The article describes faculty-librarian collaboration in a required freshman English course that integrates library instruction with course content. Strategies specific to composition and rhetoric pedagogy are incorporated into research instruction, as a librarian and an English professor describe the results of team teaching a required freshman English course. Unlike most of the faculty-librarian collaborations discussed in the library literature, research was not peripheral to the goals of the course, but actually comprised half of the course content. Both the librarian and the faculty member were equally responsible for teaching and grading through the process techniques of composition and rhetoric, including one-on-one conferences, process notes, and the staging of the overall research work: resulting in a higher quality research project.
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