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Book part
Publication date: 23 January 2017

Amanda Haertling Thein, Richard Beach and Anthony Johnston

A thematic focus on identity has for years been a mainstay of secondary school literature curricula. Typical curricular units engage students in questions related to what…

Abstract

A thematic focus on identity has for years been a mainstay of secondary school literature curricula. Typical curricular units engage students in questions related to what it means to come of age and to develop an integrated sense of individual identity in the face of societal pressures toward conformity. This common thematic focus relies on conventional theories of identity as static, located in the individual, and linked to an autonomous self. Further, this focus positions adolescents as incomplete people, lacking fully formed identities. Current sociocultural theories of identity, however, understand identity as multiple, fluid, performed, and shaped by cultural histories and social contexts. Identity, in this view is always in process. Adolescents are fully formed people with identities that are no more or less complete than those of anyone else. Such a view of identity requires a more complex and nuanced conceptualization of adolescents, their capabilities, and their interactions with texts than does an individual view of identity. In this chapter, we outline a framework for identity focused literature instruction that relies on sociocultural understandings of identity, then draw on illustrations from classroom research to explore three key ways that an identity-focused approach challenges current approaches to pre-service teacher education related to literature instruction. Specifically, we explore challenges to the ways that we teach teachers to select and evaluate literary texts, plan literature instruction, and engage in inquiry and dialogue with students.

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Innovations in English Language Arts Teacher Education
Type: Book
ISBN: 978-1-78714-050-9

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Article
Publication date: 12 August 2021

Mandie Bevels Dunn

This study aims to explore how teachers changed literature instruction in English language arts (ELA) classrooms following personal loss, and identifies factors…

Abstract

Purpose

This study aims to explore how teachers changed literature instruction in English language arts (ELA) classrooms following personal loss, and identifies factors influencing those changes. The author argues teachers regulated their responses to literature according to emotional rules they perceived to be associated with the teaching profession. Understanding teachers’ responses helps educators, teacher educators and educational researchers consider what conditions and supports may be required for teachers and students to share emotions related to loss in authentic ways in ELA classrooms.

Design/methodology/approach

To examine changes teachers made in literature instruction following personal loss, the author conducted a thematic analysis of 80 questionnaire responses.

Findings

The author found teachers changed literature instruction related to three areas: teachers’ relationship to students, teachers’ instruction surrounding texts and teachers’ reader responses. Responses highlighted how teachers adhered to emotional rules, including a perception of teachers as authorities and caretakers of children. Teachers considered literature instruction to require maintaining focus on texts, and avoided emotional response unless it aided textual comprehension.

Originality/value

Scholars have argued for literature instruction inclusive of both loss experiences and also emotional response, with particular focus on students’ loss experiences. This study focuses on teachers’ experiences and responses to literature following loss, highlighting factors that influence, and at times inhibit, teachers’ authentic sharing of experiences and emotions. The author argues teachers require support to bring loss experiences into literature instruction as they navigate emotional response within the relational dynamics of the classroom.

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English Teaching: Practice & Critique, vol. 20 no. 3
Type: Research Article
ISSN: 1175-8708

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Article
Publication date: 25 November 2013

Anna Marie Johnson, Claudene Sproles and Robert Detmering

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

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8437

Abstract

Purpose

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

Design/methodology/approach

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Findings

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

Originality/value

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

Details

Reference Services Review, vol. 41 no. 4
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 14 November 2016

Latisha Reynolds, Samantha McClellan, Susan Finley, George Martinez and Rosalinda Hernandez Linares

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated…

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4012

Abstract

Purpose

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.

Findings

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

Originality/value

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

Details

Reference Services Review, vol. 44 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Content available
Article
Publication date: 2 October 2019

Tessa Withorn, Carolyn Caffrey Gardner, Joanna Messer Kimmitt, Jillian Eslami, Anthony Andora, Maggie Clarke, Nicole Patch, Karla Salinas Guajardo and Syann Lunsford

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated…

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4951

Abstract

Purpose

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.

Design/methodology/approach

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

Findings

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

Originality/value

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

Details

Reference Services Review, vol. 47 no. 4
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 1 December 2002

Anna Marie Johnson and Hannelore B. Rader

Presents a bibliography of literature published during 2001 on library instruction and information literacy. States that the majority of articles dealt with the…

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3641

Abstract

Presents a bibliography of literature published during 2001 on library instruction and information literacy. States that the majority of articles dealt with the implementation of the Association of College and Research Libraries standards for information literacy in higher education. Reveals that another theme is that students are increasingly turning to the Web for their information needs to the exclusion of other sources which has implications for those who teach those resources. Also reveals the theme in the literature of collaboration and partnerships between faculty, information technology staff, other librarians, students and administrators.

Details

Reference Services Review, vol. 30 no. 4
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 17 August 2010

Ann Manning Fiegen

The purpose of this paper is to assess the body of business instruction literature by academic librarians against evolving models for evidence‐based research.

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5741

Abstract

Purpose

The purpose of this paper is to assess the body of business instruction literature by academic librarians against evolving models for evidence‐based research.

Design/methodology/approach

The paper used systematic review and inter‐rater reliability of the literature of business information research instruction to test two attributes of research quality: the evidence‐based levels of evidence and the EBLIP critical analysis checklist.

Findings

Intervention questions and case studies are the most popular research methods on the EBL levels of evidence scale. The majority of articles score below 75 on the EBLIP critical appraisal checklist. Prediction questions are represented by higher levels of evidence and study quality. Intervention questions paired with the cohort design and exploratory questions paired with survey design indicate strong areas of research quality. The case study method, while most popular, showes lower scores across all question types yet revealed some high‐quality benchmark examples.

Research limitations/implications

Error is possible when distinguishing between cohort and case study – some articles may fall into one or the other study design. Rater training was conducted only once, and best practices for inter‐rater reliability recommend multiple rounds to achieve higher rater agreement.

Practical implications

Recommendations are presented for ways to improve the evidence base of research articles and suggest areas for professional development opportunities for librarian researchers wishing to increase the quality of research publications.

Originality/value

The paper goes beyond the narrative review of the literature of business instruction to measure the research methods employed in those publications against two evidence‐based standards. The results will show where the literature stands as a maturing discipline and provide recommendations for increasing the levels of evidence for future research.

Details

Reference Services Review, vol. 38 no. 3
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 1 December 2005

Anna Marie Johnson and Sarah Jent

Sets out to provide a selected bibliography or recent resources on library instruction and information literacy.

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8639

Abstract

Purpose

Sets out to provide a selected bibliography or recent resources on library instruction and information literacy.

Design/methodology/approach

Introduces and annotates periodical articles, monographs, and exhibition catalogues examining library instruction and information literacy.

Findings

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

Originality/value

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

Details

Reference Services Review, vol. 33 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

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Article
Publication date: 1 April 1992

Hannelore B. Rader

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills…

Abstract

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the eighteenth to be published in Reference Services Review, includes items in English published in 1991. A few are not annotated because the compiler could not obtain copies of them for this review.

Details

Reference Services Review, vol. 20 no. 4
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 1 April 1991

Hannelore B. Rader

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills…

Abstract

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the seventeenth to be published in Reference Services Review, includes items, in English published in 1990. A few are not annotated because the compiler could not obtain copies of them for this review.

Details

Reference Services Review, vol. 19 no. 4
Type: Research Article
ISSN: 0090-7324

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