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The purpose of this paper is to examine how contemporary fact-checking is discursively constructed in Swedish news media; this serves to gain insight into how this practice is understood in society.

A selection of texts on the topic of fact-checking published by two of Sweden’s largest morning newspapers is analyzed through the lens of Fairclough’s discourse theoretical framework.

Three key discourses of fact-checking were identified, each of which included multiple sub-discourses. First, a discourse that has been labeled as “the affirmative discourse,” representing fact-checking as something positive, was identified. This discourse embraces ideas about fact-checking as something that, for example, strengthens democracy. Second, a contrasting discourse that has been labeled “the adverse discourse” was identified. This discourse represents fact-checking as something precarious that, for example, poses a risk to democracy. Third, a discourse labeled “the agency discourse” was identified. This discourse conveys ideas on whose responsibility it is to conduct fact-checking.

A better understanding of the discursive construction of fact-checking provides insights into social practices pertaining to it and the expectations of its role in contemporary society. The results are relevant for journalists and professionals who engage in fact-checking and for others who have a particular interest in fact-checking, e.g. librarians and educators engaged in media and information literacy projects.

By exploring the social features of contemporary fact-checking this study aims to increase our understanding of fact-checking as a genre and shed light on some of the aspects that underpin the communication that fact-checkers engage in.

By analyzing one snapshot of early COVID-19 coverage by three well-known fact-checkers and another one six months later, this study explores fact-checking as a genre. The material was examined for recurrent characteristics and the findings were categorized into corresponding themes that emerged through an open coding process.

Three aspects were found to underpin a contemporary fact-checking genre. Firstly, the fact-checkers strive to facilitate accessibility. Secondly, the notion of building trust underlies the way fact-checkers promote themselves. Thirdly, fact-checking is underpinned by a pedagogical aspect. While the values and beliefs that are known to characterize traditional news media discourses are predominant in the construction of a fact-checking genre, fact-checkers also draw on conceptions typically found within academia to enact professional practices.

Contemporary fact-checking is still a fairly unexplored topic of research. This is particularly the case outside the field of journalism and media studies. This study complements earlier research from the perspective of information studies by exploring how fact-checking practices impact the communication and production of news in society.

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 study presents an investigation of the communicative behaviors and strategies employed in the stimulation and management of productive and destructive conflict in culturally heterogeneous workgroups. Using communication accommodation theory (CAT), we argue that the type and course of conflict in culturally heterogeneous workgroups is impacted by the communicative behaviors and strategies employed by group members during interactions. Analysis of data from participant observations, non‐participant observations, semi‐structured interviews, and self‐report questionnaires support CAT‐based predictions and provide fresh insights into the triggers and management strategies associated with conflict in culturally heterogeneous workgroups. In particular, results indicated that the more groups used discourse management strategies, the more they experienced productive conflict. In addition, the use of explanation and checking of own and others' understanding was a major feature of productive conflict, while speech interruptions emerged as a strategy leading to potential destructive conflict. Groups where leaders emerged and assisted in reversing communication breakdowns were better able to manage their discourse, and achieved consensus on task processes. Contributions to the understanding of the triggers and the management of productive conflict in culturally heterogeneous workgroups are discussed.

With the increasing mobility of higher education students across the world, institutions and instructors are confronted with the need to mitigate the linguistic challenges that multilingual students face in learning advanced content in universities or colleges where English or another language is the medium of instruction. This usually pertains to students who have low competence in the language of instruction, as it is a second or third foreign language for them, hence encountering difficulties in the mastery of discipline-specific content and knowledge. First and foremost, this chapter explores the specific linguistic barriers that multilingual students encounter in this context, which relate to several elements of communicative competence in the language of instruction, while investigating empirical studies on instructional strategies for multilingual classes. Secondly, it discusses the use of Merrill’s (2013) first principles of instruction as the main framework in the design of technology-enhanced lesson plans and in the selection implementation of technology-nested instructional strategies, which can assist instructors in creating linguistically inclusive learning environments across disciplines, while maintaining high academic standards. The chapter critically addresses the use of ICT tools in supporting instructional strategies and lesson plan design to mitigate students’ linguistic difficulties with the receptive and productive language skills within discipline-specific contexts. Finally, it provides a lesson plan template and examples encouraging instructors to carefully plan and design instruction and to experiment and monitor the outcomes in their classes.

This study aims to explore and provide empirical evidence for ways that teachers can simultaneously support students’ literary reading and analytic writing through dialogic assessment, an approach to conferencing with writers that foregrounds process and integrates assessment and instruction.

This study uses qualitative research methods of three high school teachers’ dialogic assessment sessions with individual students to investigate how these teachers both assessed and taught literary reading moves as they observed and supported the students’ writing. An expanded version of Rainey’s (2017) scheme for coding literary reading practices was used.

The three teachers varied in the range and extent of literary reading practices they taught and supported. The practices that they most commonly modeled or otherwise supported were making claims, seeking patterns and articulating puzzles. The variation we observed in their literary reading practices may be attributed to institutional characteristics of the teachers’ contexts.

This study illustrates how the concept of prolepsis can be productively used as a lens through which to understand teachers’ instructional choices.

The descriptive findings show how individualized coaching of students’ writing about literature can also support literary reading. Teachers of English need not worry that they have to choose between teaching writing and teaching reading.

This study presents dialogic assessment as a useful way to guide students through the writing process and literary interpretation simultaneously.

This chapter outlines several approaches that researchers can use to help them conduct research that respects and includes autistic participants. It begins by highlighting some of the factors that should be considered before, during and after a study is conducted. It then explains some of the benefits and drawbacks of harvesting data from social media. It then concludes with a set of recommendations about inclusive research practices that can help autistic participants be equals in the research process.

The original contribution that this chapter gives to the field of autism spectrum research is to provide researchers with a clear and comprehensive outline of how to conduct research that is inclusive and respectful of autistic participants.

Purpose: This chapter provides a working definition of formative assessment and explores methods and tools in the context of “What’s Hot in Literacy Instruction?” and what is new.

Design: Formative assessment is largely understood as assessment for learning, but it is not always clear what the relationship of assessment for learning is to instruction. A metaphor is provided to demonstrate how formative assessment, instruction, checking for understanding, and feedback are interrelated. Underutilized formative assessment tools are suggested.

Findings: The author discusses how the analysis of student work can help teachers refine their instruction. Tools and approaches including gamification, social media memes, and alternatives to traditional rubrics are explained and demonstrated.

Practical Implications: By expanding the definition of formative assessment to include new or untried approaches, teachers can more precisely guide students as they learn.

The purpose of this study is to explain the interrelationships between the elements of strategic thinking, technological change and strategic risks. The main objective of this research is to identify the hierarchy for the elements of thinking, technological change and strategic risk and also to identify the driving powers of these elements.

The methodology used in this study is modified total interpretive structural modelling and MICMAC analysis which gives the interrelationships and also the driving powers of the elements by analysing the relationships between the elements from the existing literature. This method helps us in answering/understanding the “what”, “how” and “why” of the research. Modified total Interpretive structural modeling is considered in this study, which helps in doing both the paired comparisons and transitivity checks simultaneously. A digraph is constructed at the end of the analysis, which shows the links between the elements, and a driver dependence matrix is constructed, which shows the driving powers.

This study gives an understanding of the role of the elements, the relationships between them and the hierarchy of addressing these elements, and also the driving and dependence power. Findings of this research give us an understanding of how strategic thinking/technological change/strategic drives the performance of the firm.

This study is conducted with the help of existing literature; this can be further extended by considering the expert opinion.

The model explains the direct and transitive links of the elements and the strength of the relation between them, which helps the researchers and the practitioners to understand the driving power and importance of these constructs. It also helps us to understand the role of these elements and, if implemented in an organisation, which elements need to be prioritised for enhancing the performance of the firm.

Research done in the past has individually analysed the elements effecting strategic thinking; this study identifies the relationships between the elements of all three constructs and helps in understanding the levels of hierarchy.

Despite many well-intentioned efforts to improve student achievement in chronically low-performing schools, there is little evidence of significant progress. A new and different kind of data; however, is providing a fresh perspective on the problem: According to recent studies, research-based instructional strategies – those strategies that have been proven to increase the likelihood that students will be able to retain, recall, and apply what they have been taught – are not consistently used in classrooms. Irrespective of the many changes that occur in schools, student achievement will not significantly improve until teachers consistently use and school leaders consistently promote research-based instructional strategies. The purpose of this chapter is to prepare school leaders to assess the use of research-based instructional strategies in their school, and then use the data to promote more effective instruction. This chapter will provide user-friendly tools and strategies for collecting, organizing, and analyzing classroom observation data; case studies; sample data sets; findings and conclusions drawn from sample data tables; a step-by-step process for collecting the data; samples of research-based instructional strategies; and references for identifying research-based instructional strategies.