Search results

1 – 10 of over 56000
Article
Publication date: 1 September 2000

Hannelore B. Rader

Presents a summary review of 25 years of the literature on user instruction and information literacy. Notes how developments in education and technology during the last ten years…

1096

Abstract

Presents a summary review of 25 years of the literature on user instruction and information literacy. Notes how developments in education and technology during the last ten years have affected user instruction and have led to the emergence of information literacy. Demonstrates how the field of user instruction has expanded. A total of 28 publications were reviewed in 1973, and 286 publications were reviewed in 1998 – 25 years later. The title of the literature review changed over the same period from “Library Orientation and Instruction” to “Library Instruction and Information Literacy”.

Details

Reference Services Review, vol. 28 no. 3
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 13 February 2009

Michael Mounce

The purpose of this paper is to provide an annotated bibliography of resources on the topic of academic librarians collaborating with English composition faculty and instructors…

1159

Abstract

Purpose

The purpose of this paper is to provide an annotated bibliography of resources on the topic of academic librarians collaborating with English composition faculty and instructors for the implementation of information literacy instruction into English composition courses.

Design/methodology/approach

In order to find relevant resources for the bibliography, the author consulted a library catalog, the WorldCat database, to find books not available in the local library, and databases to find journal articles. Databases consulted include a general database, an information science‐related database, and a library and information science‐related database.

Findings

Whenever librarians collaborate with English composition faculty for information literacy, students' information literacy skills are improved.

Research limitations/implications

This bibliography is limited to the time period 1998‐2007. Articles and books published before 1998 are not included. Also, popular magazines articles and newspapers articles are not included.

Practical implications

This paper will be helpful to academic librarians who want to collaborate with English composition faculty members for information literacy instruction. Several examples of this type of collaboration are provided.

Originality/value

This paper is a useful contribution on this topic to the library literature. Particularly, it contributes to the library literature pertaining to information literacy. Also, a database search indicates that this paper is the first annotated bibliography on its topic.

Details

Reference Services Review, vol. 37 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 1 February 1990

J. Edmund Maynard

In this emerging computer‐information age, library instruction goes far beyond research familiarity with books. With the advent of both library OPAC (online public access…

Abstract

In this emerging computer‐information age, library instruction goes far beyond research familiarity with books. With the advent of both library OPAC (online public access catalogs) and end‐user searching of online and CD‐ROM (compact disk read only memory) databases, the need for improved instruction in library use approaches a new plateau. These new technologies are forcing libraries, as well as their patrons, to move from traditional information handling to a total information support system.

Details

Reference Services Review, vol. 18 no. 2
Type: Research Article
ISSN: 0090-7324

Book part
Publication date: 26 August 2019

Georgia Earnest García and Christina Passos DeNicolo

Purpose – The purpose of this study is to share empirical research with educators and researchers to show how the gradual release of responsibility (GRR) model can support…

Abstract

Purpose – The purpose of this study is to share empirical research with educators and researchers to show how the gradual release of responsibility (GRR) model can support bilingual teachers’ implementation of dialogic reading comprehension instruction in student-led small groups and linguistically responsive literacy instruction with emergent bilingual students (Spanish–English) in grades one through four.

Design/Methodology/Approach – The authors provide brief literature reviews on the literacy instruction that bilingual students in low-resourced schools typically receive, on dialogic reading comprehension instruction, and on linguistically responsive literacy instruction. Then, the authors show how teacher educators utilized the GRR framework and process to support bilingual teachers’ movement from whole-class, teacher-directed instruction to dialogic reading comprehension instruction in student-led small groups. Next, the authors illustrate how a third-grade dual-language teacher employed the GRR to teach her students how to use Spanish–English cognates. Lastly, the authors share three vignettes from a first-grade bilingual teacher’s use of the GRR to facilitate her students’ comprehension of teacher read-alouds of narrative and informational texts and English writing.

Findings – When the teacher educators employed the GRR model in combination with socio-constructivist professional staff development, the teachers revealed their concerns about small-group instruction. The teacher educators adjusted their instruction and support to address the teachers’ concerns, helping them to implement small-group instruction. The third-grade bilingual teacher employed the GRR to teach her students how to use a translanguaging strategy, cognates, when writing, spelling, and reading. The first-grade bilingual teacher’s use of the GRR during teacher read-alouds in Spanish and English provided space for her and her students’ translanguaging, and facilitated the students’ comprehension of narrative and informational texts and completion of an English writing assignment.

Research Limitations/Implications – The findings were brief vignettes of effective instruction in bilingual settings that employed the GRR model. Although the authors discussed the limitations of scripted instruction, they did not test it. Additional research needs to investigate how other teacher educators and teachers use the GRR model to develop and implement instructional innovations that tap into the unique language practices of bilingual students.

Practical Implications – The empirical examples should help other teacher educators and bilingual teachers to implement the GRR model to support the improved literacy instruction of bilingual students in grades one through four. The chapter defines linguistically responsive instruction, and shows how translanguaging can be used by bilingual teachers and students to improve the students’ literacy performance.

Originality/Value of Chapter – This chapter provides significant research-based examples of the use of the GRR model with bilingual teachers and students at the elementary level. It shows how employment of the model can provide bilingual teachers and students with the support needed to implement instructional literacy innovations and linguistically responsive instruction.

Details

The Gradual Release of Responsibility in Literacy Research and Practice
Type: Book
ISBN: 978-1-78769-447-7

Keywords

Book part
Publication date: 22 February 2010

Michael Faggella-Luby and Patricia Sampson Graner

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…

Abstract

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.

Details

Literacy and Learning
Type: Book
ISBN: 978-1-84950-777-6

Book part
Publication date: 22 February 2010

Margo A. Mastropieri, Thomas E. Scruggs, Yojanna Cuenca-Sanchez, Nancy Irby, Sara Mills, Linda Mason and Richard Kubina

An exploratory study was undertaken to examine the implementation of strategy instruction in persuasive writing with a class of 10 adolescent students with severe…

Abstract

An exploratory study was undertaken to examine the implementation of strategy instruction in persuasive writing with a class of 10 adolescent students with severe emotional/behavioral disabilities (EBD). Several learner characteristics were observed to interact with curriculum and instructional variables. Modifications were made, on an ongoing basis, to respond to these student characteristics. After approximately four months of instruction, findings indicated that all students had mastered the components of effective persuasive essay writing, and performed competently on criterion writing measures, greatly different from performance at the beginning of instruction. Although the design of this investigation does not allow for definitive causal explanations, insights were gained regarding the interaction between EBD characteristics and strategy instruction. Implications for further research are discussed.

Details

Literacy and Learning
Type: Book
ISBN: 978-1-84950-777-6

Book part
Publication date: 8 August 2005

William E. Gustashaw and Frederick J. Brigham

Several criteria were used for this study to determine the relevance of the literature for the purpose of the review. First, all articles were required to be published in…

Abstract

Several criteria were used for this study to determine the relevance of the literature for the purpose of the review. First, all articles were required to be published in peer-reviewed journals. Next, all articles were required to be primary sources. Reviews of the literature found throughout the search procedures were used as supporting information, as well as the basis for this review. Only quantitative studies were included in this review; opinion papers and qualitative studies were not incorporated into the results. The participants in each study had to be identified as having a learning disability. Studies that included regular education students as a control or comparative group were included as long as the treatment group included students with learning disabilities. The students with learning disabilities were required to possess verbal deficits. Those studies that examined students with non-verbal learning disabilities were excluded from this review. All studies were required to be in English and conducted in the United States.

Details

Cognition and Learning in Diverse Settings
Type: Book
ISBN: 978-1-84950-353-2

Book part
Publication date: 30 September 2020

Julia B. Lindsey, Rachelle Kuehl and Heidi Anne Mesmer

Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the…

Abstract

Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the primary grades. In order to read, students must possess secure knowledge of the alphabetic principle (i.e., that speech sounds are represented by combinations of letters in the alphabet) as well as the ability to aurally separate the distinct sounds (phonemes) that make up words.

Design: In this chapter, the authors provide essential definitions of phonics and phonemic awareness terms, highlight peer-reviewed research and best instructional practices, and clarify findings in relation to the recently renewed controversy over how to effectively teach reading to young children. The authors draw from respected research journals and years of classroom experience to provide recommendations to literacy teachers.

Findings: Explicit, systematic phonics instruction is crucial for beginning readers because most children will not intuit phonics concepts. To set the stage for phonics instruction (connecting speech sounds with their written representations), students must understand how to separate sounds in words. Therefore, instruction in phonemic awareness must be given independently of alphabetic representations; that is, students need to be able to hear the distinct sounds before mapping them onto written words. Once a student has mastered this understanding, however, instructional time need not be devoted to its development.

Practical Implications: This chapter contributes to the literature on phonics and phonemic awareness by clearly explaining the differences between the two concepts and their necessary inclusion in any beginning reading program. It includes practical activities teachers can use to develop these understandings in the classroom and provides research evidence to support their use.

Details

What’s Hot in Literacy: Exemplar Models of Effective Practice
Type: Book
ISBN: 978-1-83909-874-1

Keywords

Book part
Publication date: 24 July 2014

Malia Willey

After an overview of the literature on challenges facing library instructors and their coordinators, the chapter describes how the communities of practice model relates to…

Abstract

After an overview of the literature on challenges facing library instructors and their coordinators, the chapter describes how the communities of practice model relates to professional development in librarianship, specifically in the area of instructional development. A case study of a community of practice fostered by an instruction coordinator at an academic library is detailed. Academic librarians may encounter several challenges when entering the classroom as library instructors, and instruction coordinators seek to address these and other challenges as they build library instruction programs. By developing a community of practice, instruction coordinators can enable library instructors to learn together. The case study describes how the Instruction Coordinator cultivates library instructor development for members of the Teaching and Learning Team at Loyola University New Orleans’ Monroe Library through a community of practice model. The practical implications for this chapter are that instruction coordinators can establish instructional development opportunities that allow library instructors to enhance their teaching abilities and ultimately further library instruction programs. Communities of practice are well known in several fields and have been discussed in the library literature. This chapter provides additional value to researchers and practitioners through the discussion and application of the concept in the context of library instruction at academic institutions. The case study provides specific examples of how instruction coordinators at other academic libraries can apply the community of practice model and instructional development opportunities to a library instruction program in order to build and sustain a learning culture that supports library instructor development.

Details

Advances in Librarianship
Type: Book
ISBN: 978-1-78350-469-5

Keywords

Book part
Publication date: 12 May 2022

Nathan A. Stevenson

The following chapter discusses common approaches to academic interventions and methods for intensifying instruction when previous attempts at instruction have failed…

Abstract

The following chapter discusses common approaches to academic interventions and methods for intensifying instruction when previous attempts at instruction have failed. Contemporary research on intensive intervention is discussed along with competing frameworks for operationalizing intensive intervention to meet the needs of struggling learners.

Details

Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities
Type: Book
ISBN: 978-1-80262-738-1

Keywords

1 – 10 of over 56000