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To explain how an innovative practice-based approach to teacher preparation called the Adaptive Cycles of Teaching utilizes video reflection as part of multiple cycles of teaching across high impact literacy practices.

The faculty research team adopted a design-based research approach to develop and test the ACT model through iterations of design, implementation, analysis, and redesign. The chapter outlines the curriculum and findings from the initial iteration of design.

Teacher candidates experiencing the ACT model developed a strong knowledge of core literacy practices and were able to implement them with children. They continued to need additional scaffolding with respect to the quality of their instructional discourse and the gradual release of responsibility.

Continued research on the ACT model will allow us to refine the ways in which video use can enable preservice teachers to reflect and analyze their teaching and learning.

In response to the urgent national need to implement evidence-based literacy supports for adolescent struggling readers (ASRs), this chapter provides a framework for addressing reading comprehension instruction. Schools face significant challenges in the education of ASRs including how to address the achievement gap that emerges between proficient readers and a variety of poor reader subgroups predicted by the Simple View of Reading. The authors present current research in the components of reading comprehension (e.g., text structures, vocabulary, prior knowledge, cognitive strategies, and motivation) and explicit pedagogical practices associated with improving outcomes for ASRs, including a school-wide framework called the Content Literacy Continuum. Two specific interventions with supporting research are presented as model practices to improve outcomes for ASRs.

After spending three years as a secondary science teacher in an affluent Toronto neighborhood, I was surprisingly hired as a Literacy Teacher in my old school district just north of the city. I did not have a regular classroom; instead I was expected to work with as many teachers as I could within a cluster of elementary and secondary schools to, broadly speaking, pay explicit attention to the role of language in learning within the content areas. The purpose of this chapter is to analyze and interpret this part of my educational career by engaging in self-study via personal history; a personal history refers to becoming an accidental teacher educator, by virtue of a unique role as an in-service teacher educator with a language and literacy portfolio. Journals kept over two years reveal that, in many ways, I was a teacher educator before I knew what the term meant and that developing a pedagogy of teacher education with a focus on literacy made me increasingly frustrated with the over-simplified ways in which my school district framed issues of diversity.

While higher education has been encouraging interdisciplinary research, few studies have been conducted to understand how interdisciplinarity shapes the identity construction of scholars, especially doctoral students who may already strive to socialize into academia.

Therefore, this study adopts the approach of autoethnography to analyze my lived experience of developing disciplinary literacy and constructing interdisciplinary identity as a Chinese international doctoral student at a North American university. Communication theory of identity (CTI) is the theoretical framework through which I understand the negotiation among my personal, enacted, relational and communal identities while communicating my research through diverse literacy practices.

This autoethnography reveals that interdisciplinary doctoral students can flexibly use discursive resources from different disciplines and literacy practices in both English and their first language to dynamically create interdisciplinary identities communicable to different discourse communities. Their identities in different disciplines can develop simultaneously, rather than suppressing one for the development of the other as they do interdisciplinary research.

This study first extends current scholarly discussion of disciplinary literacy to a less-investigated setting, i.e. doctoral education in higher education. Second, it adds an additive and current layer of interdisciplinarity to the existing understanding of international doctoral students’ identity construction. Third, it helps to understand how the development of disciplinary literacy can facilitate disciplinary identity construction and how disciplinary identity construction can facilitate the development of disciplinary literacy.

This study was designed to be an agonistic encounter between two pre-service teachers from different academic disciplines and with opposing climate change beliefs. The purpose of this study was to create an opportunity for this pair of future educators to voice, acknowledge and engage their differences, rather than avoid or skirt them.

Using a paired interview approach, two pre-service teachers discussed online sources about climate change. The analysis focuses on critical literacy practices of textual critique and reader reflexivity, considering how students from different beliefs and perspectives engage in agonism and negotiated practices.

While there was evidence of the two students engaged in critical literacy practices of textual critique, most of this engagement with the sources remained more at a surface level with somewhat superficial criteria to evaluate the sources. The two students engaged reflexively during the interview discussion in terms of their academic disciplines and climate change beliefs. This reflexive work produced the most compelling exchanges during the interview discussion and pointed to two rich sites for agonistic engagement: their differing conceptions of reliability and their competing perspectives about the intersection of science and politics.

Agonism offers a lens that helps ensure we understand that all pursuits toward facts and truth are necessarily contested as we engage with respected adversaries, not enemies we need to vanquish. There is an urgent need for dialogue across difference, especially for people in the increasingly polarized USA with complex topics and challenges such as climate change.

Our purpose is to examine the outcomes of using video as a reflection tool in peer-to-peer coaching with rural teachers as part of a literacy coaching professional development project.

This qualitative case study presents findings from a professional development project serving rural educators interested in becoming literacy coaches. Using a peer coaching model, literacy coaching participants video recorded two literacy coaching cycles capturing pre-conferencing, lesson modeling, and post-conferencing. Reflection was facilitated through face-to-face discussion and online technologies (discussion forums and e-mail).

Face-to-face sessions were integral in fostering participant reflection. Technology challenges impacted the extent to which participants engaged in and valued video as a reflection tool. Participants repurposed video reflection for self-identified professional and pedagogical purposes.

Video reflection can be used as a part of multimodal set of tools to collaborate with teachers. Face-to-face interaction is important in supporting rural teachers’ use of video reflection. Teacher educators generally need more on-site authentic involvement to gain emic perspectives when working with the rural sites in order for the video tasks to be more effective and meaningful for the teachers. Repurposing video reflection can be an expression of agency in meeting teacher needs.

This study centers on high school pre-teacher education students’ reviews of their peers’ digital stories. The purpose of this study is twofold: to bring digital storytelling to the forefront as a literacy practice within classrooms that seeks to privilege students’ voices and experiences and also to encapsulate the authors’ different experiences and perspectives as teachers. The authors sought to understand how pre-teacher education candidates analyzed, understood and made meaning from their classmates’ digital stories using the seven elements of digital storytelling (Dreon et al., 2011).

Using grounded theory (Charmaz, 2008) as a framework, the question of how do high school pre-teacher education program candidates reflectively peer review their classmates’ digital stories is addressed and discussed through university and high school instructors’ narrative reflections. Through peer reviews of their fellow classmates’ digital stories, students were able to use the digital storytelling guide that included the seven elements of digital storytelling planning to critique and offer suggestions. The authors used the 2018–2019 and 2019–2020 cohorts’ digital stories, digital storytelling guides and peer reviews to discover emerging categories and themes and then made sense of these through narrative analysis. This study looks at students’ narratives through the contexts of peer reviews.

The seven elements of digital storytelling, as noted by Dreon et al. (2011, p. 5), which are point of view, dramatic question, emotional content, the gift of your voice, the power of the soundtrack, economy and pacing, were used as starting points for coding students’ responses in their evaluations of their peers’ digital stories. Situated on the premise of 21st century technologies as important promoters of differentiated ways of teaching and learning that are highly interactive (Greenhow et al., 2009), digital stories and students’ reflective practices of peer reviewing were the foundational aspects of this paper.

The research the authors have done has been in regards to reviewing and analyzing students’ peer reviews of their classmates’ digital stories, so the authors did not conduct a research study empirical in nature. What the authors have done is to use students’ artifacts (digital story, digital storytelling guides and reflections/peer reviews) to allow students’ authentic voices and perspectives to emerge without their own perspectives marring these. The authors, as teachers, are simply the tools of analysis.

In reading this paper, teachers of different grade levels will be able to obtain ideas on using digital storytelling in their classrooms first. Second, teachers will be able to obtain hands-on tools for implementing digital storytelling. For example, the digital storytelling guide to which the authors refer (Figure 1) can be used in different subject areas to help students plan their stories. Teachers will also be able to glean knowledge on using students’ peer reviews as a kind of authentic assessment.

The authors hope in writing and presenting this paper is that teachers and instructors at different levels, K-12 through higher education, will consider digital storytelling as a pedagogical and learning practice to spark deeper conversations within the classroom that flow beyond margins and borders of instructional settings out into the community and beyond. The authors hope that others will use opportunities for storytelling, digital, verbal, traditional writing and other ways to spark conversations and privilege students’ voices and lives.

As the authors speak of the original notion of using students’ crucial events as story starters, this is different than prior research for digital storytelling that has focused on lesson units or subject area content. Also, because the authors have used crucial events, this is an entry point to students’ lives and the creation of rapport within the classroom.

Using content analysis and staff interviews, this study evaluated the impact of an action plan that aimed to assist in integrating information literacy skills into teaching and learning practices of eight first‐year core business courses in the Division of Business and Enterprise (BUE) at the University of South Australia (UniSA). The action plan involved a series of professional development meetings with these eight staff, library liaison staff and learning advisers. In order to evaluate the success of this action plan, comparisons were made between two groups of academic staff: those eight first‐year BUE core course coordinators who had experienced the action plan and another eight BUE first‐year staff who had not. An analysis found that there were no statistically significant differences to changes in information literacy teaching and learning practices over the 12 months between the two groups. It was therefore concluded that the action plan had not delivered the intended outcomes. This finding was partly attributed to a large number of inhibiting factors as well as to the short time over which the action plan was conducted.

The Common Core Standards (CCS) for English Language Arts and College, Career, and Civic Life Framework (C3) require social studies educators to reconsider connections between literacy and history teaching. In this article we examine three perspectives on literacy teaching: content area literacy, disciplinary literacy, and critical literacy. While some scholars see these perspectives as contradictory or in competition, we demonstrate how content, disciplinary, and critical literacy teaching can complement each other and facilitate teaching to and beyond the CCS standards and C3 framework in intermediate, middle school, and high school history instruction. Our article includes teaching examples as well as appendices of teacher resources.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.