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This paper aims to demonstrate how teaching the discourse of critique, an integral part of the video production process, can be used to eliminate barriers for young people in gaining new media literacy skills helping more young people become producers rather than consumers of digital media.

This paper describes an instrumental qualitative case study (Stake, 2000) in two elective high school video production classrooms in the Midwestern region of the USA. The author conducted observations, video and audio recorded critique sessions, conducted semi-structured interviews and collected artifacts throughout production including storyboards, brainstorms and rough and final cuts of videos.

Throughout critique, young video producers used argumentation strategies to cocreate meaning, multiple methods of inquiry and questioning, critically evaluated feedback and synthesized their ideas and those of their peers to achieve their intended artistic vision. Young video producers used feedback in the following ways: incorporated feedback directly into their work, rejected and ignored feedback, or incorporated some element of the feedback in a way not originally intended.

This paper demonstrates how teaching the discourse of critique can be used to eliminate barriers for young people in gaining new media literacy skills. Educators can teach argumentation and inquiry strategies through using thinking guides that encourage active processing and through engaging near peer mentors. Classroom educators can integrate the arts-based practice of the pitch critique session to maximize the impact of peer-to-peer learning.

Progress toward health equity is necessary to reduce health disparities, and health literacy is key to achieving this goal. Because libraries provide access to knowledge and insights about their communities, they are effective partners in advancing health equity and implementing programs to reduce health disparities. A literature review on library programs and activities that focus on promoting health equity was conducted.

A literature review on library programs and activities concerning health equity and social determinants of health was conducted. Relevant literature was identified from searches of databases, library publications and grey literature.

The authors found 224 eligible sources and many types of libraries advancing health equity. Libraries frame their role in advancing health equity through external programs in three ways: (1) providing access to high-quality health information, (2) delivering health literacy training and resources and (3) connecting their communities with community health services. Libraries also advance health equity by focusing on internal library operations and providing research services focused on cultural humility and competence as they apply to health care.

This literature review will help the National Library of Medicine (NLM) develop a strategy to support libraries advancing health equity through information made available by programs and activities of NLM and the Network of the National Library of Medicine.

This paper aims to analyze how middle schoolers developed a critical awareness of language while participating in a curricular unit informed by systemic functional linguistics (SFL). This unit was developed to understanding and taking action to protect a local bat population in the context of school reforms shaping teaching and learning in the USA. It was designed to support a heterogeneous class of seventh graders in learning to read scientific explanations, write letters to government officials and develop a functional metalanguage to support them in analyzing how language simultaneously constructs ideas, enacts power dynamics and manages the flow of information in disciplinary texts. The questions guiding this study are: How do students use SFL metalanguage in text production and interpretation practices? Do their uses of SFL metalanguage support critical language awareness and reflection? And, if so, in what ways?

This study uses ethnographic methods to conduct teacher action research. Data include classroom transcripts, student writing samples and interviews.

The findings illustrate how students engaged with SFL, often playfully, to create their own student-generated functional metalanguage in highly productive ways.

This study contributes to a growing body of scholarship that suggests SFL metalanguage can provide teachers and students with a powerful semiotic toolkit that enables them to navigate the demands of teaching and learning in the context of the Standardization and Accountability movement.

This study has implications teachers’ professional development and students’ disciplinary literacy development in the context of school reform.

To date, few studies have explored how students take up and transform SFL metalanguage into a tool for critical reflection, especially adolescents.

The purpose of this study is to examine how the religious beliefs and experiences of a white Evangelical English teacher, Amy, shaped her enactment of critical inquiry pedagogy in her English classroom.

This study drew on three in-depth interviews focused on a white Evangelical English teacher’s negotiation of her faith and understanding of critical inquiry issues in her teaching.

The teacher embraced anti-racist pedagogy by aligning definitions of structural racism with her understanding of the inherent sinfulness of humankind. She did so at the risk of her standing within her Evangelical community that largely rejected anti-racism. On the other hand, the teacher struggled with embracing LGBTQ+ advocacy, believing that affirmation of LGBTQ+ identities ran counter to her beliefs in “the gospel.” Her theological beliefs created complications for her when students brought the issue up in her class.

This study illustrates the way an English teacher incorporated anti-racism into both her teaching and religious identity, demonstrating that for some, the main concepts promoted in teacher education programs are held against a theological standard. It suggests that more work must be made by English teacher educators to provide space for religious pre-service teachers to find religious justification for engaging in LGBTQ+ advocacy.

One of the goals of English education is to encourage students to read texts and the world critically. However, the critical inquiry may be seen by Evangelical teachers and students as value-laden, too political and hostile to religious faith. This study examines the tensions that arise for an English teacher who is a white Evangelical. It contributes to possible strategies for the field to address these tensions.