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Many situations that affect the teaching of English have been unevenly examined in the scholarship. Asking the question, “What research in English teacher education will address the demands of preparing English language arts teachers for 21st century contexts?,” the authors provide recommendations to the field that will make our work more relevant and propose areas for further study based on current situations in English education in the United States that will move the field forward. The chapter suggests topics for further research centered on the English language arts-specific methods (pedagogy) course that includes exploring the tensions between literacy and English studies, integrating technology, moving theory into practice, the effects of high-stakes testing and assessments, and supporting more diverse student populations.

Purpose – To describe the use of the software platform, TechScaffold, for use in teacher education to provide pre-service and in-service teachers with decision-making heuristics to select apps based on formulation of their instructional purposes for using those apps; participate in a community designed to foster knowledge and experience about effective, purposeful uses of apps; and share project reports to illustrate the use of apps to achieve certain learning objectives.

Design – The authors draw on research related to decision-making associated with purposeful uses of apps as well as analysis of the limitations of similar instructional design tools to develop features for TechScaffold. They sought to scaffold teachers’ decision-making through users formulating open-ended responses to queries with responses matched against a database of apps identified according to platform, purpose, grade level, difficulty, and cost, as well as ways for users to participate as members of a community to share projects illustrating uses of apps. The authors also obtained feedback regarding the potential usability and value of TechScaffold.

Findings – Given research indicating the importance of scaffolding decision-making processes regarding uses of apps, feedback from users indicated that they perceive TechScaffold as a useful tool within the context of teacher education as well as for professional development in schools to foster effective decision-making associated with purposeful uses of apps.

Practical Implications – Teacher educators can employ scaffolding activities to help pre-service and in-service teachers make decisions regarding productive uses of apps through their open-ended formulation of certain purposes through use of a tool such as TechScaffold.

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.

The purpose of this paper is to explore how sustainable development (SD) is conceptualized by pre-service English language teachers in Turkey and design a specialized course syllabus on SD in English language teaching (ELT) in the light of the research findings.

The study used a mixed-methods sequential explanatory study design and investigated the case of a state university in Turkey with the involvement of 133 pre-service English language teachers.

The findings indicated that most pre-service English language teachers received no training or a course on SD in their whole education life and tended to associate SD mostly with the economic growth of a country, followed by education, social and ecological concepts. It was also found that the majority of the participants had a unidimensional view of SD. No direct links with ELT have been detected from participants’ responses. The findings also pointed to the eagerness of the participants to receive an ELT-specific course on SD providing that the course involves interactive teaching and learning activities with reference to contemporary sources focusing on global and local issues, as well as studying the methods facilitating the incorporation of such issues into teaching practice.

This research is based on the experience of one Turkish university with limited quantitative and qualitative data.

Based on the participants’ knowledge, views and suggestions, this paper contributes to the existing literature by providing empirical evidence obtained from a local context and suggests a practical framework for a field-specific course syllabus aiming to enhance teacher candidates’ knowledge, skills and values related to SD and its incorporation into ELT.

To the best of the authors’ knowledge, this is the first study seeking to explore pre-service ELT teachers’ conceptualization of SD in Turkish higher education, and drawing on the research findings, the authors attempted to design a course syllabus targeted at pre-service teachers in ELT departments.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

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

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 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 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 2019.

The paper provides a brief description of all 370 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.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

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

Leadership education seeks to develop leadership knowledge and skills for a universal student body. Challenges arise in English-speaking classes when student populations are comprised entirely of nonnative speakers. Activities accommodating multimodal concepts of learning may better facilitate knowledge acquisition and provide context in light of a significant lack of English proficiency. This mixed methods study examines the value of non-traditional leadership classroom activities engaging nonnative English students. Participants who completed undergraduate-level leadership studies courses with an English language curriculum reported preferences and retention resulting from the use of experiential learning, including art in the classroom, simulations, and low ropes activities.

This paper aims to present recently published resources on information literacy and library instruction 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 and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

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