Literacy Instruction Research Articles

Similar Foci, Different Lenses: Literacy Education Beliefs and Practices of Chinese and U.S. Teachers

The differences in literacy education practices between China and the United States are often attributed to their different educational, sociocultural, and historical contexts. However, this sweeping view offers little to help literacy educators in both countries understand the beliefs behind literacy instructional practices and how different or similar these beliefs are. This study examines key characteristics of how Chinese (n=40) and U.S. (n=44) literacy teachers (Pre-K-8th grade) articulate their beliefs about literacy education, delineating their differences and similarities. An inductive content analysis of teachers’ self-reported written narratives about their beliefs and practices in literacy education, along with double coding, reveal that the teachers’ espoused disciplinary beliefs focus on similar themes for the most part. However, their lenses were markedly different, tinted by both the substance and style of their literacy instruction contexts, as well as their cultural epistemological foundations. Inconsistencies between teachers’ beliefs and practices manifested differently in the two groups, but they reflected similar sources. Understanding these varying and nuanced beliefs in cross-cultural contexts can inform teacher education and education reform and counter the insularity of educational research.

Strategies, Factors and Challenges in Core Science Subject Delivery at Cuenca Senior High School

This study aims to identify the strategies, factors, and challenges in delivering core science subjects through quantitative non-experimental research. Using a random sampling technique, data were collected from 284 respondents via a Google Form questionnaire. The findings indicate that the most used teaching strategy among senior high school science teachers is the lecture method, primarily utilizing PowerPoint slides. This is followed by project-based learning through performance tasks and lectures that incorporate ICT tools, such as e-games and quizzes. Key factors influencing science literacy include students’ prior knowledge, focus, and perceptions of the topic. The goal of this study is to develop a project to enhance core science literacy instruction within the institution. To enhance student performance, a plan of action is proposed that employs a metacognitive strategy—specifically, a contextualized or personalized scientific dictionary—to develop scientific literacy.

The Discursive Journey of Meta-Awareness: Literacy (Teacher) Identity Within Preservice Teacher Preparation

The purpose of this study is to examine preservice teachers’ (PTs) meta-awareness related to their developing literacy (teacher) identities and examine the discursive belief systems and patterns embedded within this context. In this instrumental case study, we aim to determine the relationship(s) between meta-awareness and PTs’ literacy (teacher) identities through how they demonstrate their knowledge of literacy instruction and envision future literacy practices. The findings include PTs’ demonstration of their meta-awareness of literacy through their use of evaluative language, explicit memories, and content appropriation. Because personal and professional identities draw deeply from one another in shaping how PTs demonstrate their learning, our discussion expands upon this duality. Implications for teacher educators include recontextualizing one's past experiences as a reader and writer in literacy methods coursework as a means of moving toward agentic redress and responsive instruction.

Improving primary grade students’ content area vocabulary through research-based literacy instruction

ABSTRACT Primary grade teachers experience heavy pressures from governing bodies to focus on the Science of Reading in literacy instruction, while at the same time reducing content area instruction time by integrating them into the reading block. Instead, the primary grades traditionally focus instructional time on decoding, fluency, and comprehension of fiction texts rather than informational text and disciplinary language. The most current standards expect students in the primary grades to gain higher proficiency with nonfiction texts from various disciplines. Meanwhile, limited instructional time is devoted to disciplinary vocabulary instruction and concept knowledge development in the primary grades, two key factors to comprehension. In this study, primary grade teachers (K-1st) at a Title 1 school and professor of literacy education collaborated in a professional learning community (PLC) offering instructional support, and collaborative peer reflection related to discipline area literacies vocabulary and concept knowledge instruction. After conducting a thorough review of literature related to disciplinary vocabulary instruction we adapted instructional methods for the primary grades. Findings highlight the successes and pitfalls of implementing best-practice instructional research related to vocabulary and concept knowledge literacy instruction in the content areas in the primary grades.

Elementary Preservice Teachers’ Experiences at the Intersection of Culturally Sustaining and Historically Responsive Pedagogy, Early Literacy, and the Science of Reading

This phenomenological study reports findings related to preservice teachers’ experiences mentoring early elementary readers. Preservice teachers in this study were enrolled in a literacy methods course designed to develop their understanding of early literacy, including knowledge of the written code and culturally sustaining and historically responsive pedagogy, and prepare them for the Texas’ Science of Teaching Reading exam. Within this context, we explored how preservice teachers worked to bridge multiple approaches to literacy instruction. Thematic results illustrate how preservice teachers sustained the lifeways of children through literacy as a social practice, created space for code-based and meaning-making skills, and learned to teach responsively. These results provide implications for a comprehensive approach to preparing teachers of elementary literacy: one that fosters knowledge of the written code while contextualizing knowledge in children's cultures, communities, and experiences.

It's not just about skills: Adopting a motivation‐informed approach to instruction with adolescents

AbstractAn issue devoted to foundational skills and adolescents might center the cognitive skills and practices most needed to accelerate learning. While an understanding of these—whether multisyllabic decoding, fostering comprehension through discussion, or argumentative writing—is important, in this article, we advocate for the importance of attending to principles of motivation. After defining motivation within the context of adolescent literacy instruction, we summarize representative research on the topic. We then present four guiding principles for teachers, each accompanied by practical examples for classroom application.

Readiness to embrace artificial intelligence in information literacy instruction at a Zimbabwean University

Readiness to embrace artificial intelligence in information literacy instruction at a Zimbabwean University

Looking Upstream:

“Looking upstream” refers to going beyond the negative effects of the current problems which disproportionately impacts historically marginalized families— water contamination, flooding, and scarcity—to see causation: why is the problem happening in the first place? In this article, we “look upstream” at our language and literacy practices and attempt to see how these are entangled with representations of our place in the water cycle. We examine a few curricular artifacts from our Literacy Clinic—dually focused on responsive literacy instruction and water justice—to illustrate our entanglements with linguistic systems, discourses, and narratives. Part of the way forward, we argue, is changing the ways we speak, write, and read in relation to our shared environment, including water and all forms of life.

Inadequate foundational decoding skills constrain global literacy goals for pupils in low- and middle-income countries.

Learning to read is the most important outcome of primary education. However, despite substantial improvements in primary school enrolment, most students in low- and middle-income countries (LMICs) fail to learn to read by age 10. We report reading assessment data from over half a million pupils from 48 LMICs tested primarily in a language of instruction and show that these pupils are failing to acquire the most basic skills that contribute to reading comprehension. Pupils in LMICs across the first three instructional years are not acquiring the ability to decode printed words fluently and, in most cases, are failing to master the names and sounds associated with letters. Moreover, performance gaps against benchmarks widen with each instructional year. Literacy goals in LMICs will be reached only by ensuring focus on decoding skills in early-grade readers. Effective literacy instruction will require rigorous systematic phonics programmes and assessments suitable for LMIC contexts.

EXPLORING THE ROLE OF L1 LITERACY SKILLS IN L2 READING COMPREHENSION AND VOCABULARY DEVELOPMENT AMONG SENIOR HIGH SCHOOL STUDENTS IN GHANA

This study investigated the relationship between first language (L1) literacy skills and second language (L2) reading comprehension and vocabulary development among students in Ghana. The study was grounded in Cummin’s (1970) Linguistic Interdependence Theory (LIT). The qualitative approach was adopted, and three instruments- focus group discussions, interviews and classroom observations- were used to obtain data from the sample of 300 secondary school students and 40 teachers. The researcher assessed participants' views in L1 literacy domains (phonological awareness, orthographic knowledge, and reading fluency) as well as their views on L2 (English) reading comprehension and vocabulary. The findings revealed a significant positive correlation between students' L1 literacy skills and their achievement in L2 reading comprehension and vocabulary. Those with more advanced abilities in their native language consistently demonstrated higher levels of reading comprehension and broader English vocabulary knowledge. This underscores the critical role of strong foundational literacy in the first language as a precursor to successful second language acquisition. The study also identified key instructional strategies that could help bridge the gap for ESL learners, such as explicit instruction in L1 literacy, structured opportunities for cross-linguistic transfer, and the incorporation of culturally relevant, mother-tongue materials into the curriculum. The implications of these findings for policymakers, curriculum designers, and teachers working to improve educational outcomes for linguistically diverse student populations are discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0799/a.php" alt="Hit counter" /></p>

Developing Linguistic Constructs of Text Readability Using Natural Language Processing

ABSTRACT Purpose Understanding what makes a text difficult to read is an important element of literacy instruction, materials development, and research into text readability. Readability formulas are often used to quantify text readability. However, readability formulas often focus on a relatively limited number of text features that inform the reading process and/or use single features to measure complex language constructs under the presumption that related features do not interact with one another. As a result, the formulas can be difficult to interpret by practitioners. Method A principal component analysis was used to combine text features from advanced natural language processing tools into theoretically-inspired language constructs related to text comprehension. Result Results indicate that text features aggregated into seven components related to informational text, syntactic constructions, noun phrase complexity, lexical ease, function word ease, narrativity, and lexical variety. These components predicted 44% of the variance in readability scores reported in a large readability corpus. Conclusion The results provide evidence that individual linguistic features related to text readability can be combined into reading components that are strong predictors of text comprehension. Practically, these components should be more easily interpretable allowing for more actionable feedback and use by practitioners.

Leveraging digital skills to reduce cognitive strain: Implications for academic self-efficacy in medical education

BackgroundDigital literacy influences academic behaviors, especially in medical education, where students encounter considerable academic challenges. However, the effects of this phenomenon on academic self-efficacy and cognitive load remain inadequately understood. ObjectivesThis research explores the relationships between digital literacy and academic self-efficacy, emphasizing the mediating role of cognitive load and its various dimensions among medical students in Islamabad, Pakistan. MethodsA descriptive cross-sectional survey was conducted from seven medical colleges in Islamabad, Pakistan, from October to December 2023. The research employed meticulously validated measurement tools encompassing a digital literacy scale, academic self-efficacy scale, and cognitive load scale and collected data on 633 medical students. Descriptive statistics and inferential testing (mediation analysis) were performed to investigate the direct and indirect relationships of the study variables. ResultsThe empirical results revealed that digital literacy significantly enhances academic self-efficacy both directly and indirectly. First, the total cognitive load score showed partial mediation (β = 0.165, p < 0.001). Then, individual subscale analysis revealed that intrinsic cognitive load (β = 0.147, p < 0.001) and extraneous cognitive load (β = 0.144, p < 0.001) were significant mediators. However, the mediation effect through self-perceived learning (β = 0.105, p = 0.361) was not supported, suggesting variability in how students perceive their learning gains or other influencing factors influencing this relationship, which warrants further investigation. ConclusionThe research finding underscores the crucial integration of digital literacy instruction into medical curriculums to bolster students' academic self-efficacy by adeptly managing cognitive load. While digital literacy notably reduces intrinsic and extraneous cognitive loads, its impact on perceived learning appears context-dependent and requires further exploration. Additional studies are needed to understand these relationships across educational settings and identify other potential influencing factors.

Employing School Librarians: What Decision-Makers Tell Us

Although research has shown that having a school librarian benefits students, librarian positions are being cut in schools across the U.S. SLIDE — The School Librarian Investigation: Decline or Evolution? — examined federal data on school library staffing and interviewed 49 district leaders about their decisions to eliminate or add librarian positions. Keith Curry Lance, Debra E. Kachel, and Caitlin Gerrity report that of 54 total decisions leaders made related to changes in librarian staffing, 28 resulted in librarian increases and 26 resulted in librarian decreases. Decisions to add or eliminate positions were generally related to changes in district priorities. Although leaders expressed that they value librarians’ role in providing information literacy instruction and support and had positive experiences with librarians, some had to allocate resources to other positions. Others had trouble finding librarians with the necessary qualifications. When making staffing decisions, leaders need to consider what benefits librarians offer and how to meet student and staff needs for information and media literacy.

Literary and Arithmetic Schools of Uktus Factory (1735–1742): A Historical Analysis

This article examines the activities of the schools established at the Uktus Factory, initiated by the proactive policies of V.N. Tatischev during his tenure as the head of the factories (1734–1739), aimed at engaging children from all factory residents in formal education. The study establishes enrollment figures for the schools over three-year intervals, details collective recruitment efforts, and presents the total number of students taught literacy and basic mathematics, alongside an analysis of the social and age demographics of the pupils. It demonstrates that during the establishment of a network of factory schools in 1735–1736, the movement of skilled workers to other factories due to production needs rarely interrupted children’s education, often resulting in a turnover of students at Uktus. The article characterizes the teacher, exiled Nikita Afanasyev, highlighting his proactive approach to enhancing the organization of literacy instruction. It identifies key dates regarding the commencement of arithmetic education at the Uktus Literary School in Yekaterinburg, the founding of the arithmetic school at the Uktus Factory, and the appointment of top students from the Yekaterinburg school to teach Uktus children under the supervision of teachers Fyodor Sannikov and Afanasy Kichigin. The reasons for the closure of the schools at the Uktus Factory in autumn 1742 and the sharp decline in student enrollment from 1743 onwards are also analyzed.

How Prepared are Ethiopian English Teachers to Teach Early Grade Reading?

Purpose. This paper examines how prepared Ethiopian public primary school English teachers are to teach early grade reading. Methodology. A descriptive research design of mixed methods was employed. A sample of 125 English teachers in 20 randomly selected primary schools in Hawassa City Administration was the source of data. The researchers employed a knowledge assessment test, focus group discussions, and questionnaires to gather the necessary data. The analysis of quantitative data was carried out by using Statistical Package for Social Sciences (SPSS version 25.0). Results. It has been learned from the findings that primary English teacher preparation paid little attention to coursework and practicum to teach early reading. The results also revealed that English teachers felt somewhat prepared to teach early grade reading. There is serious knowledge limitation among English teachers that (12)9.6% of primary English teachers scored 50% and above, whereas (113)90.4% of teachers scored below 50%; the teachers’ average knowledge test score was 36.4%. The results have clearly indicated that it is statistically significant, the direct relationship among teacher preparation coursework emphasis, practicum attention statistically significant, direct relationship among teacher preparation coursework emphasis, practicum attention, and teachers’ felt preparedness at (p=0.001). Conclusions. The results have led to the conclusion that teacher preparation, both in its coursework and practicum, did not pay due attention to teaching early grade reading. That is, primary English teachers were inadequately prepared to teach early grade reading. Based on the results of this study, to improve the practice of early literacy instruction, English teachers’ knowledge and skills gaps need to be duly addressed. Further studies that investigate the current practice of early literacy teacher preparation and professional development should be conducted with a larger sample size and diverse contexts.

Boxed In and-and Busting Out

Working with a group of Alberta Grade 1 and 2 teachers we have observed and heard described several of the complexities they face in practicing well amidst multiple and competing dimensions of contemporary literacy instruction. The outcomes-driven machinery of their provincial context, their school district’s system for communicating classroom assessments, and the increasing dominance of synthetic phonics are factors the teachers note as constraining their knowledge, skills, and ways of being/doing, and that of their students. When these material expectations are positioned against other commitments to literacy education and diverse ways of being/becoming literate they both intend a certain future and serve as reminders of literacy education’s philosophical and practical “trouble without end” (Tsing, 2015, p. 2). Conceptualizing instructional contexts and practices as research assemblages, the study in which this paper is based investigates how early elementary teachers work at, with, and within the current conditionings of school-based literacy practices. Drawing on teacher interviews, photographs from within literacy teaching and learning situations (Snaza, 2019), and extended observations with a Grade 1 French Immersion teacher and class, the purpose of this paper is to explore liveable possibilities in reading, writing, and language instruction for the “right now” of literacy education (Kuby et al., 2019). Focusing on examples in which teachers seek “and…and…and…” pedagogies (Deleuze &amp; Guattari, 1987, p. 25) our purpose is not to settle the troubled waters of literacy education but to trace contours of possibility as teachers encounter literacy education’s boxes and boundaries and exceed their confines. We follow teachers’ material and social participation in curricular attentions to affect and cultivations of newness as a practice of care for and curiosity about a shared world in early elementary literacy instruction.

Examining the Role of School Librarians in Teaching Young Children to Detect and Avoid Misinformation

This study investigates the imperative for implementing an informational literacy curriculum in K-5 school libraries to equip students with essential skills for detecting and avoiding misinformation. Using a mixed-methods approach, data were collected from 141 school librarians across the United States. Quantitative analysis revealed significant gaps in information literacy instruction frequency and resource availability. Qualitative analysis identified four overarching themes: Awareness, Identification, Resources, and Risks/Harm. Together these results highlight the pressing need for curriculum development in this area, emphasizing critical thinking skills through age-appropriate resources. The findings underscore the importance of advocating for dedicated instructional time and the creation of tailored teaching materials to empower students as discerning consumers and responsible citizens. This research contributes valuable insights to the fields of school libraries and information literacy, informing future initiatives aimed at enhancing students' ability to navigate the complexities of the digital age.

Curriculum SIG: The Ethics and Evolution of Truth and Information

The Curriculum SIG will examine how library science education curricula can prepare future librarians to engage with the ethics and evolution of truth and information. The session will begin with presentations of each paper, followed by an interactive discussion inviting attendees to participate in an open dialogue and Q&amp;A with the presenters about the issues raised by the papers, implications for practice, and potential areas for future research. Dr. Natalie Taylor will deliver a presentation titled “Core Competencies, Core Courses: How Accredited MLIS Programs Interpret the ALA’s Core Competencies through their Curriculum.” This paper aims to examine the way that the 66 accredited degree programs describe their programs’ relationship with the ALA Core Competencies (ALACCs) and whether these descriptions can demonstrate a measurement of the influence of the ALACCs on curriculum. This finding will serve two purposes: 1) a representation of the strength (or weakness) of the connection between the library profession (as represented by the American Library Association) and MLIS degree programs and 2) a better understanding of how the curriculum of these programs represents the competencies called for by ALA. Dr. Cynthia Stogdill and Dr. Elizabeth Burns will present “Information Literacy: A Case Study in Inquiry Instruction.” Information literacy is a set of skills we expect school librarians to teach K-12 learners. AASL embeds these competencies within their instructional standards for learners and school librarians however, there is little agreement on a model of inquiry that should be used with K-12 learners. Further, there is little consistency in pre-service school librarian information literacy instruction. This exploratory case study examines the information literacy instructional models used with one cohort of pre-service school librarians. Findings discuss practices that can be shared and further developed for LIS education. Dr. Rhonda Clark, Dr. Xiaofeng Li, and Dr. Angela Jones will present “A Study of US Public Library Strategic Plans: Trends and Trajectories.” This paper reports the results of a content analysis, reviewing strategic plans from public libraries across multiple states in the U.S. The presenters will make recommendations based on their analysis to help library educators teach an effective writing style for strategic plans. They will also advocate for the importance of strategic planning as a necessary skill in the curriculum. Additionally, they will invite attendees to discuss how library schools implement curriculum development through strategic planning. Overall, these presentations will provide valuable insights into how library science education programs address core competencies, information literacy instruction, and strategic planning to better prepare future librarians for the evolving challenges of the profession.

The Role of Theory in the MLIS Curriculum

This panel explores the integration of theory into the master’s curriculum for library and information studies. Balancing theoretical focus with more practical emphasis can be a challenge, and engaging students in theory by tying it to practice can be complicated. The panel will provide opportunities to explore these challenges in the specific contexts of reference and information literacy instruction courses, but also more generally throughout the LIS curriculum.

Creative Pedagogy in Information Literacy

Creative pedagogy is not well defined and has not yet received much attention in the field of library and information science. This research employed constructivist grounded theory, through semi-structured interviews conducted with library information literacy instructors, to better understand the role of creative pedagogy in information literacy. The aim of the research was to synthesize findings into a theory to better understand how and to what extent creative pedagogy is being applied in the teaching of information literacy. The findings show that although they do not necessarily use the language of creativity, many library instructors are integrating elements of creative pedagogy into their teaching. Perceived challenges, such as being a guide or guest in someone else’s classroom and in connecting with students around information, as well as opportunities in both the physical and virtual classroom spaces, seem to require a shift in the way information literacy engagement takes place. Library instructors recognize the need for these shifts but many struggle to implement an alternative approach in the information classroom. At the same time, library instructors face several barriers, including a lack of preparation for their teaching role and the limitations of the one-shot instruction session.