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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.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

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

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.

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

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

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

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 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 2019.

The paper provides a brief description of all 370 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.

Adaptivity has long been recognized as a key aspect of teaching and shown to be particularly important for English Language Arts (ELA) teachers leading discussions about texts. Teachers' abilities to make such adjustments are especially important when facilitating discussions in digital contexts, as was made clear with the shift to virtual teaching caused by the COVID-19 pandemic. The purpose of this paper is to explore how the structure and process of teacher inquiry supported ELA teachers in enacting and cultivating adaptive repertoires for facilitating discussion in online contexts during the disruptions of the 2020–2021 school year.

As an inquiry team comprising teacher-researchers from secondary and university-based contexts, the authors used practitioner inquiry methods in the context of a multi-year, multi-sited study involving, design-based and teacher-research methodologies.

This paper shows how teachers’ engagement in digital teacher inquiry groups supported their willingness to be playful and adapt their practices in response to one another, creating conditions for powerful teacher learning through relational inquiry online. This paper identified three specific relational practices that were critical for cultivating adaptive repertories in teachers’ learning with and from each other: cultivating empathy; attuning to silences and actively listening; and decentering authority across multiple platforms and modalities. The authors discuss how teachers carried these practices to and from their digital discussions with their students and with each other, demonstrating how this recursive cycle of inquiry and practice deepened their learning, relationships and adaptive repertoires.

The authors discuss the implications of these practices for equity-oriented and dialogic teacher learning that can transform classroom practice, illustrating the power of online teacher inquiry groups for developing ELA teachers’ adaptive expertise – something urgently important for teaching in digitally mediated contexts and through unsettled times.

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.

To overcome the spread of the noble coronavirus, the lockdown was imposed on March 25, 2020 by the Government of India which adversely affected the education system in the country and changed the traditional classroom teaching to online teaching. This paper aims to explore the factors encouraging university teachers to use and adopt e-learning systems during the COVID-19 pandemic and to find out the major challenges faced by them in adopting e-learning systems in Odisha, an Indian State.

The population of this study was teachers of different universities in Odisha, India. An online questionnaire was administered to collect data from the teachers of the state who were involved in the e-learning system for taking their online classes during the COVID-19 situation. During the study 610 valid responses were processed for data analysis. The results of the analysis were presented through factor analysis, t-test and structural equation model.

The findings revealed three major factors as user-friendly, convenient and performance encouraged teachers to use and adopt e-learning systems. The results also identified major challenges such as accessibility to the internet, information and communication technologies literacy and skills and technological support, faced by university teachers in adopting e-learning systems.

The findings of the study have suggested that the university authorities can develop an effective e-learning system to support their teachers for the continuance of education and learning opportunities. The insights of this study can help the regulatory authorities of higher education to redesign policy and infrastructure for promoting effective e-learning systems.

Many studies have been conducted in relation to e-learning during COVID-19. However, this is a unique study that identifies supporting factors and addresses the challenges faced by university teachers in adopting an e-learning system.

In India, the COVID-19 outbreak has been declared an epidemic in all its states and union territories. To combat COVID-19, lockdown was imposed on March 25, 2020 which has adversely affected the education system in the country. It has changed the traditional education system to the educational technologies (EdTechs) model, where teaching and assessments are conducted online. This paper aims to identify the barriers faced by teachers during online teaching and assessment in different home environment settings in India.

Interpretative phenomenological analysis (IPA) of qualitative research methodology has been used in this research. The study was conducted among the teachers working in the government and private universities of Uttarakhand, India. Semi-structured in-depth interviews were conducted among 19 teachers to collect data regarding the barriers faced by them during online teaching and assessment. ATLAS.ti, version 8 was used to analyze the interview data.

The findings revealed four categories of barriers that are faced by teachers during online teaching and assessments. Under home environment settings, a lack of basic facilities, external distraction and family interruption during teaching and conducting assessments were major issues reported. Institutional support barriers such as the budget for purchasing advanced technologies, a lack of training, a lack of technical support and a lack of clarity and direction were also reported. Teachers also faced technical difficulties. The difficulties were grouped under a lack of technical support, it included a lack of technical infrastructure, limited awareness of online teaching platforms and security concerns. Teachers’ personal problems including a lack of technical knowledge, negative attitude, course integration with technology and a lack of motivation are identified as the fourth category to damper their engagement in online teaching and assessments.

The findings of the study can be helpful to the regulatory authorities and employers of higher education institutions who are planning to adopt online teaching as a regular activity in the future. The insights gained from the findings can help them to revisit their existing policy frameworks by designing new strategies and technical structures to assist their teachers in successfully embracing the EdTech to deal with any crisis in the future.

Many authors have conducted research to address the problems faced by students related to online teaching and learning during COVID-19 in India. To the best of the authors’ knowledge, this is the first study that addresses the challenges faced by teachers during the online teaching and assessment in the home environment settings by using qualitative analysis (IPA) techniques. The current study replenishes the gap by contributing to the literature of online teaching and assessment under the home environment settings during the pandemic situation.

As online learning opportunities increase in today's society, librarians need to consider additional ways to design online instruction effectively. Developing the strategies necessary to teach and learn online successfully requires an understanding of learning styles and how they may be best addressed in the online environment. As is the case in a face‐to‐face classroom, the use of a specific teaching style or set of styles must expand in order to address different learning styles when teaching online. Successful teaching and learning depend on all participants possessing the attitudes necessary to succeed in the online environment. This paper provides information about learning and teaching styles, and it addresses how teaching to various learning styles may be accomplished using the available online tools and resources.

Prolonged closure of educational institutions prompted authorities to adopt online teaching as an alternative method to impart education. The purpose of this study is to investigate the readiness on the part of teachers to switch/adopt online teaching as a part of their pedagogy. Also, this study analyses relationship between perceived stress (PS) and readiness to change (RTC)/adopt.

All the constructs were adapted from established scales, exploratory factor analysis confirmed item loadings on the appropriate constructs. Convenience sampling was used for data collection; owing to COVID-19 this appeared to be the only viable method. Partial least square structural equation modelling was used for analysis of data.

Results from this study indicate that 32.2% variance in RTC is accounted for by exogenous constructs perceived usefulness, perceived ease of use and autonomy (AUT). Although f2 effect size pointed towards non-significance of AUT in predicting RTC (path coefficients were found to be significant for all the exogenous constructs). Also, RTC accounted for 32.6% variance in PS. To assess the predictive relevance of the model, blindfolding procedure was used to obtain Q2 values (Q2PS = 0.231; Q2RTC = 0.243). Positive Q2 values provide support for the model’s predictive relevance.

Data were collected from teachers employed in urban public schools. A complete picture can be obtained by involving teachers from rural public and state-run schools.

Teachers’ readiness to adopt online teaching as a part of their pedagogy may act as a starting point for the policymakers to design properly structured training programs for teachers that minimise stress levels.

If not handled properly, the society may end with either loss of learning to one generation or a major chunk of stressed-out teaching populations or both.

To the best of the author’s knowledge, this study is probably the first one focusing on sudden shift to online teaching and PS.