摘要：For decades, writing centersand academic libraries have provided a haven for students needing assistance, information, or simply a quiet “friendly” place to focus on learning and literacy. Recently, these two entities have begun to consider formal partnerships. Why? Because, as writing center directors, WAC professionals, and librarians are well aware, the academic environment is rapidly changing on all fronts. Administrators are more concerned than ever with writing proficiency, information literacy and student retention. And students, though more tech savvy, often seem to be unprepared to judge the credibility and usefulness of sources of information and unskilled at incorporating such material into their writing. In response to these developments, librarians and writing center professionals have recently begun to examine one another’s discourse and have discovered some remarkable and productive affinities in their evolving theory and practice. For example, as Colleen Boff and Barbara Toth note, there is a growing consensus among theorists in both fields that “research and writing are complementary parts of a recursive process of inquiry” (148). As faculty continue to demand library research as an integral part of assigned writing, students look to the writing center and the library to help guide them in these complex tasks.
