Literacy Instruction Research Articles

Librarian as Motivator in Virtual Information Literacy Instruction

This study aims to explore librarians’ motivating styles in virtual information literacy instruction sessions based on participating students’ perception. The research method use a quantitative approach, involving a survey method was applied for this study. The survey was conducted involving a sample of 250 students who had attended the virtual information literacy sessions at the selected library. The questionnaire was distributed electronically using Google Form and it comprised of open-ended questions to provide responses regarding the motivation provided by librarians in virtual literacy instruction. The study identified three stages of the virtual information literacy instructions in which librarians applied different motivational styles. The three learning processes: Greeting and Welcome, Core, and Wrap up, each provided evidence of motivating styles. The findings of this investigation are useful to practicing librarians as they can focus on motivating students during the virtual information literacy instruction.

Collaborations That Work: Making Connections between Music Library Instruction and Music Theory

abstract: This article explores ways pedagogical approaches in music librarianship and music theory can enhance each other. It emphasizes two broad benefits for students when library instruction is incorporated into music theory courses. First, what music librarians have to offer can be incredibly relevant to music theory instruction. Second, since music majors take music theory early in their degrees, library instruction in these courses allows them to get to know their librarians right away when they enter college. If music librarians provide further instruction and outreach in various ways throughout students' college years, students will be able to see that what they are learning in these sessions is a set of transferrable skills that are not solely useful for one assignment in a single class. This is especially true when teaching information literacy. By drawing on literature from both fields, as well as our own experiences working together, we show how the pedagogical priorities of music theory and music librarianship align. We explain how we have found success in teaching concepts from information literacy as we work toward our shared goals. The article further suggests a number of practical ideas for bridging the gap between music librarians and music theory instructors, including offering flexible options for instruction, team-teaching, and understanding the strengths each person brings to information literacy instruction.

An interdisciplinary assessment of information literacy instruction

Information literacy is a crucial skill often overlooked by faculty in higher education, who expect incoming Gen Z students to have some ability to navigate the information landscape appropriately and efficiently either from prior high school instruction or simply by the ubiquity of information access. Assessments of college students' information literacy paints a different picture, indicating that information literacy instruction is required and that deliberate efforts should be made to aid students in proper evaluation and use of informational media. This study investigates the value of generalized information literacy instruction at a medium-sized, public 4-year university in a rural area. Student knowledge is assessed pre- and post-instruction to determine specific impacts of information literacy instruction on various facets of information literacy – source quality, relevance, and context. Specifically, the purpose of this research is to determine (1) whether information literacy varies across students in different fields/disciplines and (2) if so, whether generalized information literacy instruction tends to close those cross-disciplinary gaps or extend existing disparities. Data collected herein demonstrate that gains in information literacy vary substantially by academic discipline. For example, students in the College of Humanities and Fine Arts began with the second-highest average pre-instruction scores (75.00 %) and exhibited the largest gains between pre- and post-instruction assessments (+12.14 %). The results obtained in this study indicate that generalized instruction tends to inflate existing disparities in information literacy between disciplines. Based on these findings, there is ample evidence to suggest that discipline-specific information literacy instruction could provide students with larger individual gains and potentially allow information literacy to converge across fields.

Mapping the Way: Teaching Music Information Literacy in the Contemporary Information Landscape

abstract: Information literacy instruction in the twenty-first century stands at a crossroads of multiple socio-cultural trends, recent technological advances (specifically, artificial intelligence applications and large language models), shifting professional standards, and new developments in local educational settings. It is now necessary for instructors to act as explorers of the information environments in which they live and work, observing and staying cognizant of these developments while utilizing the principles of information ethics as a compass for guiding their work. In this article, the author explains how developments in local settings, combined with the above factors, can serve as an impetus for reinventing information literacy instruction. The author presents a variety of strategies for teaching information literacy in music in both credit-bearing courses and "one shot" instructional sessions that incorporate existing information literacy standards and values in information ethics. Curriculum mapping is highlighted as a strategy for planning and codifying pedagogical strategies while keeping lesson planning adaptable and responsive to specific learning needs. Recommendations for other instructors acknowledge that the process of delivering effective information literacy instruction in music is ongoing; success will depend upon how instructors choose to respond to contemporary societal developments and the educational needs of students and colleagues at their respective institutions.

Lessons learned from remote, early-literacy instruction

The COVID-19 pandemic rapidly shifted primary-grade literacy instruction which had rarely been implemented online before the pandemic. Remote early literacy instruction is thus an emerging field of research, and research is needed to understand the affordances and limitations of this crisis-driven instruction and how it may inform early literacy instruction moving forward, both in remote and traditional settings. This mixed methods case study examined how 106 novice primary-grade teachers in the United States implemented literacy instruction in the remote platform during the COVID-19 pandemic with a desire to understand both successful and challenging literacy practices. The main data sources entailed 106 teacher interviews conducted using a semi-structured interview protocol and teacher self-ratings of their implementation of evidence-based literacy practices. Qualitative analyses of teachers’ perspectives yielded findings that remote early literacy instruction increased the involvement of families, required teachers to navigate multiple boundaries to implement literacy instruction, remote instruction was most conducive to teacher-led literacy instruction, and resulted in teachers’ difficulty knowing and addressing children’s literacy needs. Quantitative data analysis of Likert-scale questions about teachers’ early literacy instructional practices revealed teachers reported their highest quality literacy instructional practices as read alouds, collaboration with children’s families, and building an effective learning community for remote literacy instruction. Teachers rated their remote implementation of writing instruction, literacy assessment processes, and differentiation of literacy instruction as lower quality. The findings add to the literature by providing an in-depth understanding of remote early literacy instruction, successes and challenges reported by teachers providing literacy instruction to primary-aged children, and implications for post-pandemic instruction.

Combining SIFT and the Information Needs, Types, and Qualities Approaches: A Framework-Informed Strategy for Information Literacy Instruction

Increasingly, librarians are encouraged to deliver information literacy sessions that go beyond finding and using traditional scholarly sources. They are asked to cover a wider range of the information ecosystem and develop students’ capacity to critically engage with Google and the open web. In this study, we incorporated these learning objectives in an introductory computational thinking course, combining two information literacy pedagogies. For evaluating sources, we used Mike Caulfield’s SIFT technique (Stop, Investigate the source, Find better coverage; Trace claims to the original source); for resource discovery, Lane Wilkinson’s Information Needs, Types and Qualities lesson. We adapted Wilkinson’s worksheet, asked students to apply the SIFT technique to their chosen sources, and added a reflection component where students documented their research process. We conducted a content analysis of the assignment responses and coded evidence of students demonstrating knowledge practices and dispositions of two frames from the ACRL Framework, Authority is Constructed and Contextual and Searching as Strategic Exploration. Our analysis showed that students responded well to learning the SIFT technique, particularly at investigating sources; furthermore, Wilkinson’s pedagogy for source discovery encouraged students to use a wide variety of research tools. The reflection component further revealed evidence of students’ research processes and metacognition. We found this unit to be an effective means of assessing these Framework concepts, and argue that it can be applied to other topics and disciplines.

Evaluating English Teachers’ Artificial Intelligence Readiness and Training Needs with a TPACK-Based Model

With the rapid development and widespread adoption of artificial intelligence (AI) tools, the implementation of instructional pedagogy has transformed significantly. English teachers need to understand how AI tools can improve their teaching and must acquire the necessary technical and pedagogical knowledge to effectively utilize AI technology. Although the integration of AI into language teaching shows potential benefits, there remains a dearth of comprehensive research on English teachers’ perceptions, readiness, and professional development requirements in relation to AI.To address these knowledge research gaps, our study aims to evaluate English teachers’ current understanding of AI tools and their training needs for integrating AI into the English language classroom. Our proposed model uses the technological pedagogical content knowledge (TPACK) framework, which incorporates English language teaching and information literacy contexts. This framework allows for a holistic assessment of teachers’ readiness for integrating AI within English language teaching practices.A study was conducted with a class of preservice English teachers in Hong Kong. An online survey was designed to assess the readiness of English teachers for applying AI tools in the classroom as well as their understanding and level of information literacy. This study helped identify and address potential issues with the survey before launching it to a wider audience. Our findings confirmed the validity and reliability of the instrument and indicated that preservice English teacher participants are generally prepared to integrate AI tools into the English classroom. Corelation analysis was also conducted to assess the relationships among the constructs and showed that technological pedagogical knowledge (TPK) and instructional literacy (IL) were significant predictors of the overall TPACK construct. The study suggested professional training in the selection, implementation and progress monitoring of specific AI tools for English Language teaching; pedagogy design; and the ability to search for appropriate resources for the English classroom. The framework can be enhanced by using a mixed-method approach and incorporating a qualitative study to triangulate the findings. An explanatory sequential design will be recommended to collect quantitative data first, then qualitative data will be collected for further analysis.

Unlocking the magic of digital adaptivity: Unleashing students' writing skills and self-determination motivation through digital literacy instruction

This study explored the impact of adaptive learning (AL) and digital literacy (DL) instruction on L2 learners' writing skills and motivation. The study explored the potential of DL instruction within AL contexts to enhance L2 writing and motivation. A total of 93 students at an intermediate level of proficiency were randomly assigned to two experimental groups (AL-enhanced or EG1, and AL-enhanced supported by DL instruction or EG2) and a control group (a technology-enhanced non-AL group). The study used writing tasks, self-determination theory (SDT) questionnaire, DL questionnaire, and semi-structured interviews as instruments for data collection. Findings indicated that AL significantly influences participants' writing outcomes and SDT compared to the control group. Furthermore, the use of DL instruction within AL environments enhances DL skills, writing outcomes, and self-determination motivation. Qualitative results also suggest a positive effect of AL and DL instruction on students' writing skills and SDT. Finally, findings indicate that integration of AL and DL instruction could enhance students' engagement, autonomy, and motivation, thereby positively impacting their overall learning experience. Findings highlight the significance of integrating AL and DL instruction to enhance students' writing, SDT, and overall learning experience, thereby preparing them for the digital age.

Challenges and opportunities in teaching and learning in AskALibrarian chat: differences across subject domains

PurposeThis analysis of chat reference transcripts assesses differences in how librarians and graduate assistants (GAs) incorporate teaching strategies in responding to chat reference inquiries in social sciences, health sciences, humanities, STEM and business/economics at a large, public R1 university in the United States.Design/methodology/approachResearchers with disciplinary assignments in five different subject domains conducted qualitative analysis of a purposive sample of 982 transcripts of chat interactions during four semesters in 2021 and 2022.FindingsSome form of information literacy instruction (ILI) occurred in 58% of the transcripts, with slightly less teaching occurring in social sciences inquiries than in other subject areas. Of transcripts that included teaching strategies, search procedures predominated, followed by a mix of concepts and procedures, and the least with concepts only. Chat providers taught concepts specific to social sciences, health sciences and humanities, but not to STEM or business.Research limitations/implicationsThe study compares transcripts at one institution; findings may be most applicable to large, research institutions that seek to incorporate ILI in online reference services.Practical implicationsChat reference training should include best practices for ILI relevant to specific subject domains for providers without background in those disciplines and recommendations for referrals to subject specialists.Originality/valueExisting ILI literature does not address the question of how chat providers teach concepts rooted in a specific subject domain or offer a comparison of teaching strategies employed in different disciplines, by librarians versus GAs or staff.

Amplifying Value: Assessment of Asynchronous Embedded Library Instruction and the Influence of Faculty Endorsements

“Embedded” librarian programs can take many different forms. At Royal Roads University, librarians embed asynchronously in research-intensive courses via a hosted online forum. Over three to five days, the embedded librarian presents a series of posts on key information literacy topics and invites students’ questions and comments. This research project undertook to investigate both the general effectiveness of this embedding approach (in terms of student learning and engagement) and the relationship that may exist between instructors’ promotion of the forum and student engagement and/or learning. Quantitative data on student learning and engagement was collected through a pretest/post-test and qualitative data was collected from instructor comments within the LMS course shell. The results of this study indicate that embedding is moderately effective at increasing student knowledge, and that robust instructor encouragement of student participation correlates positively with both student engagement and student learning. We conclude that embedding is an effective information literacy instruction method that can be made more effective through increased relationship-building with faculty and program staff.

Analyzing the Effectiveness of Project-Based Learning and Information Literacy Instruction at a Liberal Arts College

Project-based learning engages students in the collaborative design of generating and seeking answers to questions. Students work independently and creatively, to plan, execute, and make necessary adjustments to produce high-quality work, while developing competent twenty-first-century skills. These skills include critical thinking, collaboration, creativity/innovation, and communication. This work presents a unique partnership between a physics faculty member, a librarian, and a physician in a project-based ultrasound course at a primarily undergraduate institution. Implementing project-based learning, students actively engaged with real-world and personally, meaningful problems. Information literacy skills, such as evaluating and synthesizing information, were also naturally incorporated throughout the completion of student projects. Students responded to general surveys, self-evaluations, peer evaluations, metacognitive surveys, reflections, and attitude tests to help instructors improve, calibrate, and assess the teaching method. Key findings indicate a 9% growth in students’ information literacy skills and increased engagement. Additionally, results suggest that students prefer project-based learning compared to traditional teaching. This article highlights the course approach, assessment tools, and student engagement and perception.

Using Literacy Instruction to Develop Student Activists

Using Literacy Instruction to Develop Student Activists

Guardians of the Circassian Heritage Language: Exploring a Teacher’s Agency in the Endeavour of Endangered Language Maintenance

The Circassian language is the heritage language (HL) of a small minority group in Israel. Since its classification as an endangered language around the globe, the focus has been put on effective maintenance programs. Changes in education methods within Circassian communities were inevitable. In Israel, the Circassian Maintenance Program is crucial in primary schools, where formal literacy instruction in the Circassian language begins in fifth grade. This study examined the agentic role of the Circassian literacy teacher in engaging students in learning their heritage language and its maintenance, as expressed in her attitudes, beliefs and knowledge and her classroom strategies. This three-month-long ethnographic data collection was conducted at the teacher’s study centre “Nal” (i.e., a treasure in Circassian). Data was gathered through classroom observations and semi-structured interviews with a Circassian HL teacher to understand her attitudes, beliefs and knowledge and to identify strategies to encourage student engagement in HL learning. In general, the teacher showed expertise in the HL and authentic use of it, as well as cultural and religious competence, adaptability, and flexibility. In addition, she encouraged children’s agency and autonomy and provided individualised support, integration of technology and reflective practice. The results indicated that a sense of identity, unity and belonging to the community are all held together by the pillar of HL knowledge. By engaging her students in translanguaging practices, the teacher promoted their awareness of language patterns, vocabulary and grammar in both Circassian and other languages of their wide linguistic repertoire (Hebrew, Arabic and English).

English-medium teachers as policymakers through critical translingual literacy instruction

AbstractMany classrooms include students who use multiple languages other than the school-sanctioned or teacher’s language(s). This study asks how English-medium teachers develop language ideologies that support critical translingual literacy instruction. Using a collective case study, we ask how five English-medium teachers in a U.S. graduate course name and act on their language ideologies through literacy instruction. The cross-case analysis indicates the teachers’ language ideologies viewed students’ L1 use as a source of pride/identity and as a way to promote equity and social justice. These ideologies supported critical translingual literacy instruction through classroom actions (incorporating new texts, initiating family engagement, and positioning students as experts). Implications illustrate the need for literacy teacher education to focus on language ideologies, using literacy instruction as a powerful vehicle to effect language policy. Thus, focusing on critical translingual literacy instruction can support English-medium teachers to act as both literacy and language policymakers.

The Collaborative Literacy Coaching Framework for Transformation: Humanizing Prerequisites for Reflective Practitioners

AbstractLiteracy coaching is a professional learning model designed to provide teachers with supportive partnerships as they enhance their literacy instruction (L'Allier et al., 2010). However, the enhancement of instruction requires teachers to make changes to long‐standing instructional practices. To prepare for change, teachers must have the psychological safety and time to explore their beliefs, values, and identities and how these intrapersonal factors support or hinder change (Dewey, 1933). Literacy coaches can guide teachers through this preparation by using The Collaborative Literacy Coaching Framework for Transformation, which focuses on the cultivation of relationships, the examination of intrapersonal factors, the acknowledgment of how these factors impact instruction, and the need to plan for change. I will share a detailed outline of this framework and share the stories of three teachers who were better prepared for change while working within it.

Connecting Compassion: Empathy's Role in STEM and Literacy Integration

AbstractEmpathy, an unsung, yet critical element of learning, can be strategically interlaced with literacy instruction and engineering design to create a rich and authentic learning experience for students. Integrated STEM education rests on the promise of engaging students and providing deep understandings through the intentional practice of delivering science and math content through the application of technology and engineering skills. Using children's literature to activate empathy and design thinking can help students become better problem‐solvers, critical thinkers, and caring members of society. Empathy facilitates a deeper connection to the human experience, ensuring that solutions not only meet the design requirements, but also address the emotions and concerns of the end user. Building upon story grammar, students can understand the needs of characters in narratives and create empathetic solutions to the challenges that characters in a book may face, ultimately helping students develop confidence and embrace their future possibilities.

ECoaching in Rural Schools: Effects on Literacy Planning and Instruction for Students With Extensive Support Needs

eCoaching in Rural Schools: Effects on Literacy Planning and Instruction for Students With Extensive Support Needs

Teachers' and students' perceptions of AI-generated concept explanations: Implications for integrating generative AI in computer science education

The educational application of Generative AI (GAI) has garnered significant interest, sparking discussions about the pedagogical value of GAI-generated content. This study investigates the perceived effectiveness of concept explanations produced by GAI compared to those created by human teachers, focusing on programming concepts of sequence, selection, and iteration. The research also explores teachers' and students' ability to discern the source of these explanations. Participants included 11 teachers and 70 sixth-grade students who were presented with concept explanations created or generated by teachers and ChatGPT. They were asked to evaluate the helpfulness of the explanations and identify their source. Results indicated that teachers found GAI-generated explanations more helpful for sequence and selection concepts, while preferring teacher-created explanations for iteration (χ2(2, N = 11) = 10.062, p = .007, ω = .595). In contrast, students showed varying abilities to distinguish between AI-generated and teacher-created explanations across concepts, with significant differences observed (χ2(2, N = 70) = 22.127, p < .001, ω = .399). Notably, students demonstrated difficulty in identifying the source of explanations for the iteration concept (χ2(1, N = 70) = 8.45, p = .004, φ = .348). Qualitative analysis of open-ended responses revealed that teachers and students employed similar criteria for evaluating explanations but differed in their ability to discern the source. Teachers focused on pedagogical effectiveness, while students prioritized relatability and clarity. The findings highlight the importance of considering both teachers' and students' perspectives when integrating GAI into computer science education. The study proposes strategies for designing GAI-based explanations that cater to learners' needs and emphasizes the necessity of explicit AI literacy instruction. Limitations and future research directions are discussed, underlining the need for larger-scale studies and experimental designs that assess the impact of GAI on actual learning outcomes.

The Impact of Speech and Language Delays on the Early Grade Readers in Preschool Children at Karachi: lessons for the literacy instructors

This study investigates the impact of speech and language delays on early-grade reading abilities in preschool children in Karachi, Pakistan, considering variables such as screen time exposure, pragmatic language development, speech skills, language disorders/delays, social communication, language acquisition, and late talkers. It aims to provide a better understanding of the prevalence of these delays among children aged 3 to 7 years and assess the effectiveness of early identification and intervention strategies. The research addresses four key questions: the prevalence of speech and language delays, the efficacy of early detection for functional literacy, the short-term and long-term outcomes of universal screening, and the influence of socioeconomic factors on early-grade reading effectiveness. The study employs a cross-sectional design to evaluate prevalence and effectiveness. Participants include children from diverse socio-economic backgrounds, and data collection methods encompass adapted screening tools, interviews with parents and educators, socio-economic surveys, and follow-up assessments. ANOVA and Thematic analyses are used to determine the screening tools' prevalence, sensitivity, specificity, and predictive values, along with insights from stakeholder feedback.

Let’s Edit: Using Wikipedia Edit-a-thons as Vehicles for Information Literacy

This article explores the integration of Wikipedia into information literacy instruction through the use of edit-a-thons, highlighting its potential despite historical skepticism from librarians. Wikipedia's mission aligns with librarianship’s core values of providing free access to information, yet its open-source nature challenges traditional notions of authority and reliability. The article advocates for leveraging Wikipedia as a tool for active learning, specifically to enhance students' understanding of the American College and Research Libraries’ (ACRL) information literacy frames. By hosting edit-a-thons, librarians can engage students in hands-on activities that improve their skills in evaluating sources and understanding authority. The article provides practical recommendations for conducting successful edit-a-thons, including creating Edit Guides, embracing the social aspects of these events, and using Wikipedia-Integrated Outreach Dashboards for program evaluation. Ultimately, it argues that Wikipedia can significantly contribute to information literacy education and suggests strategies for librarians to effectively incorporate it into their instructional practices.