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This study aims to examine the differences in second grade students’ reading fluency and comprehension scores when using varying levels of teacher-guided iPad^® app instruction to determine effective reading practices.

This study reports the results of the quasi-experimental pre–post study by providing differences in fluency and comprehension scores between the experimental and control groups.

This study provides new ways for teachers to use teacher-guided iPad^® app instruction.

Differences between the two groups and pre-test scores could have skewed or accounted for variance in the results reported in the research study.

It is possible for other teachers and researchers to use teacher-guided iPad^® app instruction in new ways to improve reading fluency and comprehension scores.

This study provides new research to demonstrate the relationship between the use of a specific app and teacher-guided instruction with second grade students’ reading fluency and comprehension scores.

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.

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.

As eyewitnesses provide the most valuable information for criminal investigations, it is important to further develop and test techniques for collecting eyewitness testimony so that they meet the major objective of a police interview: obtaining details pertaining to criminal actions. The purpose of this paper is to test a new instruction – the re-enactment investigative instruction – formulated to collect the most fine-grained details of a criminal event as accurately as possible. It leads the interviewee to decompose all directly recollected actions into the most minimal actions so that the event can be accurately re-enacted.

In all, 40 participants individually viewed a video depicting a robbery, were randomly assigned to a re-enactment or structured interview (SI) group and then interviewed face-to-face. Each interview was comprised of two free recall phases and a questioning phase. Manipulation of the re-enactment instruction took place in the second free recall phase of the re-enactment interviews (RIs).

The RI elicited more correct information compared to the SI (d=1.14), and slightly but not significantly less incorrect information (d=0.09). Participants in the RI condition reported significantly more details pertaining to general and specific actions.

The re-enactment instruction shows the potential to increase witness recall in a way that promotes recall of both additional correct information and investigative-relevant information.

The instruction provides witnesses a retrieval strategy that facilitates overcoming both the gap between memory availability and accessibility and the gap between memory availability and output regulation, eliciting more details with no significant increase of errors.

This paper aims to explore innovative ways to integrate business information literacy and database instruction into courses that require in-depth research.

This paper outlines the use of the instructional design process to effectively develop specialized Guide on the Side (GotS) tutorials for upper-level business students.

Students valued the interactive nature of the GotS tutorials and appreciated that the instruction was at point of need.

This paper describes one librarian’s journey of creating interactive tutorials with the instructional design process. It is a starting point for other academic librarians looking to embed tutorials in courses.

GotS is an interactive tutorial software and librarians are looking for effective ways to incorporate online tutorials into their information literacy instruction.

The purpose of this paper is to design and test effective indoor navigation solutions for visually impaired people in situations where GPS, bluetooth or Wi-Fi signals are unavailable. The authors use the inertial measurement units (IMU), the compass and the barometer of a smart phone.

The authors have used commercial Android smart phones with IMU, compass and barometer to record a path and to give navigation instructions in an adapted way using a mobility-specific vocabulary. The method proposed is to save paths taking into account different indoor waypoints such as the stairs (change from one floor to another) and the change of direction of the trajectory of the path (e.g. one-fourth turn right or left), recording data from the IMU sensor’s, compass and barometer of the smart phone. Having this information and the characteristics of the each segment (distance, azimuth to the north and pressure) of the path, it is possible to provide functional navigation guidance to the visually impaired subject. Three different visually impaired people (one partially sighted and two fully blind) and three sighted people have tested the paths. The efficiency of the navigation is analyzed in terms of distance and time using the comparison between blind and sighted people.

The main finding is that it is possible to guide visually impaired people some hundreds of meters just using the sensors of a smart phone under certain conditions: the visually impaired person has to understand the guidance instructions and respect some strategies (e.g. not to walk diagonally across vast spaces). Additionally it is observed that the visually impaired participants walked distances, which are not much different to the optimal values. On the other hand; because of their hesitations using their white cane to find free paths, they take in some cases 50 percent more time to arrive (for a few minutes path, this time is not critical and even more efficient than looking for a guide). One thing to highlight is that even with this hesitation, the subjects arrived to the final destination.

This paper demonstrates how an IMU coupled to a compass and a barometer from a Smart Phone employing a spoken mobility language (e.g. next corridor to the left; at the end of the stairs turn right, turn left, etc.) can guide visually impaired people inside buildings.

Purpose – This chapter argues that classroom teachers need to be more effective and efficient in order to meet the needs of all students and support their grade-level achievement. Given the challenges of contemporary schools – mandated curricula, intensive monitoring and intervention, high-stakes testing, and increased student diversity – teachers are expected to incorporate research-based practices in sophisticated ways. This chapter challenges teachers to assess and enhance their instructional effectiveness.

Approach – This chapter explores ways for teachers to make literacy assessment and instruction more appropriate, productive, and successful, which requires that teachers expand their repertoire of methods and consider ways to deliver instruction expeditiously.

Content – Examples of inefficient practices preface a discussion of some common hindrances to more streamlined instruction. The chapter demonstrates the use of literacy assessment to support more flexible instructional activities, focusing on literacy delivery modes that align with increasingly more difficult text. Subsequent discussion details numerous literacy experiences, including variations of teacher-led, collaborative, guided, partner, and student-led reading. Seven guidelines are presented. The conclusion summarizes an example of how a reading coach used assessment to synthesize an effective intervention to support the marked improvement of a third-grade reader.

Implications – The chapter's goal is that teachers consider ways to combine experiences that increase effectiveness, efficiency, and engagement. Readers can explore ways to use assessment to improve their instruction. Numerous suggestions and activities accompany the discussion.

Value – The chapter content challenges teachers to streamline and sophisticate their literacy instruction and demonstrates ways to combine literacy experiences that foster student achievement and engagement.

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.

Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which has become one of the most commonly used instructional frameworks for research and professional development in the field of reading and literacy.

Design/Methodology/Approach – This chapter uses a narrative, historical approach to describe the emergence of the model in the work taking place in the late 1970s and early 1980s in reading research and educational theory, particularly at the Center for the Study of Reading at the University of Illinois, Champaign-Urbana as carried out by David Pearson, Meg Gallagher, and their colleagues.

Findings – The GRR Model began, in part, in response to the startling findings of Dolores Durkin’s (1978/1979) study of reading comprehension instruction in classrooms which found that little instruction was occurring even while students were completing numerous assignments and question-response activities. Pearson and Gallagher were among those researchers who took seriously the task of developing an instructional model and approach for comprehension strategy instruction that included explicit instruction. They recognized a need for teachers to be responsible for leading and scaffolding instruction, even as they supported learners in moving toward independent application of strategies and independence in reading. Based in the current research in the reading field and the rediscovery of the work of Vygotsky (1978) and the descriptions of scaffolding as coined by Wood, Bruner, and Ross (1976), Pearson and Gallagher developed the model of gradual release. Over time, the model has been adapted by many literacy scholars, applied to curriculum planning, used with teachers for professional development, reprinted numerous times, and with the advent of the Internet, proliferated even further as teachers and educators share their own versions of the model. This chapter introduces readers to the original model and multiple additional representations/iterations of the model that emerged over the past few decades. This chapter also attends to important nuances in the model and to some misconceptions of the instructional model.

Research Limitations/Implications – Despite the popularity of the original GRR model developed by Pearson and Gallagher and the many adaptations of the model by many collaborators and colleagues in literacy – and even beyond – there have been very few publications that have explored the historical and conceptual origins of the model and its staying power.

Practical Implications – This chapter will speak to researchers, teachers, and other educators who use the GRR model to help guide thinking about instruction in reading, writing, and other content areas with children, youth, pre-service teachers, and in-service teachers. This chapter provides a thoughtful discussion of multiple representations of the gradual release process and the nuances of the model in ways that will help to dispel misuse of the model while recognizing its long-standing and sound foundation on established socio-cognitive principles and instructional theories such as those espoused by Jerome Bruner, Lev Vygotsky, Anne Brown, and others.

Originality/Value of Paper – This chapter makes an original contribution to the field in explaining the historical development and theoretical origins of the GRR model by Pearson and Gallagher (1983) and in presenting multiple iterations of the model developed by Pearson and his colleagues in the field.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information about each source is provided. The paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

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