This critical duoethnography takes silence in classroom discussions as a sociocultural artifact that reveals the norms of the society that upholds it. In this research, we made visible and explored the content of silence we experienced as international graduate students. We found that repeated patterns of silence in classroom discussions acted to silence us as knowers. Moreover, this silencing power of classroom silences was entangled with various factors like immigration status and financial constraints. Finally, by elaborating on ways that we navigated these challenges, we offer implications for research, practice, and policy for improving the experiences of international graduate students in the United States.
{"title":"Breaking silence: A critical duoethnography on examining epistemic violence in negotiating the journey as international graduate students in U.S. higher education","authors":"M. Mohebali, Elmira Jangjou","doi":"10.1002/tl.20620","DOIUrl":"https://doi.org/10.1002/tl.20620","url":null,"abstract":"This critical duoethnography takes silence in classroom discussions as a sociocultural artifact that reveals the norms of the society that upholds it. In this research, we made visible and explored the content of silence we experienced as international graduate students. We found that repeated patterns of silence in classroom discussions acted to silence us as knowers. Moreover, this silencing power of classroom silences was entangled with various factors like immigration status and financial constraints. Finally, by elaborating on ways that we navigated these challenges, we offer implications for research, practice, and policy for improving the experiences of international graduate students in the United States.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141800929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mary Ann Bodine Al-Sharif, Katie Koo, Krishna Bista
Amid the globalized environment of higher education, international graduate students remain vital contributors to U.S. institutions as they contribute billions of dollars to the U.S. economy annually, drive innovation, and play a significant role in diversifying and globalizing U.S. institutions. Open Doors reported that international students constituted 4.7% of the U.S. higher education demographic in the 2021/2022 academic year and 40.6% of international students are enrolled in graduate degree programs. Despite such significant representation, research predominantly concentrates on undergraduate international students, often overlooking the graduate segment. This article seeks to amplify the voices of international graduate students, detailing their distinctive challenges and successes in the U.S. academic landscape. Addressing areas such as academic support, socioemotional well‐being, and professional development, the project underscores the critical roles these students play, both academically and in the U.S. workforce. By shedding light on the nuanced experiences of this cohort, we advocate for more informed, culturally sensitive approaches to supporting international graduate students.
{"title":"International graduate students: Unique stories and missing voices in higher education","authors":"Mary Ann Bodine Al-Sharif, Katie Koo, Krishna Bista","doi":"10.1002/tl.20616","DOIUrl":"https://doi.org/10.1002/tl.20616","url":null,"abstract":"Amid the globalized environment of higher education, international graduate students remain vital contributors to U.S. institutions as they contribute billions of dollars to the U.S. economy annually, drive innovation, and play a significant role in diversifying and globalizing U.S. institutions. Open Doors reported that international students constituted 4.7% of the U.S. higher education demographic in the 2021/2022 academic year and 40.6% of international students are enrolled in graduate degree programs. Despite such significant representation, research predominantly concentrates on undergraduate international students, often overlooking the graduate segment. This article seeks to amplify the voices of international graduate students, detailing their distinctive challenges and successes in the U.S. academic landscape. Addressing areas such as academic support, socioemotional well‐being, and professional development, the project underscores the critical roles these students play, both academically and in the U.S. workforce. By shedding light on the nuanced experiences of this cohort, we advocate for more informed, culturally sensitive approaches to supporting international graduate students.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141801104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This scholarly personal narrative offers insight into the everyday lived experience of a white international student from Germany living and studying in the United States. In this narrative, she explores her life between discrimination in the form of anti‐German sentiment and white privilege. The narrative focuses on discrimination from a systemic as well as an interpersonal level and is a first attempt in offering a more stratified and complex insight of the experiences of a white, German international student in the United States.
{"title":"Rot, White, and Blue: A scholarly personal narrative on the lived experiences of a white, German international graduate student in the United States","authors":"Michaela M. Dengg","doi":"10.1002/tl.20617","DOIUrl":"https://doi.org/10.1002/tl.20617","url":null,"abstract":"This scholarly personal narrative offers insight into the everyday lived experience of a white international student from Germany living and studying in the United States. In this narrative, she explores her life between discrimination in the form of anti‐German sentiment and white privilege. The narrative focuses on discrimination from a systemic as well as an interpersonal level and is a first attempt in offering a more stratified and complex insight of the experiences of a white, German international student in the United States.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141808124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This contribution focuses on the experience of an emerging scholar practitioner within higher education who also identifies as an Indian international doctoral student. By using a scholarly personal narrative, the author has described their life experiences and negotiations as a part of their study abroad journey from India to the United States. Using various student development theories to understand international student experiences, the author has critiqued the use of a western lens and discussed the need for scholarship that allows practitioners to view international student experiences from a different perspective. This piece also discusses the emergence of the Indian student population within the United States over the last few years and calls out the need to have more research in areas that focus on their student experiences, the development of student development theories that allows practitioners to better understand Indian students’ experiences and future implications for international higher education within the United States.
{"title":"Hearing the voice of a graduate Indian international student in the United States: Why my voice matters","authors":"Kriti Gopal","doi":"10.1002/tl.20619","DOIUrl":"https://doi.org/10.1002/tl.20619","url":null,"abstract":"This contribution focuses on the experience of an emerging scholar practitioner within higher education who also identifies as an Indian international doctoral student. By using a scholarly personal narrative, the author has described their life experiences and negotiations as a part of their study abroad journey from India to the United States. Using various student development theories to understand international student experiences, the author has critiqued the use of a western lens and discussed the need for scholarship that allows practitioners to view international student experiences from a different perspective. This piece also discusses the emergence of the Indian student population within the United States over the last few years and calls out the need to have more research in areas that focus on their student experiences, the development of student development theories that allows practitioners to better understand Indian students’ experiences and future implications for international higher education within the United States.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141812990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter describes how instructors can foster curiosity and exploration to improve digital literacy for college students. It also details multiple inquiry‐based teaching strategies that may be used in digital literacy contexts.
{"title":"What does that button do? How instructors can foster curiosity and inquiry in digital literacy","authors":"Emily Zerrenner","doi":"10.1002/tl.20610","DOIUrl":"https://doi.org/10.1002/tl.20610","url":null,"abstract":"This chapter describes how instructors can foster curiosity and exploration to improve digital literacy for college students. It also details multiple inquiry‐based teaching strategies that may be used in digital literacy contexts.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141646439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kirsten Dean, Julia Feerrar, Katlyn Griffin, Kelsey Hammer
In this chapter, a team of academic librarians offers strategies to address four common challenges instructors face when incorporating digital literacy into their courses.
在本章中，学术图书馆员团队提供了一些策略，以应对教师在将数字扫盲纳入课程时面临的四个共同挑战。
{"title":"Holistic approaches to digital literacy: Perspectives from library partners","authors":"Kirsten Dean, Julia Feerrar, Katlyn Griffin, Kelsey Hammer","doi":"10.1002/tl.20614","DOIUrl":"https://doi.org/10.1002/tl.20614","url":null,"abstract":"In this chapter, a team of academic librarians offers strategies to address four common challenges instructors face when incorporating digital literacy into their courses.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141651973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Candyce Reynolds, Melissa Shaquid Pirie, Sonja Taylor
This chapter invites instructors to consider practices to help students explore the intersection of social media and academic digital spaces. It argues that doing so increases digital literacy and digital citizenship in students.
{"title":"Folio thinking and digital literacy: Integrating social media and ePortfolios","authors":"Candyce Reynolds, Melissa Shaquid Pirie, Sonja Taylor","doi":"10.1002/tl.20613","DOIUrl":"https://doi.org/10.1002/tl.20613","url":null,"abstract":"This chapter invites instructors to consider practices to help students explore the intersection of social media and academic digital spaces. It argues that doing so increases digital literacy and digital citizenship in students.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141661521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter critiques and builds upon critical digital literacy studies by synthesizing queer theory to inspire more inclusive approaches to understandings of digital literacy.
{"title":"Queering critical digital literacy scholarship: A new framework","authors":"Joseph Kevin Tuvera Sebastian","doi":"10.1002/tl.20612","DOIUrl":"https://doi.org/10.1002/tl.20612","url":null,"abstract":"This chapter critiques and builds upon critical digital literacy studies by synthesizing queer theory to inspire more inclusive approaches to understandings of digital literacy.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141665033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter is a case study of the first and only public musicology program in the United States and how the program's courses embed the teaching of digital literacy. Suggestions for adapting and implementing some of the activities in disciplines outside of music are provided.
{"title":"Training college music students to be digitally literate: A public musicology certificate in action","authors":"Reba A. Wissner","doi":"10.1002/tl.20604","DOIUrl":"https://doi.org/10.1002/tl.20604","url":null,"abstract":"This chapter is a case study of the first and only public musicology program in the United States and how the program's courses embed the teaching of digital literacy. Suggestions for adapting and implementing some of the activities in disciplines outside of music are provided.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141666424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter describes a research study of first‐year college students and their perceptions of personal and school‐based research and suggests instructional strategies to bridge their everyday digital research practices with academic knowledge construction.
{"title":"First‐year college students as digital researchers","authors":"Patricia Dalton Medved","doi":"10.1002/tl.20611","DOIUrl":"https://doi.org/10.1002/tl.20611","url":null,"abstract":"This chapter describes a research study of first‐year college students and their perceptions of personal and school‐based research and suggests instructional strategies to bridge their everyday digital research practices with academic knowledge construction.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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