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This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer and Mische, 1998, p. 971).

Situated in a semester-long inquiry group, eight k-16 educators used narrative inquiry processes (Clandinin, 1992) to write and collectively analyze (Ezzy, 2002) stories describing personal experiences that brought them to critical ELA pedagogies. They engaged in three levels of analysis across the eight narratives, including open coding, thematic identification, and identification of how the narrative inquiry impacted their classroom practices.

Across the narratives, the authors identify what aspects of the ELA reading, writing and languaging curriculum emerged as problematic; situate themselves in systems of oppression and privilege; and examine how processes of critical narrative inquiry contributed to their capacities to respond to these issues.

Collaborative narrative inquiry between teachers and teacher educators (Sjostrom and McCoyne, 2017) can be a powerful method to cultivate critical pedagogies.

Teachers across grade levels, schools, disciplines and backgrounds can collectively organize to cultivate critical ELA pedagogies.

Although coordinated opportunities to engage in critical inquiry work across k-16 contexts are rare, the authors believe that the knowledge, skills and confidence they gained through this professional inquiry sensitized them to oppressive curricular norms and expanded their repertoires of resistance.

The purpose of this paper is to examine the ways assemblaging communities work to support, hinder or disrupt literacy pedagogy in one English Language Arts (ELA) classroom. Through an expanded understanding of community based on the concept of assemblage, this paper discusses the ways in which one teacher’s critical literacies instructional practices emerged, configured and ruptured through the assemblaging communities’ that affected her enactment of critical literacies pedagogy. A focus on assemblaging communities recognizes the de/re/territorializing power of the evolving groups of bodies that produce a classroom and pedagogy in particular ways.

Drawing on observational field notes and informal exchanges, this qualitative study uses post-structural and post-human theory to examine the assemblaging communities that produced the enactment of critical literacies pedagogy in a seventh grade ELA classroom. Assemblage theory is used to analyze data to examine the assemblaging communities that de/re/territorialized in Ms T’s teaching in relation to critical literacies pedagogy. This analytical orientation allowed for a nuanced look at communities as evolving, de/re/territorializing formations that, in this study, created tensions for enacting critical literacies pedagogy.

Assemblaging communities are always producing classrooms in particular ways, demonstrating the complexities and realities of enacting literacy pedagogy. Through analysis of the data, the rupture between the assemblaging communities that produced the enactment of critical literacies pedagogy and the assemblaging communities that produced test prep (and altered critical literacies) became apparent. Ruptures like this must be attended to because enacting critical literacies pedagogy is never done neutrally and without attention to the assemblaging communities that are always de/re/territorializing pedagogy, teachers may not be equipped to respond to the unexpected ruptures as well as material realities produced from these.

Educators can use the concept of assemblaging communities for recognizing the territories that shape their literacy pedagogy. By foregrounding assemblaging communities, researchers and educators may be more appropriately equipped to consider the real-time negotiations at play when enacting critical literacies pedagogy in the classroom. Enacting critical literacies pedagogy is never done neutrally, and attention to the assemblaging communities that are always de/re/territorializing pedagogy, teachers may be more equipped to respond to the material realities that are produced through their pedagogical actions.

This study suggests assemblaging communities as a way to productively move forward a perspective on communities that foregrounds the moving bodies that produce communities differently in evolving ways and their de/re/territorializing forces that create material realities for classrooMs Assemblaging communities moves the purpose from defining a community or interpreting what it means to looking at what it does, how it functions and for this study, how assemblaging communities produced critical literacies pedagogy in one classroom.

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.

This paper aims to draw on the analysis of instruction and student work in an English Language Arts classroom to discuss how teachers may support dispossessed students’ journeys toward radical healing (Ginwright, 2010) by using critically caring pedagogies – pedagogies grounded in teachers’ deep understanding of the systemic inequalities faced by their students and a strong commitment to contributing to social justice. Radical healing involves naming and redefining individual experiences of oppression as collective struggle to express desire and hope (Winn, 2012; 2013; Tuck, 2009).

The data used for this paper included video data from a two-week writing unit and fieldnotes from preceding lessons, classroom documents and handouts and final work from students. Data were analyzed through a process of open and focused coding (Coffey and Atkinson 1996; Miles and Huberman, 1994).

Three major practices emerged from the analysis of instruction: affirming student experience, connecting individual and community struggles and using writing as a space for expressing desire and hope. Student work showed how students used their writing to engage in the kind of analysis that autoethnographies encourage – reflection on individual lives as collective experiences and the expression of hope – which the author aligns with the goals of radical healing. Students wrote about enduring difficult life circumstances. They also found connections between their experiences and the lives of their peers and communities. Finally, they used their writing to express desire and hope.

The teacher’s pedagogy provides an illustration of teaching critically caring literacies (Camangian, 2010) that may lead to radical healing (Ginwright, 2010) – a pedagogy that seeks justice and encourages resilience, particularly for youth who have experienced great injustices. This kind of pedagogy requires not only the willingness to feel critical hope (Duncan-Andrade, 2009) with students but also a commitment to challenging disciplinary canons by allowing students’ lives to enter the classroom. In her classroom, the teacher created a space for her students to reflect on their lives and experience radical healing by encouraging them to contextualize their experiences within socio-historical processes and social, economic and political structures that were designed to create and sustain inequity. The autoethnography unit provided an opportunity for students to evaluate their own histories, come to terms with the past and begin to express desire and imagine hopeful futures (Tuck, 2009; Winn, 2012; 2013).

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

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

The aim of this article is to develop an architectural pedagogy for the Anthropocene. The author reflect on a project within a postgraduate architectural theory module to address the following questions: How can architectural pedagogy articulate critical modes of production that contribute to quality education in the time of the Anthropocene? What are the ideas, values and practices needed?

The method employed is close reading of texts focussed on three areas: critical theory and pedagogy, political theory and the Anthropocene, and architectural theory and typological urbanism. These theoretical narratives are placed in dialogue with a reflection on a design research pedagogical project. The theoretical narratives and design research project seek to articulate the multidimensionality of critical education. The methodology enacted in the paper performs the pedagogy of the classroom.

The study yields compelling conclusions regarding the potential for rethinking the idea of typology under the pressure of the Anthropocene and of critical pedagogy combined with design research to take positions on urgent political and social matters. The author concludes with a toolkit of concepts, values and knowledge practices.

At a time when disciplines tend towards discrete specialisation, while the need for knowledge production is ever more transdisciplinary, this paper develops inventive techniques and conceptual frameworks for supporting approaches where different fields and ideas make contact as a collective task in the era of the Anthropocene. It updates theories of typology to address contemporary pressures.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

This chapter calls attention to how creating a digital story, which focused on teaching and learning spaces for writing, served as a mediational tool to support preservice teachers’ reflective practice and understanding of writing and the writing process.

Data from over 50 students were parsed using Kember, McKay, Sinclair and Wong’s (2008) approach to determine levels of reflection. From the students whose work fell into the reflection-to-critical reflection range, we selected three students from different disciplines and adopted a case study approach for analyzing and discussing their work. Students’ informal and formal reflections and learning artifacts, as well as researcher field notes, contributed to a rich understanding of each case.

Review of students’ digital stories and related artifacts (i.e., storyboards, scripts, and reflections), as well as other course-related work, revealed that digital storytelling facilitated students’ developing understanding in three dimensions: writing, pedagogy, and reflective practice.

The findings suggest that digital storytelling can engage students in multimodal iterative practices analogous to the writing process that cultivates reflective thinking. Activities that scaffold such iteration and cross-literate practices can foster reflective thinking about inspired pedagogy within and beyond the classroom.

In this paper, the authors draw on theories of critical pedagogy to interrogate recent trends in online education scholarship, calling for more humanizing pedagogies. By using vignettes from their own teaching experiences, the paper illustrates tensions between autonomous and ideological visions of humanizing approaches, particularly how they apply to issues of inclusion in online teaching and learning.

The authors draw on critical theory to interrogate the framings of humanizing online teaching. Sharing three illustrative vignettes from their own reflexive teaching practice, the authors demonstrate how a critically framed approach to humanizing digital pedagogies can promote the design and enactment of more inclusive learning environments across online contexts.

Based on the pedagogical cases presented, the authors demonstrate (1) how methods promoted in autonomous models of humanizing pedagogy can present challenges for inclusive design, (2) how participatory media production activities can still intersect with issues of racialization, and (3) how humanizing pedagogical commitments by individual instructors can be constrained by material, structural, and institutional realities.

While critical framings of pedagogy necessarily resist prescriptive recommendations, the authors conclude the article by underscoring the importance of critically interrogating the ideological dimensions of humanizing pedagogies, the need to grapple with social inequities even as educational contexts are increasingly digitized; the importance of considering structural issues of power and privilege that produce and constrain pedagogical possibilities.

The authors offer a critical framing of humanizing pedagogies in online education that runs counter to the often-autonomous framings of these approaches, highlighting issues of power, privilege, and ideology that can be overlooked in online educational contexts, especially at the level of institutional, instructional design and support.

The purpose of this paper is to examine youth literacy and writing practices in select, contemporary young adult literature (YAL), especially how and why literate activity is sponsored, negotiated or occluded by teachers and schools.

The authors position young adult fiction as case studies of youth composing in and out of school. Drawing on Stake's (1995) features of case study research in education, the authors present readings of Gabi, a Girl in Pieces by Isabel Quintero and The Vigilante Poets of Selwyn Academy by Kate Hattemer that highlight particular problems and insights about youth literacy practices that are worth extended examination and reflection.

Both novels feature youth engaging in powerful literacy and writing practices across a range of modes to critically read and write their worlds. These particular texts – and other YAL featuring youth composing – offer teacher educators and pre-service teachers opportunities for critical reflection on their evolving stances on literacy instruction; identities as writing and literacy educators; and pedagogies that enable robust literate activity.

In the US educational context, teacher education programs are required to provide pre-service teachers numerous opportunities to observe and participate as teachers in public school classrooms. YAL offers a unique setting of experience that can be productively paired with more traditional field placements to complement pre-service writing teacher education. Reading YAL featuring youth composing can serve as a useful occasion of reflection on pedagogies that limit and/or make possible students’ meaningful engagement with words and the world.