical communication capstone. In: Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education. C. Schreiner, ed. IGI Gobal, pg. 152-166.
D’Angelo, B.J. (2007). From partnership to program development: Information literacy in an academic curriculum. In: Information Literacy Programs in the Digital Age. Educating College and University Students Online. A. Daughtery and M.F. Russo, eds. Chicago: American Library Association.
Refereed Articles
Shire, S. & D’Angelo, B.J. Creating effective storyboards for clinical research audits. In preparation Stevens, C.J.; D’Angelo, B.; Rennell, N.; Muzyka, D.; Pannabecker, V. & Maid B. (2014). Cultivating
writing skills in online RN-BSN students: An innovative approach. Nurse Educator. 39(1):17-21. D’Angelo, B.J. (2012). Beyond academics: Re-conceptualizing information literacy for workplace
relevance. Library Trends, 60(3):636-649.
D’Angelo, B.J. (2010). Social media community management: Implications for the business communication curriculum. Proceedings of the Association for Business Communication Annual Convention, Available at: http://www.businesscommunication.org/conventionsNew/proceedingsNew/2010New/ABC-2010-13.pdf(proceedings peer reviewed and accepted separately from conference presentations)
D’Angelo, B.J. (2009). Using portfolio assessment to discover student learning. Proceedings of the Association for Business Communication Annual Convention. Available at: http://www.businesscommunication.org/conventionsNew/proceedingsNew/2009New/portsmouthProceedi ngs/PABC-2009-13-DAngelo.pdf (proceedings peer refereed and accepted separately from conference presentations)
D’Angelo, B.J. & Maid, B.M. (2005). Beyond instruction: Integrating library service in support of information literacy. Internet Reference Services Quarterly. 9(1/2):55-63. Co-published simultaneously in Improving Internet Reference Services to Distance Learners (William Miller and Rita M. Pellen, eds.).
D’Angelo, B.J. & Maid, B.M. (2004). Moving beyond definitions: Implementing information literacy across the curriculum. Journal of Academic Librarianship. 30(3):212-217.
D’Angelo, B.J. (2004). If they build it will they come? Cooperation and collaboration to create a customized library. Reference Librarian. 83/84:237-250. Co-published simultaneously in Cooperative Reference: Social Interaction in the Workplace (Celia Hales Mabry, ed.).
D’Angelo, B.J. (2001). .Using source analysis to promote critical thinking. Research Strategies 18(4):303- 309. (Publisher error in publication date. Manuscript submitted June 2002 and published in June 2003)
D’Angelo, B.J. (2001). Integrating and assessing information competencies into a gateway course. Reference Services Review 29(4):282-293.
D’Angelo, B.J. & Maid, B.M. (2000). Virtual classroom, virtual library: Library services for an online writing laboratory. RUSQ, 39(3): 59-64.
Simoneaux, L.; D’Angelo, B.J.; Jung, K., and Orgeron, E. (1999). The library and you: Curriculum- integrated library instruction via the WWW. Campus-Wide Information Systems 16(3):89-94.
D’Angelo, B.J. (1998). Copyright and the internet, two views. Kairos: A Journal for Teachers of Writing in a Webbed Environment 3(1). [Review article]. Available: http://english.ttu.edu/kairos/3.1/index_f.html.