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Open Access
Article
Publication date: 31 January 2023

Kristoffer Vandrup Sigsgaard, Julie Krogh Agergaard, Niels Henrik Mortensen, Kasper Barslund Hansen and Jingrui Ge

The study consists of a literature study and a case study. The need for a method via which to handle instruction complexity was identified in both studies. The proposed method was…

Abstract

Purpose

The study consists of a literature study and a case study. The need for a method via which to handle instruction complexity was identified in both studies. The proposed method was developed based on methods from the literature and experience from the case company.

Design/methodology/approach

The purpose of the study presented in this paper is to investigate how linking different maintenance domains in a modular maintenance instruction architecture can help reduce the complexity of maintenance instructions.

Findings

The proposed method combines knowledge from the operational and physical domains to reduce the number of instruction task variants. In a case study, the number of instruction task modules was reduced from 224 to 20, covering 83% of the maintenance performed on emergency shutdown valves.

Originality/value

The study showed that the other methods proposed within the body of maintenance literature mainly focus on the development of modular instructions, without the reduction of complexity and non-value-adding variation observed in the product architecture literature.

Details

Journal of Quality in Maintenance Engineering, vol. 29 no. 5
Type: Research Article
ISSN: 1355-2511

Keywords

Article
Publication date: 11 October 2022

Carly Dearborn and Michael Flierl

This paper begins to construct a theoretical foundation for using a diplomatic-informed pedagogy that specifically addresses common concerns in archival instruction in a higher…

Abstract

Purpose

This paper begins to construct a theoretical foundation for using a diplomatic-informed pedagogy that specifically addresses common concerns in archival instruction in a higher education environment. The authors utilize self-determination theory (SDT) to define student-centeredness and provide empirical guidance for creating a learning environment supporting student motivation, persistence and academic achievement. The proposed framework provides both structure and theoretical grounding for the archivist while also cultivating a learning environment which effectively motivates novice researchers.

Design/methodology/approach

The authors draw on diplomatics and archival instructional literature to propose an instructional framework utilizing SDT.

Findings

A diplomatic-informed pedagogy is a new, theoretically viable approach to archival instruction for novice researchers intending to replace common archival orientation and competency-based instruction. This pedagogical approach also provides a reproducible structure to the instructional archivist, helping to organize classroom learning outcomes, assessments and activities in alignment with evidence-based research and well-established archival theory.

Research limitations/implications

This is a conceptual paper and based on subjective analysis of existing literature and theory. The proposed framework has not been tested in a practical application, but it is based in the pedagogical foundations of diplomatics and SDT's focus on student perceptions and motivations.

Originality/value

Diplomatics, the foundation of archival science and legal theory, can be applied pedagogically to provide concrete guidance to teach students to use archives in more intentional, creative and disciplinary authentic ways. Diplomatics gives the instructional archivist a pedagogical foundation, structure and guiding methodology to approaching novice researchers in the archives, while SDT presents how to implement such an approach.

Article
Publication date: 22 November 2023

Carolyn Caffrey, Hannah Lee, Tessa Withorn, Elizabeth Galoozis, Maggie Clarke, Thomas Philo, Jillian Eslami, Dana Ospina, Aric Haas, Katie Paris Kohn, Kendra Macomber, Hallie Clawson and Wendolyn Vermeer

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

Abstract

Purpose

This paper aims to present recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing, study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and those wishing to learn about information literacy in other contexts.

Design/methodology/approach

This article annotates 340 English-language periodical articles, dissertations, theses and reports on library instruction and information literacy published in 2022. The sources were selected from the EBSCO platform for Library, Information Science and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses. Sources selected were published in 2022 and included the terms “information literacy,” “library instruction,” or “information fluency” in the title, subject terms, or author supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography efficiently.

Findings

The paper provides a brief description of 340 sources from 144 unique publications, and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided.

Originality/value

The information is primarily of use to academic librarians, researchers, and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy published within 2022.

Article
Publication date: 12 May 2022

Jeanne Connelly, Emily Hayden and Angela Tuttle Prince

This paper aims to connect disability studies to multicultural education. This paper advances equity discussions and positions educators as interrupters of deficit dialogues that…

Abstract

Purpose

This paper aims to connect disability studies to multicultural education. This paper advances equity discussions and positions educators as interrupters of deficit dialogues that exclude students with social/emotional/behavioural (SEB) differences, disrupting the ableism that is present in schools.

Design/methodology/approach

The authors studied current children’s and young adult literature with representation of SEB differences to develop a three-dimensional model for educators. The authors synthesized interdisciplinary fields to provide educators guidance for planning, teaching and assessing student learning using such books.

Findings

The 3-D Model: Disrupting Deficit Dialogues with Literature (3-D model) is a framework that educators can use to evaluate SEB differences representation in books, deliver instruction that supports students’ critical thinking and assess student gains in literacy and social–emotional learning. This tool helps educators develop inclusive, interdisciplinary instruction, embedding social–emotional learning competencies in literacy lessons that disrupt deficit dialogues about SEB differences.

Originality/value

While other frameworks exist for evaluating books portraying characters with differences, they are not solely focussed on the assets of children with social/emotional/ behavioural differences. The 3-D model supports interdisciplinary instruction to meet mandated standards, incorporating concepts from disability studies in education into multicultural education. There is little research or guidance for educators in this field. However, challenging assumptions about disability and societal norms foregrounds possibilities for change as a foundation of multiculturalism.

Details

Journal for Multicultural Education, vol. 17 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

Book part
Publication date: 23 November 2023

Ekaterina Midgette

Children of recent refugees and immigrants are the fastest growing student population in the US public education system. Thus, it is imperative to create research-based pedagogies…

Abstract

Children of recent refugees and immigrants are the fastest growing student population in the US public education system. Thus, it is imperative to create research-based pedagogies that value linguistic diversity, provide academic and social–emotional support and embrace life experiences that are often vastly different from those of the teachers and typical students. The goal of this study was to examine the effects of an instructional model designed to address specific academic and social–emotional competencies of linguistically and culturally diverse students on the writing of eight and nine-year-old students (n = 10) enrolled in an afterschool programme serving students from refugee families. The model of explicit writing instruction implemented in the study included culturally responsive literature, mindfulness practices, and differentiation in teaching genre-specific text structure and academic vocabulary. Pre- and post-test personal essays were scored for holistic quality of writing and use of academic vocabulary. The findings indicate that explicit and differentiated instruction in both writing organisation and vocabulary use was effective in increasing the holistic quality of students' personal writing and their ability to integrate academic vocabulary appropriately and meaningfully in independent writing. Implications for culturally responsive instruction for refugee students are discussed.

Article
Publication date: 1 December 2022

Lauren Leigh Kelly

This qualitative research study examines classroom observations and transcripts, teacher and student interviews and student writing to investigate how white English teachers can…

Abstract

Purpose

This qualitative research study examines classroom observations and transcripts, teacher and student interviews and student writing to investigate how white English teachers can cultivate students’ critical literacies regarding race and oppression through classroom literature. As research and practice in the field of critical literacy has yet to effectively center black, indigenous, and people of color (BIPOC) lives and histories, this study aims to expand on existing critical literacy research by examining how literature teachers disrupt the perpetuation of whiteness through literature instruction that explicitly grapples with race and structures of oppression.

Design/methodology/approach

This research examines the pedagogical practices of two white English teachers through a yearlong investigation of classroom instruction and curriculum in an urban high school in a large Northeastern city. The overarching question of this study asks, how do white English teachers cultivate students’ critical literacies regarding race and social justice through classroom literature? Additional questions that guided this study are: How do students in these classes learn about structures of oppression? What language is used in these classrooms to discuss ideas about power? What texts and materials do these teachers use to engage students in critical literacy practices?

Findings

The findings of this study provide insight as to how white English teachers can foster students’ critical literacy development regarding race and oppression through their pedagogy and curriculum. The two teachers’ introduction of critical language and frameworks in the classroom supported students’ ability to critically engage with classroom literature and with their own social worlds. In addition, these teachers’ practices emphasize the need for white teachers to decenter their own knowledge and identities to effectively foster students' critical and sociopolitical development.

Originality/value

This research responds to McLean et al.’s (2021) call for a disruption of the “perpetuation of Eurocentric, hegemonic perspectives by white scholars” in the field by centering race in approaches to critical literacy development in the classroom. By analyzing data from classrooms in the same school with distinct curricular approaches, this study examines not only what but also how educators are teaching in classrooms designed to cultivate students’ critical and sociopolitical development through English Language Arts. This study offers hope for developing critical and culturally sustaining pedagogies among non-BIPOC educators who teach Black and Latinx populations.

Details

English Teaching: Practice & Critique, vol. 22 no. 1
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 5 December 2023

Niki Fullmer and Katie Strand

This case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy…

Abstract

Purpose

This case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy outcomes. This study will also examine how hybrid learning lends itself to UDL and may resolve some of the issues within library instruction.

Design/methodology/approach

This case study explores how a team of librarians at Utah State University developed three UDL-informed modules to support library instruction and hybrid learning during the height of the COVID-19 pandemic. A survey was sent to composition instructors to understand how they utilized the three new UDL-informed modules and if the modules helped their students reach information literacy outcomes.

Findings

Findings from this case study describe how academic libraries should adopt the UDL framework to support best practices for online learning as well as inclusive pedagogies. The findings indicate that the UDL-informed modules developed for hybrid instruction help students meet information literacy outcomes and goals.

Originality/value

The authors present a case study examining the current climate of information literacy instruction and UDL while providing actionable instructional practices that can be of use to librarians implementing hybrid instruction.

Details

Reference Services Review, vol. 52 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 3 March 2023

M. Sara Lowe, Sean M. Stone and Katharine V. Macy

This paper discusses a program to train undergraduate students as near peer teachers delivering course-embedded information literacy instruction to undergraduate students.

Abstract

Purpose

This paper discusses a program to train undergraduate students as near peer teachers delivering course-embedded information literacy instruction to undergraduate students.

Design/methodology/approach

The approach involved the development and delivery of a curriculum combining information literacy concepts and teaching pedagogy. Significant student feedback was gathered which determined the final program structure.

Findings

While the curriculum was successful in developing students' information literacy competencies and pedagogical skills, stakeholder buy-in and the COVID-19 pandemic hindered the program. Additionally, the goal of the program – solo student teaching, was not realized.

Originality/value

Peer teaching is widely implemented in many disciplines; however, its application in academic libraries has focused more on peer reference, rather than peer teaching. This case study adds to the body of literature on this topic related to student peer teaching in academic libraries.

Details

Reference Services Review, vol. 51 no. 2
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 2 May 2023

Adriana I. Martinez Calvit and Donna Y. Ford

The purpose of this paper is to present insights from the implementation of a dialogic social studies curriculum and its potential to support diverse learners. Policymakers and…

Abstract

Purpose

The purpose of this paper is to present insights from the implementation of a dialogic social studies curriculum and its potential to support diverse learners. Policymakers and educators must attend to the learning needs of diverse/minoritized (Note: In this paper, the authors use minoritized and diverse interchangeably) students who have been marginalized in public education. A critical goal is to close racial, ethnic and socioeconomic achievement gaps by increasing, for example, students’ engagement with curriculum and instruction. In this paper, the authors bridge research on dialogic instruction and culturally relevant and responsive education with the goal of informing curricular design and instructional practice.

Design/methodology/approach

This conceptual paper discusses the utility of dialogic instruction in improving learning outcomes for minoritized student populations. While some researchers have examined the positive effects of dialogic instruction on underperforming students (e.g. Murphy et al., 2009; Pillinger and Vardy, 2022), few scholars have examined dialogic instruction through a culturally relevant and responsive lens. The authors argue that the application of this critical lens may improve learning outcomes for diverse learners who have been marginalized in public education systems.

Findings

The authors present illustrative vignettes and insights from a pilot study of a novel social studies curriculum. This curriculum applies a social justice lens by guiding students in the exploration of complex social issues that affect them. Given the diversity of their collaborating teachers’ classrooms (55% are racially minoritized students), the authors applied principles of culturally relevant and responsive education (e.g. Ford, 2010; Gay, 2000; Ladson-Billings, 1995) when designing and piloting the curriculum. Prior personal and professional experiences by the first author point to the potential of dialogic instruction to meaningfully support minoritized students’ learning.

Originality/value

This paper builds on two bodies of literature – dialogic instruction and culturally relevant and responsive education – to identify how an innovative social studies curriculum may improve learning for diverse student populations. It calls for the advancement of a research agenda that applies a culturally relevant and responsive lens to inform instructional practice. The authors begin this discussion with two vignettes.

Details

Journal for Multicultural Education, vol. 17 no. 3
Type: Research Article
ISSN: 2053-535X

Keywords

Content available
Article
Publication date: 22 June 2023

Evthokia Saclarides

Co-teaching is a prevalent and productive coaching activity that coaches can leverage when working with teachers to support teaching and learning. However, there is insufficient…

Abstract

Purpose

Co-teaching is a prevalent and productive coaching activity that coaches can leverage when working with teachers to support teaching and learning. However, there is insufficient research detailing how coaches can and should implement this coaching activity with teachers. Hence, the purpose of this qualitative interview study is to better understand the challenges that make co-teaching coaching cycles difficult for coaches to enact with in-service teachers, as well as the supports that can enhance the co-teaching experience for all involved parties.

Design/methodology/approach

Fourteen semi-structured interviews were completed with one instructional coach and three elementary teachers in one school district in the USA. A combination of emergent as well as literature-driven codes was used to code the data.

Findings

Overall, the participants pointed to six barriers they encountered when engaging in episodes of co-teaching, which spanned the broad categories of management and logistics, pedagogical dilemmas, and teacher learning. Furthermore, participants identified seven supports, spanning the broad categories of coach preparation, contextual factors, and management and logistics, that enabled them to productively engage in co-teaching.

Originality/value

Although coaches may frequently engage teachers in coaching cycles involving co-teaching, there is a lack of research-based guidance for coaches about how to engage teachers most productively in co-teaching episodes. The findings from this study, which shed light on the challenges and support of co-teaching from one coach and three teachers, will enable coaches to more effectively co-teach with teachers as a form of high-quality professional development.

Details

International Journal of Mentoring and Coaching in Education, vol. 12 no. 3
Type: Research Article
ISSN: 2046-6854

Keywords

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