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THE ROLE OF INNOVATIVE TECHNOLOGIES IN TEACHING PHONETIC EXERCISES IN PRIMARY SCHOOL ...
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| 22 |
THE ROLE OF INNOVATIVE TECHNOLOGIES IN TEACHING PHONETIC EXERCISES IN PRIMARY SCHOOL ...
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| 23 |
How Cognitive Abilities May Support Children’s Bilingual Literacy Development in a Multilingual Society ...
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| 24 |
How Many Palabras? Codeswitching and Lexical Diversity in Spanish-English Picture Books
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In: Languages; Volume 7; Issue 1; Pages: 69 (2022)
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| 25 |
Adaptation of the Health Literacy Survey Questionnaire (HLS19-Q) for Russian-Speaking Populations—International Collaboration across Germany, Israel, Kazakhstan, Russia, and the USA
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 6; Pages: 3572 (2022)
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| 26 |
How Does Toddlers’ Engagement in Literacy Activities Influence Their Language Abilities?
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 1; Pages: 526 (2022)
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| 27 |
Developing Resilience to Disinformation: A Game-Based Method for Future Communicators
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In: Sustainability; Volume 14; Issue 9; Pages: 5438 (2022)
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| 28 |
Assessment of the Readability and Quality of Online Patient Education Material for Chronic Medical Conditions
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In: Healthcare; Volume 10; Issue 2; Pages: 234 (2022)
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| 29 |
How Cognitive Abilities May Support Children’s Bilingual Literacy Development in a Multilingual Society
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In: Languages; Volume 7; Issue 1; Pages: 33 (2022)
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| 30 |
The Impact of Student Teachers’ Pre-Existing Conceptions of Assessment on the Development of Language Assessment Literacy within an LTA Course
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In: Languages; Volume 7; Issue 1; Pages: 62 (2022)
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| 31 |
The Understanding and Experiences of Living with Dementia in Chinese New Zealanders
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 3; Pages: 1280 (2022)
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| 32 |
Language Assessment Literacy of Middle School English Teachers in Mexico
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In: Languages; Volume 7; Issue 1; Pages: 32 (2022)
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| 33 |
“Our Brokenness Kind of Connects Us”: Exploring Social Justice Topics Through Read-Alouds in a Ninth-Grade Classroom
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| 34 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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| 35 |
The Effect of eBook Reading on Overall Literacy Development
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In: Doctoral Dissertations and Projects (2022)
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| 36 |
Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
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In: Culminating Experience Projects (2022)
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| 37 |
Spanish Film Festivals in the Library.
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In: Georgia International Conference on Information Literacy (2022)
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| 38 |
From Panic to Joy: The Socio-emotional Side of Information Literacy for First-Generation College Students
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In: Georgia International Conference on Information Literacy (2022)
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Abstract:
Experienced teachers of information literacy, particularly classroom instructors in writing studies who routinely teach research-based writing seminars, have an array of strategies to draw on to help advance students through the necessary stages of their information literacy journey. But instructors may need to add to and adapt their strategies when teaching diverse populations, especially students with two or more of the following marginalized identities: BIPOC students, multilingual writers, first-generation college students, and students who self-identify as low-income students. Working intensively with this population in college-level courses focusing on source-based writing, we have found that in addition to teaching the so-called hidden curriculum of writing courses and of information literacy, which were already part of many courses, we needed to introduce a focus explicitly on library use and habits and on the hidden curriculum of the university at large. Drawing on a robust metacognitive approach to the skills of information literacy, students supplemented classroom and library activities with skits, written reflections, and TikTok videos focusing on the emotional side of information literacy. Acknowledging and responding to students’ feelings of panic, overwhelm, surprise, and even joy helped students see themselves as researchers even if the identity may have felt foreign to them at first, and created a truly inclusive classroom. The presentation includes quotes from students’ reflections, many of which are striking in their emotional power.
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Keyword:
Curriculum and Instruction; diversity; Education; hidden curriculum; Information Literacy; Library and Information Science; research writing; writing studies
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URL: https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/35
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| 39 |
Win, Win ! Finding Experiences for Preservice Teachers while addressing the Summer Reading Gap
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In: National Youth Advocacy and Resilience Conference (2022)
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| 40 |
English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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