Journal articles on the topic 'Quality and Quantity of Literacy Instruction'
To see the other types of publications on this topic, follow the link: Quality and Quantity of Literacy Instruction.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Quality and Quantity of Literacy Instruction.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Stephens, O. "Braille—Implications for Living." Journal of Visual Impairment & Blindness 83, no. 6 (June 1989): 288–89. http://dx.doi.org/10.1177/0145482x8908300606.
Full textAbstract:
This article develops two contrasting themes: 1) the prime importance of braille as the only medium of literacy available to blind persons; and 2) the widely perceived de-emphasis of braille instruction in the United States. Attention is also directed to the importance of braille in contributing to the quality of life attainable by blind persons. Resolutions of the American Council of the Blind are summarized, indicating the position that removal of deficiencies in the quantity and quality of braille instruction should be given high priority.
2
Pianta, Robert C., Jay Belsky, Nathan Vandergrift, Renate Houts, and Fred J. Morrison. "Classroom Effects on Children’s Achievement Trajectories in Elementary School." American Educational Research Journal 45, no. 2 (June 2008): 365–97. http://dx.doi.org/10.3102/0002831207308230.
Full textAbstract:
This nonexperimental, longitudinal field study examines the extent to which variation in observed classroom supports (quality of emotional and instructional interactions and amount of exposure to literacy and math activities) predicts trajectories of achievement in reading and math from 54 months to fifth grade. Growth mixture modeling detected two latent classes of readers: fast readers whose skills developed rapidly and leveled off, and a typical group for which reading growth was somewhat less rapid. Only one latent class was identified for math achievement. For reading, there were small positive associations between observed emotional quality of teacher-child interactions and growth. Growth in math achievement showed small positive relations with observed emotional interactions and exposure to math activities. There was a significant interaction between quality and quantity of instruction for reading such that at higher levels of emotional quality there was less of a negative association between amount of literacy exposure and reading growth.
3
Dawe, Lydia, and Ainslie Robinson. "Wikipedia editing and information literacy: a case study." Information and Learning Science 118, no. 1/2 (January 9, 2017): 5–16. http://dx.doi.org/10.1108/ils-09-2016-0067.
Full textAbstract:
Purpose This paper aims to evaluate the success of a Wikipedia editing assessment designed to improve the information literacy skills of a cohort of first-year undergraduate health sciences students. Design/methodology/approach In this action research case study (known hereafter as “the project” to differentiate this action research from the students’ own research), students researched, wrote and published Wikipedia articles on Australia-centric health topics. Students were given a pre- and post-test to assess levels of self-confidence in finding, evaluating and referencing information. Student work was also analysed in terms of article length and quantity and the type of information sources used. Findings Tests revealed that students’ self-confidence in their information literacy skills improved overall. Analysis of student work revealed that students wrote longer articles and incorporated more references than expected. References used were of appropriate quality relevant to the article despite minimal instructions. Originality/value There are few studies that investigate information literacy development through Wikipedia editing in Australian universities. This study shows that Wikipedia editing is an effective way to carry out student assessment prior to essay writing and an innovative platform to improve information literacy skills in undergraduate students.
4
Kuo, Li-Jen, Yu-Min Ku, Zhuo Chen, and Melike Ünal Gezer. "The relationship between input and literacy and metalinguistic development: A study with Chinese–English bilinguals." International Journal of Bilingualism 24, no. 1 (June 13, 2018): 26–45. http://dx.doi.org/10.1177/1367006918768312.
Full textAbstract:
The purpose of this study was to examine the relationship between input and literacy/ metalinguistic development in bilingual children. Participants included fourth-grade Chinese-English bilinguals from Taiwan and the USA. The two groups were comparable in socioeconomic status, non-verbal IQ, and the amount of literacy instruction in Chinese and English, but the bilingual participants from Taiwan had more exposure to Chinese and less exposure to English outside of school than their US counterparts. A battery of standardized and researcher-developed measures of literacy and metalinguistic skills were administered in English and Chinese. Results showed that, in general, the greater the amount of input, the more superior the linguistic/metalinguistic development. However, advantages associated with input appeared to be offset by a more balanced bilingual experience on measures that assessed higher levels of metalinguistic awareness. In addition, hierarchical regression analyses showed that morpho-syntactic awareness made a unique contribution to reading comprehension beyond that by vocabulary and morphological awareness only among the participants in Taiwan. The findings make several noteworthy contributions to research on input among bilingual learners. Firstly, the present study highlights the importance of recognizing the variations of bilinguals who speak the same pair of languages, and the impact of linguistic input outside of the school context on language and literacy development in academic settings. Secondly, findings from the present study call for a broader conceptualization of the relationship between input and linguistic/metalinguistic development, and underscore the importance of examining how input may impact the relationship of linguistic and metalinguistic variables. Finally, the present study highlights the need to re-conceptualize input. Indicators of input should go beyond to the quantity or quality of exposure to the assessed language, and be expanded to include the degree of balance in both languages.
5
Sun, Lixuan, and Adelina Asmawi. "Research Progress and Trend of Business English Writing Instruction in China (2002-2021): A Bibliometric Analysis." World Journal of English Language 12, no. 6 (August 5, 2022): 241. http://dx.doi.org/10.5430/wjel.v12n6p241.
Full textAbstract:
Using the visual analysis instrument of China National Knowledge Infrastructure (CNKI) and CiteSpace, this study makes a bibliometric analysis and visual presentation of the literatures on Business English Writing Instruction in China during the last two decades (2002-2021). The examination of the number of published articles, authors and institutions, highly referenced papers, and keywords reveals that: (1) the number of published articles increases with the constant development of the business English major. It steadily reduced after reaching its peak but remained at a high level. (2) The distribution characteristics of authors and institutions are similar, which means that no single author or institution has an absolute edge in terms of the quantity of papers. (3) Although majority of the highly cited literatures are from CSSCI, the overall quality of the 433 articles chosen is not very high. (4) The research hotspots are mostly concerned with teaching content and methods, teaching mode and design, and Business English writing education in higher vocational colleges. (5) The research development process is generally divided into three stages: early investigation, prosperity and development, and sustainable development. Continuing research into Business English Writing Instruction will require that researchers conduct follow-up studies, increase quantitative analysis, and broaden the scope of research samples in order to better serve Business English majors in China as well as improve the quality of business English writing research in China.
6
Beecher, Constance C., Mary I. Abbott, Sarah Petersen, and Charles R. Greenwood. "Using the Quality of Literacy Implementation Checklist to Improve Preschool Literacy Instruction." Early Childhood Education Journal 45, no. 5 (August 16, 2016): 595–602. http://dx.doi.org/10.1007/s10643-016-0816-8.
Full text
7
Detmering, Robert, Anna Marie Johnson, Claudene Sproles, Samantha McClellan, and Rosalinda Hernandez Linares. "Library instruction and information literacy 2013." Reference Services Review 42, no. 4 (November 10, 2014): 603–715. http://dx.doi.org/10.1108/rsr-07-2014-0028.
Full textAbstract:
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 English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013. 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.
8
Usova, Tatiana, and Robert Laws. "Teaching a one-credit course on data literacy and data visualisation." Journal of Information Literacy 15, no. 1 (January 11, 2021): 84. http://dx.doi.org/10.11645/15.1.2840.
Full textAbstract:
Data literacy skills are becoming critical in today’s world as the quantity of data grows exponentially and becomes the ‘currency’ of power. In spring 2020, a team of two librarians piloted a new one-credit course in data literacy and data visualisation. This report explains the rationale behind the project and discusses the place of data literacy within information literacy (IL) instruction. The authors describe the pilot’s learning objectives, topics covered, course design, the structure of assignments and the delivery of the course. They analyse the feedback received on the course and suggest ways to refine their practice.
The article calls for a re-envisaging of the library’s role in data literacy instruction. It aims to address how librarians can extend their current practice of teaching IL to data literacy and why it is important. The authors’ experience may inspire other academic librarians to incorporate data literacy and data visualisation into their teaching practice.
9
Matlin, Talitha Rosa, and Tricia Lantzy. "Maintaining Quality While Expanding Our Reach: Using Online Information Literacy Tutorials in the Sciences and Health Sciences." Evidence Based Library and Information Practice 12, no. 3 (September 18, 2017): 95. http://dx.doi.org/10.18438/b8zd3q.
Full textAbstract:
Abstract
Objective – This article aims to assess student achievement of higher-order information literacy learning outcomes from online tutorials as compared to in-person instruction in science and health science courses.
Methods – Information literacy instruction via online tutorials or an in-person one-shot session was implemented in multiple sections of a biology (n=100) and a kinesiology course (n=54). After instruction, students in both instructional environments completed an identical library assignment to measure the achievement of higher-order learning outcomes and an anonymous student survey to measure the student experience of instruction.
Results – The data collected from library assignments revealed no statistically significant differences between the two instructional groups in total assignment scores or scores on specific questions related to higher-order learning outcomes. Student survey results indicated the student experience is comparable between instruction groups in terms of clarity of instruction, student confidence in completing the course assignment after library instruction, and comfort in asking a librarian for help after instruction.
Conclusions – This study demonstrates that it is possible to replace one-shot information literacy instruction sessions with asynchronous online tutorials with no significant reduction in student learning in undergraduate science and health science courses. Replacing in-person instruction with online tutorials will allow librarians at this university to reach a greater number of students and maintain contact with certain courses that are transitioning to completely online environments. While the creation of online tutorials is initially time-intensive, over time implementing online instruction could free up librarian time to allow for the strategic integration of information literacy instruction into other courses. Additional time savings could be realized by incorporating auto-grading into the online tutorials.
10
Caplan, Victoria F., and Eunice S. P. Wong. "Diversity within unity: jazzing up sustainable information literacy teams." Library Management 37, no. 6/7 (August 8, 2016): 326–39. http://dx.doi.org/10.1108/lm-05-2016-0039.
Full textAbstract:
Purpose The purpose of this paper is to show how one medium-sized research library sustainably delivers large scale integrated library instruction via team efforts that allow for (and encourage) librarians diverse teaching approaches within a unified team. Design/methodology/approach This paper examines an individual case within the context of library and management research literature. Findings A self-managed library instruction team, using agreed upon learning outcomes and supported by good infrastructure, communication skills and tools, and within administration supportive of professional development and experimentation can sustainably delivery high volume, high-quality library instruction. Practical implications This paper may help other libraries learn how to develop their own self-managed teams to deliver sustainable high volume, high-quality library instruction. Originality/value This paper contributes to the literature on self-managed teams in librarianship and especially self-managed teams to deliver sustainable high volume information literacy. It also contributes to the small pool of literature using the jazz metaphor in library instruction.
11
Koenig, Alan J., and M. Cay Holbrook. "Ensuring High-Quality Instruction for Students in Braille Literacy Programs." Journal of Visual Impairment & Blindness 94, no. 11 (November 2000): 677–94. http://dx.doi.org/10.1177/0145482x0009401102.
Full text
12
Cohen, David K., and Monica P. Bhatt. "The Importance of Infrastructure Development to High-Quality Literacy Instruction." Future of Children 22, no. 2 (2012): 117–38. http://dx.doi.org/10.1353/foc.2012.0012.
Full text
13
Gabas, Clariebelle, Leesa Marante, and Sonia Q. Cabell. "Fostering Preschoolers' Emergent Literacy: Recommendations for Enhanced Literacy Experiences and Collaborative Instruction." Perspectives of the ASHA Special Interest Groups 4, no. 1 (February 26, 2019): 167–76. http://dx.doi.org/10.1044/pers-sig16-2018-0012.
Full textAbstract:
Purpose Emergent literacy skills involve both the code-related and oral language skills that serve as the foundation for successful reading and writing development. Code-related skills have been found to be highly predictive of decoding skills for preschool children and continue to exert a strong influence through the early elementary grades. Likewise, early oral language skills make important contributions to later reading comprehension. Accordingly, the preschool period is a critical time for supporting and facilitating growth in children's emergent literacy skills. Speech-language pathologists working in preschool settings can play an integral role in enhancing literacy instruction through their specialized knowledge of linguistic concepts and language development. The following article aims to provide practitioners with evidence-based strategies for supporting the development of preschoolers' emergent literacy skills in the context of shared book reading and making experience books. The article also outlines recommendations for fostering effective collaborations with teachers to provide high-quality classroom experiences for all preschool children. Conclusion Providing preschool children with a print-rich environment along with clear and explicit explanations, scaffolding, and ample opportunities for practice can help to enhance the quality of language and literacy instruction. Although this article specifically focuses on shared book reading and making experience books, it is important to note that the strategies discussed here apply to a variety of activities. Speech-language pathologists are encouraged to actively collaborate with teachers to integrate these strategies into various classroom activities to optimize learning and promote children's emergent literacy skills.
14
Brownell, Mary, Mary Theresa Kiely, Diane Haager, Alison Boardman, Nancy Corbett, James Algina, Mary Patricia Dingle, and Jennifer Urbach. "Literacy Learning Cohorts." Exceptional Children 83, no. 2 (November 5, 2016): 143–64. http://dx.doi.org/10.1177/0014402916671517.
Full textAbstract:
Two professional development (PD) models for teachers were compared on teacher and student outcomes. Special education teachers participated in Literacy Learning Cohorts (LLC), a PD innovation designed to improve content and pedagogical knowledge for providing reading instruction to upper elementary students with learning disabilities. The LLC, based on Desimone’s (2009) framework, included 2 days of initial PD with follow-up meetings, coaching, and video self-analysis. A comparison group received only 2 days of PD. Results of independent t tests and analyses of covariance indicated that LLC teachers demonstrated significant change in instructional time allotted to, and quality of, word study and fluency instruction. LLC teachers also made significantly greater gains on the fluency knowledge measure as compared with the comparison group, but they did not differ in word study knowledge. Hierarchical linear modeling analyses showed that students of LLC teachers made significantly greater gains on word attack skills and decoding efficiency than did students of teachers in the comparison group.
15
E. Bryan, Jacalyn. "Critical thinking, information literacy and quality enhancement plans." Reference Services Review 42, no. 3 (August 5, 2014): 388–402. http://dx.doi.org/10.1108/rsr-01-2014-0001.
Full textAbstract:
Purpose – This paper aims to investigate the relationship between information literacy and critical thinking. Specifically, the connection between the elements of critical thinking as expressed in one university’s Quality Enhancement Plan (QEP) and the advancing learning transforming scholarship (ACRL) Information Literacy Competency Standards (ACRL IL Standards). Concrete examples of how librarians support information literacy and critical thinking were examined. Design/methodology/approach – Following a literature review, the ACRL IL Standards were mapped to the elements of a university’s QEP (critical thinking + core values = decision-making). A wiki was then created to illicit specific examples from librarians regarding how they incorporate the elements of critical thinking in their reference/instruction work. Findings – Considerable correspondence was found between the ACRL IL Standards and the elements of critical thinking in the QEP, but this varied with the specific standard and the specific QEP component. Wiki results revealed that librarians used many concrete activities that supported QEP critical-thinking elements. Research limitations/implications – In this study, mapping the ACRL IL Standards to QEP components was subjective, performed by only one individual. Future research, perhaps involving the forthcoming ACRL IL Standards, might be better carried out by a larger group, thereby enhancing objectivity. Originality/value – The literature review showed a lack of specificity in how critical thinking is defined and integrated into library reference/instruction work. The present study compared eight specific elements of critical thinking to the ACRL IL Standards and found 108 concrete examples of their application.
16
Sniedze-Gregory, Shani. "Lyn Stone, Reading for Life: High Quality Literacy Instruction for All." Australian Journal of Education 63, no. 3 (October 22, 2019): 351–53. http://dx.doi.org/10.1177/0004944119880644.
Full text
17
Dai, Yun. "How many ways can we teach data literacy?" IASSIST Quarterly 43, no. 4 (January 2, 2020): 1–11. http://dx.doi.org/10.29173/iq963.
Full textAbstract:
Academic Libraries are ideally positioned to teach data literacy. What is ‘data literacy’ in the first place? Is it the new information literacy? Will the ways we teach information literacy limit imaginative ways to teach data literacy?
With those questions in mind, the Library of New York University Shanghai has explored multiple ways to teach data literacy to undergraduate students through university events, ‘for-class’ instruction and workshops, and online casebooks. (1) We initiated the yearlong series of events titled ‘Lying with Data’, inviting faculty across disciplines to each address one core data literacy question that students of data science may elude. (2) We offered workshops and in-class instruction that are up-to-date with the latest technology and that fit with the curriculum. (3) We created online casebooks on various topics in the data lifecycle, tackling user needs at different levels. Essential to our teaching activities are two core values: ‘let the quality speak for itself’, and ‘outreach by teaching’.
18
Christenson, Sandra L., Martha L. Thurlow, James E. Ysseldyke, and Rosemary McVicar. "Written Language Instruction for Students with Mild Handicaps: Is There Enough Quantity to Ensure Quality?" Learning Disability Quarterly 12, no. 3 (August 1989): 219–29. http://dx.doi.org/10.2307/1510691.
Full textAbstract:
Full-day classroom observations of learning disabled, emotionally disabled, educable mentally retarded, and nonhandicapped students ( N = 122) were conducted. A 10-second interval recording system was used to document tasks and student responding during written language instruction in regular and special education settings. Regardless of categorical designation, extreme variability was found in the amount of time individual students spent in writing activities or in receiving written language instruction. Implications for improving written language instruction for students with mild handicaps include increasing allocated time, teaching written language as an integrated process, and coordinating written language activities with different content areas. Collaborative problem solving between regular and special educators is needed to accomplish these changes.
19
Scott, Amy, Brigid McNeill, and Anne van Bysterveldt. "Teenage mothers’ language use during shared reading: An examination of quantity and quality." Child Language Teaching and Therapy 36, no. 1 (February 2020): 59–74. http://dx.doi.org/10.1177/0265659020903769.
Full textAbstract:
This study investigated the impact of an emergent literacy intervention on the language quality and quantity used during shared reading interactions of 14 teenage mothers (M = 19;9, SD = 1;3) and their young children (M = 2;1, SD = 0;8). Mothers participated in a seven-week emergent literacy intervention focused on a range of behaviours they could use to enhance shared reading interactions with their children. A pre-post single group (no control/comparison group) research design was used to evaluate intervention effects on language use. Results demonstrated a significant intervention effect on most aspects of language quality and quantity measured. Number of total words, total utterances and number of different words demonstrated a statistically significant increase for both mothers and children; mothers used more rare-sophisticated words; and children used more different types of word classes. Context of talk for mothers also showed significant growth in areas of description and prediction/explanation. Results provide considerations for designing parent-focused interventions to effectively target both literacy and language development in children from at-risk populations.
20
Doabler, Christian T., Ben Clarke, Derek Kosty, Jessica E. Turtura, Marah Sutherland, Steven A. Maddox, and Keith Smolkowski. "Using Direct Observation to Document “Practice-Based Evidence” of Evidence-Based Mathematics Instruction." Journal of Learning Disabilities 54, no. 1 (March 19, 2020): 20–35. http://dx.doi.org/10.1177/0022219420911375.
Full textAbstract:
Implementation of evidence-based practices (EBPs) is paramount to students’ development of mathematics proficiency. This study investigated “practice-based evidence” of interventionists’ actual use of explicit mathematics instruction, a well-established EBP. Specifically, this study analyzed direct observation data collected in a federally funded efficacy trial involving a Tier 2 first-grade mathematics intervention to examine whether the quantity and quality of explicit mathematics instruction was associated with the mathematics outcomes of 470 first-grade students with or at risk for mathematics learning disabilities. Associations between group-level pretreatment skill levels and the quality and quantity of explicit mathematics instructional practices used in the intervention were also explored. Findings suggested significant associations between positive gains in student mathematics outcomes and (a) lower rates of incorrectly answered mathematics-focused questions, and (b) the rate in which interventionists delivered group-level practice opportunities and offered academic feedback. Significant associations were also found between initial student mathematics performance and rates of student errors and the quality of explicit instruction. Implications for using direct observation to document enacted EBPs are discussed.
21
Leseman, Paul P. M., and Peter F. Jong. "Home Literacy: Opportunity, Instruction, Cooperation and Social-Emotional Quality Predicting Early Reading Achievement." Reading Research Quarterly 33, no. 3 (July 9, 1998): 294–318. http://dx.doi.org/10.1598/rrq.33.3.3.
Full text
22
Justice, Laura M., Andrew J. Mashburn, Bridget K. Hamre, and Robert C. Pianta. "Quality of language and literacy instruction in preschool classrooms serving at-risk pupils." Early Childhood Research Quarterly 23, no. 1 (January 2008): 51–68. http://dx.doi.org/10.1016/j.ecresq.2007.09.004.
Full text
23
Butterfuss, Reese, Rod D. Roscoe, Laura K. Allen, Kathryn S. McCarthy, and Danielle S. McNamara. "Strategy Uptake in Writing Pal: Adaptive Feedback and Instruction." Journal of Educational Computing Research 60, no. 3 (May 8, 2022): 696–721. http://dx.doi.org/10.1177/07356331211045304.
Full textAbstract:
The present study examined the extent to which adaptive feedback and just-in-time writing strategy instruction improved the quality of high school students’ persuasive essays in the context of the Writing Pal (W-Pal). W-Pal is a technology-based writing tool that integrates automated writing evaluation into an intelligent tutoring system. Students wrote a pretest essay, engaged with W-Pal’s adaptive instruction over the course of four training sessions, and then completed a posttest essay. For each training session, W-Pal differentiated strategy instruction for each student based on specific weaknesses in the initial training essays prior to providing the opportunity to revise. The results indicated that essay quality improved overall from pretest to posttest with respect to holistic quality, as well as several specific dimensions of essay quality, particularly for students with lower literacy skills. Moreover, students’ scores on some of the training essays improved from the initial to revised version on the dimensions of essay quality that were targeted by instruction, whereas scores did not improve on the dimensions that were not targeted by instruction. Overall, the results suggest that W-Pal’s adaptive strategy instruction can improve the quality of students’ essays overall, as well as more specific dimensions of essay quality.
24
Fowler, Kelly, Lilian Nantume Wampande, Agazi Gebreselassie, Ursin Bayisenge, Chany Uwase, Adilson de Oliveira, and Janna M. Schurer. "‘Far from the views of decision-makers’: podoconiosis instruction at medical schools across endemic countries in Africa." Transactions of The Royal Society of Tropical Medicine and Hygiene 114, no. 12 (November 9, 2020): 899–907. http://dx.doi.org/10.1093/trstmh/traa089.
Full textAbstract:
Abstract Background Podoconiosis is a neglected tropical disease that causes significant physical, emotional and financial suffering, especially among impoverished rural farmers. Sufficient physician training is integral to optimizing patient outcomes through timely diagnosis and appropriate management. Therefore we sought to characterize podoconiosis instruction offered to medical students in endemic African countries. Methods We invited faculty from 170 medical schools in all podoconiosis-endemic African countries to provide information about podoconiosis inclusion in medical curricula. Surveys were available in French and English and captured podoconiosis knowledge, quantity/quality of instruction, ranking of importance relative to other diseases and barriers for improvement. Respondents voluntarily shared responses online or by telephone. Results Study participants provided information about curricula at 97 medical schools across 14 countries. In total, 42.6% of schools across nine countries offered podoconiosis-specific instruction; most respondents felt that the quality (60.4%) and quantity (61.5%) of instruction was insufficient. Common barriers to sufficient training included exclusion from government curricula, prioritization according to caseload and scarce epidemiological data. Conclusions Our study demonstrates widespread neglect in podoconiosis training for physicians in endemic countries. Government support is needed to ensure curricula match the needs of health workers practicing in rural, low-income regions.
25
Barends, Zelda, and Carisma Nel. "Work-integrated learning within the reading literacy component of foundation phase teacher preparation programmes." South African Journal of Childhood Education 7, no. 1 (March 23, 2017): 13. http://dx.doi.org/10.4102/sajce.v7i1.435.
Full textAbstract:
<span>Research confirms that the quality of instruction learners experience day-to-day matters for learner achievement more than any other school-based factor. Yet teachers beginning their careers across a range of contexts routinely report that they are unprepared to enact high-quality instruction on day one. Thus, the quality and content of pre-service teacher preparation programmes features prominently in learner success. Research reveals that purposeful coordination between teacher preparation programmes and the school districts with which they partner, tightly aligned curricula and field experiences, and extensive clinical practice can improve teacher preparedness (Darling-Hammond & Bransford 2007). The purpose of this article was to conduct a survey among selected universities offering Bachelor of Education (BEd) foundation phase programmes, to determine the role of work-integrated learning (WIL) in facilitating the preparedness of pre-service teachers to teach reading literacy. The results indicate that there is an urgent need to focus on the following aspects as they relate to WIL and its integration with reading literacy-specific content: the purpose of WIL as it relates to reading literacy; the degree of integration between coursework, specifically reading literacy and practice-based experiences (i.e. practice teaching); the relationship and partnerships between university lecturers and teachers and district officials; and the training of teachers to support the pre-service teachers.</span>
26
Huang, Ruhua, Baiyang Li, and Lihong Zhou. "Information literacy instruction in Chinese universities: MOOCs versus the traditional approach." Library Hi Tech 34, no. 2 (June 20, 2016): 286–300. http://dx.doi.org/10.1108/lht-02-2016-0013.
Full textAbstract:
Purpose – The purpose of this paper is to discuss a teaching project and a series of systematic efforts to promote an information literacy instruction (ILI) module and transform it into a successful and well-established massive open online courses (MOOCs). Specifically, this paper provides not only a detailed description and discussion on these transformation processes, but also a comparative analysis of two very different teaching approaches. Design/methodology/approach – This paper focuses on the ILI module in Wuhan University with a top-ranked Library and Information School in China. As a result, this module has been treated as a case study to investigate the transformation processes from a traditional module to MOOCs. Specifically, two research processes are scrutinized in this study, namely, analytic hierarchy process analysis and data analysis on the ILI MOOCs. Findings – It has become evident that ILI is widely considered to be extremely important, not only for university students, but also for a large number of post-college professionals in various industries. Moreover, by using innovation and interactive online techniques, MOOCs have significantly improved the quality of ILI. Practical implications – If a module is delivered to a large number of students, MOOCs are effective and convenient. To ensure a successful ILI course, this study describes a detailed procedure for transforming a traditional course to a ubiquitous, high-quality and interactive one. Originality/value – This paper represents early attempts to develop MOOCs on ILI in China. In addition, experience and insight from this study are of interest to university educators and policy makers with implications beyond the Chinese educational system.
27
Kelcey, Ben. "Measuring Teachers' Instruction with Multilevel Item Response Theory." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 7, no. 1 (March 30, 2016): 1037–47. http://dx.doi.org/10.24297/ijrem.v7i1.3857.
Full textAbstract:
The purpose of this study was to describe an approach for measuring teachers' uses of instruction as it relates to students' achievement through classroom observations. Despite significant work on the substantive content of observation systems chronicling teachers' instruction, literature has largely relied on simple counts of instructional features or the average of quality indicators to describe teachers' instruction. However, such coarse summaries generally do not reflect current theories of instruction, prior empirical evidence, and the framework of most observation systems. The approach presented in this paper builds on evidence that teachers' instruction varies across lessons and that instructional features or quality indicators do not necessarily contribute equally to our understanding of effective instruction. To align theory, data and methods, this study applied multilevel item response theory to the study of early literacy instruction as it relates to students' achievement. This model provided a more complex, but more precise and theoretically grounded, view of instruction by linking components of instruction theory to model parameters. Empirical results suggested that multilevel item response models encouraged precision in the specification of theory, data collection, and models that is absent in simpler models.
28
(Mick) Murray, Michael D. "Continuity of Health Care and the Pharmacist: Let's Keep It Simple." Annals of Pharmacotherapy 43, no. 4 (March 31, 2009): 745–47. http://dx.doi.org/10.1345/aph.1l666.
Full textAbstract:
Pharmacists are a cornerstone of quality medication management. High-quality continuity of care involves patient-centered medication therapy management, which could be bolstered for 26 million Part D Medicare beneficiaries. Yet, many patients do not receive sufficient instruction about their prescription medications. Patient-centered aspects are important because of the heterogeneity in patient types and severity of disease, varying treatment requirements, lifestyle factors, and differences in health literacy. Although time constraints for all health professionals are apparent, a simple but crucial contribution by pharmacists to the continuity of care is to increase the emphasis on patient-centered medication instruction.
29
Shreiner, Tamara L. "Building a data literate citizenry: how US state standards address data and data visualizations in social studies." Information and Learning Sciences 121, no. 11/12 (November 4, 2020): 909–31. http://dx.doi.org/10.1108/ils-03-2020-0054.
Full textAbstract:
Purpose Data literacy – the ability to read, analyze, interpret, evaluate and argue with data and data visualizations – is an essential competency in social studies. This study aims to examine the degree to which US state standards require teachers to teach data literacy in social studies, addressing the questions: to what extent are US social studies teachers required to teach data literacy? If they are required to teach it, are they provided with guidance about competencies to address at each school or grade level and with respect to particular content? Design/methodology/approach The study used content analysis, using a variety of priori and emergent codes, to review social studies standards documents from all 50 states and the District of Columbia. Findings Findings indicate that although state standards suggest that data visualizations should play a role in social studies instruction, they provide poor guidance for a coherent, progressive and critical approach across grade levels. Originality/value This paper currently knows little about if and how teachers address data literacy in social studies education. This study provides a snapshot of guidance teachers across states are given for teaching data literacy, and by extension, the quality of data literacy instruction recommended for students across the USA.
30
Saldon Eder, Marylene, Paul Rojas, Mary Grace Empasis, and Love Jhoye Raboy. "Computer Aided Instruction For Preschoolers In Mathematics." Proceedings Journal of Education, Psychology and Social Science Research 1, no. 1 (November 22, 2014): 37–44. http://dx.doi.org/10.21016/icepss.14018.
Full textAbstract:
Computers are increasingly a part of pre-schoolers to professional lives. The use of multimedia in education has significantly changed people’s learning processes. Computer technology holds promise for improving student performance and the quality of teaching education programs at all levels. Today, development has been rapid and technology has been acknowledged as an additional teaching tool. Results from a number of research studies indicate that appropriately designed multimedia instruction enhances students’ learning performance in mathematics, and literacy. The purpose of the present paper was to discuss research avenues employing computers as a learning tool and to analyze the results obtained by this method at the pre-schoolers learning level.
31
Bussell, Hilary. "Gender is a Variable of Interest for Information Literacy Instruction." Evidence Based Library and Information Practice 16, no. 1 (March 15, 2021): 101–3. http://dx.doi.org/10.18438/eblip29886.
Full textAbstract:
A Review of: Pinto, M., Sales, D., & Fernández-Pascual, R. (2019). Gender perspective on information literacy: An interdisciplinary and multidimensional analysis within higher education settings. Library & Information Science Research, 41(4), 100979. https://doi.org/10.1016/j.lisr.2019.100979 Abstract Objective – To identify gender differences that present in 26 information literacy (IL) learning competencies using a multidimensional subjective–objective approach. Design – Two quantitative survey questionnaires, administered online. Setting – Five Spanish public universities in 2014. Subjects – Third- and fourth-year students in eight social science degree programs including information science, audiovisual communication, journalism, psychology, primary education, pedagogy, social work, and tourism. Methods – Subjects were recruited using a stratified sampling approach. Two survey instruments were distributed online. The IL-HUMASS instrument uses Likert scales to measure students’ “belief-in-importance” (BI) of various IL competencies relating to searching, evaluation, processing, and communication–dissemination, as well as their self-efficacy (SE) regarding these competencies. The EVALCI-KN instrument measures students’ actual knowledge (KN) of the same IL competencies using closed answer options. The data were analyzed using descriptive and bivariate statistics and confirmatory factor analyses. Main Results – The total number of valid surveys collected was 1,575 (sampling ratio of 10.39% of eligible students). No significant differences were found between female and male students’ BI, SE, or KN in the categories of searching and evaluation. Statistically significant differences between genders were found relating to SE and knowledge of information processing (with men having higher scores), and to knowledge of communication–dissemination (with women having a higher score). Overall, students’ KN scores were higher than their SE scores. Statistically significant differences were found among male students in all categories and dimensions except in SE of evaluation and BI of communication–dissemination and among female students except in BI of processing. Information science and pedagogy were the highest scoring degree programs in different dimensions and categories; tourism and social work were the lowest. Male students’ awareness of the importance of using print sources and assessing the quality of information could be improved; female students’ awareness of the importance of knowing information source typologies, academic codes of ethics, and intellectual property laws could be improved. The authors also state that male students’ KN should be increased in the areas of schematizing and abstracting information, handling statistical programs, and knowing the laws on information use and intellectual property, and they point to the need for instructional support to improve all students’ SE across all IL categories. Conclusion – Gender differences were found in various IL competencies as measured by the three scales (BI, SE, KN). Male students were found to believe assessment skills to be most important and to believe themselves more prepared in search skills; however, their actual knowledge was highest in the communication category. In comparison, female students prioritized communication skills and believed themselves more prepared in search skills, with their actual knowledge highest in the search and communication categories. Among both genders, weaknesses were found relating to BI in four competencies (use informal electronic sources, know information search strategies, schematize–abstract information, recognize text structure), to SE in six competencies (use printed sources, know information search strategies, assess quality of information, schematize–abstract information, recognize text structure, write a document), and to KN in five competencies (use printed sources, use electronic sources, use informal electronic sources, determine whether information is updated, and know the code of ethics in the academic field). The students’ mean score was higher for KN than for SE in searching, evaluation, and communication–dissemination. The authors recommend instruction or awareness-raising sessions to help students acquire IL competencies as well as to improve their self-esteem in these areas, with the design of these sessions incorporating the findings on gender differences. They also recommend a review of existing syllabi to help “incorporate the gender perspective into the classroom” (p. 8).
32
Lierman, Ashley, and Ariana Santiago. "Developing online instruction according to best practices." Journal of Information Literacy 13, no. 2 (December 3, 2019): 206. http://dx.doi.org/10.11645/13.2.2649.
Full textAbstract:
To meet the growing online and face-to-face library instruction needs of a large research university, a team of librarians set out to develop asynchronous online instruction of sufficient quality to supplement and replace classroom teaching. This report describes the best practices that were identified from a review of the literature, the instructional design process that was used to implement these practices in a pedagogically effective way, the results of pilot testing of the instruction, and implications for future practice. The result is a template for development that can be used by other librarians seeking to develop robust, effective, and accessible online learning objects, whether to reach out to online learners or improve the scalability of information literacy instruction.
33
Rempel, Jennifer, and Danielle M. Cossarini. "Communicating the relevance of the library in the age of Google: Improving undergraduate research skills and information literacy though new models of library instruction." Nordic Journal of Information Literacy in Higher Education 5, no. 1 (December 2, 2013): 49–53. http://dx.doi.org/10.15845/noril.v5i1.176.
Full textAbstract:
Most academic librarians have long been aware that the ascent of the Internet has posed a challenge to the primacy of the library as information hub. Recent studies have shown that the majority of undergraduate students do not begin their research in the library, but with Google and Wikipedia - and many students end their research here as well (Connaway, Dickey, & Radford, 2011). This trend would seem to bode ill for the quality of the research skills and the level of information literacy among current undergraduates, as many students privilege convenient access to information over quality of content (Colón-Aguirre & Fleming-May, 2012; Connaway, et al., 2011). But how do we prepare undergraduate students for the rigours of academic research given this circumstance? The library instruction session has been the path to information literacy traditionally taken by colleges and universities, but increasingly, librarians have begun questioning the value of these sessions. Many undergraduates do not find library instruction sessions relevant to their practical information needs and to changing modes of information access, and many students do not come away from library information sessions feeling fully prepared - or even fully willing - to move beyond Google and into the library in order to carry out quality information searches (Colón-Aguirre & Fleming-May, 2012). Indeed, many librarians also now feel that the classic model of library instruction no longer fully meets the information needs of undergraduates nor anticipates their Internet-focused research habits, and that library instruction needs to change dramatically in order to do so (Colón-Aguirre & Fleming-May, 2012; Farkas, 2012). Such means of improving library instruction include: breaking away from the single-session model and moving toward a multiple-session model (Farkas, 2012); incorporating discussion of Internet-based and electronic resources more fully into instruction sessions (Colón-Aguirre & Fleming-May, 2012); tailoring library instruction to course curricula and assignments (Smith, et al., 2012); and incorporating active, student-centred learning into library instruction sessions (Abate, Gomes, & Linton, 2011). The successful implementation of these measures is ultimately dependent upon communication and collaboration among library staff, faculty, and students. Implementing major changes to library instruction can be challenging for all stakeholders; such challenges will be explored in a discussion of the implementation of a prototype library instruction model developed at Selkirk College, a small undergraduate-focused institution in British Columbia, Canada.
34
Koufogiannakis, Denise, and Natasha Wiebe. "Effective Methods for Teaching Information Literacy Skills to Undergraduate Students: A Systematic Review and Meta-analysis." Evidence Based Library and Information Practice 1, no. 3 (September 14, 2006): 3. http://dx.doi.org/10.18438/b8ms3d.
Full textAbstract:
Objective - The objective of this review was to assess which library instruction methods are most effective for improving the information skills of students at an introductory, undergraduate level, using cognitive outcomes (measuring changes in knowledge). The study sought to address the following questions:
1) What is the overall state of research on this topic?
2) Which teaching methods are more effective?
Methods - Systematic review methodology was used. Fifteen databases were searched for relevant articles retrieving 4356 potentially relevant citations. Titles and abstracts were reviewed for relevance. Of those, 257 full articles were considered in-depth using a predetermined inclusion/exclusion form. 122 unique studies met the inclusion criteria and underwent an extensive data extraction and critical appraisal process. 55 of these studies met author defined quality criteria to provide information on the effectiveness of different teaching methods. Of these, 16 studies provided sufficient information to enable meta-analyses using standardized mean difference to be undertaken.
Results - The overwhelming majority of studies were conducted in the United States (88%). 79 studies (65%) used experimental or quasi-experimental research methods. Teaching methods used in the studies varied, with the majority focused on traditional methods of teaching, followed by computer assisted instruction, and self-directed independent learning. Studies measured outcomes that correlated with Bloom’s lower levels of learning (Remember, Understand, Apply).
16 studies compared traditional instruction with no instruction, and 12 found a positive outcome. Meta-analysis of the data from 4 of these studies agreed with the positive conclusions favouring traditional instruction. 14 studies compared computer assisted instruction with traditional instruction. 9 of these showed a neutral result, and meta-analysis of 8 of these studies agreed with this neutral result. 6 studies compared self-directed independent learning with no instruction, and meta-analysis of 5 of these agreed that the result was positive in favour of self-directed independent learning.
Conclusions - Based on the results of this meta-analysis, there is sufficient evidence to suggest that computer assisted instruction is as effective as traditional instruction. Evidence also suggests that both traditional instruction and self-directed independent instruction are more effective than no instruction. Additional comparative research needs to be done across different teaching methods. Studies comparing active learning, computer assisted instruction, and self-directed independent learning would greatly enrich the research literature. Further studies utilizing appropriate methodologies and validated research tools would enrich our evidence base, and contribute to the growth of knowledge about effectiveness of particular teaching methods.
35
Copeland, Susan R., and Alison L. Zagona. "Literacy Learning Among Students With Complex Support Needs in Postsecondary Education Programs: A Scoping Literature Review." Inclusion 10, no. 2 (May 20, 2022): 118–33. http://dx.doi.org/10.1352/2326-6988-10.2.118.
Full textAbstract:
Abstract Although valuable for an individual's quality of life and participation in society, many individuals with complex support needs (CSN) do not receive appropriate literacy instruction. Recent expansion of postsecondary education opportunities for individuals with CSN offers new opportunities for continued literacy skill development (e.g., participation in coursework, employment, social activities). This scoping review explored existing research to understand how students with CSN experience literacy learning opportunities in postsecondary education. Results reveal a need for future research to include as participants individuals who are reading at pre-first grade levels and to investigate opportunities to acquire or develop literacy skills for these students within inclusive university classes with students who do not have disabilities. Implications for future research and practice are discussed.
36
Kim, Youn-Hee, Robert Kohls, and Christian W. Chun. "Research in the Modern Language Centre at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT)." Language Teaching 42, no. 4 (October 2009): 525–30. http://dx.doi.org/10.1017/s0261444809990073.
Full textAbstract:
The Modern Language Centre addresses a broad spectrum of theoretical and practical issues related to second and minority language teaching and learning. Since its foundation in 1968, the quality and range of the Centre's graduate studies programs, research, and development projects and field and dissemination services have brought it both national and international recognition. Our work focuses on curriculum, instruction, and policies for education in second, foreign, and minority languages, particularly in reference to English and French in Canada but also other languages and settings – including studies of language learning, methodology and organization of classroom instruction, language education policies, student and program evaluation, teacher development, as well as issues related to bilingualism, multilingualism, cultural diversity, and literacy. In this research report, we will present research activities underway in the Centre in the areas of pedagogy, literacy development, sociocultural theory, pragmatics, and assessment.
37
Opuda, Eugenia. "How Affective and Emotional Labor Impede or Facilitate New Teaching Practices Among Information Literacy Instruction Librarians Is Inconclusive." Evidence Based Library and Information Practice 17, no. 2 (June 15, 2022): 117–19. http://dx.doi.org/10.18438/eblip30112.
Full textAbstract:
A Review of: Galoozis, E. (2019). Affective aspects of instruction librarians’ decisions to adopt new teaching practices: Laying the groundwork for incremental change. College & Research Libraries, 80(7), 1036–1050. https://doi.org/10.5860/crl.80.7.1036 Abstract Objective – To investigate the correlation between emotional and affective labour and instruction librarians’ willingness to adopt and implement novel teaching and educational practices. Design – Semi-structured interview, grounded theory. Setting – Academic libraries in the Greater Western Library Alliance consortium. Subjects – 12 information literacy librarians from the Greater Western Library Alliance consortium of 38 research libraries from the US. Methods – In 2016, the author shared a call for study participants in the Greater Western Library Alliance (GWLA) consortium, selected a convenience sample of 12 information literacy instruction (ILI) librarians, and conducted a structured interview over Adobe Connect, a virtual video-interviewing tool. Interview transcripts underwent initial thematic coding using a grounded theory approach. Additionally, the author used Walker and Symons’ theories of motivation to code interview responses related to emotional and affective labour. Main Results – The author identified three thematic categories in the interview transcripts: barriers and influences for adopting new teaching practices, and practices implemented by ILI librarians. The author mapped these response themes to Walker and Symons’ (1997) conditions of human motivation: autonomy, competency, feedback, affirmation, and setting meaningful goals. Some major barriers to adopting new teaching practices are burnout and emotional exhaustion due to understaffing, time demands, the sheer quantity of instruction sessions, and the lack of post-instruction feedback to reinforce pedagogical decisions. A sense of competency, autonomy, and support when designing library instruction sessions encourages librarians to adopt new teaching practices. The author explored what practices ILI librarians applied to implement new teaching practices. Having plenty of time to prepare prior to an instruction session encourages ILI librarians to build new teaching practices into sessions. The respondents noted that building relationships with faculty, students, and library colleagues enables them to receive helpful feedback. Conclusion – Though there is some correlation between affective and emotional labour and the motivation of ILI librarians to adopt and implement new teaching practices, the author notes that the results are not generalizable to a larger context based on the small sample size. It is clear there are many opportunities to investigate other factors that impact librarian motivation and emotional labour including the dynamics of race, gender identity, and disability, or the managerial and structural factors and workplace culture that impede or facilitate the adoption of new teaching practices.
38
Filliter, Jillian H. "C. Carnahan and P. Williamson (eds): Quality Literacy Instruction for Students with Autism Spectrum Disorders." Journal of Autism and Developmental Disorders 42, no. 5 (September 30, 2011): 899–900. http://dx.doi.org/10.1007/s10803-011-1372-0.
Full text
39
Lawson, Cody, and Faye LaDuke-Pelster. "CCSS Collaboration: How Librarians Can Collaborate with Teachers on Common Core." Children and Libraries 15, no. 3 (September 28, 2017): 14. http://dx.doi.org/10.5860/cal.15.3.14.
Full textAbstract:
Librarians play a crucial part in planning and implementing effective literacy instruction that serves the Common Core State Standards (CCSS) for both ELA (English Language Arts) and social studies. The CCSS are a set of high-quality academic standards in mathematics and ELA, developed by a collaborative group of teachers, school chiefs, administrators, and other education experts.
40
Brock-Utne, Birgit. "LANGUAGE OF INSTRUCTION IN AFRICA - THE MOST IMPORTANT AND LEAST APPRECIATED ISSUE." International Journal of Educational Development in Africa 1, no. 1 (October 14, 2014): 4–18. http://dx.doi.org/10.25159/2312-3540/2.
Full textAbstract:
This article deals with the language of instruction, also called ‘the least appreciated of all the major educational problems’. It shows how little attention is paid to this issue in donor policies as well as in the recent ‘World Bank education strategy 2020’. Donors to education in Africa seem to focus on learning outcomes but they do not see that in order to improve learning outcomes, a key focus must be on support to the development and use of the most appropriate language of instruction and literacy from the learner’s perspective. The article discusses the ‘quality’ of education and the point is made that quality of education cannot be separated from the important question of which language should be used for education. Retaining the former colonial languages as languages of instruction may serve a small elite but works to the disadvantage of the majority of Africans. The language of instruction is a powerful mechanism for social stratification, increasing inequalities. Towards the end of the article the myth of the many languages in Africa is discussed.
41
Tillotson, Calantha. "Book Review: Critical Library Pedagogy Handbook, Volume 1: Essays and Workbook Activities." Reference & User Services Quarterly 56, no. 3 (April 3, 2017): 211. http://dx.doi.org/10.5860/rusq.56n3.211a.
Full textAbstract:
As a librarian whose primary passion and daily job duties center on information literacy instruction, I find myself constantly searching for new techniques and resources to engage my students. To combat the dreaded vacant expressions and deafening silence brought to required library sessions by uninterested students, I do my research and plan, plan, plan. I talk about Beyoncé and Game of Thrones and Donald Trump. I wrap critical discussions in goofy jokes and friendly smiles, and I fervently hope that students leave my classroom with enjoyable memories and a smattering of knowledge about the power of information literacy. To convey this knowledge, I strive to use the most thought-provoking, discussion-based activities possible, and I am delighted to announce that Pagowsky and McElroy’s Critical Library Pedagogy Handbook(s) (2016) provide exactly the type of high-quality, thoughtful, progressive resources that every instruction librarian needs.
42
Coates, Heather. "Information Literacy Course Yields Mixed Effects on Undergraduate Acceptance of the University Library Portal." Evidence Based Library and Information Practice 11, no. 2 (June 20, 2016): 192. http://dx.doi.org/10.18438/b8h059.
Full textAbstract:
Objective – To determine the effects over time of a 3-credit semester-long undergraduate information literacy course on student perception and use of the library web portal.
Design – Mixed methods, including a longitudinal survey and in-person interviews.
Setting – Information literacy course at a comprehensive public research institution in the northeastern United States of America.
Subjects – Undergraduates at all levels enrolled in a 3-credit general elective information literacy course titled “The Internet and Information Access.”
Methods – A longitudinal survey was conducted by administering a questionnaire to students at three different points in time: prior to instruction, near the end of the course (after receiving instruction on the library portal), and three months after the course ended, during the academic year 2011-2012. The survey was created by borrowing questions from several existing instruments. It was tested and refined through pre-pilot and pilot studies conducted in the 2010-2011 academic year, for which results are reported. Participation was voluntary, though students were incentivized to participate through extra credit for completing the pre- and post-instruction questionnaire, and a monetary reward for completing the follow-up questionnaire. Interviews were conducted with a subset of 14 participants at a fourth point in time.
Main Results – 239 of the 376 (63.6%) students enrolled in the course completed the pre- and post-instruction questionnaire. Fewer than half of those participants (111 or 30% of students enrolled) completed the follow-up questionnaire. Participants were primarily sophomores and juniors (32% each), with approximately one-quarter (26%) freshman, and only 10% seniors. Student majors were concentrated in the social sciences (62%), with fewer students from science and technology (13%), business (13%), and the humanities (9%). The 14 participants interviewed were drawn from both high- and low-use students.
Overall, the course had a positive effect on students’ perception of usefulness (PU) and ease of use (PEOU), as well as usage of the library portal. This included significant positive changes in perceived ease of use and information quality in the short-term (from pre-instruction to post-instruction). The results were mixed for perceived usefulness and system quality. Though there was mixed long-term impact on usage, the course does not appear to have had a long-term effect on PU and PEOU. The interview participants were asked questions to explore why and how they used the library portal, and revealed that both high- and low-use students used the library portal for similar reasons: to find information for research papers or projects, to search the library catalogue for books, and in response to a mandate or encouragement from instructors.
Conclusion – The study supports the theory that an information literacy course could change student perception and use of the library portal in the short-term. Replicating this design in other settings could provide a systematic approach for assessing whether information literacy courses address learning outcomes over time. A longitudinal approach could be useful for comparing proficiency and information behaviors of those who take information literacy courses with those who do not.
43
Tingelstad, Catherine, and Heather McCullough. "Instruction librarians and instructional designers: A natural collaboration." College & Research Libraries News 80, no. 11 (December 5, 2019): 616. http://dx.doi.org/10.5860/crln.80.11.616.
Full textAbstract:
At the University of North Carolina-Charlotte, instructional designers and research and instruction librarians have similar goals yet unique roles and distinct responsibilities. There are eight instructional designers at the Center for Teaching & Learning (CTL) who use learning theory and design knowledge to work with faculty to plan and create online courses. At the university’s Atkins Library, 16 instruction librarians, including subject liaisons and first-year writing specialists, connect with faculty and students to further understanding of information literacy and research resources. Recognizing the groups’ common goals of partnering with faculty in course development and creating high-quality online learning resources, group administrators have launched an initiative to introduce the designers and librarians to each other and to their work.
44
Ibe-Bassey, George S. "Designing Instructional Materials for Qualitative Primary Instruction in Akwa Ibom State." Journal of Educational Technology Systems 24, no. 3 (March 1996): 287–95. http://dx.doi.org/10.2190/h3mt-yw1g-te2m-2rwh.
Full textAbstract:
The effectiveness of any teacher at all levels of education depends on the quality of the inputs, process, and resources within a given educational system. Primary instruction is designed to provide functional literacy and skills of verbal communication, mathematical accuracy, social studies, science, and creative studies. The achievement of this objective depends on the application of the systematic principles of the design of appropriate instructional system components for primary instruction. The materials-first rational model of instructional system development has been advocated. This model is based on the intuitive and opportunity models of instructional design and development.
45
Stephens, Torrance T., and Chibuzo L. Oriuwa. "Child Survival and Baseline Surveys: A Description of Literacy Rates of Women of Child Bearing Age in Abia and Imo States, Nigeria." International Quarterly of Community Health Education 16, no. 1 (April 1996): 79–90. http://dx.doi.org/10.2190/19f3-b0cu-8q1f-u163.
Full textAbstract:
The results of a literacy need assessment conducted in eight autonomous communities, four from both Abia and Imo States, is presented and discussed. Data were obtained via survey interview and administered to 209 and 235 subjects respectively for Abia and Imo States. The information was collected to form a baseline level of operation prior to the Literacy for Health Intervention implemented by Africare/Owerri and the Imo State Ministry of Health. Results suggest both similar and varied trends regarding literacy abilities of participants and their attitudes regarding adult literacy instruction in the samples from both communities. This study emphasizes the literacy needs items of the survey. Findings support the need for literacy for health interventions in these areas and confirm the need for interventions to improve literacy skills and enhance the quality of life of families living in these communities. It is anticipated that data obtained regarding baseline assessments and interviews may be used to examine the long-term effectiveness and impact of literacy for health care activities under the auspices of child survival projects.
46
Riyana, Cepi. "DEVELOPING MOBILE LEARNING MANAGEMENT SYSTEM (MLMS) BASED ON ANDROID FOR CURRICULUM LITERACY." Edulib 8, no. 2 (December 1, 2018): 222. http://dx.doi.org/10.17509/edulib.v8i2.13599.
Full textAbstract:
This research on instructional innovation aims to develop an application of Mobile Learning Management System (mLMS) based on Android Honeycomb as a medium for college students to increase their master of the basic professional course, with broader access and richer content packaged in multimedia. The problem under research is “How does the development of a model mobile Learning Management System (mLMS) based on Android Honeycomb as students’ learning medium improve the quality of the teaching learning and accessibility of basic professional courses, especially for the Curriculum and Instruction course in Universitas Pendidikan Indonesia? The research adopted the development model of Thiaragajan, Semmel, & Semmel, consisting of “define, design, and develop.” The subjects were students taking the professional basic course of Curriculum and Instruction in the Department of Accounting Education A and Department of German Education B. The instruments used were online questionnaires and tests.The findings show: (1) The development of mobile Learning Management System (mLMS) based on Android Honeycomb was carried out through the stages of needs analysis of the model, development of conceptual framework, and development of software requirement; (2) The model of mobile Learning Management System (mLMS) based on Android Honeycomb consists of three stages, namely pre-learning activities, learning, and post learning; (3) The use of mobile Learning Management System (mLMS) based on Android Honeycomb was able to increase the learning outcomes in the course of Curriculum and Instruction in UPI. The increase can be seen in the post-test scores that were greater than the pre-test scores; and (4) Students’ responses and perceptions of the use of the application of mobile Learning Management System (mLMS) based on Android Honeycomb in the course of Curriculum and Instruction in general were good and positive.
47
SNOW, CATHERINE E. "Input to interaction to instruction: three key shifts in the history of child language research." Journal of Child Language 41, S1 (July 2014): 117–23. http://dx.doi.org/10.1017/s0305000914000294.
Full textAbstract:
ABSTRACTIn the early years of theJournal of Child Language, there was considerable disagreement about the role of language input or adult–child interaction in children's language acquisition. The view that quantity and quality of input to language-learning children is relevant to their language development has now become widely accepted as a principle guiding advice to parents and the design of early childhood education programs, even if it is not yet uncontested in the field of language development. The focus on variation in the language input to children acquires particular educational relevance when we consider variation in access to academic language – features of language particularly valued in school and related to success in reading and writing. Just as many children benefit from language environments that are intentionally designed to ensure adequate quantity and quality of input, even more probably need explicit instruction in the features of language that characterize its use for academic purposes
48
Sejati, Sadewa Purba, and Ifnu Rifki Nurhidayanto. "Peningkatan Literasi Sumber Daya Air Tanah Menggunakan Media Interaktif Berbasis Android." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 6, no. 6 (December 30, 2022): 1454–60. http://dx.doi.org/10.31849/dinamisia.v6i6.11118.
Full textAbstract:
Groundwater is one of the elements of the geosphere that plays an important role in achieving sustainable development. The decrease in the quantity and quality of groundwater is very likely to occur due to intensive anthropogenic dynamics which often ignore environmental rules. The neglect of environmental rules that have the potential to reduce the quantity and quality of groundwater resources is caused by a lack of literacy and knowledge of groundwater science. Literacy of groundwater resources needs to be applied to all levels of society, especially the younger generation as the successor of sustainable development so that groundwater sustainability is maintained. Literacy resources to increase insight need to contain visual elements, animations, descriptions and can be accessed by Android-based smart phones. The realization of solutions to partner problems will be realized through training, discussions, and questions and answers. The training activities were carried out to provide an understanding of how to download, install, and use the Groundwater App with a smartphone. Discussion and question and answer activities were carried out to discuss the visual and interactive substance presented by the application. The activities that have been carried out have been able to increase the insight of the younger generation about groundwater resources.
49
Brown, Cecelia M. "Information Literacy of Physical Science Graduate Students in the Information Age." College & Research Libraries 60, no. 5 (September 1, 1999): 426–38. http://dx.doi.org/10.5860/crl.60.5.426.
Full textAbstract:
This article reports on findings from a survey exploring the information literacy of physical science graduate students. The study also describes the graduate students’ perceptions of the physical and psychological components that enhance or detract from their ability to find, appraise, and use information and how they feel during the various stages of an information search. This snapshot investigation illustrates that physical science graduate students form an information-literate microcosm despite the lack of formal library instruction. The students offer a small number of reasons why they may be inhibited from locating an information source and report experiencing little anxiety as they search for information. They also describe their ideal information-seeking environment as being within the comfort of their home or the convenience of the library. Further, they place some emphasis, but not total reliance, on the capability to connect to the Internet quickly. Relevance, quality, and speed are the cornerstones of a successful search quest. Recommendations for outreach to graduate students who are not native speakers of English are made. Also, suggestions are proposed for library instruction that is specifically designed for, and attracts a greater number of, physical science graduate students.
50
Garwood, Justin D., and Lynne Vernon-Feagans. "Classroom Management Affects Literacy Development of Students With Emotional and Behavioral Disorders." Exceptional Children 83, no. 2 (July 30, 2016): 123–42. http://dx.doi.org/10.1177/0014402916651846.
Full textAbstract:
Many children with behavior problems perform poorly academically and can disrupt regular classroom instruction. Although good classroom management strategies can benefit children with behavior problems, it is not clear whether these students need consistently good classroom management across the early elementary school years to improve their academic performance. The current study examined the quality of classroom management from kindergarten through third grade experienced by children who were rated as exhibiting symptoms of emotional and behavioral disorders (EBD) in the classroom to understand the cumulative effects in relationship to third-grade reading performance. Results indicated that higher-quality classroom management in the first 4 years of school was significantly related to higher scores on standardized measures of reading achievement in third grade for boys exhibiting EBD, but girls exhibiting EBD appeared unaffected by the quality of teachers’ classroom management during this same time. Practitioner implications and future research needs are discussed.