Pub Date : 2019-08-01DOI: 10.1080/10790195.2019.1638218
David C. Caverly, E. Payne, Amarilis M. Castillo, Amber L. Sarker, Elizabeth J. Threadgill, D. West
Many students matriculate into college feeling confident in their abilities to make meaning when using digital devices, though recent research suggests these students are not necessarily digitally literate. Still, 20% of incoming freshmen are required to enroll in Developmental Literacy Education, suggesting some of these students are not necessarily academically literate. Little evidence suggests Developmental Literacy Education students have digital literacies or adapt these digital literacies to academic literacies. To inform Developmental Literacy educators, four ethnically diverse Developmental Literacy Education students completed a Digital Literacies Autobiography on their past, present, and future uses as well as their values of digital literacies. Next, they were interviewed to member-check their uses and values of digital literacies and its role in academic literacies. Our conclusions confirmed these Developmental Literacy Education students use and value digital literacies for personal literacy practices, perceived a means to help others in their social communities, but struggled with connections of digital literacies to academic literacies. Implications for additional research and using these digital literacies to build academic literacies are proposed.
{"title":"Identifying Digital Literacies to Build Academic Literacies","authors":"David C. Caverly, E. Payne, Amarilis M. Castillo, Amber L. Sarker, Elizabeth J. Threadgill, D. West","doi":"10.1080/10790195.2019.1638218","DOIUrl":"https://doi.org/10.1080/10790195.2019.1638218","url":null,"abstract":"Many students matriculate into college feeling confident in their abilities to make meaning when using digital devices, though recent research suggests these students are not necessarily digitally literate. Still, 20% of incoming freshmen are required to enroll in Developmental Literacy Education, suggesting some of these students are not necessarily academically literate. Little evidence suggests Developmental Literacy Education students have digital literacies or adapt these digital literacies to academic literacies. To inform Developmental Literacy educators, four ethnically diverse Developmental Literacy Education students completed a Digital Literacies Autobiography on their past, present, and future uses as well as their values of digital literacies. Next, they were interviewed to member-check their uses and values of digital literacies and its role in academic literacies. Our conclusions confirmed these Developmental Literacy Education students use and value digital literacies for personal literacy practices, perceived a means to help others in their social communities, but struggled with connections of digital literacies to academic literacies. Implications for additional research and using these digital literacies to build academic literacies are proposed.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1638218","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46568588","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}
Pub Date : 2019-07-22DOI: 10.1080/10790195.2019.1638219
Jennifer C. Theriault
This case study examined postsecondary students’ participation within a developmental literacy course, Reading 100. The study involved five weeks of observations and two student interviews. Findings indicate students utilized oral participation when they felt comfortable as a way to demonstrate interest and keep class moving forward while students employed silent participation as a less public manner of engaging, particularly when they did not feel confident in their knowledge or understanding. These findings suggest silent participation may provide students with a lower-risk method of engaging within a new class.
{"title":"Exploring College Students’ Classroom Participation: A Case Study of A Developmental Literacy Classroom","authors":"Jennifer C. Theriault","doi":"10.1080/10790195.2019.1638219","DOIUrl":"https://doi.org/10.1080/10790195.2019.1638219","url":null,"abstract":"This case study examined postsecondary students’ participation within a developmental literacy course, Reading 100. The study involved five weeks of observations and two student interviews. Findings indicate students utilized oral participation when they felt comfortable as a way to demonstrate interest and keep class moving forward while students employed silent participation as a less public manner of engaging, particularly when they did not feel confident in their knowledge or understanding. These findings suggest silent participation may provide students with a lower-risk method of engaging within a new class.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1638219","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48616307","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}
Pub Date : 2019-07-16DOI: 10.1080/10790195.2019.1635371
Peter Sebastian Havens, M. Williams
While peer-assisted (PAL) learning strategies have been successful in K-12 programs, such practices are used less commonly at the college level. In addition, PAL programs are aimed largely at student populations who are struggling (for example, learning disabled students) or in topics where many students encounter difficulty (for example, math and natural sciences). This means that while PAL strategies have shown their effectiveness, the view from the academy is that this help is largely remedial. This paper surveys the literature and analyzes the use of PAL programs in freshman-level general education classes at a large, diverse public university with particular focus on the humanities. We conclude that using peer-assisted learning is a vibrant addition to university education, with promising possibilities for humanities education.
{"title":"University Peer-Assisted Learning Strategies in the Humanities","authors":"Peter Sebastian Havens, M. Williams","doi":"10.1080/10790195.2019.1635371","DOIUrl":"https://doi.org/10.1080/10790195.2019.1635371","url":null,"abstract":"While peer-assisted (PAL) learning strategies have been successful in K-12 programs, such practices are used less commonly at the college level. In addition, PAL programs are aimed largely at student populations who are struggling (for example, learning disabled students) or in topics where many students encounter difficulty (for example, math and natural sciences). This means that while PAL strategies have shown their effectiveness, the view from the academy is that this help is largely remedial. This paper surveys the literature and analyzes the use of PAL programs in freshman-level general education classes at a large, diverse public university with particular focus on the humanities. We conclude that using peer-assisted learning is a vibrant addition to university education, with promising possibilities for humanities education.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1635371","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45873952","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}
Pub Date : 2019-07-11DOI: 10.1080/10790195.2019.1631231
Jodi P. Lampi, J. P. Holschuh, Todd Reynolds, Leslie S. Rush
This forum article discusses using disciplinary literacy approaches for reading literary text targeting interpretation as a goal. Disciplinary literacy approaches make the assumption that literacy tasks and processes differ based upon the demands, goals, and epistemology of each discipline and that identifying these differences is key toward creating instruction for students. As such, we explicate a disciplinary approach to help build interpretation skills of developmental readers while working through literary texts within English language arts contexts and settings.
{"title":"Using Disciplinary Approaches for Reading Literary Texts in Developmental Literacy Courses","authors":"Jodi P. Lampi, J. P. Holschuh, Todd Reynolds, Leslie S. Rush","doi":"10.1080/10790195.2019.1631231","DOIUrl":"https://doi.org/10.1080/10790195.2019.1631231","url":null,"abstract":"This forum article discusses using disciplinary literacy approaches for reading literary text targeting interpretation as a goal. Disciplinary literacy approaches make the assumption that literacy tasks and processes differ based upon the demands, goals, and epistemology of each discipline and that identifying these differences is key toward creating instruction for students. As such, we explicate a disciplinary approach to help build interpretation skills of developmental readers while working through literary texts within English language arts contexts and settings.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1631231","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42036267","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}
Pub Date : 2019-05-13DOI: 10.1080/10790195.2019.1599746
Noel Holton Brathwaite
This study explores the pedagogical effectiveness of assignments developed for a first-year composition course to encourage reflexive reading habits that can aid students in the writing process. Students in this course were asked to articulate the connections they found between multimodal texts of their own choosing and texts assigned by their instructors. These assignments were designed to discourage problematic deferent and/or self-referent student reading approaches where students are either too deferential to the authors of texts or too myopic and dismissive of authors’ ideas. At the end of the course, a number of students reported that learning how to juxtapose multimodal texts and trace ideas from one genre to another made it easier for them to identify meaningful research topics.
{"title":"I Just Couldn’t Get into It: Promoting Reflexive Reading Practices in the Writing Classroom Using Intertextuality","authors":"Noel Holton Brathwaite","doi":"10.1080/10790195.2019.1599746","DOIUrl":"https://doi.org/10.1080/10790195.2019.1599746","url":null,"abstract":"This study explores the pedagogical effectiveness of assignments developed for a first-year composition course to encourage reflexive reading habits that can aid students in the writing process. Students in this course were asked to articulate the connections they found between multimodal texts of their own choosing and texts assigned by their instructors. These assignments were designed to discourage problematic deferent and/or self-referent student reading approaches where students are either too deferential to the authors of texts or too myopic and dismissive of authors’ ideas. At the end of the course, a number of students reported that learning how to juxtapose multimodal texts and trace ideas from one genre to another made it easier for them to identify meaningful research topics.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1599746","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42064602","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}
Pub Date : 2019-04-24DOI: 10.1080/10790195.2019.1597658
Randi L. Polk
In this short piece, the author provides some background on critical thinking and reading in the unprecedented times of the Donald J. Trump administration where truth is gleaned only through careful consideration of multiple perspectives and sources. Readers will learn more about the French esprit critique as a means to teaching critical inquiry, particularly in the postsecondary classroom.
{"title":"L’esprit Critique in the Era of Fake News and Alternative Facts","authors":"Randi L. Polk","doi":"10.1080/10790195.2019.1597658","DOIUrl":"https://doi.org/10.1080/10790195.2019.1597658","url":null,"abstract":"In this short piece, the author provides some background on critical thinking and reading in the unprecedented times of the Donald J. Trump administration where truth is gleaned only through careful consideration of multiple perspectives and sources. Readers will learn more about the French esprit critique as a means to teaching critical inquiry, particularly in the postsecondary classroom.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1597658","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42560307","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}
Pub Date : 2019-04-24DOI: 10.1080/10790195.2019.1597659
Laurie B. Bauer, Connie Kendall Theado, J. Altus
In the Foreword of the third edition of the Handbook of College Reading and Study Strategy Research, Norman Stahl discusses the status of this work. He describes this Handbook, as well as its predecessor volumes, as a “scholarly benchmark,” “the go-to source for in-depth coverage,” and a must-read for postsecondary reading specialists, graduate students, administrators, and policy makers, as well as high school teachers. Moreover, he claims this Handbook has the potential to focus research and pedagogical efforts on upcoming changes, a similar claim Martha Maxwell (2000) made in the Foreword of the first edition. In this review, we aim to highlight the evolving perspectives in college reading and learning with a focus on topics and themes that are not only significant and worthwhile but also ever-changing and thus worthy of making this edition a landmark volume in the field of postsecondary literacy. Part I of the Handbook, edited by Eric J. Paulson, has three main foci: to highlight the historical aspects of literacy, to provide an updated framework of college reading, and to draw attention to issues related to literacy and college reading. Across the five chapters are a multitude of discussions centered around literacy and college reading. Some of the discussions include aspects related to college reading policy issues, a changing student population, and the need for a broadened and expanded understanding of literacy. There are two notable chapters in this opening section. In Chapter 2 “College Reading,” authors Eric J. Paulson and Jodi Patrick Holschuh describe why the three terrains of college reading (i.e., the foundational terrain, the theoretical terrain, and the instructional terrain) are vital to the instruction of developmental reading. In addition to this main point, Paulson and Holschuh also argue that there is a significant need for expanded postsecondary literacy instruction and support, noting that literacy should be approached as a social practice. Barbara Guzzetti and Leslie Foley make a clear case in Chapter 5 “Social Media” for how young adults have become facile users of social media and that, because Journal of College Reading and Learning, 49: 146–149, 2019 ISSN: 1079-0195 print/2332-7413 online
在《大学阅读与学习策略研究手册》第三版的前言中，Norman Stahl讨论了这项工作的现状。他将本手册及其前几卷描述为“学术基准”、“深入报道的首选来源”，也是中学后阅读专家、研究生、行政人员、政策制定者以及高中教师的必读之作。此外，他声称本手册有可能将研究和教学工作集中在即将到来的变化上，类似于Martha Maxwell（2000）在第一版前言中的说法。在这篇综述中，我们旨在强调大学阅读和学习中不断发展的观点，重点关注不仅重要和有价值，而且不断变化的主题和主题，因此值得使本版成为中学后识字领域的里程碑式著作。该手册的第一部分由Eric J.Paulson编辑，主要有三个重点：强调识字的历史方面，提供最新的大学阅读框架，以及提请注意与识字和大学阅读相关的问题。在这五章中，围绕识字和大学阅读展开了大量讨论。一些讨论包括与大学阅读政策问题、不断变化的学生群体以及扩大和扩大对识字理解的必要性有关的方面。这一开篇有两个值得注意的章节。在第2章“大学阅读”中，作者Eric J.Paulson和Jodi Patrick Holschuh描述了为什么大学阅读的三个领域（即基础领域、理论领域和教学领域）对发展性阅读的教学至关重要。除了这一要点之外，Paulson和Holschuh还认为，非常需要扩大中学后的识字指导和支持，并指出识字应该作为一种社会实践来对待。Barbara Guzzetti和Leslie Foley在第5章“社交媒体”中明确阐述了年轻人如何成为社交媒体的易用者，因为《大学阅读与学习杂志》，49:146–1492019 ISSN:1079-0195印刷/2332-7413在线
{"title":"Evolving Perspectives in Postsecondary Reading and Learning: A Review of the Handbook of College Reading and Study Strategy Research, 3rd Edition","authors":"Laurie B. Bauer, Connie Kendall Theado, J. Altus","doi":"10.1080/10790195.2019.1597659","DOIUrl":"https://doi.org/10.1080/10790195.2019.1597659","url":null,"abstract":"In the Foreword of the third edition of the Handbook of College Reading and Study Strategy Research, Norman Stahl discusses the status of this work. He describes this Handbook, as well as its predecessor volumes, as a “scholarly benchmark,” “the go-to source for in-depth coverage,” and a must-read for postsecondary reading specialists, graduate students, administrators, and policy makers, as well as high school teachers. Moreover, he claims this Handbook has the potential to focus research and pedagogical efforts on upcoming changes, a similar claim Martha Maxwell (2000) made in the Foreword of the first edition. In this review, we aim to highlight the evolving perspectives in college reading and learning with a focus on topics and themes that are not only significant and worthwhile but also ever-changing and thus worthy of making this edition a landmark volume in the field of postsecondary literacy. Part I of the Handbook, edited by Eric J. Paulson, has three main foci: to highlight the historical aspects of literacy, to provide an updated framework of college reading, and to draw attention to issues related to literacy and college reading. Across the five chapters are a multitude of discussions centered around literacy and college reading. Some of the discussions include aspects related to college reading policy issues, a changing student population, and the need for a broadened and expanded understanding of literacy. There are two notable chapters in this opening section. In Chapter 2 “College Reading,” authors Eric J. Paulson and Jodi Patrick Holschuh describe why the three terrains of college reading (i.e., the foundational terrain, the theoretical terrain, and the instructional terrain) are vital to the instruction of developmental reading. In addition to this main point, Paulson and Holschuh also argue that there is a significant need for expanded postsecondary literacy instruction and support, noting that literacy should be approached as a social practice. Barbara Guzzetti and Leslie Foley make a clear case in Chapter 5 “Social Media” for how young adults have become facile users of social media and that, because Journal of College Reading and Learning, 49: 146–149, 2019 ISSN: 1079-0195 print/2332-7413 online","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1597659","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49208364","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}
Pub Date : 2019-04-15DOI: 10.1080/10790195.2019.1582373
Mehtap Kocatepe
ABSTRACT Information literacy is a context-driven social practice that refers to the ways individuals experience information and create meanings regarding this experience. While much has been reported on information literacy in language learning contexts, not much has been written about how information is experienced. This paper reports on a phenomenographic study of how tertiary level female Arab EFL (English as a Foreign Language) learners conceptualize and engage with information in an undergraduate EAP (English for Academic Purposes) writing course. Working with the assumption that experience refers to the internal relationship between an individual and the world, the study investigated the variation in the meanings students assigned to information as they participated in the course. Data collected via interviews and learner reflective journals over 16 weeks suggested that students experienced information in three ways: as an already existing entity, as legitimizing academic voices, and as creating connections between self and other. The study found that students’ experiences of information were grounded in familiar local Discourses as well as the assumptions and practices which the course made available. Students were information literate within the context of this particular writing course, adopting the identities and engaging in the practices that the course presented as desirable.
{"title":"A Phenomenographic Exploration of Female Arab Second Language Writers’ Experiences with Information in an EAP Writing Course","authors":"Mehtap Kocatepe","doi":"10.1080/10790195.2019.1582373","DOIUrl":"https://doi.org/10.1080/10790195.2019.1582373","url":null,"abstract":"ABSTRACT Information literacy is a context-driven social practice that refers to the ways individuals experience information and create meanings regarding this experience. While much has been reported on information literacy in language learning contexts, not much has been written about how information is experienced. This paper reports on a phenomenographic study of how tertiary level female Arab EFL (English as a Foreign Language) learners conceptualize and engage with information in an undergraduate EAP (English for Academic Purposes) writing course. Working with the assumption that experience refers to the internal relationship between an individual and the world, the study investigated the variation in the meanings students assigned to information as they participated in the course. Data collected via interviews and learner reflective journals over 16 weeks suggested that students experienced information in three ways: as an already existing entity, as legitimizing academic voices, and as creating connections between self and other. The study found that students’ experiences of information were grounded in familiar local Discourses as well as the assumptions and practices which the course made available. Students were information literate within the context of this particular writing course, adopting the identities and engaging in the practices that the course presented as desirable.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1582373","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42002862","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}
Pub Date : 2019-04-05DOI: 10.1080/10790195.2019.1583083
R. Hodges, E. Payne, K. Morgan, Karen Johnston-Ashton, Rene' Leblanc
Learning frameworks courses represent a recent manifestation of higher education’s effort to support undergraduate students’ learning success. These courses offer students the theoretical underpinnings of human learning and the application of learning strategies. This qualitative investigation at a 4-year university in the southwestern United States sought to identify the perceived salient factors from students in the course in spring and fall 2015. Data were collected from individual interviews (n = 8) and a semi-structured focus group (n = 7) from participants 18–24 years old. Researchers concluded that significant course factors occurred in the behavioral domain (e.g., study and self-management strategies), followed by the affective domain (e.g., increased motivation and locus of control, lessening anxiety, and stress), and cognitive domains (e.g., help-seeking strategies, note taking skills, and learning brain function).
{"title":"Salient Factors for Student Success Gained through a Learning Frameworks Course","authors":"R. Hodges, E. Payne, K. Morgan, Karen Johnston-Ashton, Rene' Leblanc","doi":"10.1080/10790195.2019.1583083","DOIUrl":"https://doi.org/10.1080/10790195.2019.1583083","url":null,"abstract":"Learning frameworks courses represent a recent manifestation of higher education’s effort to support undergraduate students’ learning success. These courses offer students the theoretical underpinnings of human learning and the application of learning strategies. This qualitative investigation at a 4-year university in the southwestern United States sought to identify the perceived salient factors from students in the course in spring and fall 2015. Data were collected from individual interviews (n = 8) and a semi-structured focus group (n = 7) from participants 18–24 years old. Researchers concluded that significant course factors occurred in the behavioral domain (e.g., study and self-management strategies), followed by the affective domain (e.g., increased motivation and locus of control, lessening anxiety, and stress), and cognitive domains (e.g., help-seeking strategies, note taking skills, and learning brain function).","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1583083","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48347727","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}
Pub Date : 2019-04-05DOI: 10.1080/10790195.2019.1582372
M. Burchard, Sarah K. Myers
A teacher educator and college librarian collaboratively designed and taught teacher education workshops about finding and evaluating what works in teaching. This study investigated interactions of self-efficacy for information literacy, self-efficacy for solving problems with evidence-based practices, skills of searching for and citing sources, verbalized reasoning, and writing about evidence-based teaching practices. Students completed pre- and postsurveys, recorded screencasts while researching, and submitted papers regarding the effectiveness of one teaching practice. Students made significant self-efficacy gains in response to training. Furthermore, results demonstrated that early experience with information literacy and the self-efficacy that develops is a strong predictor of self-efficacy and performance later in the discipline-specific task to find, evaluate, and write about evidence-based teaching practices.
{"title":"Early Information Literacy Experience Matters to Self-Efficacy and Performance Outcomes in Teacher Education","authors":"M. Burchard, Sarah K. Myers","doi":"10.1080/10790195.2019.1582372","DOIUrl":"https://doi.org/10.1080/10790195.2019.1582372","url":null,"abstract":"A teacher educator and college librarian collaboratively designed and taught teacher education workshops about finding and evaluating what works in teaching. This study investigated interactions of self-efficacy for information literacy, self-efficacy for solving problems with evidence-based practices, skills of searching for and citing sources, verbalized reasoning, and writing about evidence-based teaching practices. Students completed pre- and postsurveys, recorded screencasts while researching, and submitted papers regarding the effectiveness of one teaching practice. Students made significant self-efficacy gains in response to training. Furthermore, results demonstrated that early experience with information literacy and the self-efficacy that develops is a strong predictor of self-efficacy and performance later in the discipline-specific task to find, evaluate, and write about evidence-based teaching practices.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1582372","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42813465","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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